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Dal confronto tra il raggiungimento delle competenze fondamentali in matematica nell’indagine VeCoF 2016 e la nota scolastica in matematica assegnata dagli insegnanti agli stessi allievi al termine dell’11° anno scolastico, è emerso che ottenere una nota uguale o superiore alla sufficienza frequentando il corso di base non assicura il raggiungimento delle competenze fondamentali in questa materia. Sebbene gli allievi non siano a conoscenza del loro esito nel raggiungimento delle competenze fondamentali, esso, a parità di nota e di tipo di corso in matematica, sembra associarsi a determinate scelte per la formazione post-obbligatoria.
Francesca Crotta; Miriam Salvisberg; Giovanna Zanolla. Note scolastiche e competenze fondamentali in matematica degli allievi dell’11° anno HarmoS in Ticino. Swiss Journal of Educational Research 2020, 42, 323 -342.
AMA StyleFrancesca Crotta, Miriam Salvisberg, Giovanna Zanolla. Note scolastiche e competenze fondamentali in matematica degli allievi dell’11° anno HarmoS in Ticino. Swiss Journal of Educational Research. 2020; 42 (2):323-342.
Chicago/Turabian StyleFrancesca Crotta; Miriam Salvisberg; Giovanna Zanolla. 2020. "Note scolastiche e competenze fondamentali in matematica degli allievi dell’11° anno HarmoS in Ticino." Swiss Journal of Educational Research 42, no. 2: 323-342.
The adequate development of the numeracy skills is a target of the fourth of the Sustainable Development Goals and is considered the basis for a financial literacy: both are competences needed for successful social and professional inclusion. Building on these goals, we carried out a unidimensional Mathematical Competence Scale (MCS) for primary school. The aim of this study was to present the psychometric properties and the validation process of MCS, designed basing on Item Response Theory. The final version of the scale, which measures different domains of mathematical knowledge (Data Analysis and Relationships, Geometry, Dimensions and Measurements, Numbers and Calculations), was validated on the entire population of 2935 fourth graders in Ticino Canton, Switzerland. The results reveal the high level of correlation between the six mathematical dimensions and confirm the assumption of a latent “mathematical construct”. However, even the multidimensional model could be considered a good model because it fitted the data significantly better than the one-dimensional model. In particular, the differences of the deviance between the two models are significant (χ2 (20) = 642.66, p < 0.001). Moreover, findings show a significant gender effect and a positive correlation between students’ actual school performance during the same academic year and MCS scores. MCS allows a reading of the learning and teaching process in the perspective of the psychology of sustainability and sustainable development and helps a teacher to sustain student talent through the development of numeracy skills; in fact, the scale is intended both as an assessment tool and an innovative approach for shaping the development of curriculum, and therefore has potential to serve as a bridge between empirical research, classroom practice and a positive (school and professional) career development.
Diego Bellini; Alberto Crescentini; Giovanna Zanolla; Serena Cubico; Giuseppe Favretto; Lorenzo Faccincani; Piermatteo Ardolino; Giovanna Gianesini. Mathematical Competence Scale (MCS) for Primary School: The Psychometric Properties and the Validation of an Instrument to Enhance the Sustainability of Talents Development through the Numeracy Skills Assessment. Sustainability 2019, 11, 2569 .
AMA StyleDiego Bellini, Alberto Crescentini, Giovanna Zanolla, Serena Cubico, Giuseppe Favretto, Lorenzo Faccincani, Piermatteo Ardolino, Giovanna Gianesini. Mathematical Competence Scale (MCS) for Primary School: The Psychometric Properties and the Validation of an Instrument to Enhance the Sustainability of Talents Development through the Numeracy Skills Assessment. Sustainability. 2019; 11 (9):2569.
Chicago/Turabian StyleDiego Bellini; Alberto Crescentini; Giovanna Zanolla; Serena Cubico; Giuseppe Favretto; Lorenzo Faccincani; Piermatteo Ardolino; Giovanna Gianesini. 2019. "Mathematical Competence Scale (MCS) for Primary School: The Psychometric Properties and the Validation of an Instrument to Enhance the Sustainability of Talents Development through the Numeracy Skills Assessment." Sustainability 11, no. 9: 2569.
The gender gap in math. Evidences of a study in the primary school in the Swiss canton of Ticino
Giovanna Zanolla. THE GENDER GAP IN MATH. EVIDENCES OF A STUDY IN THE PRIMARY SCHOOL IN THE SWISS CANTON OF TICINO. International Journal of Teaching & Education 2018, 6, 103 -125.
AMA StyleGiovanna Zanolla. THE GENDER GAP IN MATH. EVIDENCES OF A STUDY IN THE PRIMARY SCHOOL IN THE SWISS CANTON OF TICINO. International Journal of Teaching & Education. 2018; 6 (1):103-125.
Chicago/Turabian StyleGiovanna Zanolla. 2018. "THE GENDER GAP IN MATH. EVIDENCES OF A STUDY IN THE PRIMARY SCHOOL IN THE SWISS CANTON OF TICINO." International Journal of Teaching & Education 6, no. 1: 103-125.