Results of INVALSI standardized assessment as a tool for professional development of Mathematics teachers

This study investigates Mathematics teachers’ knowledge regarding the INVALSI national standardised tests. The sample consists of 131 in-service and pre-service teachers of primary, lower secondary, and high secondary school. An online questionnaire was used to collect data, and the analysis of teachers’ responses is presented, particularly regarding their interpretation of student mistakes. The main theoretical framework used for the analysis is the Mathematics Teacher Specialised Knowledge Model (Carrillo-Yañez et al., 2018). Findings highlight difficulties in identifying common student mistakes at the national level, with differences emerging based on school level and teaching experience. These insights will inform the design of an in-novative teacher professional development model within the national project “Mathematics standardised assessment as a tool for teachers’ professional development”.