More Active Teachers with Happier Students

The results come up by the last international researches (i.e. OCSE PISA and TIMSS) put in evidence big problems in Maths and in the basic concepts of science and of technology by European students; as a consequence, number of graduates in mathematic and related disciplines is decreasing and there are poor competencies in areas that request high levels of mathematical skills. The same researches said that the poor attitude towards Maths and the learning processes linked to the logical thinking starts already in the first cycle of education to go on with next studies because, often, mathematic is proposed incorrectly. Many international studies have shown that one of the most important factors influencing the performance in Maths, as well as other subjects, is the intrinsic motivation that students develop towards learning of a specific subject: they learn in the best way if they are interested in learning it. When students are motivated to learn math, they spend more time on mathematical tasks and tend to be more persistent in solving problems, they are also more willing to follow a greater number of mathematics courses and to pursue careers related to this discipline. As a result, students' motivation has an important impact on their performance. Mathematics anxiety is thus an affective, or emotional, state, which has been shown to impair student performance. Another variable related to attitudes which affects the motivation of students is the self-confidence. The confidence of students in their own abilities can play an important role in performance in mathematics. The idea that a higher return is a direct result of their efforts and their interest is essential for success. In the context of mathematics, data of international studies show that self-efficacy, measured as a level of confidence of students in themselves, may presage their performance in Maths. Thus improving student motivation, developing a positive attitude towards Maths become key elements in learning of subject. To help students, Maths teaching and learning must take place in a positive learning environment where students are encouraged to communicate their understanding of tasks and where their ideas are valued and appreciated. Such an environment supports the students' self-concept, self-efficacy and their enjoyment of Maths when they discuss and share their understanding with his schoolmates.These approaches to teaching, therefore, set the conditions necessary to improve student motivation and achievement in mathematics. Six secondary schools from 5 different countries Portugal, Spain, Turkey, Poland and Greece have put in place a strategic partnership that, coordinated by the Portuguese school, allowed the teachers of partner schools, in particular in classroom between 11-14 year old students, compare the best practices of the different schools. Evaluations were carried out on mathematics programs in partner countries and the weak and strong parts were discussed. The partnership gave the possibility to develop different Maths teaching methods activities, observe the practice of these activities by teacher mobilities, practice them at schools and see the results of the efforts.The interest and development of children to Maths was tested in the beginning and at the end of the project and feedbacks were given to reach the project goal. The results and activities were shared in the web page and social media.The carried out activities and experiences brought to the partnership, a combined booklet ‘M.A.T.H.S’ which was a matter to sustain the project goals.The teachers learned new methods, developed their skills and gained experience.The children, now, can love Maths and can lead with a successfully life long learning. The schools went up their education quality, cause an awareness on the neighboring schools and lead a development on the local Maths teaching level among teachers.The booklet ‘‘M.A.T.H.S’ are a successful guide and example to teachers and parents. In long term teaching Maths in secondary schools with new methods and techniques can be based on this Project. This project is destined to modify the scholastic curricula and the didactical methodologies regarding mathematic in the different partners schools and, thanks to the implementation and continuous website updating and to the issue of the book, the project will maintain its effects even after its end confirming its sustainability during the time. Transnational Project Meeting: *1st TPM, 6 to 10 January 2019, in Portugal Learning Teaching and Trainings Activities: *1st L/T/T Activity, 2 to 6 April 2019, in Greece *2nd L/T/T Activity, 30 September to 4 October 2019, in Turkey (Antalya) *3rd L/T/T Activity (Virtual), 22 to 26 March 2021, in Spain *4th L/T/T Activity (Virtual), 17 to 21 May 2021, in Poland