1,721,000 research outputs found
Online remedial courses for missing mathematics credits in scientific degree programmes: are they effective?
Full text linkAnalizziamo la correlazione fra la frequenza al corso di recupero online 2018 per 310 studenti con debito del corso di laurea in Scienze Naturali dell’Università di Milano e il lo- ro successo formativo, definito come passare l’esame di Istituzioni di Matematiche nel minor tempo possibile
Corsi di recupero online per i debiti formativi di matematica nelle facoltà scientifiche: sono efficaci?
Full text linkCol presente contributo intendiamo presentare un'analisi dell'efficacia del corso di recupero sugli studenti di Scienze Naturali
Analisi dei risultati dei cloze
Full text linkViene presentata un'analisi statistica sulla validità dei test cloze, somministrati all'interno del progetto, nel modellizzare adeguatamente la capacità dello student
Attitudes and beliefs of math teachers that make use of INVALSI items while implementing teaching for competences. An exploratory study in Italian primary schools
No full textA teacher who is teaching for competences will require “good problems,” i.e. problems which are meaningful, comprehensible, authentic and inclusive (Di Martino, 2017). In this work we plan to investigate the characteristics of teachers using INVALSI tests in such a fashion. The work is part of a interdisciplinary research project (“Gruppo INVALSI – Didattica e saperi disciplinari”) led by experts both from Mathematics Education and from Pedagogy, based on a questionnaire with the goal of inquiring the relationship between the teaching practice of Italian fifth year Mathematics primary school teachers and their attitudes with respect INVALSI tests (Arzarello and Ferretti, in press; Faggiano, Monaco, Rizzo, Vaccaro, in press). There are three parts in the questionnaire: A first one about Math Education (the way teachers interpret INVALSI tests and their results); A second one about aspects of general education (which beliefs and attitudes do teachers hold, and how they affect teaching practices); A third one that collects personal data and context information. An analysis of this third section answers (N=526) given by teachers allows us to characterize the sample: 68% of the teachers was invited to fill in the questionnaire by their headmaster; 71% teaches in Piedmont or in Emilia–Romagna (two Northern regions that together represent 15% of Italian population); 90% hold permanent position. Even if such a large sample is not statistically representative, data is enough to offer many pieces of information to further reflections. Among the sets of questions of the questionnaire on teaching practices, one showed greater promise for data analysis: factor analysis allowed us to identify two factors that describe two different teacher attitudes on teaching for competences and using INVALSI tests with this goal. In order to investigate the relationship between teacher beliefs and attitudes and this teaching methodology, hence, we applied a linear regression. This allowed us to identify three indices with the best fitting for the model amongst all different teacher attitudes appearing in the questionnaire. The three indices identify a teacher that is: involved with valuation at different levels (member of leadership team, participation to training in service, professional and scientific debate), that utilizes formative assessment, that believes in the usefulness of INVALSI tests to analyse, reflect on, and design the teaching experience. Although the analyses conducted so far produced interesting results, further qualitative in-depth studies have been designed in order to confirm the results we investigated
A quantitative model for gender gap in G8 standardized Mathematics tests in Italian schools
Full text linkThe gender gap in Mathematics, i.e. the different performances of male and female students, is a well-known and well-documented phenomenon. Testing from OCSE-PISA, in particular, highlights how the gap in Italy is much larger than the international average. The didactic component of this gap has been investigated in the literature through one of two broad strategies: either large-scale, statistical analysis of test results, or item-level analysis of very few selected items with the theory of the didactic contract. Object and research hypothesis. Object of this work is to identify which kinds of items, or which properties of items, lead to a gender gap. In particular, our hypothesis is that it is possible to predict an item’s discrimination by classifying it according to appropriately-defined categories.
Data used. We use data from INVALSI standardized testing, grade 8, years 2009/2017, for a total of 8 tests each with approx. 500,000 samples, and more than 340 different items. We select this grade because the gender gap increases with the grade, and this is the latest school year where all students follow the same curriculum - with high school choice highly correlated to gender.
Methods. We group the eight tests in two sets of four: the model construction set and the model validation set. All items in both sets are scored with a discrimination metric, based on the Differential Item Functioning. We use highly-discriminating items from the model construction set to identify 16 categories, such as “Explain your reasoning”, “Multiple-choice item”, “Redundant information” or “Asymmetric distractors”. We then classify all items from both sets according to these categories. Finally, we compute the discrimination scores of the categories using a least-squares method on the model construction set, then test them on the control set
Dai test INVALSI alla prova d'esame di fine primo ciclo: problemi di realtà
No full textSi presenta un progetto di ricerca-azione per l'elaborazione di «bei» quesiti da proporre all'esame di Stato di fine primo ciclo, elaborati sulla falsariga dei problemi di realtà dei test INVALSI
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
La matematica nell'Esame di Stato di fine primo ciclo e nella prova INVALSI 2018: un questionario
No full textIn questo lavoro presentiamo un questionario, sulla relazione fra le nuove modalità della prova INVALSI di grado 8 e l’Esame di Stato di fine primo ciclo, presentato ad un gruppo di insegnanti di Matematica e Scienze al fine di avviare un progetto di ricerca–azione
Prova mista di matematica e fisica all'Esame di Stato: Un questionario rivolto alle matricole di Matematica 2019
No full textRiportiamo in anteprima gli esiti di un questionario alle matricole del CdL in matematica dell'Università degli studi di Milano sulla seconda prova scritta dell'Esame di Stato dei licei scientific
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