Predictive tools for university performance: an explorative study

Management of semiotic representations in mathematics: quantifications and new characterizations

Interpreting difficulties in the learning of algebraic inequalities, as an emerging macro-phenomenon in Large Scale Assessment

Assessing covariation as a form of conceptual understanding through comparative judgement

Le valutazioni standardizzate e la formazione degli insegnanti: un modello per la formazione dei futuri insegnanti

Mathematics Teachers Educator Specialized Knowledge model

Quantifying Solid Findings in Mathematics Education: Loss of Meaning for Algebraic Symbols

This cannot be the result! The didactic phenomenon ‘the age of the earth’

The Properties of Powers: Didactic Contract and Gender Gap

Assessment practices and beliefs: Teachers’ perspectives on assessment during long distance learning

Valutazioni standardizzate di matematica: evidenze di difficoltà dalla scuola primaria alla scuola secondaria di secondo grado [Standardized assessment in Mathematics: highlights of difficulties from primary school to upper secondary school]

Le prove INVALSI CBT: riflessioni sulle prove della scuola secondaria di primo grado

Monomials and polynomials: the long march towards a definition

Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study

The Manipulation of Algebraic Expressions: Deepening of a Widespread Difficulties and New Characterizations

Identities for Catalan’s Constant Arising from Integrals Depending on a Parameter

“Ci deve essere qualche proprietà!” Proprietà delle potenze: contratto didattico e gender gap

Formative Assessment In The Teaching And Learning Of Mathematics: Teachers’ And Students’ Beliefs About Mathematical Error

The education of future mathematics teachers: evaluating pedagogical knowledge of content

L'algebra tra virtuosismi sintattici e perdita di senso. Riflessioni su due domande INVALSI