How standardised tests impact on teacher practices: an exploratory study of teachers’ beliefs

F. Ferretti; S. Funghi; Francesca MARTIGNONE

doi:10.1007/978-3-030-50526-4_25

How standardised tests impact on teacher practices: an exploratory study of teachers’ beliefs

F. Ferretti, S. Funghi, Francesca MARTIGNONE

Dipartimento di Scienze e Innovazione Tecnologica

Risultato della ricerca: Capitolo in libro/report/atti di convegno › Contributo in volume (Capitolo o Saggio)

Abstract

Our study is framed in the increasingly expanding internationally research on how much the teachers' view of mathematics and mathematics teaching affect the learning and teaching processes of mathematics. In detail, we are investigating the possible changes in the way of teaching mathematics that teachers perceive as influenced by Italian national external evaluation. An exploratory study was carried out through the administration of an open-ended questionnaire to primary and middle school mathematics teachers. In most cases, teachers declared that they changed their teaching practices. By means of a qualitative analysis of the data collected, we identified different types of changes and some aspects that could show teachers’ attitudes towards mathematics teaching and implemented curriculum.

Lingua originale	Inglese
Titolo della pubblicazione ospite	Theorizing and Measuring Affect in Mathematics Teaching and Learning
Editore	SPRINGER
Pagine	139-146
Numero di pagine	8
ISBN (stampa)	978-3-030-50525-7
DOI	https://doi.org/10.1007/978-3-030-50526-4_25
Stato di pubblicazione	Pubblicato - 1 gen 2020

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How standardised tests impact on teacher practices: an exploratory study of teachers’ beliefs

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