Department of Pedagogy, Psychology, Philosophy

thesis in progress

Students interested in carrying out a thesis under my supervision are requested to contact me directly (Monday 11 am, Tuesday 5 pm, first floor of the Faculty of Humanities) or by e-mail (, possibly proposing a topic to work on.
In periods of particular overcrowding, aspiring undergraduates can be put on a "waiting list" to allow me to better follow the theses being developed.
For all undergraduates who have to start the thesis preparation work, I recommend reading the short downloadable guide by clicking on the icon on the side: Thesis preparation guide

thesis discussed

Theses discussed under my supervision:


M. Alberti, Multiplicative problems. Didactic practice and teaching styles in primary school, 2009

2. L. Cirina, Didactic contract. Problem solving and teaching practices in primary school, 2009

3. M. Konig, Algebraic analysis of many-valued logic endowed with Lukasiewicz and Goedel implications, 2010

4. J. Gil Férez, Substructurality and residuation in algebra and logic, 2015

5. L. Cuscusa, The implication in C.I. Lewis, 2015

6. S. Bonzio, Algebraic structures for quantum and fuzzy logics, 2016

7. F. Corpina, Time, tense, and modalities, 2017

8. L. Peruzzi, Algebraic approach to paraconsistent weak Kleene logic, 2018

9. D. Fazio, Remarks on the order-theoretic and algebraic properties of quantum structures, 2020


1. C. Usai, Arithmetic problem solving in a narrative context: multiplication
2. L. Cirina, Arithmetic problem solving in a narrative context: division
3. A. Fantini, The teaching of logic in elementary school

4. A. Carrus, Arithmetic problem solving in a narrative context: didactic applications
5. D. Ortu, Evolutionary dyscalculia
6. V. Lanzano, The problem posing in mathematics teaching
7. S. Mameli, The preschool classification
8. R. Congiu, Arithmetic problem solving in a narrative context: solution strategies
9. A. Mazzanesu, Geometry and art

10. D. Tiddia, Maria Montessori's Psychoarithmetic
11. V. Atzori, From sense towards concept: children and numbers in kindergarten
12. S. Rallo, Spatial orientation in kindergarten
13. R. Cannas, Proto-mathematical education
14. E. Stara, Structured materials in mathematics education
15. T. Basciu, Mathematics and the blind pupil
16. M. Simula, Mathematics and fairy tales: an educational path on measurement in kindergarten
17. M.C. Congiu, Mathematics and fairy tales: an educational path on set theory in kindergarten
18. F. Turnu, Mathematics in the elementary school reform

19. C. Satta, Failure in mathematics and attitude towards the discipline
20. F. Piludu, Didactic contract and learning of mathematics
21. M. Curreli, Mathematics and physics: educational courses integrated in a laboratory perspective
22. A. Broccia, Mathematics and textbooks in primary school
23. I. Marotto, Trabocchetti in mathematics: distractors in mathematical problem solving
24. V. Pumpkin, Recognition and use of the numerical symbol in kindergarten
25. R. Mei, Mathematics in the reform of kindergarten
26. S. Melis, Cooperative learning and mathematical competitions
27. A. Masala, Computer science teaching in primary school
28. M.L. Aru, 3D experiences in kindergarten
29. B. Puggioni, The teaching of Fundamentals of mathematics in Primary Education
30. R. Addis, The teaching of Mathematics Education in Primary Education Sciences
31. E. Concu, Mathematics and psychomotor skills in kindergarten
32. R. Atzeni, Organization of space in the child: the "treasure hunt"
33. S. Boero, The numbering systems in history
34. M. Muscas, Numbering systems in primary school: theoretical analysis and study of the contribution of structured materials in secondary learning

35. D. Pasini, The mathematical infinity between history and teaching
36. S. De Vita, The mathematization of reality in the blind child
37. L. Antonelli, Captain's age effect: teaching contract or automatic additions?
38. T. Anedda, Mathematical games in kindergarten
39. M. Gilardi, Pathways to mathematical education
40. C. Maddalon, The student and the teacher in difficulty: obstacles in mathematics teaching
41. A. Porcu, Problems in comics
42. M.V. Pellerano, Proto-mathematical paths in kindergarten
43. C. Garia, Learning multiplication tables in primary school: teaching strategies and associative method
44. A. Garia, Learning multiplication tables in primary school: teaching methodologies and educational software
45. R. Floris, The distractors in mathematical problem solving
46. ??G. Carta, Educational continuity: attitudes in mathematics
47. L. Sanna, Classify in kindergarten
48. P. Collu, Evolutionary dyscalculia and learning
49. P. Corrias, An innovative proposal: the transalpine mathematical rally

50. M.E. I used, The taxonomy for Sherin and Fuson's multiplicative strategies
51. F. Orani, 2 x 3 = 5: calculation disorders and cooperative learning
52. V. Setzu, Argumentation and critical thinking in kindergarten
53. V. Melis, Learning mathematics in children with Down syndrome
54. S. Sedda, Survey of spatial skills education in the kindergarten of Sulcis Iglesiente
55. M.A. Mulas, Isoperimetry and equi-tension in primary school
56. A. Mulas, Affectivity and mathematics
57. A. Ferino, Teaching the concept of speed in primary school
58. G. Murru, The four color theorem
59. M. Lantieri, Unit of measurement in comics
60. P. Spanu, Theory of mind and mathematics

