Throughout life, the training of individuals who can come up from the problems that they may encounter in the future is the primary goal of education. Problem solving skills are a basic skill that an individual uses in everyday life, not just in mathematics, but in knowledge. It is the exit point of our project that students have difficulties in the mathematical problem solving steps and should be individuals who can only use the technology. We agree that the problem-solving skills of students should be developed. Based on the horizontal priority of "Encouraging the acquisition of skills and competences" and "Open and innovative practices in the digital era", we are trying to present a different perspective by producing an innovative teaching method to this problem. Students will be able to program their circuit boards and produce electronic materials at the end of the project by linking the mathematical problem solving steps with the algorithm-programming by means of the teaching method that we will improve. We will learn how soon we will introduce our students in the age of computerization. In order to be able to carry out the project, a mathematics-information club will be opened in each school and students will be able to develop their sense of responsibility and social skills by working in groups. The project will consist of four steps; 1. Linking mathematical problem solving steps with the algorithm 2. Basic programming lessons 3. Basic programming lessons and introduction of basic electronic lessons, prepared circuit boards 4. Produce electronic mathematical materials or robotics Progressive learning method will be used at each step and mathematical problem solving will be done in all steps. The project steps will run concurrently with the modules to be created in the transnational meeting. Our basic goal is to train advanced individuals who have advanced problem-solving skills, who are not only using the technology but who can produce it at the same time, have knowledge about programming and electronic circuits, have a sense of responsibility, social skills and European citizenship. Our project consists of four participants. Coordinator countries Turkey and Italy, Portugal, Estonia and 15-18 year-old institutions will conduct the project. Our partners in Italy, Portugal and Estonia have Erasmus + experience. In addition, every partner has relevant teachers who can carry out the project and their schools have a technological infrastructure. Three transnational meetings and four educational activities will be held during the project. In transnational meetings, we will use modules to perform the project learning/teaching activities will be planned and evaluation reports will be created. At the end of each project step, a learning activity will be realized and students from different countries will form mixed groups to create an algorithm for solving mathematical problems, write a program with them and get a common product with arduino. Throughout the project, direct training in 3200 participants and all four countries The expected results of the project are to train students who are able to produce products with advanced problem-solving skills, basic programming and electronic knowledge, ready-made circuit boards (Arduino), increase in academic success indirectly, It will also affect the social skills of students, the development of language proficiency and the development of citizenship awareness of European Union citizenship. All students interested in technology transfer to the math-information clubs that will be opened to schools can join the club and participate in workshops. It will increase the language proficiency of the teachers participating in the project and contribute a great contribution to their professional development by sharing knowledge of people from different education systems. We will train teachers who are interested in mathematics, information technology and programming-electronics for the dissemination and use of the project. We will support and monitor the opening of mathematics-information clubs in teachers' schools in training seminars. In order for the project to be sustainable and to continue the education of the students participating in the project, peer education will be provided so that the participating students become group leaders in the mathematics-information club. We will ask local schools to support exhibitions and competitions with educational board approval.
Problem-solving skills are basic skills that an individual uses not just in mathematics, but also in daily life. It was the exit point of our project that students have difficulties in the mathematical problem-solving steps and might be individuals who can only use the technology. Based on the horizontal priority of "Encouraging the acquisition of skills and competences" and "Open and innovative practices in the digital era", we have tried to present a different perspective by producing an innovative teaching method to this problem. Students have programmed their circuit boards and produce electronic materials at the end of the project by linking the mathematical problem-solving steps with the algorithm-programming using the teaching method that we have improved. To be able to carry out the project, a mathematics-information club has opened in each school and students have developed their sense of responsibility and social skills by working in groups. The project has consist of four steps; 1. Linking non-routine mathematical problem-solving steps with the algorithm 2. Basic programming lessons and Scratch 3. Basic programming lessons on Arduino and introduction of basic electronic lessons, prepared circuit boards, and Arduino 4. Produce electronic mathematical materials or robotics The project steps have run concurrently with the four modules that have been created during the project. Our basic goal is to train individuals who have high-level problem-solving skills, who are not only using the technology but who can produce it at the same time, know programming and electronic circuits. The disadvantaged students were selected for the activities. The project was applied under the control of mathematics and ICT teachers. The school directors also participated in activities to monitor mobility. The project brought together 3200 teachers and students from four different European countries (Turkey, Italy, Portugal, Estonia) in learning to think globally and work on activities that contribute to the community’s well-being. Today, it is a painful process to obtain concrete interdisciplinary outcomes. We ended this process with positive feedback from students, teachers, and partners. There are 4 modules and 11 Arduino mathematical materials. Contributed to the internationalization of institutions. All schools in the project established partnerships in new and different international Erasmus + projects. Our school received acceptance for a second Erasmus + project. For students; -Problem-solving skills developed and indirectly increased academic achievement. -They spent more efficient time at school and out of class. -Due to the activities they participated during the project, absenteeism problems decreased and responsibility awareness developed. -They became more aware and tolerant about social, linguistic, ethnic and cultural diversity. For the participants; - Participants' awareness of entrepreneurship and the sense of taking responsibility improved in an international project. -With the international project, they saw the differences in the education programs, teaching methods, and techniques of different countries. They made comparisons and contributed to their professional development. -International project development and implementation skills have improved and new project partnerships have been created. After the project was completed, the students were provided to become group leaders in the math-informatics club to make the project sustainable. Peer education will continue through in-school training. Exhibitions and competitions were supported with the approval of the school principal. Teachers and students will be able to download modules and software codes using the current project website. They will also be able to access modules and other data from the project's Facebook page. Also, modules will be given to teachers who leave school. The schools visited before will be informed about the dissemination activities.