Beruflich Dokumente
Kultur Dokumente
DOI 10.1007/s10649-014-9569-8
F. Furinghetti
Department of Mathematics, University of Genoa, Genoa, Italy
M. Menghini
Department of Mathematics, Sapienza University of Rome, Rome, Italy
e-mail: marta.menghini@uniroma1.it
F. Furinghetti (*)
Dipartimento di Matematica, Universit di Genova, via Dodecaneso 35, 16146 Genoa, Italy
e-mail: furinghe@dima.unige.it
F. Furinghetti, M. Menghini
1 Introduction
Emma Castelnuovo was born in Rome on the 12th of December 1913 and died in Rome on the
13th of April 2014. In the year of her 100th birthday, many Italian and international events
celebrated her life and work: conferences, publications, awards. In particular, the
International Commission on Mathematical Instruction (ICMI) established the Emma
Castelnuovo Award for excellence in the practice of mathematics education (see ICMI website
URL at the end of this article).
The Italian Mathematical Union (UMI) has published a special issue of its journal La
Matematica nella Societ e nella Cultura (Mathematics in society and culture, 2013, s.1, 6)
dedicated to Emma, in which various authors illustrate different aspects of her life and work.
An annotated list of her main publications is in Menghini with collaborators (see website URL at
the end of this article). The website by Fontanari gives access to many of Emmas publications.
written with didactic intentions, proposing problems to be solved and trying to guide students
in discovery. Even if the pedagogical value of Clairauts book has been questioned (see
Glaeser, 1983), it gave Emma the right inspiration for finding her personal way of teaching.
She referred to Clairaut in the talk delivered at ICME 6 in Budapest during the special
afternoon devoted to mathematics, education, and society (see Castelnuovo, 1989). Her feeling
about the history of mathematics in the classroom echoes the guided reinvention proposed by
Hans Freudenthal (1973).
After her encounter with Clairauts treatise, Emma suddenly changed her teaching style and
2 years later, in 1948, she published a textbook on intuitive geometry (Castelnuovo, 1948).
With this textbook, she revitalized the teaching of intuitive or practical geometry, which had
been earlier introduced at the beginning of the twentieth century (see Menghini, 2009).
Emmas innovative views on teaching are stressed in Caleb Gattegnos (1953) review where
she is presented as an enthusiast for active methods in geometry. The international circulation of this beautiful book gave her a remarkable visibility outside Italy. It entered school
practice through translations into Spanish and, later, English (see references), and also fostered
contacts with contemporary prominent figures in the field of mathematics education. In 1949
Emma met a group of Belgian teachers working at the innovative cole Decroly of Brussels,
where she again encountered Paul Libois. He had previously been her fathers student in Rome
in 193435 and by then was professor at the Universit Libre of Brussels, where he was
cooperating with the cole.
In the methods of the cole Decroly, Emma recognized a way of opening the minds of
Italian teachers and young students, and to this end she promoted, through grants, study trips to
Brussels (Menghini, to appear). The pedagogical methods of the cole were characteristic: the
teacher guided the students, encouraging them to build upon their understanding and mathematics was connected to reality. There was not a program, but various centers of interest that
connected all the subjects.
From Libois, Emma also took the idea of using mathematical exhibitions as an important
educational tool, not only for the pupils who prepared them, but also for the young teachers
who collaborated. She organized exhibitions in Italy (in Rome and also in other cities) and
abroad. The 1974 exhibition in her school in Rome gave rise to the book Matematica nella
realt (Mathematics in reality, Castelnuovo & Barra, 1976), which was translated into many
languages (see references).
In the 1950s Emma was among the founding members of the Commission Internationale pour
ltude et lAmlioration de lEnseignement des Mathmatiques, the International Commission
for the Study and Improvement of Mathematics Teaching, in which she played an important role
and which she chaired from 1979 to 1981 (see the contributions by Emma, Flix, and Valenti on
the CIEAEM website; Bernet & Jaquet, 1998). In its first years, CIEAEM fostered reflection in
the field of mathematics education by gathering together important people (mathematicians,
epistemologists, mathematics teachers, and mathematics educationalists such as Piaget,
Freundenthal, and Gattegno). Emma contributed to the promotion of ideas elaborated inside
CIEAEM, such as the use of concrete materials in teaching. She designed and carried out a
complete program for the middle school (ages 1114 years) based on the use of concrete
materials, and wrote a chapter in the second of the two books produced by CIEAEM. While
the first was mainly centered on mathematical content (most authors were leading mathematicians, see Piaget et al., 1955), this second book was strongly oriented towards classroom practices
by presenting concrete materials for mathematics teaching (see Gattegno et al., 1958). In 1958
Emma was one of the two Italian participants at the Conference of Royaumont where members of
ICMI, CIEAEM, and national representatives met to discuss curricular reforms in relation to the
movement of modern mathematics (see Furinghetti, Menghini, Arzarello, & Giacardi, 2008).
