#### 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 (paoli@unica.it), 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:

DOCTORAL THESIS

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

**DEGREE THESIS (THREE-YEAR, FOUR-YEAR OR MASTER'S)**

2003

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

2004

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

2005

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

2006

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

2007

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

2008

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

2009

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

2010

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

2011

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

2012

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

2013

88. M.D. Carrus, The classification in the first cycle of primary school

89. M. Matta, The division: from texts to class work

2014

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

2015

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

2016

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

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

2017

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

2018

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

2019

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

2020

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