This research aims at investigating the presence of the three-fold meta-didactical conflict, comprising the relationship between teachers and large-scale mathematics assessments, in the context of Italian upper secondary school. The study involves both in-service and prospective secondary school teachers. The conflict is theoretically framed within the MTSK Model. The data collected show some inconsistencies with the national results and confirm the presence of the conflict in the population involved. This study contributes to the research line that uses data from large-scale assessment as tools for enhancing teacher education and improving teaching and learning processes.
Three-fold meta-didactical conflict. LSA and teacher education
Serena Monica;Federica Ferretti
2025
Abstract
This research aims at investigating the presence of the three-fold meta-didactical conflict, comprising the relationship between teachers and large-scale mathematics assessments, in the context of Italian upper secondary school. The study involves both in-service and prospective secondary school teachers. The conflict is theoretically framed within the MTSK Model. The data collected show some inconsistencies with the national results and confirm the presence of the conflict in the population involved. This study contributes to the research line that uses data from large-scale assessment as tools for enhancing teacher education and improving teaching and learning processes.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
