Over the past decades, large-scale standardized assessments have assumed a central role not only as instruments for the systemic monitoring of student achievement, but also as significant objects of inquiry within mathematics education research. The PRIN project Mathematics standardized assessments as a tool for teachers’ professional development is situated within this framework and aims to enhance the value of the data and materials produced through the INVALSI national assessments in order to support the professional development of mathematics teachers across all school levels. The project seeks to promote a formative use of national assessments by integrating findings and evidence into both pre-service and in-service teacher education pathways. To this end, a questionnaire-based study was conducted to explore teachers’ specialized knowledge and beliefs concerning the teaching of mathematics and assessment practices.
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