Primary teachers’ reflections on student errors in mathematics: insights from standardized assessment results

This paper explores Italian primary teachers’ reflections on students’ errors in standardized mathematics assessments, specifically using an item from the Italian National standardized test. This qualitative study investigates how teachers mobilize their mathematical and pedagogical content knowledge when analyzing possible student errors. A questionnaire was administered to 128 inservice teachers. The results highlight which aspects of mathematics teachers’ specialised knowledge can emerge from their response to this questionnaire.