Giorgio Bolondi

Giorgio Bolondi is a Full Professor of Mathematics Education at the Free University of Bozen-Bolzano (unibz), with previous roles at the University of Bologna and Politecnico di Milano. His research spans mathematics education, teacher professional development, and the intersection of technology and pedagogy. He holds a PhD in complex geometry from the University of Nizza but shifted focus to educational contexts, particularly primary and nursery school mathematics teaching. His work emphasizes formative assessment, inclusive practices, and the analysis of standardized testing (INVALSI) to inform educational strategies.

Current courses include Basics of Mathematics and its Didactics and Didactics of Mathematics with an Emphasis on Age Ranges, targeting primary education students. Key research interests include gender differences in mathematics performance, combinatorial reasoning, and the role of technology in fostering mathematical discourse. Bolondi is actively involved in teacher training programs, such as the FAMT&L project, and has organized international conferences like CERME14 (2025).

His publications (2021–2025) explore topics like AI’s impact on mathematics learning, the design of inclusive curricula, and the psychometric analysis of assessment tools. He critiques the loss of mathematical meaning in algebraic symbolism and advocates for context-aware problem-solving strategies. His work bridges historical epistemology with modern pedagogy, emphasizing teacher beliefs and classroom dynamics.