Teaching Problem Solving in Technology Rich Environments Erasmus Project

Project Title

Teaching Problem Solving in Technology Rich Environments

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; New innovative curricula/educational methods/development of training courses; ICT – new technologies – digital competences

Project Summary

Teaching Problem Solving in Technology Rich Environments

Research has shown that many students across Europe struggle with mathematical reasoning and problem solving. In seeking to improve this situation, this project considered recent research and developments so that teachers may be supported in teaching problem solving in technology rich environments in more effective ways. The project team was made up of seven partners from different education sectors. The sectors represented were school education, vocational education, adult education, initial teacher education and continuing teacher education. Partners came from the United Kingdom, Ireland, Finland and Denmark. The cross sectoral and international nature of the project team was chosen to enhance the learning for all.

Objectives:
– To build the capacity and confidence of teachers in teaching problem-solving in mathematics in a technology rich environment
– To provide opportunities for sustained professional development (initial and continuing) that disseminates the expertise of the partners across the partnership and encourages synergies with organisations in different sectors and different countries
– To increase capacity of each organisation to co-operate at an EU/international level.

The project began with a needs analysis. A literature review was carried out to investigate and collate the latest research findings in relation to problem solving in mathematics. Research was also undertaken to understand student beliefs about problem solving. A benchmarking exercise was conducted to identify and understand teachers’ current practice.

Taking account of this needs analysis the project team developed teacher guidance for teaching problem solving in technology rich environments and also training sessions in four areas:
1. Problem solving approaches
2. Using Geogebra to enrich problem solving
3. Using technology to present a problem solving activity
4. Using technology to develop problem solving activities.

These training sessions were delivered and trialled as four Learning, Teaching and Training (LTT) Activities throughout the duration of the project. Additional teachers from the host country were invited to participate and to avail of the training. The 3-day LTT activities enabled the project team and local teachers to develop their knowledge, understanding and behaviours and to embed this with confidence into their everyday practice. Using feedback from these LTT activities, the project team was able to modify the training sessions and produce guidance. The training sessions were published on the coordinator’s website to enable others to avail of the training sessions to upskill teachers.

To support teachers further the project team developed resources for use in the classroom. These resources used a variety of digital technologies. The resources have been published on the coordinators website to enable colleagues and other teachers to access them readily and to support them in teaching problem solving more effectively.
All intellectual outputs are available on the project coordinator’s website https://www.csscni.org.uk/erasmus under the headings: Erasmus+ research, Erasmus+ classroom resources and Erasmus+ teaching resources.

A multiplier event was organised and delivered in Northern Ireland to further disseminate the approaches. Along with the project team, participants came from Northern Ireland, Scotland, the Republic of Ireland and Denmark. We had over 100 participants on the day.

The outcome of the project was that the project team and other participants increased their knowledge and understanding of teaching problem solving in technology rich environments. Participants in the LTT activities confirmed that they had greater confidence and competence in their own skills and committed to embedding new and innovative approaches to teaching problem solving in their own practice.

The partners also increased confidence in leading change within their own organisation; increased knowledge and understanding of education systems, mathematics curricula and sectors across the countries; increased network of European colleagues across sectors; and, increased capacity to collaborate at a European level.

EU Grant (Eur)

Funding of the project from EU: 134003 Eur

Project Coordinator

Controlled Schools’ Support Council & Country: UK

Project Partners

• Learning Link Scotland
• VAASAN KAUPUNKI
• Kilcooley Primary School
• THE PROVOST, FELLOWS, FOUNDATION SCHOLARS & THE OTHER MEMBERS OF BOARD OF THE COLLEGE OF THE HOLY & UNDIVIDED TRINITY OF QUEEN ELIZABETH NEAR DUBLIN
• PROFESSIONSHOJSKOLEN UCC
• Bangor Academy and Sixth Form College