Gabriella Pocalana

Gabriella Pocalana is a Teaching Professor at the Department of Mathematics of the Università degli Studi di Pavia (UNIPV), Italy. She specializes in mathematics education, focusing on teacher professional development, inquiry-based learning, and inclusive pedagogical strategies. Her research explores the intersection of mathematics with interdisciplinary STEAM activities, emphasizing teacher documentation practices and the role of artifacts in teaching. She actively contributes to initiatives promoting equity in mathematics education and the adaptation of hybrid learning environments. Her work bridges theoretical frameworks (e.g., praxeologies) with practical classroom applications, addressing challenges in teacher beliefs and curriculum design.

• Education: Not explicitly detailed in provided texts.

Her research interests center on mathematics educators’ documentation work, the evolution of teaching practices through collaboration, and the design of inquiry-based tasks. She investigates how teachers’ beliefs influence their instructional choices and how hybrid environments can enhance students’ conceptual understanding through example production and conjecturing. Her studies also highlight the importance of inclusive methodologies to engage diverse learners.

Her recent articles analyze teacher communities’ praxeologies, the role of digital/non-digital transitions, and metaphors for evolving teacher roles in technology-driven education. She advocates for equitable access to inquiry activities and explores meta-didactical frameworks to refine educational strategies.

• Awards: None explicitly mentioned in provided texts.

In terms of professional development, she collaborates with researchers and educators to build inquiry communities, addressing gaps between research and practice. Her work on “Strane Storie Matematiche” demonstrates innovative storytelling approaches to enhance engagement. She also develops resources like “carte di aiuto” to support inclusive classroom participation.

Her involvement in interdisciplinary projects (e.g., STEAM activities) emphasizes mathematics’ role in cross-disciplinary contexts, while her writings on “hybrid environments” reflect current trends in blended learning.