Secondary School Mathematics Teaching from the Early Nineteenth Century to the Mid-Twentieth Century in Italy

Giacardi, Livia Maria; Scoth, Roberto

doi:10.1007/978-1-4614-9155-2_10

Cited by 15 publications

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“…respectively-also involved curricula with additional hours of math, but they were implemented only sparsely (Giacardi & Scoth, 2014;Tomasi, 2012). By contrast, the Gelmini Reform took effect simultaneously in the entire country.…”

Section: Discussionmentioning

confidence: 99%

Adams and Eves: High school math and the gender gap in Economics majors

2023

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Why so few women graduate in Economics? We investigate the gender gap among Italian university graduates in Economics between 2010 and 2019. With women's probability of graduating in Economics being 27% lower than men's, the gap is larger than in Business and even STEM. The association between the gender gap and the mathematical content of high school curricula is especially strong in Economics. A triple difference analysis shows that a reform raising the mathematical content of traditionally low math curricula caused an increase in the gender gap, with women's probability of graduating in Economics decreasing by 12 percentage points.

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Section: Discussionmentioning

confidence: 99%

Adams and Eves: High school math and the gender gap in Economics majors

2023

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“…Largely through advocacy of Luigi Cremona, the noted mathematician who devoted himself to the study of geometry and its teaching, an Italian translation of Euclid's Elements [Betti & Brioschi 1867] was adopted for the schools. In response to those who believed that the return to a more rigorous text would be too challenging for "less gifted" students, Cremona reminded the Italian public that in Germany there was an increasing number of geometry books designed to be "more accessible to even mediocre intellects" [Cremona 1873, vii], see [Giacardi 2012, Giacardi & Scoth 2014, [Millán Gasca 2011], [Israel 2017].…”

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confidence: 99%

“…At the same time in Italy, the intense production of technical papers, expository essays, textbooks, and publications addressed to mathematics teachers revealed deep connections between logical research and pedagogy, see [Giacardi & Scoth 2014]. The Peano School at the University of Turin flourished as a center for research in analysis, logic, foundations, and teaching.…”

Section: Rational Intuition As An Impetusmentioning

confidence: 99%

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2021

philosophiascientiae

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Dans les études historiques contemporaines, les contributions de Peano sont généralement envisagées dans le cadre de la tradition logiciste initiée par Frege. Dans cet article, je vais d'abord démontrer que Frege et Peano ont développé de manière indépendante des approches semblables visant à s'appuyer sur la logique pour exprimer rigoureusement des lois mathématiques et les prouver. Ensuite, je soutiendrai cependant que Peano a également utilisé sa logique mathématique d'une manière qui anticipait la formalisation des théories mathématiques, laquelle est incompatible avec la conception de la logique défendue par Frege.

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“…Conferenze e lezioni permettono da un lato ai numerosi convenuti di tenersi al corrente dei tanti e tanti progressi che la scienza va continuamente facendo, mentre d'altra parte anche gli insegnanti di Università hanno modo di rendersi conto esatto dei bisogni e dei desideri dei primi." 12 See "Statuto dell'Associazione," Bollettino dell 'Associazione Mathesis, 1, 1896-1897, in Periodico di Matematica, 1896 See [72, 101], and the section Mathesis' Congresses in [76]. Federigo Enriques (1871-1946 [BUMPI 1920[BUMPI , p. 2064, some of the most vigorous 213 opposition came from the Mathesis Association and the two members of the Italian 214 school of geometry, Loria and Fano.…”

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“…It was Gino Loria who was behind the translation; see the letter from Loria to Klein dated Genova, 22 July 1895, SUB Göttingen, F. Klein 10. 4 All of the legislative measures cited here can be consulted in the section Teacher Training of [76]. 5 See [GU 1875, 255, p. 6835]: "Il corso delle scuole di Magistero consiste, oltre che negli studi richiesti per la corrispondente laurea, in esercitazioni speciali dirette a produrre negli studenti l'attitudine alla ricerca e alla esposizione originale e propria di quella disciplina che vogliono professare .…”

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Federigo Enriques (1871–1946) and the Training of Mathematics Teachers in Italy

Giacardi

2011

Mathematicians in Bologna 1861–1960

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What has the greatest influence on the effectiveness of teaching, 4 more than differences in methods or the guidelines of programs, 5 is the skilfulness of the teachers: their mentality, their ability to 6 communicate, the passion they bring to the subjects they teach, 7 the breadth of interests that make it possible for them to put 8 themselves in the students' place and feel with them. 9 Federigo Enriques 1 10Abstract This essay will illustrate Federico Enriques' vast, multifaceted efforts to 11 improve the preparation of mathematics teachers, situating them in their historic 12 context and within the framework of the cultural project that formed the basis of his 13 whole scientific output. The first part of the essay is dedicated to a brief presentation 14 of the principal steps in the history of Italy's Scuole di Magistero (teacher 15 training schools), with reference to the most significant legislative measures, to 16 the contribution of teachers' associations, and to debates among mathematicians. 17 The second part will show how Enriques' cultural project for the creation of a 18 scientific humanitas, which was rooted in the philosophy and history of science, 19 developed gradually during his years in Bologna, and how this was reflected in 20This research was carried out as part of the Project PRIN 2009, Scuole matematiche e identità nazionale nell'età moderna e contemporanea, Unit of the University of Torino. 1 See [53, p. 188]: "Più che le differenze dei metodi o le indicazioni dei programmi influisce sull'efficacia dell'insegnamento il valore degli insegnanti: la loro mentalità, la comunicativa, la passione che portano nelle cose insegnate, la larghezza degli interessi che li fa capaci di mettersi al posto degli allievi e di sentire con essi." Immediately following the constitution of the Kingdom of Italy and the establish-27 ment of an educational system at a national level, the Italian political class, which 28 included many high-level mathematicians, understood the importance of having 29 corps of adequately trained teachers in order to guarantee the formation of the 30 future ruling class of the new nation. The problem was urgent, given the fact that 31 at the time people without a degree were permitted to teach. It was only in 1906 32 that the legislation was approved regarding the legal status of teachers, making it 33 official that only those who had won a competition could teach, and that a degree 34 was required for admission to the competition [GU 1906[GU , 106, p. 2085; it was not 35 until 1914 [GU 1914, 174, pp. 4086-4101] that mathematics teachers were placed 36 on an equal footing with teachers of Italian, rectifying the inequality that had existed 37 in the system since the Casati legislation (1859). Among those who were personally 38 involved in the effort to improve Italian schools and in training teachers for various 39 levels of schools were many members of the well-known Italian school of algebraic 40 geometry. Many factors led them to embrace this commitment, although for...

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Secondary School Mathematics Teaching from the Early Nineteenth Century to the Mid-Twentieth Century in Italy

Cited by 15 publications

References 4 publications

Adams and Eves: High school math and the gender gap in Economics majors

Adams and Eves: High school math and the gender gap in Economics majors

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Federigo Enriques (1871–1946) and the Training of Mathematics Teachers in Italy

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