This contribution shows the first results of an interdisciplinary research project aimed at investigating, through the voice of teachers, the link between the INVALSI assessment in mathematics and the mathematics teaching-learning processes at the Primary School level. The research project is conducted by the “INVALSI Group - Didactics and Disciplinary Knowledge” of the S.I.R.D. (Italian Society for Educational Research) on general education and disciplinary education, made up of disciplinary experts and pedagogists. Specifically, the project aims to: investigate the beliefs of teachers regarding the knowledge and skills detected by the INVALSI assessment; explore the proximity/distance between the functions and objects of the INVALSI assessment, on the one hand, and beliefs and statements about the teaching practices of teachers, on the other hand. In line with the aims of the S.I.R.D., one of the broader objectives of the research is to identify the training needs of teachers at national level and to propose guidelines for the improvement of teaching practices, regarding the use of INVALSI assessment. As part of the project, a questionnaire was prepared, developed through a first online administration (try out), the preliminary results of which were presented in the IV Seminar “I dati INVALSI: uno strumento per la ricerca” in a contribution entitled: “Links between the INVALSI mathematics tests and teaching practices: an exploratory study” (Arzarello, & Ferretti, in press). The questionnaire, revised on the basis of the results of the try out, was then administered in the school year 2019/20 to a large non-representative national sample. The purpose of the empirical, descriptive and correlational survey was to analyze the knowledge, teaching experiences and beliefs available to primary school teachers to read and interpret INVALSI survey data, in particular in the mathematical field. The questionnaire consists of three sections: - one concerning mathematics education (how teachers interpret the Invalsi assessment and the results); - one relating to aspects of general education (which beliefs and attitudes have teachers and how they pour them into teaching practices); - one that collects personal and context information. In the first section, seven INVALSI questions are presented in their original formulation. For each of them, questions are proposed aimed at detecting the pedagogical knowledge of the mathematical content - the so-called Shulman’s PCK - by the teachers (misconceptions, recurring errors, level of difficulty). In addition, comparative questions are proposed on the proximity/remoteness of the seven questions from teaching practices and National Guidelines and on the effectiveness of the INVALSI questions in assessing certain skills. The second section, on the other hand, proposes three sets of questions regarding: the opinions of teachers on the INVALSI assessment; the educational usefulness of the INVALSI assessment; to the didactic practices connected to the INVALSI assessment. This contribution presents some results of the national survey and discusses some critical elements that emerged in the responses of the sample of teachers, relating, in particular, to the first section of the questionnaire. Finally, some interpretative hypotheses are formulated for these answers, for which further qualitative investigations are being planned.

An exploratory study on the connection between INVALSI assessment and Mathematics teaching and learning processes at the Primary School level / O. Rizzo, E. Faggiano, A. Monaco, V. Vaccaro. ((Intervento presentato al 5. convegno I dati INVALSI: uno strumento per la ricerca e la didattica tenutosi a Roma nel 2021.

An exploratory study on the connection between INVALSI assessment and Mathematics teaching and learning processes at the Primary School level

O. Rizzo
Penultimo
;
2021

Abstract

This contribution shows the first results of an interdisciplinary research project aimed at investigating, through the voice of teachers, the link between the INVALSI assessment in mathematics and the mathematics teaching-learning processes at the Primary School level. The research project is conducted by the “INVALSI Group - Didactics and Disciplinary Knowledge” of the S.I.R.D. (Italian Society for Educational Research) on general education and disciplinary education, made up of disciplinary experts and pedagogists. Specifically, the project aims to: investigate the beliefs of teachers regarding the knowledge and skills detected by the INVALSI assessment; explore the proximity/distance between the functions and objects of the INVALSI assessment, on the one hand, and beliefs and statements about the teaching practices of teachers, on the other hand. In line with the aims of the S.I.R.D., one of the broader objectives of the research is to identify the training needs of teachers at national level and to propose guidelines for the improvement of teaching practices, regarding the use of INVALSI assessment. As part of the project, a questionnaire was prepared, developed through a first online administration (try out), the preliminary results of which were presented in the IV Seminar “I dati INVALSI: uno strumento per la ricerca” in a contribution entitled: “Links between the INVALSI mathematics tests and teaching practices: an exploratory study” (Arzarello, & Ferretti, in press). The questionnaire, revised on the basis of the results of the try out, was then administered in the school year 2019/20 to a large non-representative national sample. The purpose of the empirical, descriptive and correlational survey was to analyze the knowledge, teaching experiences and beliefs available to primary school teachers to read and interpret INVALSI survey data, in particular in the mathematical field. The questionnaire consists of three sections: - one concerning mathematics education (how teachers interpret the Invalsi assessment and the results); - one relating to aspects of general education (which beliefs and attitudes have teachers and how they pour them into teaching practices); - one that collects personal and context information. In the first section, seven INVALSI questions are presented in their original formulation. For each of them, questions are proposed aimed at detecting the pedagogical knowledge of the mathematical content - the so-called Shulman’s PCK - by the teachers (misconceptions, recurring errors, level of difficulty). In addition, comparative questions are proposed on the proximity/remoteness of the seven questions from teaching practices and National Guidelines and on the effectiveness of the INVALSI questions in assessing certain skills. The second section, on the other hand, proposes three sets of questions regarding: the opinions of teachers on the INVALSI assessment; the educational usefulness of the INVALSI assessment; to the didactic practices connected to the INVALSI assessment. This contribution presents some results of the national survey and discusses some critical elements that emerged in the responses of the sample of teachers, relating, in particular, to the first section of the questionnaire. Finally, some interpretative hypotheses are formulated for these answers, for which further qualitative investigations are being planned.
Mathematics education; teachers' beliefs and attitudes; Evaluation skills of teachers
Settore MAT/04 - Matematiche Complementari
Settore M-PED/03 - Didattica e Pedagogia Speciale
INVALSI
https://eventinvalsi.it/eventi/sem_dati_invalsi_2021/uploads/altro/26_02_faggiano_spagnolo_toth.pdf
An exploratory study on the connection between INVALSI assessment and Mathematics teaching and learning processes at the Primary School level / O. Rizzo, E. Faggiano, A. Monaco, V. Vaccaro. ((Intervento presentato al 5. convegno I dati INVALSI: uno strumento per la ricerca e la didattica tenutosi a Roma nel 2021.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2434/822635
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