MATHS&...FUN(an eTwinning project)

an eTwinning project

MATHS&..FUN

MATHS&..FUNCOLLABORATIVE & COMMON PRODUCTS

about Maths&...Fun

This project wants to help students to develop the ability to define and solve problems with reason, insight and inventiveness, promoting an inquiry-based teaching-learning classroom environment. Mathematical ideas will be identified and embedded in a set of tasks that will allow students to look at Maths from different perspectives, in a motivating and strictly connected with real life way. So... come on and discover how awesome Maths can be!

The project map

Logo Contest

Maths&... Coding

This e-book is the result of the collaboration between the eTwinning partners of the projects Maths &... Fun during the Code Week 2019

Maths&... Coding

This e-book is the result of the collaboration between the eTwinning partners of the projects Maths &... Fun for the Competition Pixel Coding Works Of Our Students

Certificate of Excellence in Coding Literacy by the European Commission

This e-book includes the Certificates of Excellence in Coding Literacy by the European Commission

Mona Lisa Mystery

Here you can find the collection of all the works realized by the partners school to solve the Mona Lisa Mystery. by MONA LISA TEAM 1

Mona Lisa Mystery

Here you can find the collection of all the works realized by the partners school to solve the Mona Lisa Mystery. by MONA LISA TEAM 2

Mona Lisa Mystery

Here you can find the collection of all the works realized by the partners school to solve the Mona Lisa Mystery. by MONA LISA TEAM 3

Maths&... Christmas Christmas Maths Decorations

-This online exhibition is a presentation of the Christmas Maths Decorations that our partners used coding and Maths symbols.

Maths&... ChristmasChristmas Problems

In this e-book, you can find the problems created ( and then solved ) by the students taking part in the eTwinning Project ‘Maths&…Fun.

Pi Day activity

At this liniot and in this e-book, you can the first find the secret message collaboratively decoded by the partner schools by TEAM 1

March - Pi Day activity

At this liniot and in this e-book, you can the first find the secret message collaboratively decoded by the partner schools by TEAM 2

Board Games

Hope and friendship between students

In this e-book, you can find our raibows to let all children know that they are not alone at home and to share hope and friendship!

Tesselations in time of Coronavirus

Our Picasso Virtual Exhibition

https://prezi.com/view/BriepHAT7SfM0rsU616K/

Our ebook of Maths & Rhythm

The ebook of our brochures

It's the ebook with the compilation of the brochures of our project.

eTwinning Day

eTwinning Day

Magazine-"Our International Maths Journal

It's our collaborative product.Our students worked in mixed country teams. We prepared a magazine from our work in our project.

Project Evaluation

We conducted a survey on student, teachers and parents to evaluate our project. We assess the results of our project in terms of student, teachers and parents. Our teachers also evaluated the benefits of this project for themselves and their students....

Project Evaluation Report

1 - What is the purpose of this project? This project wants to help students to develop the ability to define and solve problems with reason, insight and inventiveness, promoting an inquiry-based teaching-learning classroom environment. Mathematical ideas will be identified and embedded in a set of tasks that will allow students to look at Maths from different perspectives, in a motivating and strictly connected with real life way. 2 - How many teachers and students are there in the project? Which countries are there? In total, this project involved 48 teachers and 1297 students from different countries, to know: Turkey, Italy, Portugal, Spain, Poland, Azerbaijan, Georgia, Romania, Bosnia and Herzegovina and Albania. This is total numbers but the coronavirus and the end of our participation at codeweek decrease this numbers. We can say along the project we involved 33 teachers and 723 students working hard every month until the project end.

