Drawing Geometry: A Laborious History in Italian School

机译：绘画几何：意大利学校的艰苦史

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This contribution is intended to show that the events of geometrical drawing in Italian schools may be a good case study for the interplay of institutional and epistemological instances, and their impact on the actual implemented curriculum in classrooms. First, we retrace the institutional development of official curricula- focusing on three main turnpoints: the birth of Italian unitary school (seventh decade of XIX century), with the work of distinguished geometers like Luigi Cremona, Francesco Brioschi and others; the Gentile reform (third decade of the XX century); the new 2009 and 2012 curricula. Second, we examine some important epistemological debates on the nature of geometry and the role of drawing, focusing on two moments: the discussion carried on by Giovanni Vailati and Federigo Enriques at the beginning of the XX century, and the debates following the explosion of "modern maths" in the second half of the XX century.

机译：这一贡献旨在表明，意大利学校的几何绘图事件可能是对机构和认识论的相互作用的好案例研究，以及它们对课堂上实际实施课程的影响。首先，我们追溯官方课程的制度发展 - 关注三个主要的距离：意大利统一学校（十九世纪第七十年）的诞生，与Luigi Cremona，Francesco Brioschi等杰出几何的工作;外邦改革（XX世纪的第三十年）;新的2009年和2012年课程。其次，我们研究了一些重要的认识论辩论就几何形象的性质和绘画的作用，重点关注两个时刻：XX世纪初的Giovanni Vailati和Federigo奴隶上的讨论，以及爆炸后的辩论“现代数学“在XX世纪的下半年。

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《International Conference on Geometry and Graphics》|2019年|xlvi 1206-2300 pages|共7页
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Giorgio Bolondi;
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中图分类 O18-532;
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History of teaching; Geometry curriculum; Drawing in classrooms; Giovanni Vailati; Luigi Cremona;

机译：教学史;几何课程;在教室里画画;Giovanni Vailati;Luigi Cremona;

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Drawing Geometry: A Laborious History in Italian School

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