Abstract

This paper deals with the integration of ICTs in the didactic processes in lower and upper secondary school, with specific reference to the learning of Mathematics. In particular, it shows and discusses the results of the experimentation of a didactic path based on a problem posing and solving approach, which includes the use of digital interactive materials for mathematical exploration and of an advanced computing environment for problem-solving. The experimentation took place in Turin, Italy, during the school-years 2016/2017 and 2017/2018. It involved 7 lower and upper secondary schools, 36 classes, 30 teachers, and 826 students. The effects of the learning of Mathematics via the adoption of a digital path are estimated through an evaluation approach composed of a counterfactual analysis integrated with focus groups with teachers and appreciation questionnaires for students to investigate qualitative aspects. The results point out a moderate effect of the adopted didactic methodologies on learning; the effect increases when restricting the sample to students coming from disadvantaged social contexts. In light of the experimentation’s results, the role of the ICTs to support the learning of Mathematics is discussed.