Acquire the fundamentals thanks to the best teaching practices of Europe, such is the will of the partners of this project. A report by the French mathematician Cédric Villani speaks of "a feeling of self-deprecation among the students and the adults", as early as 7 years of age, the pupils already declare themselves "rubbish at maths" but the aversion for maths is by no means a fatality. We want to desacralize mathematics, and make it a domain, a subject, a teaching matter like any other by offering our pipils learning strategies, formal or informal mathematical openings that are adapted to the needs of each of them. We must therefore develop in our pupils' heads a critical and scientific spirit, leading them from the concrete to the abstract. To achieve this, it seems important and necessary to train all the actors and stakeholders to move from a passive learning mode to an approach based on the constant development of the teacher to reverse the curve of the pupils' results during the assessments in mathematics and "bring back together" the individual with mathematics.
This project has made it possible, thanks to the diversity of the training events offered in the different partner schools, to sweep a wide range of didactics aspects of mathematics. The specificity and originality of the themes addressed by each partner school during these training courses have allowed the participating teachers to develop their learning strategies, to discover new ones, sometimes very different from the practices traditionally used in their own country, Most of the time, these training events have not only brought the participating teachers into questioning their own work methodology in learning mathematics, but they have also taken them onto new paths of work. This first element was the main objective of the project, However, even if they were very different from the start, all the methodologies presented had one thing in common: placing each learner-child at the heart of the learning process. and acquire new knowledge, leading to more engagment from them, too. By presenting the targeted notions to him using concrete and playful material and allowing him to interact concretely with the teaching material, this has captured not only his attention but also and above all his interest. Increasing our pupils' interest in learning mathematics was also an initial objective of the OLMA project. The exchange of good practices observed in the classes during the mobilities was also an essential strong point for the teachers, who had the opportunity to participate in this mobility. Observing their colleagues in action in the classrooms, interacting and discussing the way the school, the class, the teacher and the educational team operate is a unique and very enriching experience. A drive (entitled OLMA - acronym for Osons Les Maths Autrement: Dare maths differently) accessible to all partner teachers has been created in order to store all the documents, such as lesson sheets, activity worksheets, training summaries and the various documents directly related to the general theme of the project. The reinvestment of the activities presented and developed during the training events by the participants in their class testifies to the relevance of the choice of training in relation to the objectives defined in the application.