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dc.contributor.authorFerretti F
dc.contributor.authorGiberti C
dc.contributor.authorLemmo A
dc.date.accessioned2019-02-14T17:56:37Z
dc.date.available2019-02-14T17:56:37Z
dc.date.issued2018
dc.identifier.issn1305-8215
dc.identifier.urihttp://dx.doi.org/10.29333/ejmste/90988
dc.identifier.urihttp://hdl.handle.net/10863/8342
dc.description.abstractIn this study we analyse results of Italian standardized tests in mathematics integrating quantitative analysis based on the Rasch Model and didactical interpretation. We use specific graphs to analyse the trend of each answer as function of the students’ math ability. This approach led us to focus on specific items in which a wrong answer results particularly popular among medium/high level students and analyse this particular trend with the lenses of math education theories. The study reveals that these phenomena are particularly related to implicit and explicit rules governing classroom practices exist at all school levels and regard different mathematical content and skills.en_US
dc.languageEnglish
dc.language.isoenen_US
dc.rights
dc.titleThe Didactic Contract to Interpret Some Statistical Evidence in Mathematics Standardized Assessment Testsen_US
dc.typeArticleen_US
dc.date.updated2019-02-04T15:56:15Z
dc.language.isiEN-GB
dc.journal.titleEurasia Journal of Mathematics, Science and Technology Education
dc.description.fulltextopenen_US


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