In this paper we present a study where automatic assessment and

immediate feedback was utilized to support the learning of

mathematical concepts and automatization of basic arithmetic

calculations. Two first grade classes from a Finnish elementary

school participated in the research. One class acted as a treatment

group (N=23) and the other as a control group (N=21). Pupils in

the treatment group worked for ten weeks one lesson a week with

a collaborative education tool called ViLLE. Additionally, the

pupils in the group did all of their homework with the system.

Pupils in the control group used traditional learning methods.

Before the experiment began a pre-test was conducted for both

groups. The same test with three additional exercises was given

after the ten week period. The pre- and post-tests included

exercises to evaluate math skills and a questionnaire about pupils’

attitudes towards math. The treatment group got statistically

significantly better results compared to the control group in the

post-test. In attitudes, the only statistically significant difference

between the groups was in a question of how well they liked math.

However, the difference in attitudes inside the groups was not

statistically significant.