Project Evaluation Report

3 - Which studies have been done in which month? For which purpose we choose the studies and how these activities ended? September - December: Team presentations Logo contest October: Maths & Coding - During the European code week (5-20 October) we can challenge each other in some coding tasks (maybe using coding.org resources). Since Halloween to all November: Math & Mystery - Create a Mystery Maths and let our students solve some Maths clues to find the identity of the thief. December: Maths and Christmas - Let’s create, solve and share problems to help Santa for Christmas. Create and share Christmas Maths decorations. Exchange New Year wishes with web 2.0 tools January: Maths and Magic - Let’s show our students some Maths tricks and help them to create something similar. Play with geometrical vanishing, the Moebius strip and number tricks March: Maths and Games - Share and play board games at school or at home with parents, brothers and sisters. March, 14: Celebrate Pi-day - Encode and decode secret messages using Caesar Cipher April: Maths and Art. Play with Tessellations and create our monster Tessellations. Decorate eggs using Maths symbols and share our Spring and Easter traditions and festivals. Share drawings as symbols of hope and friendship in time of coronavirus. Work with tangram, Ostomachion of Archimedes (how many different ways to compose the square will we be able to find out?) May: Maths with no borders: have fun in time of coronavirus - Play with lines and shapes, drawing on the notes of the Four Seasons of Vivaldi. Develop problem solving skills making origami. Discover Europe through a Maths Treasure Hunt. Enjoy the cup song in Maths & Rhythm and Discovery Art of Picasso and Kandinsky in draws made by our students.

Project Evaluation Report

4 - Which collaborations did we do? Collaborative work was a constant throughout the project. Whenever there was work to be done, there was always someone available to do it. We also managed to take advantage of each person's potential, not for their own benefit, but for the benefit of all, the Maths &… fun project. With our commitment and dedication in organizing and carrying out activities in Maths & ... Coding, we were able to obtain the certificate of excellence by the European Commission, which was one of the objectives we intended to achieve. This collaborative work continued in the following months in carrying out the activities of November, December, January, February, March and also, in the months that in our classes the lessons were being suspended in the different school partners. In this difficult phase for everyone, there could be some discouragement or demotivation, but this did not happen, as can be seen in the various works we realize to publicize each activity with a small sample of what each participating school was doing. With this, we were able to obtain a sample of all the work carried out throughout the year.

Project Evaluation Report

5 - What web 2.0 tools did teachers and students use and how they benefited the students and teachers? A thoughtful and meaningful use of technology was one of the core components of our project. We can recognize two main aspect: the technology used by teachers to communicate in the project and to disseminate results the approach that teachers adopted to stimulate students to use technology as an instrument to improve their learning and their motivation.

Project Evaluation Report

1. How teachers used technology Technology was used to improve communication between partners and to disseminate the results of the projects. During the school year we had online meetings and webinars to share contents, ideas, good practices and give suggestions to make our activities as suitable as possible for our students. We created a Whatsapp group to keep in touch and speed our communication. We also used email and the Twinspace chatroom and teacher bulletin to share information in a more structured way. At the beginning of the year we used Padlet for a brainstorming to share our ideas on possible activities and work organization and also to introduce ourselves. We used Mymap (from Google suite) for creating a project map, where all schools partners could introduce themselves. We created presentations and infographics using genialy.ly, to give effective communication of the project’s aims and structure. We also used Google Drive to collaborate and give to all partners the possibility to contribute effectively in the project. For what concern the dissemination activities, we used social networks and social media: we created a Facebook group, a Twitter account, a blog and a website for the project. Projects partners used a lot of different tools to make presentations of the different tasks and students results: ebooks (created using Storyjumper, Ebook creator, Calameo, Flipsnack, etc..), galleries, photo albums, posters, brochures using Emaze.com, Artsteps.com, Biteable, Canvas or Pic Collage, videos using Youtube or Vimeo. We used Linoit and the interactive board Idroo to improve collaborative tasks and Google forms to make and share surveys. All partners were extremely collaborative, shared good practices, and suggested the best tools that could be used for improving communication; they were eager to help and to learn from each other. We also shared good practices regarding the respect of copyright rules and data protection.

