The program "Who is afraid of Mathematics" will attempt to dismantle mathophobia that pervades students in a way that promotes creativity and innovation. It will make teaching student-centered, active, experiential authentic, collaborative and challenging presenting ways in which mathematical concepts, that children learn, are applicable and related to their daily life. Mathematics is important in our pupils’ everyday life, allowing them to make sense of the world around them and to manage their lives. Using mathematics enables them to model real-life situations, make connections and informed predictions. It equips them with the skills they need to interpret and analyze information, simplify and solve problems, assess risk and make informed decisions based on calculations. Through this program we seek to offer our students a wide range of tools, methodologies and strategies to succeed in deepening their knowledge in mathematics through fertile situations, encouraging the development of creativity and their connection with other disciplines and concepts.The aims and methodology of our project summarize the educational rationale underpinning the right of all students to enjoy and succeed in developing their knowledge and understanding, skills, attributes and capabilities in numeracy and mathematics. Main objectives to: - develop and share best practices, strategies and working methods between the schools - exchange activities and methodologies between students and teachers - create a Toolbox and to widen the Maths teaching repertoire -ensure the participation of all pupils without exclusions due to religion, origin, sex, physical abilities -increase the performance levels of students in all schools and transformed the division into attention -promote the development of teachers’ skills and confidence to teach math by focusing on knowledge and teaching on the subject Pupils to: -discover and analyze the mathematical elements in other themes of the curriculum. -be expressed mathematically, to search, to investigate, to verify. - use the international language of mathematics and symbols, which will allow them to communicate ideas in a concise, unambiguous and rigorous way. - develop positive attitude toward mathematics and to see them as a powerful way to deal with situations. -gain confidence in using and applying mathematics skills in all contexts in their everyday lives. Six partner schools from Greece, Hungary, Italy, Latvia, Poland, Sweden will elaborate the activities and exam the following topics: • MATHS IN HISTORY • MATHS IN BUSINESS • MATHS IN ART/ARCITECTURE • MATHS AND HEALTHY LIFE STYLE • MATHS IN NATURE/ GEOGRAPHY • MATHS ON THE PLAYGROUND We will use strategies, tools and teaching techniques that they will promote a different dimension in teaching of mathematics and will remove it from formalism and science theory. Combining new methodologies, formal and non-formal learning in expanded learning environments, team working will be used to create incentives for learning and meet the objectives of the program. We will explore ways how we can motivate and empower students' involvement, both in every-day classroom activities but also in more comprehensive project activities. Impact/results Pupils will: -gain a positive attitude towards mathematics and will enjoy math activities -establish firm foundations for further specialized learning -expand their knowledge of other European countries, their culture and way of life. This will help them to gain awareness of their European identity and to see themselves as future citizens of the great European family -improve basic and transversal skills in communication, creativity, collaboration, critical thinking, research, presentation -use the English language and ICT to present their work and communicate (create digital presentations, write e-mails, letters, chats on e-twinning, video conferences) with their European peers Teachers will: -share good practices and experiences with their European colleagues and will gain confidence to use innovative, effective methods in the teaching of mathematic -enrich their toolbox with new methods of preparation, teaching and evaluation results of a lesson plan -strengthen and revive their educational, communication and class management skills -become acquainted with the European educational systems, culture, civilization and lifestyle of other people and will overcome any prejudices and obsessions against different groups. Schools will: -motivate and develop new policies on diversity -achieve better success rates not only in mathematics but also in other subjects -be a creative, attractive environment for students, a beacon of optimism for the educational community in these hard times. Through this program we seek our schools to gain their rightful place among the societies and to be accentuated as model innovative centers where great work takes place for the education of students.
The program "Who is afraid of Mathematics" has attempted to dismantle mathophobia that pervades students in a way that promotes creativity and innovation. It has made teaching student-centered, active, experiential authentic, collaborative and challenging presenting ways in which mathematical concepts, that children learned, were applicable and related to their daily life. Mathematics is important in our pupils’ everyday life, allowing them to make sense of the world around them and to manage their lives. Using mathematics has enabled them to model real-life situations, has made connections and informed predictions. It has equipped them with the skills they needed to interpret and analyze information, simplify and solve problems, assess risk and make informed decisions based on calculations. Through this program we have sought to offer our students a wide range of tools, methodologies and strategies to succeed in deepening their knowledge in mathematics through fertile situations, encouraging the development of creativity and their connection with other disciplines and concepts. The aims and methodology of our project has summarized the educational rationale underpinning the right of all students to enjoy and has succeeded in developing their knowledge and understanding, skills, attributes and capabilities in numeracy and mathematics. Main objectives: - We have developed and have shared best practices, strategies and working methods between the schools - We have exchanged activities and methodologies between students and teachers - We have created a Toolbox and widened the Maths teaching repertoire -We have ensured the participation of all pupils without exclusions due to religion, origin, sex, physical abilities -We have increased the performance levels of students in all schools and transformed the division into attention -We have promoted the development of teachers’ skills and confidence to teach Math by focusing on knowledge and teaching on the subject Pupils : -have discovered and analyzed the mathematical elements in other themes of the curriculum. -have been expressed mathematically, to search, to investigate, to verify. - have used the international language of Mathematics and symbols, which allowed them to communicate ideas in a concise, unambiguous and rigorous way. - have developed positive attitude toward Mathematics and could see them as a powerful way to deal with situations. -have gained confidence in using and applying Mathematics skills in all contexts in their everyday lives. Six partner schools from Greece, Hungary, Italy, Latvia, Poland, Sweden elaborated the activities and examed the following topics: • MATHS IN HISTORY • MATHS IN BUSINESS • MATHS IN ART/ARCITECTURE • MATHS AND HEALTHY LIFE STYLE • MATHS IN NATURE/ GEOGRAPHY • MATHS ON THE PLAYGROUND We used strategies, tools and teaching techniques that they promoted a different dimension in teaching of Mathematics and removed it from formalism and science theory. Combining new methodologies, formal and non-formal learning in expanded learning environments, team working was used to create incentives for learning and met the objectives of the program. We explored ways how we could motivate and empower students' involvement, both in every-day classroom activities but also in more comprehensive project activities. Impact/results Pupils : -have gained a positive attitude towards Mathematics and enjoyed math activities -established firm foundations for further specialized learning -have expanded their knowledge of other European countries, their culture and way of life. This has helped them to gain awareness of their European identity and to see themselves as future citizens of the great European family -They have also improved basic and transversal skills in communication, creativity, collaboration, critical thinking, research, presentation -used the English language and ICT to present their work and communicate (created digital presentations, wrote e-mails, letters, they had chats on e-twinning, video conferences) with their European peers Teachers : -shared good practices and experiences with their European colleagues and gained confidence to use innovative, effective methods in the teaching of Mathematics -They have enriched their toolbox with new methods of preparation, teaching and evaluation results of a lesson plan -have strengthened and revived their educational, communication and class management skills -have become acquainted with the European educational systems, culture, civilization and lifestyle of other people and overcome any prejudices and obsessions against different groups. Schools : -have motivated and developed new policies on diversity -have achieved better success rates not only in Mathematics but also in other subjects -have been a creative, attractive environment for students, a beacon of optimism for the educational community in these hard times.