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The article presents experimentation about the project “Mathematics Edularp”. It is a European Project (Erasmus+), carried out from 2019 to 2022. The project leader is the Technical University of Ostrava (Czech Republic), the partners are the University of Genoa (Italy) and the University of Cantabria (Spain). We refer in particular to the work that was carried out by the Italian Team. The project “Mathematics Edularp” Edu-Larp aims at exploiting the potentialities of an Edu-larp to promote mathematical learning. The project was realized in grades 9 and 10, with a special focus on Technical Institutes. The main goal of the European project is to develop and test an Edularp focused on Mathematics, and to investigate its potentiality as a tool for teaching mathematics and STEM disciplines; in a broader sense, Project also aims at exploring new approaches to the teaching of Mathematics and to promote the cooperation between the mathematical, education and didactic community. [ABSTRACT FROM AUTHOR]

In education, research has shown that teaching quality is a decisive factor in student learning. However, as in many countries the role and functioning of schools are undergoing significant changes, the expectations placed on teachers are also changing. Indeed, we expect teachers to be able to manage increasingly multicultural classes, use technology more effectively, encourage student participation in the classroom, and involve parents more in school. For this reason, traditional pre-service training proves unequal to its mission of preparing teachers for all the challenges they will not be able to escape during their career. From this perspective, professional development can be an important strategy that can help teachers expand their knowledge and skills to implement the best educational practices and, accordingly, raise student achievement. This is also the research hypothesis for this essay, which aims to investigate the effect of primary school teachers’ professional development on 4th grade students’ achievement. To this end, data from the 2019 cycle of the Trends in International Mathematics and Science Study (TIMSS) were analysed. Against conventional wisdom, we do not find evidence of a positive relationship between teachers’ professional development and academic achievement. Rather, this paper presents clear findings of no significant effects. [ABSTRACT FROM AUTHOR]

The following article explores a fascinating mathematical problem: the probability of a cat on a 3x3 chessboard encountering a mouse and catching it. Through several solutions, this probability is calculated for a variety of board sizes. The solutions include an analysis of possible paths for cat and mouse and a general formula that shows how the probability decreases as the number of squares increases. The study also provides an interesting window into the complex interactions between mathematics and probability. [ABSTRACT FROM AUTHOR]

If it is still true that traditional practice risks making mathematics appear like navigating without a compass in an ocean of calculations, we need to define goals and build charts and tools for a safer and more meaningful navigation. The following reflections arise from two simple questions: do the "Indicazioni nazionali" and the Invalsi tests help us understand the reasons behind these difficulties in teaching and learning mathematics? What suggestions do they offer to improve its teaching? To find answers to these questions, the article starts with a survey of "Guidelines" and the "Reference Framework for Invalsi Mathematics tests" in order to put their suggestions to the test by developing some tools for educational planning. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to illustrate how the evaluation of the definite integral of real functions of real variables that exhibit particular symmetries can be simplified. The proposal will then be substantiated through some application rules. [ABSTRACT FROM AUTHOR]

Starting from the Eighties the scientific high school has undergone notable transformations: first the National Informatic Plan then the Brocca Project changed timetables and programmes, finally replaced by National Indications. [ABSTRACT FROM AUTHOR]

The recurring and unusual aversion of many individuals to Mathematics, and to Science in general, depends probably on the rejection of an initial effort to think in abstract concepts. Having overcome this "barrier," it actually seems more than evident that the foundational conceptual structure of these Disciplines is quite analogous to those of Languages conventionally understood; on the basis of the connections, described by Semiotics, between signs, sign constructions, meanings and concepts. A practical extension of this is made for the most "symbolistic" of the Sciences: the Chemistry. [ABSTRACT FROM AUTHOR]

The paper aims to illustrate the relationships between music, mathematics and architecture in the work of Iannis Xenakis through an in-depth study of three compositions: "Metastaseis" (1954), whose initial score was the inspiration for the construction of the Philips Pavilion; "Achorripsis" (1957) the result of probability calculus procedures; and "Herma" (1962), based on set theory. The intent is to demonstrate how the study of Xenakis's compositional thought can contribute to the construction of an overview of the humanities and mathematics. [ABSTRACT FROM AUTHOR]

This article traces the history of the Italian Italian scientific high school – called “Liceo Scientifico”. Established in 1923 under the Gentile reform, it became a five-year degree in 1945, after World War II. Through a series of changes, it has become a fullfledged high school course, which allows access to every university faculty. [ABSTRACT FROM AUTHOR]

The right to education in prison offers a chance for human growth in a complex and dehumanizing environment. However, the peculiarities of prison systems, together with past experiences of school failure, can constitute significant obstacles to knowledge access. To enhance accessibility, participation, and achievement, even within prisons, it is necessary to review teaching practices. This paper aids in the reconsideration of the teaching of mathematics for incarcerated adults or young adults. Drawing on Paulo Freire’s theories, we analyze the dialogues with and among prisoner students about mathematics. [ABSTRACT FROM AUTHOR]

