Launched in 2024, the initiative aimed to strengthen mathematics skills in lower secondary schools through a personalized, inclusive, and data-driven teaching model designed to make learning more accessible and effective. The tool used was Khan Academy, a free digital platform offering exercises, video lessons, and adaptive progressive pathways, allowing each student to progress according to their own pace and needs. For this reason, it is particularly effective at school age, as it fosters autonomy, supports learning recovery, and boosts motivation.
Mathematics with Khan Academy involved four schools across Campania and Calabria — IC Montalcini and Convitto Nazionale Tasso in Salerno, IC Patari-Rodari-Pascoli-Aldisio and Convitto Galluppi in Catanzaro — for a total of 16 classes, around 300 students, and 10 teachers. Thanks to the platform, students followed progressive and personalized learning paths, while teachers were able to monitor progress and intervene in a targeted way. By the end of April 2026, more than 2,650 hours of individual practice had been recorded; some participants exceeded 2,000 minutes of activity over approximately 12 months of schooling during which the project was implemented, across the 2024/2025 and 2025/2026 academic years.
The final event, which brought together more than 300 people at the theatre, served as a shared moment of reflection and storytelling and featured speakers including: Antonio Danieli, Vice President and General Director of Fondazione Golinelli; Eugenia Ferrara, Deputy Director of Fondazione Golinelli and President of G-LAB S.r.l. Impresa Sociale; Antonia Autuori, President of the Fondazione della Comunità Salernitana ETS; Silvia Cappellini, General Manager of UniCredit Group Foundation; and Enrico Tombesi, Head of the Khan Academy project and CEO of G-LAB S.r.l. Impresa Sociale.
The day concluded with Carlo Cuomo’s talk, “Mathematics in Play: a choose-your-own-path story with mathematical challenges,” an interactive experience that actively engaged the audience through logic, collaboration, and fun.
Overall, the experience is part of an ongoing pilot aimed at developing a replicable and scalable teaching model, capable not only of reducing learning gaps but also of helping students build study methods focused on continuous improvement and develop greater awareness of their own abilities. The programme clearly demonstrated students’ growth, as they evolved from simple participants into “young mathematicians” who are more autonomous, confident, and aware in their learning journey.