Schools are complex systems where the core business is learning. Therefore, it is extremely difficult to get programs implemented that are not solely focused on teaching academic content, like for example combine learning and physical activity. Physically active learning is pedagogical approach where pupils are physically active while learning academic content. Living in an era of pure digitization techniques, without proper mathematical analysis of risks and failure probabilities, operations may lead to dramatic outcome. On the same time, there is a large shortage of technically skilled professionals in Europe. Students are less and less opting for exact subjects. The basis for technique is formed by beta subjects such as mathematics and arithmetic. It has been shown that this base bears similarities to pool billiards. The basis for technique is formed by beta subjects such as mathematics and arithmetic. It has been shown that this base bears similarities to pool billiards. To strengthen mathematics education in secondary schools, a strong consortium has been created. SmartPool Europe is a project of the European Pocket Billiard Federation, in cooperation with five National billiard federations and mathematics organisations, all across Europe. The expertise and networks of the billiard federations, the mathematics organisations EU-MATHS-IN and PWN, combined with the research expertise of Mulier Institute guarantees good execution and dissemination. SmartPool combines pool billiards with mathematics/arithmetic for young students (9 to 15 years). SmartPool's goal is to make beta courses more attractive through the combination with pool billiards. For schools, a curriculum will be developed in which the elements of pool have been translated into mathematical issues (for example, calculating with billiard balls, hitting the right point or finding the correct angle, for example by visualizing pool billiard situations. The reason for this is that children often don't think math is 'cool'. By introducing SmartPool, students can develop math skills in an accessible and fun way. OBJECTIVE The main objective of SmartPool Europe is making mathematics more attractive for students in secondary education. Therefor we want to develop and disseminate the SmartPool intervention. This intervention supports mathematical teachers of secondary schools to teach in an innovative, effective and attractive way and provides secondary schools, sport- and educational professionals with knowledge and tools to improve the mathematical lessons as well as their pool billiard abilities. STRATEGY To achieve the main objective, we propose to: • develop educational programs that are qualified to implement on schools in the different participating countries; • develop an adequate course and e-learning module to educate SmartPool instructors and to train math teachers; • research the feasibility and impact of SmartPool among students, teachers and other relevant stakeholders; • Enable exchange of experience between math teachers at a European level; • Promote and disseminate SmartPool throughout Europe. SUBGOALS • SmartPool to be implemented in at least five EU countries, through pilot projects at least 8 secondary school in each country. • The development of an intervention, curricula and lessons materials, adapted to the situation in each participating country. • To support students in an innovative and attractive way in acquiring knowledge and competences in the field of mathematics. SmartPool also is a social tool to solve problems together and student acquire cooperation skills. • To support mathematics teachers in achieving learning goals. The atmosphere at school improves and lessons are made easier and/or more understandable. • To develop cooperation between secondary schools and pool billiard federations. • The implementation of pilot projects on secondary schools throughout Europe. PROJECT DESIGN This project is a unique cross-over between sport and mathematics and meets the European policies in the field of education mathematics and Physical Activity. The project will be completed over a period of 36 months. In order to fulfil the objectives, the project design includes seven phases of development which focus on the preparation and planning, implementation, monitoring, evaluation and dissemination of the proposed outputs. The phases will include several work packages. PREPARATION WP I: Project Management & Coordination WP II: Development of SmartPool intervention and curricula WP III: Development of educational courses and tools IMPLEMENTATION WP IV: Educate partner organisations WP V: Implementation of SmartPool in schools participating in the first pilot study WP VI: Implementation of SmartPool in the second pilot study DISSEMINATION WP VII: Dissemination MONITORING AND EVALUATION WP VIII: Monitoring and Evaluation
This intervention wanted to support mathematical teachers of secondary schools to teach in an innovative, effective and attractive way. We also wanted to provide secondary schools, sport- and educational professionals with knowledge and tools to improve the mathematical lessons as well as their pool billiard abilities. All 5 pool federations did finalize the project. The cooperation with the Mulier Institute and EU-Maths-In has given us substantial knowledge. To achieve the main objective, we wanted to achieve the following: • develop educational programs that are qualified to implement on schools in the different participating countries; • develop an adequate course and e-learning module to educate SmartPool instructors and to train math teachers; • research the feasibility and impact of SmartPool among students, teachers and other relevant stakeholders; • Enable exchange of experience between math teachers at a European level; • Promote and disseminate SmartPool throughout Europe.
The objective was making mathematics more attractive for students in secondary education. The SmartPool (SP) intervention supports mathematical teachers to teach in an innovative, effective and attractive way and provides schools, sport- and educational professionals with knowledge and tools to improve the mathematical lessons as well as their pool billiard abilities. There is a great shortage of technically skilled professionals in Europe. The basis for technology is formed by science subjects such as mathematics and arithmetic. This has similarities with pool billiards. For schools it is difficult to get programs implemented that are not solely focused on teaching academic content. Schools need programs that promote and provide insight into the learning of subjects such as mathematics. SP combines pool billiards with mathematics/arithmetic for young students (9 to 15 years). Schools needed a curriculum in which the elements of pool were translated into mathematical problems (for example, hitting the right point or finding the right angles). Children often do not think mathematics is 'cool' and need attractive teaching methods. By introducing SP, students were able to develop math skills in an accessible and fun way.