Maths in Motion Erasmus Project

Project Title

Maths in Motion

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: New innovative curricula/educational methods/development of training courses; Inclusion – equity; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

Maths in Motion (MiM) is a promising KA2 project, which developed an innovative and inclusive approach to teach mathematics: movement. The project brings together 7 partners from the Netherlands (Foundation), Greece (NGO), Italy (School), Romania (School), Finland (SME), Denmark (Dance school) and Bulgaria (SME). The partners cover a wide range of expertise and created a huge impact while offering a non-formal way to approach a formal topic. The applied methodology in this project is process-based.

The objectives are:
· The participants to strengthen their professional profile, through creating and adopting movement in their maths teaching
· The target groups of the partners to become more interested and engaged in mathematics, through the LTT training activities, the multiplier events and the dissemination activities.
· To offer a toolkit in a physical and digital form, in order to enhance learning maths through body, for everyone
· The partners to use the literature review as a reference point for creating new educational material
· The partners to use body movement in order to make mathematics attractive and accessible to all types of learners and achieve inclusion within their working area (classroom, organisation, university etc) and furthermore in society.
· To disseminate project’s results, inside and outside the participating countries during and after the lifetime of the project
· To ensure that evaluation in personal level, happens during the whole project timeline, through Europasses and questionnaires
· To create a sustainable partnership of complementary parties (partners, associated partners, stakeholders) in maths through movement education

These objectives were reached through 3 transnational meetings,, 2 Intellectual Outputs: a database and a toolkit, 5 LTT Activities and 9 Multiplier Events. Experts in Mathematics, teaching, learning and body movement, experts in alternative teaching and dance, teachers, STEAM education expert, mathematics education researchers, dance teachers, choreographers, teachers, directors, managers and coordinators took part in these events.

The results, the impact and the sustainability elements of the project, are quite extraordinary. The relevancy of the topic on partners needs, the innovation of the topic and the benefits on the teacher and students, made us all work passionately on this project. Thus the results exceed our initial expectations in terms of:

* The number and the quality of Intellectual Outputs
| We were supposed to develop two Outputs (A database and a toolkit) and instead we developed four. An extra scientific publication was presented at the prestigious Bridges conference: “Maths in Motion: Exploring Rotational Symmetries and Triangles through Dance and Body Movement” – proceedings of Bridges 2019: Mathematics, Art, Music, Architecture, Education, Culture.
The other extra output was the Chapter 4.13 of the book: WHY SCIENCE AND ART CREATIVITIES MATTER Published by Brill-Sense and used in Cambridge University. |

* The depth of the Learning Outcomes on participants through the LTT Activities
| 100% of the teachers increased their job satisfaction |
Participating in MiM has given me more courage and inspiration to apply for PhD studies in mathematics education. I have started my studies officially in 2019 and my research subject is embodied mathematics education: how to use dance in mathematics education.” Sarah, Finland |

* The positive impact on target groups and organisation
| “The project has inspired us to create a lot of different new educational methods and materials. It has been a crucial factor in the addition of a new emphasis field inside the Science Education Centre of the University of Helsinki, which includes dance in mathematics education, embodied mathematics education and art.” Finish partner |

| “Our students have nice memories and are eager to be involved maths lessons which include body movement. Their maths grades are higher and they have bigger motivation to learn English. Our teachers are trying to bring E+ projects in our school.” Romanian partner |

* The project’s outreach
| It was supposed to be European, but we had a global outreach: in Australia, in America, Asia and Africa. |

* The people’s engagement in the project
| We created the Etwinning group and the MiM Facebook group where educators, and movement experts (in)directly involved in the project to exchange ideas and present their achievements |
| We dedicate in Olde Vechte website a page only for the project with the progress, the partners, it’s results and impact |

EU Grant (Eur)

Funding of the project from EU: 173533 Eur

Project Coordinator

Stichting De Olde Vechte & Country: NL

Project Partners

• Balletskolen
• SCOALA GIMNAZIALA NR. 20 GALATI
• ZABAVNA MATEMATIKA
• EPISTIMI EPIKOINONIA
• Istituto Comprensivo Statale di Codogno
• Experience Workshop ay