Maria Cristina Carrisi

Younger generations are growing up in a world increasingly shaped by intelligent technologies, making early AI literacy crucial for developing the skills to critically understand and navigate them. However, education in this field often emphasizes tool-based learning, prioritizing usage over understanding the underlying concepts. This lack of knowledge leaves non-experts, especially children, prone to misconceptions, unrealistic expectations, and difficulties in recognizing biases and stereotypes. In this paper, we propose a structured and replicable teaching approach that fosters foundational AI literacy in primary students, by building upon core mathematical elements closely connected to and of interest in primary curricula, to strengthen conceptualization, data representation, classification reasoning, and evaluation of AI. To assess the effectiveness of our approach, we conducted an empirical study with thirty-one fifth-grade students across two classes, evaluating their progress through a post-test and a satisfaction survey. Our results indicate improvements in terminology understanding and usage, features description, logical reasoning, and evaluative skills, with students showing a deeper comprehension of decision-making processes and their limitations. Moreover, the approach proved engaging, with students particularly enjoying activities that linked AI concepts to real-world reasoning. Materials: https://github.com/tail-unica/ai-literacy-primary-ed.

We present a learning path on cryptography for primary school students (Grade 5), which we designed and tested. The project aims to raise initial awareness of the core ideas of modern cryptography, which are fundamental concepts for becoming informed and active citizens in modern digital society. For this reason, we designed a progression of unplugged activities (sometimes integrated with task-specific, block-based programming environments) to expose students to different cryptographic techniques, where each new activity is motivated by an analysis of the criticalities encountered previously. We used unplugged activities to show that Computer Science (CS) does not necessarily imply the use of digital devices and to allow students to focus on its general scientific principles. We describe the designed learning module, discuss the main hinges in the experiment, and reflect on the lessons learned. The final evaluation showed excellent learning outcomes and high satisfaction with the activities. As cryptography uses mathematical tools (e.g., modular arithmetic, statistics), some parts of which are within reach of primary school children but rarely taught to them, it was possible to dwell on these aspects, making them experience mathematical objects in a non-standard context, and also stimulating a greater awareness of the impact of mathematics and CS in everyday life.

A relativistic version of the rational extended thermodynamics of polyatomic gases based on a new hierarchy of moments that takes into account the total energy composed by the rest energy and the energy of the molecular internal mode is proposed. The moment equations associated with the Boltzmann–Chernikov equation are derived, and the system for the first 15 equations is closed by the procedure of the maximum entropy principle and by using an appropriate BGK model for the collisional term. The entropy principle with a convex entropy density is proved in a neighborhood of equilibrium state, and, as a consequence, the system is symmetric hyperbolic and the Cauchy problem is well-posed. The ultra-relativistic and classical limits are also studied. The theories with 14 and 6 moments are deduced as principal subsystems. Particularly interesting is the subsystem with 6 fields in which the dissipation is only due to the dynamical pressure. This simplified model can be very useful when bulk viscosity is dominant and might be important in cosmological problems. Using the Maxwellian iteration, we obtain the parabolic limit, and the heat conductivity, shear viscosity, and bulk viscosity are deduced and plotted.