Investigating foreign students’ disadvantage in mathematics: A mixed method analysis to identify features of items favouring native students

Differences in performance of native and foreign students reading comprehension mathematics emerge all standardised assessments, both at national international levels. This study is the continuation a previous research project which we examined citizenship-based differences Italian item level connection with students’ competence text comprehension. We present deeper analysis items presented significant Differential Item Functioning (DIF) favour students, interpret these terms linguistic difficulties. On basis this analysis, then classification possible characteristics causing disadvantage to going one step further demand. The results obtained are supported by similar those considered first part study, but administered different years: DIF confirmed also items’ analysis. • Reading demand criteria not sufficient explain citizenship gap mathematics. Formulation validation features that can be plots based on highlighted answering behaviour across years samples. Importance an item-level identify causes gap.