The Mathematical Olympiad, or Mathematical Championships, is a major event for the Italian schools. The present paper aims to give the reader an overview of how they work, focusing on describing the main organization structure and analyzing them from the point of view of a teacher which is both a District Coordinator and a School representative. Finally, some thoughts on the impact of the project on the students and the whole school system will be set forth. [ABSTRACT FROM AUTHOR]

In Annex A to the DPCM of 4 August 2023 it is In stated that the qualified teachers must demonstrate mastery in relation to the basic nuclei of disciplinary knowledge, to contemporary epistemologies and methodologies, to epistemologies and methodologies used in the past and to the main interdisciplinary connections existing among the knowledge areas to which the competition class refers or toward other disciplines. In a series of four notes, we intend to address the points mentioned above regarding to the mathematical branch of knowledge. In this second note we will consider the core of knowledge of mathematics and computer science. In the introduction we will try to demonstrate that the nuclei of knowledge are not immutable but that they must evolve by adapting to the social and technological changes of society. In the second paragraph we will give a brief history of how in about seventy years, the school has gone from being a rigid structure based on ministerial programs to a school of autonomy, where the concept of nuclei of knowledge allows us to avoid an intolerable fragmentation of skills in exit from the training course. In the last paragraph, however, we will discuss the core knowledge foundations for mathematics and computer science, suitable for this digital society which will be increasingly dominated by artificial intelligence. [ABSTRACT FROM AUTHOR]

In Annex A to the DPCM of 4 August 2023 it is stated that the qualified teachers must demonstrate mastery in relation to the basic nuclei of disciplinary knowledge, to contemporary epistemologies and methodologies, to epistemologies and methodologies used in the past and to the main interdisciplinary connections existing among the knowledge areas to which the competition class refers or toward other disciplines. In a series of four notes, we intend to address the points mentioned above regarding to the mathematical branch of knowledge. In this first note we will start from interdisciplinarity, also showing with examples its usefulness at an educational level. We will demonstrate not how the interdisciplinarity makes the teaching of mathematics less hostile but also how useful the knowledge of mathematics is also to better teach even the humanistic knowledge areas. [ABSTRACT FROM AUTHOR]

Erwin Schrödinger is regarded as one of the greatest physicists of the 20th century, winning the Nobel Prize in 1933 for the creation of wave mechanics. Schrödinger, however, is today mainly and universally known for the famous 'Cat Paradox', a men-tal experiment that became famous in 1935 as a symbol of uncertainty, unknowability and doubt, and lost more and more of its original meaning with time. The contribution traces the genesis of the paradox, the debates that have developed over time and the possible interpretations that still animate the debate on Schrödinger's “famous” cat. [ABSTRACT FROM AUTHOR]

An example of how complex phenomena, such as the gender gap in mathematics, can be studied through the application of mixed methods in which large-scale quantitative data and qualitative observations are combined. [ABSTRACT FROM AUTHOR]

Assessment of an activity, on reading space/time graphs, that enabled first-year students in the scientific high school to focus attention on learning processes, fostering the development of a classroom culture that encourages interaction and active participation. [ABSTRACT FROM AUTHOR]

In the article, starting from an introductory historical framework, the Schwarzschild metric and the consequent mathematical deduction of the concept of "black hole" are analyzed, in a non-technical way and with calculations within the reach of students of the last years of high school. [ABSTRACT FROM AUTHOR]

The analysis of the questions administered by INVALSI allows you to design evaluation tests that allow, in the teaching-learning of mathematics, to take into account the many facets of the contents of the discipline and the processes that it provides. [ABSTRACT FROM AUTHOR]

The test mode used to recruit new teachers, often does not allow to select the best teachers but only the most efficient and fastest to perform a given problem. This mechanism should be counterbalanced with an objective assessment of the newly hired teacher after two or three years of teaching, which unfortunately is not yet feasible in Italy. [ABSTRACT FROM AUTHOR]

This article proposes an activity realized with forth classes’ pupils of the Piazza Armerina scientific upper secondary school (Liceo scientifico). The activity was proposed as part of the project 'The mathematical high school', in collaboration with the University of Catania. In particular, the work is an application of the calculus of probability with reference to a well-known television program. [ABSTRACT FROM AUTHOR]

This article presents a three steps laboratory centred on the fake news topic. It's been proposed to some thirteen-years old classes in Bergamo. We use two lessons to train the students ability to recognize a fake news, giving some tools to critically analyse both text and grafic news. In the third lesson, the class produce a deceptive graph. In this way we point out that every information, even though a correct one, can convey tendency messages. Here we describe the observations and the results of the laboratories. [ABSTRACT FROM AUTHOR]

The math tests aimed at recruiting new teachers revealed some serious shortcomings on the part of the candidates, especially in terms of knowledge. However, to select a good teacher it is not enough to evaluate the disciplinary contents but the competence of the teachers to reason and discuss with the students about the knowledge to be transmitted, which could also have been probed later, in the oral exams. [ABSTRACT FROM AUTHOR]

Mathematics is not only calculus but also freedom, democracy, participation and play. And through the game it shows itself to be fun, creative, beautiful. [ABSTRACT FROM AUTHOR]