In this contribution we deal with the interplay between cognitive and non-cognitive factors (including linguistic ones) in the resolution of mathematics word problems in the transition between secondary to tertiary level. We consider the topic of percentages, which is proposed by the Italian National Guidelines as a learning goal already at the end of primary school but also has proved to be one of the most problematic even at undergraduate level. We analyse data from standardized tests carried out at the beginning of some Italian scientific undergraduate courses (cognitive assessment tests for freshmen at STEM studies). This topic is relevant also because it highlights how different factors (cognitive, non-cognitive, linguistic) affect students’ performance.
Commentary on cognitive and non-cognitive factors in a vertical perspective: the case of percentages
Pier Luigi Ferrari;Francesca Martignone
2020-01-01
Abstract
In this contribution we deal with the interplay between cognitive and non-cognitive factors (including linguistic ones) in the resolution of mathematics word problems in the transition between secondary to tertiary level. We consider the topic of percentages, which is proposed by the Italian National Guidelines as a learning goal already at the end of primary school but also has proved to be one of the most problematic even at undergraduate level. We analyse data from standardized tests carried out at the beginning of some Italian scientific undergraduate courses (cognitive assessment tests for freshmen at STEM studies). This topic is relevant also because it highlights how different factors (cognitive, non-cognitive, linguistic) affect students’ performance.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
