Ripensare la didattica della Matematica nella scuola primaria a partire da un uso formativo dei risultati delle rilevazioni nazionali

Abstract

The present paper investigates to what extent the results of National Evaluation Service tests can be used at system and school level to promote self-assessment processes designed to improve pupils’ performances and renew the teaching of mathematics in primary school. Considering design, structure and frameworks of the national surveys, the strengths and weaknesses related to data reporting are highlighted, in order to develop formative assessment processes and improve the effectiveness of teaching practice. In this connection, some methodological proposals are put forward to rethink mathematics teaching in primary school starting from a critical and reflective use of test items.