Pubblicazioni

Abstract:
Our study is part of the broad epistemological and didactic debate about how to integrate the results, methods, theoretical frameworks, and findings of large-scale tests into the actions of teachers and the wider context of educational institutions. Large-scale assessments (LSA) becoming the subject of several research in mathematics education (Suurtamm et al., 2016). In Italy, the National Institute for the Evaluation of the Education and Training System (INVALSI) is a public research institution, part of the National Evaluation of the Education and Training System (SNV), that promotes the improvement of educational levels through the deployment of tools to measure the students’ learning outcomes and skills, and through the quality assessment of schools. Macro phenomena highlighted in these surveys can provide useful information and become interpretative tools of some aspects of the mathematics teaching-learning processes specific to the Italian context (e.g. Ferretti & Bolondi, 2019). Our study shows outcomes of the National Research Project “Mathematics standardized assessment as a tool for teachers’ professional development”, which aims to develop theoretical and operative tools for exploiting the results of the mathematics national assessment tests with respect to teachers professional development. The main expected outcome is the development of models for pre-service and in-service mathematics teachers, based on an effective and conscious use of standardized assessments. In particular, a model for the professional development of in-service and pre-service teachers is outlined. Qualitative and quantitative analyses will lead to an increasingly fine-tuned delineation of the model, which will be implemented in numerous in-service teacher professional development courses and degree courses for pre-service teachers. This national project is financed by European Union and Italian Ministry of Education and University (PRIN 2022 - research projects of significant national interest). 

How to cite:
Viola, G., Ferretti, F., Gambini, A., Martignone, F., Soldano, C., & Spagnolo, C. (2024). Teachers’ professional development and mathematics LSA: first result of national project. In 47th Proceedings of the International Group for the Psychology of Mathematics Education (PME47), Vol. 1, pp. 223-224.

Abstract:
Our study fits within the strand of research linking large-scale assessments and mathematics education. In particular, our research is based on the use, in teacher professional development courses, of a online database, Gestinv and on the ways in which its informed use can contribute to increasing the mathematics specialized knowledge of teachers and future teachers. The main outcome of the research is the design of a model for teacher professional development. 

How to cite:
Ferretti, F., Gambini, A., Monica, S., Soldano, C., Spagnolo, C., & Viola, G. (2024). LSA Gestinv Database as a tool for the professional development of mathematics teachers. In 4th Proceedings of the International Conference Mathematics Education in the Digital Age (MEDA 4), pp. 426-428.

Abstract:
The systemic impact of standardized assessments has been well studied for a long time. More recent is the interest on their impact on classroom practices, except for the discussion on teaching to test. There is evidence that there is an increasing use of materials from national standardized assessments in pre-service and in-service teacher professional development programs, but no organic research has been performed in the Italian context (and very few in the international one) on this topic. This research aims to fill this gap.

How to cite:
Cibien, M. C., Ferretti, F., Pozio, S., & Viale, M. (2024). Reflections on teachers' practices for an effective and conscious use of standardized assessments. In INVALSI Research 2024: Book of Abstracts (pp. 36–37). FrancoAngeli.

Abstract:
In questo contributo mostriamo i primi risultati di un progetto di ricerca nazionale. Il progetto mira a sviluppare strumenti teorici e operativi per sfruttare i risultati della Valutazione Nazionale su Grande Scala (LSA) in relazione allo sviluppo professionale degli insegnanti. Il principale risultato atteso da questo progetto è lo sviluppo di modelli per percorsi di formazione per futuri insegnanti di matematica e insegnanti in servizio, basati su un uso efficace e consapevole della LSA. I quesiti scelti per lo sviluppo di questa ricerca sono stati selezionati in verticale facendo una ricerca con il database delle prove INVALSI GESTINV (Gestinv, 2018). Nel corso di questa presentazione verranno fatti esempi specifici rispetto alla Scuola secondaria di secondo grado.

How to cite:
Gambini., A., Saccoletto, M., & Spagnolo, C. (2024). Il ruolo formativo della valutazione nella scuola secondaria di secondo grado. La didattica della matematica al servizio del docente per un insegnamento efficace, Bonomo, pp. 205-206.

How to cite:
Martignone, F., Bolondi, G., & Ferretti, F. (2024). Riflessioni sugli errori degli studenti nelle prove INVALSI di matematica: prime attività di un progetto nazionale. La didattica della matematica al servizio del docente per un insegnamento efficace, Bonomo, pp. 101-102.

Abstract:
This contribution aims to illustrate and share the first results of the National Project “Mathematics standardized assessment as a tool for teachers' professional development”. The project aims to develop theoretical and operative tools to utilize the results of mathematics national assessment tests with respect to teachers’ professional development; at the same time, it is intended to promote a formative use in schools, both at institutional and classroom level, of all the materials produced during the Italian national assessment INVALSI and of the good practices developed in connection with.