F. Furinghetti, M. Menghini
In 1963 Emma published the book La didattica della matematica (Didactic of mathematics),
where she describes, besides her method, the main achievements and cultural references of
European mathematics education (Castelnuovo, 1963). This book was translated into Spanish
and German (see references).
In the 1960s and 1970s, the period in which the field of mathematics education was shaped
around new dimensions and became an academic discipline, Emma was involved in important
initiatives. In 1969 she was invited by Freudenthal to deliver a talk at the first ICME in Lyon.
At ICME-3 in Karlsruhe (1976) she was also invited to present an exhibition (comprising more
than 100 posters) prepared with her middle school pupils on the theme Mathematics in real
life. Emma was a member at large of ICMI from 1975 to 1978 (see Furinghetti & Giacardi,
website). In 1968 Freudenthal founded Educational Studies in Mathematics and Emma
published eight papers in this journal from the first volume until 1979 (volumes 1, 2, 5, 7,
8, 10). These years also saw international cooperation in mathematics education realized
through actual initiatives (see Furinghetti, 2014). Invited first by IREM and then by
UNESCO (which was collaborating with ICMI), Emma went to Niger four times, from
1977 to 1982, to teach in classes that corresponded to our middle school (see Bert, website).
On these occasions, her method of intuitive teaching of geometry proved very successful. All
these aspects make Emma a pioneer woman in mathematics education (see Furinghetti, 2008).
Emmas international fame grew particularly in Hispanic countries, where many of her
books were translated. In Spain, the still very active Sociedad Madrilea de Profesores de
Matemticas (SMPM) Emma Castelnuovo was founded in 1991 (see Sociedad Madrilea
de Profesores de Matemticas, website). Besides the many papers and books left by Emma, her
major legacy consists in the motivation she was able to transmit to the teachers she worked
with and inspired. They have learnt in her classroom, through her books, and in the frequent
meetings she used to hold at her home, where everybody was free to go and discuss ideas with
her. Examples of Emmas legacy may be found in the residential courses for teachers of the
Officina matematica (see Castelnuovo, 2008) in Italy, in the activities carried out in Spain
(see Casalderrey & Ramellini, 2004), and possibly in many other countries.
(see Barbin & Menghini, 2014). After the Second World War, the use of concrete materials
was taken up again in many contexts. In 1945 an NCTM yearbook was devoted to measuring
and drawing instruments and to the creation of three-dimensional physical models. Gattegno,
as well as the mathematician and psychologist Zoltan Dienes, strongly supported the use of
manipulatives, such as Cuisenaire rods and logic blocks, in classroom activities. Libois used
concrete materials at the cole Decroly in Brussels, and in the UK the Association of Teachers
of Mathematics (ATM) sustained Gattegnos initiative in promoting the use of manipulatives
(see Rogers, to appear).
As mentioned before, Emma was first attracted by Clairauts practical approach to teaching
geometry. But she also realized that the construction of a figure with a ruler and a compass
limits freedom of thought, because you can consider only a finite number of cases: drawing is
static and does not stimulate observation nor lead to new discoveries. She understood that it is
better to construct geometric figures with concrete materials that can be handled, doing and
undoing them (Castelnuovo, 2008). Already by 1948 her book on intuitive geometry refers to
many examples of the use of simple materials such as meccano or elastic strings, and the
consideration of limit cases leads the pupil to imagine moving these objects.
At its best, Emmas approach utilizes concrete materials and hints at new potentialities:
through experiments she fosters explorations, the production of conjectures, examples, and
counterexamples. Children are free to build their knowledge by using direct observation and
imagination (see Lanciano, website). This activity allows the birth of a critical spirit as a main
component of logical thinking. Allowing students to make errors is a fundamental component
of Emmas teaching. Errors have an educational value and also a social one: everyone can
make mistakes, and to analyze them collectively can bring about new discoveries (Arbarello,
2014). In Emmas method, we recognize the seeds of the ideas inspiring subsequent innovations with technology that happened some decades later.
