• didattica della matematica
• difficoltà
• ricerca qualitativa
• ricerca quantitativa
• transizione scuola-università

This dissertation investigates the academic challenges faced by students transition-
ing from secondary school to university, with a particular focus on mathematics.
Through a mixed-methods approach that integrates both quantitative and qualitative analyses, the study begins by examining gender disparities in academic performance in multiple-choice exams with negative marking, a widely used assessment
method at EPFL. Education literature suggests that this type of evaluation may
inadvertently disadvantage female students, who often adopt more cautious and
risk-averse strategies. To assess these concerns, six years of data (2018–2023) from
key mathematics courses Linear Algebra, Analysis I, and Analysis II are analyzed.
The study employs imputation techniques to reconstruct missing data and simulate
alternative grading systems that eliminate negative marking. Benchmarking and
statistical tests evaluate the reliability of these methods, offering perspectives on
how institutional evaluation practices may contribute to performance disparities.
Building on these quantitative findings, the research delves deeper into the experiences of first-year Engineering students through a qualitative investigation inspired
by similar studies at the University of Pisa. Semi-structured interviews capture how
students navigate the demands of a prestigious academic environment, addressing
factors such as preparation gaps, adaptation to a competitive academic culture, and
self-perception as proficient in mathematics. This qualitative exploration highlights
how gendered dynamics and cultural influences shape students’ perceptions of their
academic abilities and the barriers they face.
Finally, the dissertation critically reflects on the methodological challenges inherent to a study of this nature, including the complexities of integrating diverse data
sources and ensuring the robustness of mixed-method analysis.