https://uvadoc.uva.es/handle/10324/73370 Sat, 25 Apr 2026 15:20:38 GMT 2026-04-25T15:20:38Z https://uvadoc.uva.es/handle/10324/73376 When we deal with argumentative competence in class there are many points of view: teacher’s and student’s point of view and the external point of view of knowledge (in a theoretical sense). The research shows a qualitative experimental study that allows a comparison between different perspectives in order to measure argumentative competence. The study involved 5 classes and 9 teachers. First, the idea of argumentative competence was discussed from a theoretical and institutional point of view in the Italian school system. Then questionnaires were administered to teachers and deep interviews were conducted with students. Finally, teachers participated in focus groups, and this allowed reflections and encouraged discussion. The process implemented allowed an in-depth key on the concept of argumentative competence. Also, the analysis of the results of the questionnaire and interviews shows how classroom practices are related to teacher and students’ attitudes and beliefs in mathematics. Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/73376 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/73375 In this paper we retrace the main stages of an interdisciplinary research project with the aim of highlighting the views of mathematics teachers on large-scale standardized tests. The researchers analyse the responses of over 500 Italian primary school teachers to a questionnaire prepared for this purpose using correlational and principal component analysis (PCA). The comparison between the questions relating to the statements and those relating to classroom practices allowed us to let the attitudes and beliefs emerge. Teachers’ recognition of the validity of the INVALSI data in building classrooms practices clashes with the belief that large scale standardized assessments are used by Institutions for the evaluation of the single teacher. Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/73375 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/73373 This theoretical paper explores how the notion of teachers’ identities is defined and operationalised under multiple theoretical approaches, particularly in studies on language diversity. To explore this, the notion of teachers’ professional identity is first discussed as dealt with in mathematics education studies and other educational fields, addressing the related concepts considered essential to identity. Next, the paper outlines how these concepts become operational in specific examples of empirical studies in education and mathematics education. Based on this overview, new directions are proposed in researching teachers’ identities for addressing issues of language diversity in mathematics education. Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/73373 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/73374 Mathematics teacher education research often focuses on ways teacher education can change prospective teachers' views in ways prescribed by teacher educators. In this paper, we explore a different perspective, one that emphasises the importance of understanding the diversity of views that prospective teachers bring to their teacher education programmes, not as a basis of change, but as a platform to build upon. In doing so, we make a case for ‘aestheticising’ mathematics teacher education research and propose an arts-based approach to analysing and presenting data concerning prospective teachers views on the teaching and learning of mathematics. We exemplify this approach by presenting a fictionalised dialogue between four prospective teachers from Sweden, based on interviews conducted prior to them entering teacher education. Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/73374 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/73372 This study reports on the use of heuristics and TEACCH materials by students with Asperger syndrome for problem-solving tasks in a workshop. Taking visual representation as an organising principle, the use of heuristics such as trial and error, seeking regularities, and going backwards helped students overcome the difficulties associated with literal thinking and cognitive inflexibility, and poor shared and sustained attention related to deficits in central coherence and executive functioning. The interaction between, on the one hand, these heuristics, the visual material and manipulatives, and on the other, the characteristics of Asperger syndrome which they aim to mitigate is also considered. Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/73372 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/73371 El objetivo de este trabajo fue evaluar el lenguaje del azar y la graduación cualitativa de probabilidades de 132 profesores de Educación Infantil en formación. Para ello se analizan sus respuestas a un cuestionario con ítems tomados de investigaciones previas con estudiantes de secundaria. Aunque los resultados obtenidos son mejores que los de dichas investigaciones, parte de la muestra no fue capaz de dar sinónimos correctos de algunos términos probabilísticos, tuvieron dificultad con las expresiones “imposible” y “50% de probabilidad” y realizaron valoraciones inadecuadas de la probabilidad en la previsión del tiempo. Mon, 01 Jan 2024 00:00:00 GMT https://uvadoc.uva.es/handle/10324/73371 2024-01-01T00:00:00Z