A longitudinal analysis of the recurrent mistakes at different school levels in national standardized assessment tests is presented. The analysis of the outcomes highlights some difficulties common across different school grades. Subsequently, we extend our research to university students: we investigate the results of tasks solved by students at the end of the high school and at the beginning of universtity in an a-learnig environment called AlmaMathematica. We examine whether there are commonalities between errors that lead to wrong answers at school level. Results show that university students share the same difficulties of high school students when faced whit similar tasks.
A vertical analysis of difficulties in mathematics by secondary school to level: Some evidences stems from standardized assessment
Ferretti F
;
2015
Abstract
A longitudinal analysis of the recurrent mistakes at different school levels in national standardized assessment tests is presented. The analysis of the outcomes highlights some difficulties common across different school grades. Subsequently, we extend our research to university students: we investigate the results of tasks solved by students at the end of the high school and at the beginning of universtity in an a-learnig environment called AlmaMathematica. We examine whether there are commonalities between errors that lead to wrong answers at school level. Results show that university students share the same difficulties of high school students when faced whit similar tasks.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
