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Maths is Fine with Digital Style
FunderEuropean Commission
Funder Contribution €221,112.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in school education
Project code2021-1-CZ01-KA220-SCH-000027773
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
"<< Background >>The Maths is Fine with Digital Style project was developed for pupils from six European countries, targeting primary school pupils between the ages of 6–12. Recognizing mathematical competence as one of the essential skills of the 21st century, six schools decided to modernize their teaching methods and introduce educational innovations by incorporating digital tools into Mathematics to enhance pupil motivation. The Covid-19 crisis underscored the critical role of digital education. It particularly highlighted the growing need to leverage digital technologies for teaching and learning, as well as to develop digital skills across the board. The crisis also revealed that many pupils lacked the knowledge to use digital tools for learning. Based on a survey conducted among teachers, it was clear that the majority of primary-level educators were eager to improve their digital skills. Most teachers expressed a strong desire to use digital tools more frequently in Maths lessons to better engage and motivate pupils. Additionally, a significant number agreed that computer-based homework could effectively engage pupils in learning. Many showed interest in participating in Erasmus+ workshops focused on maths.<< Objectives >>Through the “Maths is Fine with Digital Style” project, we aimed to develop the key skills of educators and pupils. The project sought to develop mathematical competence among primary-level pupils from six European countries, creating an effective teaching database of digital materials for Maths across six topics. We supported the professional development of educators, particularly in addressing challenges related to teaching Maths and using ICT-based teaching methods. Additionally, we stimulated creativity among pupils from six European schools by connecting Mathematics with digital tools. Teachers were provided with CLIL materials for teaching Mathematics, allowing them to use these resources in English and share their experiences with other partners. The project also aimed to strengthen internationalization in our schools, enhancing our capacity for cross-border cooperation. Furthermore, we fostered inclusive education to improve access, participation, and learning performance for pupils with educational difficulties.<< Implementation >>The entire project was segmented into six phases, each dedicated to one mathematical subject.The subjects encompassed: Subtraction and addition, Multiplication and division, Fractions, Mathematical mean, 2D geometry, and 3D geometry. Within each phase, the following activities were held: Teacher workshops introducing digital tools, development of resource sets for each digital tool, and creation of CLIL (Content and Language Integrated Learning) materials to bolster math instruction and learning within the international collaboration. Pupils created games using provided digital tools for their peers abroad. Online pupils gatherings were organized, during which they counted, played interactively, and enjoyed, shared math learning. A resource set named ""escape rooms"" was produced and translated into all partner languages. A Learning, Teaching, and Training Activity was organized in every partner school where teachers and pupils collaborated to deepen the topic. Pupils composed math word problems through international cooperation, engaged in joint learning experiences, and participated in cultural workshops. Teachers took part in workshops and seminars.<< Results >>The project yielded several tangible outcomes, including the creation of a project logo and a dedicated website (Twinspace), sets of online materials for use, a collection of presentations from workshops held during project meetings, as well as questionnaires and surveys. Additionally, the project aimed to achieve intangible results, such as enhancing mathematical and digital skills, fostering creativity in the teaching and learning of mathematics, and increasing motivation to utilize online tools and resources. The “Maths is Fine with Digital Style” project was designed to serve as a model of innovative and creative approaches to improving the teaching and learning of mathematics. It also provided teachers with numerous opportunities for professional development, helping them stay current with the latest teaching methods aligned with European Union standards."
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"<< Background >>The Maths is Fine with Digital Style project was developed for pupils from six European countries, targeting primary school pupils between the ages of 6–12. Recognizing mathematical competence as one of the essential skills of the 21st century, six schools decided to modernize their teaching methods and introduce educational innovations by incorporating digital tools into Mathematics to enhance pupil motivation. The Covid-19 crisis underscored the critical role of digital education. It particularly highlighted the growing need to leverage digital technologies for teaching and learning, as well as to develop digital skills across the board. The crisis also revealed that many pupils lacked the knowledge to use digital tools for learning. Based on a survey conducted among teachers, it was clear that the majority of primary-level educators were eager to improve their digital skills. Most teachers expressed a strong desire to use digital tools more frequently in Maths lessons to better engage and motivate pupils. Additionally, a significant number agreed that computer-based homework could effectively engage pupils in learning. Many showed interest in participating in Erasmus+ workshops focused on maths.<< Objectives >>Through the “Maths is Fine with Digital Style” project, we aimed to develop the key skills of educators and pupils. The project sought to develop mathematical competence among primary-level pupils from six European countries, creating an effective teaching database of digital materials for Maths across six topics. We supported the professional development of educators, particularly in addressing challenges related to teaching Maths and using ICT-based teaching methods. Additionally, we stimulated creativity among pupils from six European schools by connecting Mathematics with digital tools. Teachers were provided with CLIL materials for teaching Mathematics, allowing them to use these resources in English and share their experiences with other partners. The project also aimed to strengthen internationalization in our schools, enhancing our capacity for cross-border cooperation. Furthermore, we fostered inclusive education to improve access, participation, and learning performance for pupils with educational difficulties.<< Implementation >>The entire project was segmented into six phases, each dedicated to one mathematical subject.The subjects encompassed: Subtraction and addition, Multiplication and division, Fractions, Mathematical mean, 2D geometry, and 3D geometry. Within each phase, the following activities were held: Teacher workshops introducing digital tools, development of resource sets for each digital tool, and creation of CLIL (Content and Language Integrated Learning) materials to bolster math instruction and learning within the international collaboration. Pupils created games using provided digital tools for their peers abroad. Online pupils gatherings were organized, during which they counted, played interactively, and enjoyed, shared math learning. A resource set named ""escape rooms"" was produced and translated into all partner languages. A Learning, Teaching, and Training Activity was organized in every partner school where teachers and pupils collaborated to deepen the topic. Pupils composed math word problems through international cooperation, engaged in joint learning experiences, and participated in cultural workshops. Teachers took part in workshops and seminars.<< Results >>The project yielded several tangible outcomes, including the creation of a project logo and a dedicated website (Twinspace), sets of online materials for use, a collection of presentations from workshops held during project meetings, as well as questionnaires and surveys. Additionally, the project aimed to achieve intangible results, such as enhancing mathematical and digital skills, fostering creativity in the teaching and learning of mathematics, and increasing motivation to utilize online tools and resources. The “Maths is Fine with Digital Style” project was designed to serve as a model of innovative and creative approaches to improving the teaching and learning of mathematics. It also provided teachers with numerous opportunities for professional development, helping them stay current with the latest teaching methods aligned with European Union standards."
