Maths is Life

The project's relevance is that students have had the chance of sharing and comparing their abilities in different task solutions. It is an interdisciplinary project which enhanced students’ Maths, computing, ICT, social and English/foreign language abilities; what was primarily expected of the project. Secondly, it was intended to enhance their awareness that Maths is around us in everyday activities. The project enhanced and widened their Maths perspective since it showed that it can be learnt in a fun, stress-free and interesting way. To that, they also gained the necessary experience and possibility of using English language. Teachers also have had a chance to exchange their experience and share their teaching methods and knowledge. Participant countries in the project were four primary schools from four different countries. All of the participant schools entered the project with a necessary experience of having at least one international EU project prior to this one. Primary School Julije Kempf, from Požega, is the school coordinator of the project. Other schools which took part in the project are Taurage "Saltinis" progymnasium, from Lithuania, Zakladna skola s materskou skolou, from Slovakia, and Suadiye Ortaokulu, from Turkey. All tasks and reponsibilities were shared equally among all the partners, and everything was set and worked responsibly, and without any hesitation or possible problems. The first stage “Maths in architecture” was prepared and carried out by Turkish school. In this part of the project, students were acquainted with different architecture and different systems of measurement. The second stage was conducted by Lithuanian school partner. “Maths in nature” was the stage where pupils applied their knowledge in orientation in space using compass, walkie talkie, opisometer and other standard orientation devices. In the same time they met natural sights. “Maths in the kitchen” was the third stage of the project. It took place in Croatia, where Croatian partner introduced students to cooking and tasting the traditional cuisine, using old recipes and using different measuring values. “Maths in cars” was the latest project stage, in which students encountered velocity, in its theory, which is directly related to petrol consumption. Also they used GPRS devices, in which they learnt and observed distance between various destinations. “Maths is fun” was the omnipresent stage of the project. It was carried out through all four stages. Its intention was to connect pupils and teachers through fun and mathematical games. Teachers from different countries had an opportunity, through fun workshops, to exchange experiences and share their teaching approaches and methods during the project’s duration time. The activities planned actually motivated and encouraged the students to perform the tasks. Learning through different activities realated with daily life was stimulating and enjoyable for the students and helped increase their motivation to learn math as well as their results. The results of the tasks had to be presented in different ways: articles, models, presentations and etc., which were interesting and attractive for the students. All the original objectives of the Project were reached. The students had to use ICT to find information and data on the topics of each module. They then had to analyze and evaluate the quality of the data and decide how to present it.To achieve this teachers worked with the students and taught them web tools and strategic thinking skills. Students collaborated very well with each other in their own national groups and with the students from the partner schools using Internet and during transnational meetings. The partner teachers worked well together and as a group. We communicated mostly via e-mails and in Facebook group. We exchanged material through Google Docs and the Twinspace for our project. Communication was both effective and constructive. Every activity was discussed at every step of the project. The project coordinator and the school coordinators were constantly in touch and discussed all aspects of the project. School coordinators conferred with the Project team in schools, with the other teachers, the students and local community. The students and teachers who participated in the meetings disseminated and presented all the new methodology and every example of good practices. Long-term benefit of the project is the experience we have all had within the terms of multi-cultural exchange, practice, and communication. There is also a long-term benefit, both for students, and teachers, since they all had to participate actively in the project and have a chance to motivate their peers, colleagues for further possible activities. Consequently, the outcome is of a greater benefit to all since all school participants are more opened to new possible project activities, their European fellow citizens, and for their professional improvement.