Pietro Di Martino
When research meets teaching practice
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Pietro Di Martino is a researcher at the University of Pisa. He is currently collaborating with the Competence Centre for Mathematics Education (DDM) at the Department of Education and Learning / University of Teacher Education (DFA/ASP) on the Feeling good about mathematics (FeelGAM) project, which focuses on attitudes toward mathematics. His collaboration with SUPSI began some time ago through fruitful exchanges and discussions with the mathematics education research group.
How did you get into research?
At the end of my academic journey, with a degree in mathematics in hand, I had three possible paths ahead of me: go to work at a software company; pursue the idea I’d had since I was a child—teaching; or try to get into a Ph.D. program. I ruled out the first option, which was the most realistic since I’d received some offers, but it just didn’t appeal to me. Not wanting to give up on the idea of teaching entirely, I decided to focus on research—which had begun to intrigue me—by pursuing a Ph.D. My encounter with Professor Rosetta Zan—through her research, her profound approach, her interest in understanding difficulties in mathematics, and her way of addressing pedagogical issues—shifted the focus of my curiosity toward mathematics education: from an important element of knowledge for my potential future career as a teacher to a possible area of research interest. That’s where it all began.
What specific topics does your research focus on?
The overarching topic that has always captured my interest is the understanding of difficulties in mathematics. In my doctoral dissertation, I focused on belief systems regarding mathematics. I continued that line of research and my research collaboration with Rosetta, broadening my focus to include the study of the role of affective factors (emotions, beliefs, and attitudes) in the teaching and learning of mathematics and, specifically, in difficulties with mathematics. Starting with a collection of autobiographical essays by students of all ages, we developed a theoretical model of attitudes toward mathematics that is currently widely used in the field of mathematics education research.
For several months now, he has been involved in a scientific collaboration with the DFA/ASP as part of the FeelGAM project. Could you tell us more about it?
The project aims to develop guidelines to foster a positive attitude toward mathematics in school, as well as tools to monitor that attitude, and is based on the theoretical framework developed by Rosetta and me. FeelGAM embodies an important aspect that characterizes the work of the SUPSI mathematics education research group: that of carrying out projects in which the link between research and the production of materials for teaching practice is always evident. Beyond this project, my exchange and collaboration with the SUPSI mathematics education research group has deep roots. I have known Professor Silvia Sbaragli, who coordinates the group, for a long time, and I believe I can say that we share many things, including our view of the relationship between the world of research and the world of schools. With Silvia, there is not only professional respect but also sincere friendship, and one of the beautiful things about our work is that, not always, but often, we can choose who to work with.
What aspects of your collaboration with the DDM do you find most important?
The Competence Centre for Mathematics Education (DDM) is distinguished by a truly uncommon focus and ability to integrate research with the “development” of materials and tools for educational practice. This is made possible in part by well-established and significant partnerships with local schools, which facilitate robust and long-term experimentation. These partnerships are also directly linked to the training of both new and experienced teachers. In short, it is a context that, from a scientific, organizational, and community-rooted perspective, possesses significant unique qualities that make it ideal for developing and monitoring “field” research. Then, of course, Silvia Sbaragli’s presence also matters a great deal to me, both for her experience and expertise, and for our shared perspective on things. In fact, as a result of all my collaborations with the DDM, I’ve gained some additional, interesting insights that weren’t initially anticipated: new ideas, insights, and reflections.
What kind of project would you like to work on in the future?
I would like to continue my research on problem-solving, focusing on the factors that influence how mathematical problems are approached at different age levels, as well as on the problem-solving processes of students and the reasoning behind them, based on their written and oral work. Furthermore, I would like to expand my narrative research on experiences with mathematics through collaborations with experts in other disciplines and by focusing on phenomena that I consider relevant.