Justification: The special needs of pupils who attend to a hospital school make necessary to have an amout of resources to work on mathematics. Some of our students have mathematics knowledge lags which have to be filled by us. We need to identify those lags and use our “pills” to “cure” the problem. How? The main aim of this Project is to produce an organized amount of manipulative maths resources for the conceptualization of the concept and an amount of worksheets and websites (using the tools of the web 2.0 for its curation) for making significant learning though the game. Project: The main aims of the project are in his title:- Get resources and magnetics for a manipulative mathematics. It means the handling is a previous step of the abstraccion and the internalised of the concepts.- Magnetization means to improve the attraction to the Mathematics based on the game (gamificacion), curiosity, discovery and changelles- ICTs are very important in the Project because of their audiovisual possibilities, the interactive, self-learning, game and the relationship and communication.Aims:Mathematic resources adapted to each grade and different difficulties.Compare methodologies and curriculum of each partner.Collect manipulative mathematic resources (made by our teachers and pupils)Search, elaborate and cure website in order to game in mathematic (more practise, multisensorial and more interactive).Use livebinder, Pinterest and blog as main tools of the web 2.0.Products:Review the Mathematic curricula of Primary and Secondary of different countries. Collect manipulative resources, made by us, for all content sections: numbers, operations, probability, measure, statistics, geometry,…Make a livebinder for each content sections.Methodology for the use of our resources and their adaptations.Search and review of website which work our same contects in a interative and playful way.
Justification and context of the project: Throughout the course, both in the hospital classroom and in the home support service, we serve a large number of students. In many cases we have detected certain deficiencies in different aspects related to mathematics, mainly referred to the understanding of concepts, calculation and problem solving. Many of these "deficiencies" can be "treated" in the classroom but require resources, planning and previous methodology to achieve effectiveness in a short period of time. These are the reasons that drove this project and its development along with other European partners initially from the hospital environment, although due to the nature of the topic it has been possible to expand it to other educational institutions. It is interesting to contrast the method in different contexts such as those we can find in the institutions of our partners Project Objectives: The main lines that will guide the project are already included in the title itself: - Endowment of materials and magnetic as a basis for manipulative mathematics where reality is a step prior to abstraction and the internalization of concepts. - Magnetization refers to increasing the attraction to mathematics based on the game (gamification), curiosity, discovery and challenges. - A review of the curricula of the different countries, as well as decision-making around the methodology and the type of activities we want to use. - An important presence of ICTs that provide the enormous potential of the audiovisual, interactive, self-learning, play, as well as the relationship and communication. Four have been the participating Organizations - Bari: Nursery and Primary Education Classrooms located in a Pediatric Hospital and dependent on the "Circolo Didattico", a center that includes different types of educational centers: three nurseries (3-6 years), two primary centers (6-11 years) , two classrooms in the pediatric hospital, one for children and one for primary school, and finally two schools in detention centers, one for juveniles and the other for adults. - Oulu: Their students (from 7 to 17 years old, grades 1 to 9) come from different centers in the north of the country. Its units provide a safe learning environment for students with emotional disorders, behavior problems or adaptation problems, are attended by a multi-professional team following the national curriculum. - Vilnius: Serves students (from 7 to 18 years old) from various regions of the country, who have special educational needs due to their family situation or health or behavior problems. They are cared for according to the basic curriculum during the time (between three weeks and four months) of their hospital care. - Leganés (coordinator): Aula Hospitalaria de Leganés. Provides educational support, from children to high school, for students who due to their illness or convalescence remain hospitalized or at home without being able to attend their school. Description of the main activities carried out; Four coordination meetings have been held, two each course Four training activities, two each course, in the form of seminars, which are discussed in more detail in section five and which address the different phases and objectives of the project: innovative methodologies; the manipulative materials; the methodology and didactics; and the applications and games. The products are derived - The revision of the mathematics curricula of primary education and first levels of secondary education in the different participating European countries. This represents the range of ages served by our centers, from children to the first cycle of compulsory education (from 3 to 13 years approximately) - The collection, by each of the partners, of manipulative resources, mainly developed by the different blocks: numbers, operations, measurement, probability and statistics, geometry ... - The methodological indications for the use of the proposed resources and proposal of activities adapted to them - The selection and collection of links to pages that address the same content in an interactive and playful way. The results, which are described in greater detail in later sections, have exceeded those initially expected. The formula chosen for the development of the project, in the form of digital portfolios, allows an accumulation of resources that may even be excessive and an almost encyclopedic treatment of the subject. This has required an important task of classification and selection, a continuous cut to try to highlight what is important and what can best work for teaching and learning in the area. The impact is important for the creation of new habits, the provision of new resources and their transfer to other centers.