A Mixed Method Study on Teachers’ Diaries: Teachers’ Narratives and Value-added Patterns

This study explores the relationships between the improvements in students’ achievement in mathematics and the teaching methods. The sample consists of lower secondary students (N=868) and a group of teachers (N=53) who participated in a programme for the improvement of the teaching and learning of mathematics in Italy. A mixed methods methodology was used and both the accounts of teachers written in logbooks created for the project and the results obtained by students in mathematics were analyzed.