This essay describes the development of the studies and research carried out by the authors in the field of the history of mathematics education. The question of the adaptation of mathematics teaching programmes in Venezia Giulia is examined. In particular, the analysis focuses on the period of transition which led from the programmes of the Habsburg Empire to those adopted by the Kingdom of Italy (1918-1923). Despite their strong Italian feelings, the mathematics teachers of Trieste remained faithful to the teaching and pedagogical notions which they had acquired in Austrian universities and had applied successfully to their teaching. The issues dealt with are not just of local interest. In fact, the comparison between two teaching methods – one more practical, the other more theoretical - adopted in the two 'worlds' under consideration can be placed in a much wider context which is still currently and internationally relevant.
