Learning mathematics, learning about mathematics in primary school. A longitudinal pilot experience

In the framework of ongoing action research on introducing historical perspectives in mathematics to children, a pilot longitudinal field experience through the five grades of primary school in Rome (2018-2023) is presented. Contents were chosen in ac-cordance with a learning path on the history of mathematics (Millán Gasca et al., 2017), and educational strategies included the integration of children's books on the history of mathematics. Individual assessment regarded both standard learning out-comes in mathematics and in history (including history of science and technology) and “flourishing” personal growth outcomes (Millán Gasca 2016; see Su 2020). Be-yond individual learning, classroom life and cohesion benefited by the step-by-step approach to understanding the mathematical universe from early childhood through the months leading up to secondary education.