Project Evaluation Report

2. Students’ use of technology One of the main aims of the project was to give students a correct and stimulating approach to technology: we tried to let them be active when using technological tools. We started our project tasks in October, participating in the Codeweek. We proposed Pixel art activities, to show that coding is a way of thinking and solving problems that can be used both using computers and in unplugged activities and that has a strict connection with real life. We used web 2.0 tools for increasing communication between students: for example they shared their Happy New Year wishing using Chatterpix While working with students, we focused our attention on the necessity to protect private information and respect privacy rules, above because they are minors. We also organized online meetings, videoconferences, gave them the possibility to share questions and answers using Padlet, but also their feelings and fears in time of Coronavirus: we created an ebook using the drawings they sent at the beginning of lockdown to spread friendship and hope. We used Mymap to create a treasure Hunt to let them improve their Maths skills and discover Europe. They all had the possibility to collaborate with all the European partners, share their abilities (for example showing each other videos with Maths Magic tricks or learning from each other how to create geometrical vanishing), challenge each other (for example for the logo contest, but also creating Christmas problems to be shared and solved by partners), collaborate to solve mystery or to create common product (for example for the etwinning day, for the maths Newspaper, etc…). We are sure that a good use of technology helped our students to feel part of a great learning community: they increased their group identity and built cultural bridges that let all feel friends.

Project Evaluation Report

6 - How was intercultural communication achieved? Firstly, there was a need to overcome the language barrier and, for that, we were able to communicate using the English language. Although there were some colleagues who did not speak the language, there were others who did the translation into their mother language. Once this barrier was overcome, there was an interest in getting to know a little better about the uses and customs of each participating country and, for this, festive activities such as Christmas, Easter and their national symbols, such as the national flag, were used. In addition to the work carried out, there was also the sharing of how these festivities are lived in each of the countries. We also created a twinspace page to encourage communication between students: in a dedicated padlet they could share questions and answer, describe themselves and their interests, comparing them with all the other European children. Moreover, we organized webinar and online conferences for students and for teachers. In addition to Twinspace, we also used social networks such as Facebook or Whatsapp for this sharing and later dissemination to all partners and their students. Thanks to this project, Maths has been a common language that helped us to build intercultural bridges between teachers, students and parents.

Project Evaluation Report

7 - Did our mathematics project achieve its goal? Through the evaluations of teachers, students, parents and the work we were able to accomplish, this project clearly achieved the objective that it was proposed to consist in showing that Mathematics is fun. The commitment and joy that the students showed in the accomplishment of each task mirrors this objective, that Mathematics is really funny. Students asked when we would do more activities with childrens from other countries and if there was more to do. This was a constant throughout the year, including during the period when schools were closed because of coronavirus. This situation could jeopardize our project, but this has not happened, as can be seen from the quantity and quality of the work carried out. For all that has already been mentioned, a team of teachers decided to proceed and apply an Erasmus KA229 project to continue this project, which is currently in the evaluation phase.

Project EvaluationInitial survey results

We propose an initial survey to the students taking part in the eTwinning project, to have an idea of their identity, characteristics and attitude towards Maths.

Initial survey result

The survey collected data from about 180 students.Here the results:-Maths&... Fun is an eTwinning+ project and the most of students are from Turkey. There are also students from Spain, Italy, Portugal and Poland. These 5 countries constitute more than the 99% of the participants. -The most of students have a positive attitude towards Scientific subjects (Maths, Science, Technology and ICT): they approximately constitute the 70% of the total students. -The most of students attend the primary school -Approximately the 90% of students confirm they like Maths -Students who like maths think it is funny and interesting. -Students who don’t like Maths think it’s difficult or boring. 15% of them think it’s unuseful in real life.

Project EvaluationTeacher Intial Survey

Project Evaluation Teachers' Project End Assessment Survey

Project EvaluationParents' Assessment Survey

Project EvaluationSlide of evaluation of the results of our project by teachers

Our Project End Exhibition

Dissemination-Communication

Twinmail, forum, whatsapp and gmail were used effectively for communication between project partners

Dissemination-Communication

The following were used for dissemination. project website Facebook twitter projecte blog site School Board News

Dissemination-Communicationproject website

Dissemination-Communicationprojecte blog site

Thanks to all partners of eTwinning project 'Maths&...Fun'!