How to cite:
Bolondi, G., Cibien, M. C., Ferretti, F., Gambini, A., & Martignone, F. (2025). Teachers’ knowledge and beliefs about assessment in mathematics: initial evidence from a national survey of teachers’ formative needs. In M. Bosh, S. Carreira, G. Bolondi, M. Gaidoschik & C. Spagnolo (Eds.), Proceedings of the Fourteenth Congress of European Research in Mathematics Education (CERME14). ERME / Free University of Bozen-Bolzano.

Abstract:
La ricerca in didattica della matematica ha prodotto risultati consolidati che, nel tempo, sono stati approfonditi e discussi all’interno della comunità scientifica. Una definizione iniziale di questi «solid findings» è stata proposta nel 2011 dalla Società Matematica Europea (EMS, 2011) e successivamente sviluppata, come riassunto nel lavoro di Bosch e colleghi (2017). Tali risultati, ottenuti principalmente attraverso metodologie qualitative condivise, descrivono dettagliatamente fenomeni didattici e offrono strumenti teorici utili agli insegnanti per interpretare i processi di apprendimento e affrontare le dinamiche delle loro classi. Tuttavia, spesso manca una quantificazione di questi fenomeni in contesti specifici, come ambiti nazionali o regionali. Avere dati quantitativi su vasta scala può supportare gli insegnanti con strumenti pratici e i ricercatori nel comprendere meglio la complessità e la diffusione di tali fenomeni. Come messo in luce dalla letteratura (si vedano, ad esempio, De Lange, 2007; Ferretti & Santi, 2023; Ferretti, Gambini & Santi, 2020; Meinck et al., 2017), avere dati che quantificano la diffusione di un fenomeno in uno specifico contesto può essere uno strumento utile per collegare i risultati della ricerca con le pratiche sul campo degli insegnanti. Inoltre, l’analisi di queste informazioni può essere utile per favorire lo sviluppo professionale degli insegnanti e per avvicinare i risultati della ricerca alle pratiche educative quotidiane. Questo contributo si inserisce in questa prospettiva, proponendo riflessioni su come i dati e le analisi delle valutazioni su larga scala di matematica, opportunatamente interpretati con le lenti teoriche della didattica della matematica, possano fornire informazioni utili per i processi di insegnamento e apprendimento della matematica.

How to cite:
Cibien, M. C., Ferretti, F., Monica, S., & Viola, G. (2025). Le prove INVALSI e la didattica della matematica. Archimede, 2, 89–97.

Abstract:
This study explores Italian primary school teachers’ perceptions regarding the role and relevance of national standardised mathematics assessments (INVALSI) and their influence on classroom practice. Building on the national research project MaSt – Mathematics Standardised Assessment as a Tool for Teachers’ Professional Development, this research adopts a bottom-up approach, promoting the formative use of standardised test frameworks and results by teachers themselves. The data derive from a questionnaire administered to 126 in-service primary school teachers across Italy. Teachers declared an influence of the tests on their teaching despite also reporting negative or skeptical views about their usefulness. This discrepancy, along with misconceptions about test data access, underscores the need for targeted professional development. The findings offer insights into teachers’ cognitive and emotional engagement with standardised assessments and support the development of resources that align national testing practices with formative, teacher-led educational strategies.

How to cite:
Bagossi, S., Ferretti, F., Saccoletto, M., & Spagnolo, C. (2026). The role of standardised tests: Perceptions of primary school teachers. LUMAT-B: International Journal on Math, Science and Technology Education, 11(2), 14. Retrieved from https://journals.helsinki.fi/lumatb/article/view/2969 

Abstract:
Negli ultimi decenni, le valutazioni standardizzate su larga scala hanno assunto un ruolo centrale non solo come strumenti di monitoraggio sistemico degli apprendimenti, ma anche come oggetto di indagine rilevante per la ricerca in didattica della matematica. Il progetto PRIN Mathematics standardized assessment as a tool for teachers’ professional development si colloca in questo quadro, con l’obiettivo di valorizzare i dati e i materiali prodotti dalle prove INVALSI per sostenere lo sviluppo professionale degli insegnanti di matematica di tutti i gradi scolastici. Il progetto intende promuovere un uso formativo delle valutazioni nazionali, integrando risultati ed evidenze in percorsi di formazione iniziale e in servizio. A tal fine è stata condotta un’indagine tramite questionario per esplorare conoscenze e beliefs specialistici degli insegnanti in relazione all’insegnamento della matematica e alla valutazione.

