Maths in Motion is about movement as an innovative and inclusive way to mathematics. The project is bringing together 7 partners from Netherlands, Greece, Italy, Romania, Finland and Bulgaria. The partners cover a wide range of expertise since they are: Foundation, Schools, NGO, SME and dance school and aim to create a huge impact, while offering a non-formal way to approach a formal topic. The methodology we apply in this project is a process-based. The objectives are: · The participants to strengthen their professional profile, through creating and adopting movement in their maths teaching · The target groups of the partners to become more interested and engaged in mathematics, through the C2, C3, C4 training activities, the 8 multiplier events and the dissemination activities. · To offer a toolkit in a physical and digital form, in order to enhance learning maths through body, for everyone · The partners to use the literature review as a reference point for creating new educational material · The partners to use body movement in order to make mathematics attractive and accessible to all types of learners and achieve inclusion within their working area (classroom, organisation, university etc) and furthermore in society. · To disseminate project’s results, inside and outside the participating countries during and after the lifetime of the project · To ensure that evaluation in personal level, happens during the whole project timeline, through 79 Europasses and 79 questionnaires (one per participant). · To create a sustainable partnership of complementary parties (partners, associated partners, stakeholders) in maths through movement education In order to reach its goals the project includes 3 transnational meetings (14 people/meeting) , 2 Intellectual Outputs: a database and a toolkit, 5 Training Activities (79 people) and 7 Multiplier Events (5261 people) Experts in Mathematics, teaching, learning and body movement, experts in alternative teaching and dance, teachers, STEAM education expert, mathematics education researchers, dance teachers, choreographers, teachers, directors, managers and coordinators. The main results of the project are The Intellectual Outputs: Database, physical toolkit and digital toolkit The outcomes on the participants: · To bring variety in their teaching/training style, so all kind of learners are included in the learning process. · To deepened the mathematical knowledge. · To learn how to use movement in order to approach maths. · To increase their job satisfaction while they are working with maths. · To adapt an innovative and inclusive way of teaching: movement · To develop intercultural communication skills · To develop financial and research skills. · To increase digital skills. · To develop organizational skills. · To improve meta-cognitive skills. The outcomes on partner organizations, associated partners and relevant stakeholder: -- Adopt maths and movement modules in their work with maths in order to support their students to be included in the learning process, in their activities and furthermore in the society - Promotion, expanding and visibility of their organisation in an international level - Work and cooperate within a multi-sectoral network (schools, organizations, universities, enterprises) from other countries - Create strong connections and partnerships with teachers, trainers, learning specialist, education designers, project managers and choreographers from other organizations involved in the project - Create possible partnerships in the future - Explore the possibilities that are existing under Erasmus+ programme The impact of the project on: The participants: • Booster motivation for teaching maths with movement and for learning foreign languages • Be able to include all the learners they are dealing with in the learning process • Be engaged in European collaborative teamwork and interdisciplinary cooperation • Create a European network of teachers • Be inspired to participate in other Erasmus+ project The Target groups • Feel included in the learning process, in the classroom and furthermore in the society • Have a positive attitude towards maths and learning foreign languages • Get familiar with Erasmus+ opportunities The Participating organisations, Associated partners and Relevant stakeholders • Address underachievement in maths • Improve their educational output by adding in a new way to teach maths in their curricula • Expand their visibility in partner countries • Be motivated for transnational, interdisciplinary and cross-field cooperation • Get interested to organize Erasmus+ project All the partners intend to add the multiplier events and the rest dissemination activities in their regular activities and so sustain the results of the project!
Maths in Motion (MiM) is a promising KA2 project, which developed an innovative and inclusive approach to teach mathematics: movement. The project brings together 7 partners from the Netherlands (Foundation), Greece (NGO), Italy (School), Romania (School), Finland (SME), Denmark (Dance school) and Bulgaria (SME). The partners cover a wide range of expertise and created a huge impact while offering a non-formal way to approach a formal topic. The applied methodology in this project is process-based. The objectives are: · The participants to strengthen their professional profile, through creating and adopting movement in their maths teaching · The target groups of the partners to become more interested and engaged in mathematics, through the LTT training activities, the multiplier events and the dissemination activities. · To offer a toolkit in a physical and digital form, in order to enhance learning maths through body, for everyone · The partners to use the literature review as a reference point for creating new educational material · The partners to use body movement in order to make mathematics attractive and accessible to all types of learners and achieve inclusion within their working area (classroom, organisation, university etc) and furthermore in society. · To disseminate project’s results, inside and outside the participating countries during and after the lifetime of the project · To ensure that evaluation in personal level, happens during the whole project timeline, through Europasses and questionnaires · To create a sustainable partnership of complementary parties (partners, associated partners, stakeholders) in maths through movement education These objectives were reached through 3 transnational meetings,, 2 Intellectual Outputs: a database and a toolkit, 5 LTT Activities and 9 Multiplier Events. Experts in Mathematics, teaching, learning and body movement, experts in alternative teaching and dance, teachers, STEAM education expert, mathematics education researchers, dance teachers, choreographers, teachers, directors, managers and coordinators took part in these events. The results, the impact and the sustainability elements of the project, are quite extraordinary. The relevancy of the topic on partners needs, the innovation of the topic and the benefits on the teacher and students, made us all work passionately on this project. Thus the results exceed our initial expectations in terms of: * The number and the quality of Intellectual Outputs | We were supposed to develop two Outputs (A database and a toolkit) and instead we developed four. An extra scientific publication was presented at the prestigious Bridges conference: “Maths in Motion: Exploring Rotational Symmetries and Triangles through Dance and Body Movement” - proceedings of Bridges 2019: Mathematics, Art, Music, Architecture, Education, Culture. The other extra output was the Chapter 4.13 of the book: WHY SCIENCE AND ART CREATIVITIES MATTER Published by Brill-Sense and used in Cambridge University. | * The depth of the Learning Outcomes on participants through the LTT Activities | 100% of the teachers increased their job satisfaction | Participating in MiM has given me more courage and inspiration to apply for PhD studies in mathematics education. I have started my studies officially in 2019 and my research subject is embodied mathematics education: how to use dance in mathematics education.” Sarah, Finland | * The positive impact on target groups and organisation | “The project has inspired us to create a lot of different new educational methods and materials. It has been a crucial factor in the addition of a new emphasis field inside the Science Education Centre of the University of Helsinki, which includes dance in mathematics education, embodied mathematics education and art.” Finish partner | | “Our students have nice memories and are eager to be involved maths lessons which include body movement. Their maths grades are higher and they have bigger motivation to learn English. Our teachers are trying to bring E+ projects in our school.” Romanian partner | * The project’s outreach | It was supposed to be European, but we had a global outreach: in Australia, in America, Asia and Africa. | * The people’s engagement in the project | We created the Etwinning group and the MiM Facebook group where educators, and movement experts (in)directly involved in the project to exchange ideas and present their achievements | | We dedicate in Olde Vechte website a page only for the project with the progress, the partners, it’s results and impact |