61. M. Garau, Mathematics, metacognition and learning difficulties
62. V. Curreli, The knowledge of the number in kindergarten children
63. L. Mura, Seriation in kindergarten
64. F. Picciau, Beyond the calculation: analogical method and geometry

65. E. Meloni, Classroom management and resonance in mathematics teaching
66. T. Licheri, Didactic experimentation and technology in primary school
67. M. Cadoni, Between logic and fantasy: symbolization in kindergarten

68. A.A. Nonnis, "Pretend to be ...": teaching contract and role playing in mathematics
69. E. Lilliu, The curriculum of van de Walle-Lovin: multi-digit multiplications
70. L. Loni, The fantastic world of mathematics
71. M.L. Meledina, The analog method for learning mathematics as an approach to dyscalculia
72. R. Mamusa, Isoperimetry and equi-tension in primary school
73. B. Lussu, Analogical method and fractions
74. F. Lecis, The van de Walle-Lovin curriculum: fractions and decimal numbers
75. A. Ghisu, “Tailor-made” didactic itineraries: length measurements
76. S. Fadda, “Tailor-made” didactic itineraries: weight measurements
77. V. Leoni, Discovering the art of geometry
78. T. Demontis, To fantasize with numbers

79. S. Orrù, Paths and labyrinths: playful activities for learning spatial concepts
80. A. Nuvoli, Symmetries in nature
81. A. Crobu, Computer science and storytelling Alice in primary school
82. M. Secci, Theory and applications of fuzzy logic
83. A. Piredda, Mathematics in primary school programs
84. S. Poeta, Didactic contract and problem solving
85. M. Durzu, Mathematics as experience: Montessori and Freinet compared
86. K. Concas, Museum education between mathematics and archeology
87. M. Mulas, The van de Walle-Lovin curriculum: the ten frames

88. M.D. Carrus, The classification in the first cycle of primary school
89. M. Matta, The division: from texts to class work

90. A. Porcu, Mathematics and music
91. C. Cogoni, Psychoarithmetic: mathematical education according to M. Montessori
92. G. Lampis, Numerical intelligence and mathematical learning disorders
93. M. Casula, Aspects of scientific training in an international context
94. F. Cardus, Geometry in the first cycle of primary school
95. B. Rosetti, Who buys and who sells
96. A. Marras, Towards a socially incisive mathematical education
97. M. Pilia, New perspectives in computer science education
98. E. Piredda, The analogue method and multi-digit operations

99. B. Lallai, Children and zero: conflicts and misconceptions
100. S. Usai, Why are Chinese students good at math?
101. R. Ambu, Mathematical education in Argentina
102. E. Cocco, Mathematics: teaching tools and strategies of the Chinese tradition
103. I. Colombu, Peer tutoring in mathematics
104. E. Vignolo, Teaching-learning of fractions: area model and strip model
105. R. B. Contini, Operational mathematics

106. G. Zaccheddu, Area and perimeter: didactic aspects

107. E. Utzeri, Inquiry based Learning and mathematical-scientific-technological area


108. E. Zurru, The analogical method and the multiplication tables

109. V. Valdes, Writing the number: learning theories and didactic paths


110. A. Bassu, Female mathematics

111. P. Cioglia, Inquiry-based learning in science education

112. See Sedilesu, Vagueness and multi-valued logics

113. G. Piras, Inquiry-based learning

114. G. Grini, The numerical module

115. Y. Mascia, The Russell-McColl controversy on implication


116. See Lai, Geometry with polyominoes

117. V. Pumpkin, Embodied Mathematics

118. E. Ibba, Formative evaluation: a focus on mathematics

119. S. Licata, Logical determinism in the work of A.N. Prior

120. A. Chapelle, Mathematical anti-foundationism in C. Cellucci


121. G. Deiana, Logic, reasoning and probability

122. L. Mulas, Can mathematics be taught in Sardinian?

123. S. Matzeu, Mathematics and daily life: the tasks of reality

124. L. Marongiu, From reality to measure: didactic project for primary school

125. M. Pisu, At the market without a backpack: the authentic task in mathematics

126. N. Padua: The sorite paradox: the approach of Nicholas J.J. Smith


127. M. A. Pingiori, Mathematics between games and popularization

128. M. Mele, A.M. Turing between logic and artificial intelligence

129. F. Dulcis, The paradox of the liar

130. V. Atzei, Fractals and kindergarten

131. E.Mulliri, The Bortolato method: objections and answers

132. M. Soddu, Didactics of mathematics: emotionality as an indispensable resource

133. M. Da Pelo, Graham Priest's Debate on Dialetheism

134. S. Laconi, Mathematical talent: didactic challenges for basic school

135. A. Frascaro, Chess and the teaching of mathematics

136. P. Mamusa, Formal logic and inferential behavior

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