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This paper deals with the gender gap phenomenon as displayed by Italian students participating in mathematical competitions—gifted students. In particular, the results obtained by the entire student population participating in district competitions from 2017 to 2020 were analysed. The combined analysis of the competition results and of the final questionnaire allowed us to highlight and deepen possible causes of the gender gap. It has been observed that girls underestimate themselves, sometimes giving up participating in competitions. Particularly, during the upper secondary school years, increasingly fewer girls choose to attend mathematical competitions. Analysing the results, although the percentage of correct answers between the two genders is fairly similar, the rate of girls who prefer not to answer to avoid mistakes is higher than that of boys. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between gender, attitudes, and test scores in mathematics. The study argues that measures of children's capability in mathematics must include some indicators of attitudes toward the subject. These are particularly important when analyzing gender gaps because attitudes toward mathematics differ by gender. To this end, the study first analyzes the gender gap in attitudes and test scores separately using school fixed effects models. Second, it estimates a structural equation model, which takes into account that mathematical capability is a latent construct for which some indicators (test scores and attitudes) are observed. Using data from the Italian National Institute for the Evaluation of Education Systems (INVALSI) for school years 5 and 10 in 2014 and 2015, results confirm that when mathematics capability, including both attitudes and test scores, is measured, the gap between boys and girls changes, and it is therefore relevant to consider both concepts. HIGHLIGHTS Italy has one of the highest gender gaps in mathematics in the OECD. Gender gaps are substantial both in children's attitudes and their test scores. Tackling gender stereotypes may improve women's self-confidence in mathematics and the gender gap in scores. This may also help close the gender gap in STEM occupations. [ABSTRACT FROM AUTHOR]

In this article we present a case study concerning a simple but efficient technical and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees traditional blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high-quality low-bandwidth online streaming. The case study presented in this paper was implemented in a single University Department and was carried out with a total of n = 1011 students and n = 68 professors participating in the study. Based on our first key assumption that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does not want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a technical concept of how to preserve the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them available to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The second key assumption of this paper is that the teaching of mathematics is a dynamic creative process that requires the physical presence of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The third key assumption of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university. We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic. The evaluation of the concept was carried out with the aid of quantitative internet bandwidth measurements, direct comparison of transmitted video signals and a careful analysis of ex ante and ex post online questionnaires sent to students and professors. [ABSTRACT FROM AUTHOR]

Several factors affect students' mathematics grades and standardized test results. These include the gender of the students, their socio-economic status, the type of school they attend, and their geographic region. In this work, we analyze which of these factors affect assessments of students based on fuzzy logic, using a sample of 29,371 Italian high school students from the 2018/19 academic year. To combine grades assigned by teachers and the students' results in the INVALSI standardized tests, a hybrid grade was created using fuzzy logic, since it is the most suitable method for analyzing qualitative data, such as teacher-given grades. These grades are analyzed with a hierarchical linear regression. The results show that (1) boys have higher hybrid grades than girls; (2) students with higher socio-economic status achieve higher grades; (3) students from scientific lyceums have the highest grades, whereas students from vocational schools have the lowest; and (4) students from Northern Italy have higher grades than students from Southern Italy. The findings suggest that legislators should investigate appropriate ways to reach equity in assessment and sustainable learning. Without proper interventions, disparities between students might lead to unfairness in students' future career and study opportunities. [ABSTRACT FROM AUTHOR]

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The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching. [ABSTRACT FROM AUTHOR]