Livia Maria Giacardi

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

This essay will illustrate Federico Enriques’ vast, multifaceted efforts to improve the preparation of mathematics teachers, situating them in their historic context and within the framework of the cultural project that formed the basis of his whole scientific output. The first part of the essay is dedicated to a brief presentation of the principal steps in the history of Italy’s Scuole di Magistero(teacher training schools), with reference to the most significant legislative measures, to the contribution of teachers’ associations, and to debates among mathematicians. The second part will show how Enriques’ cultural project for the creation of a scientific humanitas, which was rooted in the philosophy and history of science, developed gradually during his years in Bologna, and how this was reflected in his vision of mathematics teaching. The influence of Felix Klein will also be highlighted. The third part examines Enriques’ involvement in teacher training and the various strategies he adopted, and frames his initiatives and methodological assumptions within his cultural program. Finally, three appendices containing previously unpublished letters and documents conclude the essay.

From Euclid as Textbook to the Giovanni Gentile Reform (1867¿1923): Problems, Methods and Debates in Mathematics Teaching in Italy

The earliest legislation aimed to give comprehensive organization to the Italian education system was the Casati law, from the name of the then Minister for Education Gabrio Casati who drafted it. Promulgated by King Vittorio Emanuele II on 13 November 1859, the new law was designed to reorganize the school system in Piedmont and Lombardy, and was gradually and with difficulty extended to the other Italian regions. All legislation regarding education in Italy had been based on this law until 1923, when Giovanni Gentile, a prominent figure among Italian Idealist philosophers, introduced the reform that brought important changes to the school system, while maintaining various key features. To give a comprehensive view of the history of the teaching of mathematics in secondary schools in Italy over this 60‐year period, we must look beyond the legislative, political and social factors, however important these undoubtedly are, to examine other factors not comprehensively studied as yet. On the one hand, we need to consider the role of mathematicians involved in advanced research; on the other hand, the role played by many different factors: secondary school teachers and their associations; the textbooks; journals concerning the teaching of mathematics; publishers’ initiatives; conferences on teaching methods and practices; debates on methodology; international influences; teacher training. The purpose of this article is to give a general overview of the period, while describing in detail certain decisive moments, in order to show clearly the effects some decisions had, the debates they gave rise to, as well as the work carried out and the methodological approaches adopted by the mathematicians involved.

From Classical to Modern Algebraic Geometry. Corrado Segre's Mastership and Legacy,

Corrado is born in Saluzzo to a well-to-do Jewish family. In 1870 the family moves to Turin. His father, Abramo Segre, was an industrialist in silk production, and his mother, Estella De Benedetti, came from a cultivated family of the upper-middle class. Corrado had two brothers, Mario e Arturo.

Corrado Segre: Biographical Timeline

Corrado is born in Saluzzo to a well-to-do Jewish family. In 1870 the family moves to Turin. His father, Abramo Segre, was an industrialist in silk production, and his mother, Estella De Benedetti, came from a cultivated family of the upper-middle class. Corrado had two brothers, Mario e Arturo.

Corrado Segre's Archives at the University of Turin

Corrado is born in Saluzzo to a well-to-do Jewish family. In 1870 the family moves to Turin. His father, Abramo Segre, was an industrialist in silk production, and his mother, Estella De Benedetti, came from a cultivated family of the upper-middle class. Corrado had two brothers, Mario e Arturo.

From Classical to Modern Algebraic Geometry

Corrado is born in Saluzzo to a well-to-do Jewish family. In 1870 the family moves to Turin. His father, Abramo Segre, was an industrialist in silk production, and his mother, Estella De Benedetti, came from a cultivated family of the upper-middle class. Corrado had two brothers, Mario e Arturo.

Segre’s University Courses and the Blossoming of the Italian School of Algebraic Geometry

Corrado is born in Saluzzo to a well-to-do Jewish family. In 1870 the family moves to Turin. His father, Abramo Segre, was an industrialist in silk production, and his mother, Estella De Benedetti, came from a cultivated family of the upper-middle class. Corrado had two brothers, Mario e Arturo.