We asked Davide, the newest member of our team to take part in a short Q&A so we could get to know his academic journey and what inspires his teaching. With a background spanning Mathematics, Computer Science, Logic, and Philosophy and a love for sharing the wonder of mathematical ideas, Davide brings both expertise and infectious curiosity to the classroom.
Tell us a little about yourself and your background?
I studied Mathematics and then Mathematics with Computer Science at Oxford, where I conducted research in the theory of infinite games. I later specialised in Logic at the City University of New York, where I also explored philosophical Logic. Alongside my academic work, I have shared my passion for Maths by coaching the Mathematical Olympiad team of my own former school in Arezzo (Italy), teaching pupils at Stanford University’s summer Maths camp, and lecturing undergraduates at Hunter College in New York. As a pupil, I reached the national finals of several Maths competitions, and I represented Italy at the international final of the Championship of Mathematical Games. Davide is joining 1729 following completion of a PGCE at King’s College London.
What was your favourite subject when you were at school and why?
For as long as I can remember, Maths has always been the subject that captured my attention the most, first with regular school lessons, and then with specific Maths competition courses. In addition, in secondary school I recall experiencing many moments of wonder during Philosophy lessons; after all, the distinction between mathematicians and natural philosophers is rather modern!
Do you have any personal hobbies or activities that you enjoy after a busy school day?
I enjoy running, hiking, going to the cinema and reading, especially magical realism.
Who inspires you?
My passion for Maths has grown thanks to the many teachers, mentors and peers that have been part of my journey. The example set by Joel David Hamkins, my Master’s supervisor and co-author, has deeply inspired my approach to the practice and the communication of Mathematics; his profound and inquisitive curiosity has shaped my view of mathematical enquiry as a collaborative process and one I hope to model for my pupils.
What made you want to work at 1729?
I applied to work at 1729 because I was fascinated by the novelty of its mission: forming the next generation of mathematicians by providing young children with the opportunity to engage with increasingly sophisticated Maths. In short, 1729 is the school I would have loved to attend as a pupil.
What do you hope to achieve in role at 1729 in the next few years?
Jointly with the whole 1729 team, I am excited to tackle the challenge of maximising the mathematical potential of 1729’s students through our novel curriculum. As a teacher, I aim to build a solid bond with the pupils so as to create a classroom environment in which students feel free to discuss and experiment with mathematical ideas; moreover, it will be a privilege and a responsibility for me to witness and encourage the mathematical growth of 1729’s pupils over such a long period of time.
What inspired you to become a teacher, and what do you find most fulfilling about the role?
I am a mathematician, and I enjoy the wonder that comes from a clearly understood idea. I decided to become a teacher because I want to share this sense of discovery with pupils and empower them with the tools of mathematical thinking. Having grown up with two primary school teachers as grandparents, I have always recognised the transformative role of schooling in a child’s development; classrooms are not only places to acquire knowledge, but also to exchange ideas and expand one’s boundaries.
How would you describe your philosophy of mathematics education?
Mathematics is a discipline which gives curious learners the means to answer the question “why?” at length, developing an inquisitive mind while expanding one’s understanding. I believe a Maths education should equip learners with the mental habits of the working mathematician: appropriate rigour, curiosity and intellectual ambition. Moreover, a well-educated mathematician should be familiar with the history of Maths, which reveals the deeply human side of the development of the subject as a long-running collective effort.
What do you believe makes an outstanding maths lesson and curriculum?
An outstanding Maths lesson is one in which pupils actively construct ideas for themselves, supported by carefully chosen questions and structures. The more Mathematics is figured out independently by pupils, the deeper and more lasting the understanding becomes. An outstanding curriculum then helps students appreciate the significance of what they learn and, at every milestone, see the next peak to climb.