How to cite:
Cibien, M. C., Ferretti, F., Spagnolo, C., Martignone, F., & Saccoletto, M. (2026). Le valutazioni su larga-scala e la didattica della matematica: il progetto di ricerca Mathematics Standardized Assessment as a Tool for Teachers’ Professional Development. RicercAzione, 17(2), 70–76.

Abstract:
This paper explores Italian primary teachers’ reflections on students’ errors in standardized mathematics assessments, specifically using an item from the Italian National standardized test. This qualitative study investigates how teachers mobilize their mathematical and pedagogical content knowledge when analyzing possible student errors. A questionnaire was administered to 128 in-service teachers. The results highlight which aspects of mathematics teachers’ specialised knowledge can emerge from their response to this questionnaire.

How to cite:
Cibien, M. C., Martignone, F., Saccoletto, M., & Spagnolo, C. (2026). Primary teachers’ reflections on student errors in mathematics: Insights from standardized assessment results. In R. Mosvold, J. Fauskanger, F. Ferretti, & N. Vondrová (Eds.), Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice (pp. 420–427). Charles University, Faculty of Education, and ERME.

Abstract:
In this paper we present a model for teacher professional development, rooted in a national research project funded by the Italian government, that aims to develop theoretical and operational tools for exploiting the results of the Italian National Large-Scale Assessment (LSA), with respect to teachers’ professional development. One of the project's main expected theoretical outcomes is the development of a model for pre-service and in-service mathematics teacher professional programs, based on the effective and conscious use of LSA. We first introduce the theoretical framework of the model, based on the notions of beliefs, the Mathematics Teacher’s Specialised Knowledge model, and the concept of a Community of Inquiry. We then present, exemplify, and discuss the model we are designing for the training of pre-service and in-service mathematics teachers, aiming to support the development of beliefs that can enhance teaching practice by utilising LSA resources. Finally, we provide some data collected in the first experimental phase of the project.

How to cite:

Bolondi, G., Cibien, M. C., & Spagnolo, C. (2026). How teacher professional development based on Large-Scale Assessment resources can act on teachers’ beliefs affecting their teaching practice. LUMAT-B: International Journal on Math, Science and Technology Education, 11(2), 11. Retrieved from https://journals.helsinki.fi/lumatb/article/view/3245

Abstract:
This study explores how interaction with the Gestinv database, which contains data from Italian Large-Scale Assessments (LSAs), can impact on teachers’ competence in identifying and interpreting students’ mathematical errors, understood as hermeneutical competence. It builds on the widespread difficulties emerged among mathematics teachers across different school levels in a previous research questionnaire. This research presents a case study involving a lower secondary school teacher during a semi-structured qualitative interview focused on analysing an item from the national LSAs mathematics tests. The interview was conducted using the Gestinv database technology tool and an increase in hermeneutical competence seems to have been detected.

How to cite:
Cibien, M. C., Ferretti, F., & Spagnolo, C. (2026). The database Gestinv as a tool to develop mathematics teachers’ hermeneutical competence. In A. Clark-Wilson and C. Bokhove (Eds.), Proceedings of the 17th International Conference on Technology in Mathematics Teaching, (pp. 59–66). University College London Institute of Education. https://doi.org/10.14324/000.bk.10223410

Abstract:
The European Parliament and the Council launched a recommendation on lifelong learning in 2006 in which Member States are invited to promote key competences for all citizens in their lifelong learning strategies. There is serious worrying data coming out from international research focusing on Mathematical competences. OECD data show that students who are fifteen years old and have reached Level 1 acquire limited mathematical knowledge on their own, which they are only able to apply in some familiar situations. Referring to INVALSI data of 2022, a similar situation occurs in Italy. Already at the end of the last century, the Curriculum and Evaluation Standards for School Mathematics (Mathematical Sciences Education Board, 1989) and the Professional Standards for Teaching Mathematics (NCTM, 1991) have promoted a vision for teaching and learning that has growing support from the Mathematics education community. There is increasing recognition that without carefully planned professional development programs, the chance of widespread implementation of this vision of Mathematics is small. Support is essential for practicing teachers who express an interest in teaching in a way described in the Standards, with all that such teaching implies in terms of content, pedagogy, and assessment. The topic of teacher professional development is increasingly gaining ground in the field of educational research, also in Mathematics education.

How to cite:
Cibien, M. C., Saccoletto, M., Soldano, C., & Spagnolo, C. (2026). Results of INVALSI standardized assessment as a tool for professional development of mathematics teachers. In P. Falzetti (Ed.), Mathematical experiences to contrast learning loss and school drop-out: IX Seminar “Data from and for educational system: Tools for research and teaching” (pp. 57–72). FrancoAngeli.