References
Arbarello, E. (2014). Emma Castelnuovo 19132014. NUMI, 41(34), 4852.
Barbin, E., & Menghini, M. (2014). History of teaching geometry. In A. Karp & G. Schubring (Eds.), Handbook
on history of mathematics education (pp. 473492). New York: Springer.
Bernet, T., & Jaquet, F. (1998). La CIEAEM au travers de ses 50 premires rencontres. Neuchtel: CIEAEM.
Casalderrey, F. M., & Ramellini, G. (Eds.) (2004). Ideas de Emmatemtica Castelnuovo, Monografia n. 1 SUMA.
Castelnuovo, E. (1946). Un metodo attivo nellinsegnamento della geometria intuitiva. Periodico di Matematiche,
s. 4, 24, 129140.
Castelnuovo, E. (1948). Geometria intuitiva, per le scuole medie inferiori. Lanciano-Roma: Carrabba. Reprinted
from 1949 by Nuova Italia, it had various editions till 1964. Translations: Castelnuovo, E. (1963). Geometra
intuitiva, destinada a los alumnos de la escuela primaria y de enseanza media elemental a la orientacin
metodolgica del profesorado. Barcelona, Madrid, Buenos Aires, Mexico, Montevideo: Editorial Labor. A
later version was translated in Bruni, J. V., & Castelnuovo, E. (1977). Experiencing geometry. Belmont:
Wadsworth Pub. Co..
Castelnuovo, E. (1963). La didattica della matematica. Firenze: La Nuova Italia. Translations: Castelnuovo, E.
(1968). Didaktik der Mathematik. Frankfurt am Mein: Akadem. Vlgs. Gesell. Castelnuovo, E. (1970).
Didctica de la Matemtica moderna. Mexico: Trillas.
Castelnuovo, E. (1989). The teaching of geometry in Italian high schools during the last two centuries: some
aspects related to society. In C. Keitel, P. Damerow, A. Bishop, & P. Gerdes (Eds.), Mathematics, education
and society. Science and technology education, Document Series N. 35 (pp. 5152). Paris: UNESCO.
Castelnuovo, E. (2008). In F. Lorenzoni (Ed.), Lofficina matematica: ragionare con i materiali. Molfetta: La
Meridiana.
Castelnuovo, E., & Barra, M. (1976). Matematica nella realt. Torino: Boringhieri. Translated and edited in
French by Ministre de la Coopration, Dpartement des Enseignements: Castelnuovo, E., & Barra, M.
(1980). La mathmatique dans la ralit, Paris: CEDIC; re-published by Nathan in 1986. A reduced version
F. Furinghetti, M. Menghini
Websites
Bert, A. (n.d.). Merci, Madame Emma Castelnuovo! http://www1.mat.uniroma1.it/ricerca/gruppi/education/
AnnieBerte.pdf. Retrieved 5 July 2014
CIEAEM. (n.d.) History. http://www.cieaem.org/?q=node/18. Retrieved 5 July 2014
Fontanari, C. (n.d.). Emma Castelnuovo. http://www.science.unitn.it/~fontanar/EMMA/emma.htm. Retrieved 5
July 2014
Furinghetti, F., & Giacardi, L. (2008). The first century of the International Commission on Mathematical
Instruction (1908-2008). The history of ICMI. http://www.icmihistory.unito.it/. Retrieved 5 July 2014
ICMI. (n.d.). The ICMI Emma Castelnuovo Award for excellence in the Practice of Mathematics Education.
http://www.mathunion.org/icmi/activities/awards/emma-castelnuovo-award/. Retrieved 5 July 2014
Lanciano, N. (2014). Mathematics, imagination and reality. The legacy of Emma Castelnuovo. https://www.
researchitaly.it/en/understanding/project-and-success-stories/interviews-and-life-stories/mathematicsimagination-and-reality-the-legacy-of-emma-castelnuovo/. Retrieved 5 July 2014
Menghini, M. with the collaboration of M. Barra, L. Cannizzaro, N. Lanciano, & D. Valenti (2014).
Pubblicazioni di Emma Castelnuovo. http://www1.mat.uniroma1.it/ricerca/gruppi/education/scanner%
20emma/Pubblicazioni_Emma_Castelnuovo.htm. Retrieved 5 July 2014
Sociedad Madrilea de Profesores de Matemticas. (2014), http://www.smpm.es. Retrieved 5 July 2014