“ALPHAMENTE PROJECT”: AN EDUCATIONAL PROPOSAL TO IMPROVE MATHEMATICAL COMPETENCIES

In this paper, we present an ongoing research project of teaching and learning about improving mathematical competencies that will last two years. A lot of international and national studies show that some learning difficulties in mathematics can be ascribed to poor linguistic competence (Hughes, 1986) and to the difficulties in managing and coordinating different semiotic systems (Duval, 2006). Mathematical literacy can be analyzed in terms of processes, capabilities that underlie those processes, contents and contexts in which the assessment items are located (OECD, 2015). In the present work, we confined to communication, argument and representing capabilities (Turner et al., 2013). Within this theoretical framework, we wonder if activities focused on the management of different semiotic systems and on argumentation could influence the acquisition of these capabilities. In order to assess mathematical abilities among secondary school students, we developed a framework for constructing test items, based on international studies such as TIMSS and OCSE PISA and national educational studies such as INVALSI. The sample comprises about 14000 fifteen-years-old students. About 160 teachers will be involved in the project. Methodologically, the project is subdivided into six phases. The 1st one is the analysis of training needs, starting from previous projects results. The 2nd phase is a teacher training by researchers and academic experts. Subsequently, there is a co-planning phase, where teachers and academic experts plan all together some Interdisciplinary Learning Units, including problem solving and cooperative learning activities. Trained teachers, in turn, will be trainers in their schools in the fourth and fifth phases: educational paths and e-learning workshops to simulate INVALSI and OCSE-PISA tests. Finally, researchers will analyse the obtained results and disseminate best practices. First results will be shown in detail.