Paper and screen in introducing digital mathematics items: a study of computer-based mathematics assessment in the fifth grade.

In this paper, we study how fifth grade students interact with mathematical items administered in digital format via a computer or tablet. The students belong to a sample of Italian classes that took a digital test in spring 2025 as part of the field trial aimed at evaluating newly designed items within the transition from paper-based to computer-based testing as the mode of assessing mathematical literacy in grade 5. The students were also provided with a sheet of paper as support. After the test, a subgroup of 56 students, randomly drawn from the sample classes, were interviewed in pairs on how they would approach the same items on paper and whether they prefer paper or digital. Using the data from the interviews and the collected support sheets, we examine ways in which students interact with the digital or paper environment to solve the items and advantages and disadvantages of the digital or paper mode of test administration.