Abstract
Our study aims at contributing to the international research on the extent to which teachers’ views of mathematics and mathematics teaching affect the actual learning and teaching processes. In particular, we investigate possible changes in the way of teaching mathematics which teachers perceive as influenced by Italian national standardised assessment. An exploratory study was carried out, by means of an open-ended questionnaire given to primary and middle school mathematics teachers. Through qualitative analysis of data, we identified different types of changes declared by teachers: the analysis of these perceived changes could reveal teachers’ beliefs about the impact of standardised assessment tests on their own teaching practices.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Burton, G. (1979). Comfortable with mathematics. The Elementary School Journal, 79(3), 129–135.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Oxford: Routledge.
Cross, D. I. (2009). Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12(5), 325–346.
Di Martino, P. (2016). Attitude. In Attitudes, beliefs, motivation and identity in mathematics education - An overview of the field and future directions (vol. 2, pp. 185–192). Cham: Springer International Publishing.
Di Martino, P., & Sabena, C. (2011). Elementary pre-service teachers’ emotions: Shadows from the past to the future. In K. Kislenko (Ed.), Proceedings of MAVI 16 (pp. 89–105). Tallinn: Tallinn University of Applied Sciences.
Ferretti, F., Lemmo, A., & Martignone, F. (2018). Attained curriculum and external assessment in Italy: How to reflect on them? In Y. Shimizu & R. Vithal (Eds.), Proceedings of the Twenty-fourth ICMI Study School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities (pp.381–388). Tsukuba: University of Tsukuba.
Garuti, R., & Martignone, F. (2015). The SNV (INVALSI) experience. Teaching and learning mathematics: Resources and obstacles. Proceedings of CIEAEM 67 - Quaderni di ricerca didattica, 25(2), 95–98.
Garuti, R., & Martignone, F. (2019). Assessment and argumentation: An analysis of mathematics standardized items. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME 11). Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Kaasila, R. (2007). Mathematical biography and key rhetoric. Educational Studies in Mathematics, 66(3), 373–384.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks: Sage.
Looney, J. W. (2011). Integrating formative and summative assessment: Progress toward a seamless system? OECD Education Working Papers, 58, OECD Publishing.
Malara, N. A., & Zan, R. (2002). The problematic relationship between theory and practice. In L. D. English (Ed.), Handbook of international research in mathematics education (1st ed., pp. 553–580). New York: Routledge.
Osta, I. (2014). Mathematics curriculum evaluation. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 417–423). Dordrecht: Springer.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 102–119). New York: Macmillian.
Sfard, A. (2005). What could be more practical than good research? Educational Studies in Mathematics, 58(3), 393–413.
Signorini, G. (2017). Teachers’ affect towards the external standardised assessment of students’ mathematical competencies. In C. Andrà, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.), Teaching and learning in maths classrooms (pp. 277–287). Cham: Springer International Publishing.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Ferretti, F., Funghi, S., Martignone, F. (2020). How Standardised Tests Impact on Teacher Practices: An Exploratory Study of Teachers’ Beliefs. In: Andrà, C., Brunetto, D., Martignone, F. (eds) Theorizing and Measuring Affect in Mathematics Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-50526-4_14
Download citation
DOI: https://doi.org/10.1007/978-3-030-50526-4_14
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-50525-7
Online ISBN: 978-3-030-50526-4
eBook Packages: EducationEducation (R0)