This paper presents a longitudinal analysis of the outcomes of the Italian national standardized mathematics tests. By intertwining quantitative and qualitative methods , we selected and analysed a set of linked questions among the tests administered to the same cohort of students first in grade 6 and then in grade 8. In particular, we focus on poor knowledge students and we argue an example of the analysis of two linked questions about graphical representation of fractions. The comparison between the two questions allows us to interpret some difficulties of students and to expect possible future behaviours .

A longitudinal analysis of the Italian national standardized mathematics tests / L. Branchetti, F. Ferretti, A. Maffia, F. Martignone, M. Matteucci, S. Mignani - In: CERME9 / [a cura di] K.Krainer, N. Vondrová. - [s.l] : European Society for Research in Mathematics Education, 2015. - ISBN 978-80-7290-844-8. - pp. 1695-1701 (( Intervento presentato al 9. convegno Proceedings of the Congress of the European Society for Research in Mathematics Education : February, 4th - 8th tenutosi a Prague (Czech Republic) nel 2015.

A longitudinal analysis of the Italian national standardized mathematics tests

L. Branchetti;
2015

Abstract

This paper presents a longitudinal analysis of the outcomes of the Italian national standardized mathematics tests. By intertwining quantitative and qualitative methods , we selected and analysed a set of linked questions among the tests administered to the same cohort of students first in grade 6 and then in grade 8. In particular, we focus on poor knowledge students and we argue an example of the analysis of two linked questions about graphical representation of fractions. The comparison between the two questions allows us to interpret some difficulties of students and to expect possible future behaviours .
standardized mathematical tests; longitudinal analysis; fractions
Settore MAT/04 - Matematiche Complementari
European Society for Research in Mathematics Education
Charles University in Prague, Faculty of Education
https://hal.archives-ouvertes.fr/CERME9
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/854301
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