More Active Teachers with Happier Students Erasmus Project

Project Title

More Active Teachers with Happier Students

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 : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

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; Social dialogue

Project Summary

The results come up by the last international researches (i.e. OCSE PISA and TIMSS) put in evidence big problems in Maths and in the basic concepts of science and of technology by European students; as a consequence, number of graduates in mathematic and related disciplines is decreasing and there are poor competencies in areas that request high levels of mathematical skills.
The same researches said that the poor attitude towards Maths and the learning processes linked to the logical thinking starts already in the first cycle of education to go on with next studies because, often, mathematic is proposed incorrectly.
Many international studies have shown that one of the most important factors influencing the performance in Maths, as well as other subjects, is the intrinsic motivation that students develop towards learning of a specific subject: they learn in the best way if they are interested in learning it. When students are motivated to learn math, they spend more time on mathematical tasks and tend to be more persistent in solving problems, they are also more willing to follow a greater number of mathematics courses and to pursue careers related to this discipline. As a result, students’ motivation has an important impact on their performance.
Mathematics anxiety is thus an affective, or emotional, state, which has been shown to impair student performance.
Another variable related to attitudes which affects the motivation of students is the self-confidence. The confidence of students in their own abilities can play an important role in performance in mathematics. The idea that a higher return is a direct result of their efforts and their interest is essential for success. In the context of mathematics, data of international studies show that self-efficacy, measured as a level of confidence of students in themselves, may presage their performance in Maths.
Thus improving student motivation, developing a positive attitude towards Maths become key elements in learning of subject.
To help students, Maths teaching and learning must take place in a positive learning environment where students are encouraged to communicate their understanding of tasks and where their ideas are valued and appreciated. Such an environment supports the students’ self-concept, self-efficacy and their enjoyment of Maths when they discuss and share their understanding with his schoolmates.These approaches to teaching, therefore, set the conditions necessary to improve student motivation and achievement in mathematics.
Six secondary schools from 5 different countries Portugal, Spain, Turkey,Poland and Greece have put in place a strategic partnership that, coordinated by the Portuguese school, will let the teachers of partner schools, in particular in classroom between 11-14 year old students, compare the best practices of the different schools.
There will be evaluations about the Maths programmes in the partner countries and discussing the weak and strong parts.The partnership will develop different Mathsteaching methods activities, will observe the practice of these activities by teacher mobilities, practice them at schools and see the results of the efforts.The interest and development of children to Maths will be tested in the beginning and at the end of the project and feedbacks will be given to reach the project goal.
The results and activities will be shared in the web page and social media.The carried out activities and experiences will bring the partnership to a combined booklet ‘M.A.T.H.S’ which will be a matter to sustain the project goals.The teachers will learn new methods, develop their skills and get experience.The children will love Maths and will lead a successfull life long learning. The schools will higher their education quality, cause an awareness on the neighbouring schools and lead a development on the local Maths teaching level among teachers.The booklet ‘‘M.A.T.H.S’ will be a successful guide and example to teachers and parents. In long term teaching Maths in secondary schools with new methods and techniques will follow the Project.This project is destined to modify the scholastic curricula and the didactical methodologies regarding mathematic in the different partners schools and, thanks to the implementation and continuous website updating and to the issue of the book, the project will maintain its effects even after its end confirming its sustainability during the time.
Transnational Meetings;
*1st Meeting in November 2018, in Turkey
*2nd Meeting in September 2019, in Greece
*3rd Meeting in June 2020, in Portugal

Learning Teaching Trainings;
*1st L/T/T Activity in February 2019, in Greece
*2nd L/T/T Activity in May 2019 ,in Poland
*3rd L/T/T Activity in November 2019, in Spain
*4th L/T/T Activity in May 2020, in Turkey.

Project Website

http://mathserasmus.com

EU Grant (Eur)

Funding of the project from EU: 61037,5 Eur

Project Coordinator

Agrupamento de Escolas Dr Flávio Gonçalves & Country: PT

Project Partners

• 14o Dimotiko Scholeio Katerinis
• Himmet Condur Cumhuriyet Ortaokulu
• Guzeloba Ortaokulu
• Szkola Podstawowa Nr 3 im. Janusza Korczaka
• IES L’Allusser