Learning mathematics, learning about mathematics in primary school: A longitudinal pilot experience on the historical perspective

Since 2006, action research at Roma Tre University (Italy) has explored the in- troduction of the history of mathematics into primary education. Topics from the his- tory and anthropology of mathematics were integrated into mathematics courses in the Master’s Degree in Primary Education (Gil Clemente, Millán Gasca, 2016). This en- couraged both students and in-service teachers from the Primary School Math Re- search Lab to explore how these historical aspects could be presented to children. Following a suggestion by Karen Fuson in 2012, a history of mathematics learn- ing path was developed for integration into the existing mathematics curriculum. As part of this broader research, a five-year pilot study (2018–2023) was conducted across all five grades of primary school in Rome. Contents were selected based on a structured learning path (Millán Gasca et al., 2017) and included children’s books on the history of mathematics. Assessment focused on standard learning outcomes in mathematics and history as well as “flourishing” personal growth outcomes (Millán Gasca 2016; see Su 2020).