Interactive Mathematics by implementing a Blended-Learning model with Augmented Reality and Game books Erasmus Project

General information for the Interactive Mathematics by implementing a Blended-Learning model with Augmented Reality and Game books Erasmus Project

Interactive Mathematics by implementing a Blended-Learning model with Augmented Reality and Game books Erasmus Project
July 7, 2020 12:00 am
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Project Title

Interactive Mathematics by implementing a Blended-Learning model with Augmented Reality and Game books

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 2015

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; ICT – new technologies – digital competences; Early School Leaving / combating failure in education

Project Summary

On average across OECD countries, almost one in four students (23%) does not reach the base line Level 2, considered the baseline level of proficiency in mathematics. Socio-economically disadvantaged students across OECD countries are almost three times more likely than advantaged students not to attain the baseline level of proficiency in science.
The main aim of the project was to implement a blended model, explore and develop innovative approaches, student centered, for all students, including also the share of low and top achievers students, supported by ICT tools, to teaching and learning mathematics for the upper secondary education (10th to 12th grade). At the same time, teachers and students also develop skills in information technologies.
We took advantage of mobile devices for teaching and learning. The availability of smartphones and tablets accessible on a large scale, allow the expansion of social and participative web technologies. It is important to note that these students are the generation of digital games and social networks. In this context it was wise to consider the integration of digital media and mobile devices, allowing students to set personal goals, to manage educational content and to communicate with others in the right context. However, according to the EU Commission initiative Opening Up Education (25 September 2013), between 50% and 80% of students in EU countries never use digital textbooks, exercise software, podcasts, simulations or learning games. Most teachers at primary and secondary level do not consider themselves as ‘digitally confident’ or able to teach digital skills effectively, and 70% would like more training in using ICTs.
We have developed worksheets of exercises and educational videos that explains its resolutions. To include all students we have defined a two-fold approach: complexity and detail. We have three different levels of problems complexity: beginners, intermediate and advanced. On the other hand each problem can have two levels of explanations/resolutions: detailed and concise.
In this way, all students are accommodated in a learning environment student centred. The low-achieving students that may struggle to learn the materials covered in class, can study and repeat the materials as many times as they may need to learn. Students have access to complex problems and activities that provide additional stimulation for top performers students. Teachers are also more confident to give homework activities to their students. It is known that it is important to assign homework, to help struggling or underachieving students to learn the material covered in class, to ensure that the material is stored in students’ long-term memory, or to provide additional stimulation for high performers. But homework can be particularly burdensome for disadvantaged students. Their parents’ may not have the skills to help them, they may not have the resources to support them on private lessons. We aim at providing the same support for all the students so that we can contribute to weaker the relationship between students’ socio-economic background and mathematics performance.
These worksheets of problems were organized in ebooks and in the app MILAGE LEARN+ that was developed.
There was a great interest in this app for both teachers and students from other schools besides partners. We also have a pending patent request Nr. US 15942790. We had outside the partnership about 140 teachers of mathematics in Portugal that we trained to use the platform and we have more than 11 000 students using the MILAGE LEARN+ app. With the collaboration also of those teachers that are working using the MILAGE LEARN+ platform we already have in Portugal, about 2 000 problems and videos resolutions from the 1st to the 12th grade for mathematics. The MILAGE project was planned for the secondary level but now we have contents for all years. It was also extended its use for other subjects too. We have also about 200 problems and videos resolutions for Portuguese, Natural Sciences, Spanish, English, French, Chemistry and Physics for different grades.
The MILAGE platform is making possible to build a community of teachers producers of contents, according to the national curriculum, that are made available for free for students. There are also students working collaboratively and actively making contents for mathematics under the supervision of teachers. In this way, students develop also digital, communication, collaboration and critical thinking skills. With this community it was possible to make a much greater number than expected materials and to have more students using the platform.
We signed an agreement with the Portuguese High Commissioner for Migration to support about about 50 000 students from disadvantage backgrounds and with the Portuguese Ministry of Education, to disseminate the app in all schools in Portugal. We are 11 000 and we will be 1 million.

EU Grant (Eur)

Funding of the project from EU: 438201 Eur

Project Coordinator

UNIVERSIDADE DO ALGARVE & Country: PT

Project Partners

  • HOGSKOLEN I NESNA
  • Verdal videregående skole
  • Cag University
  • AGRUPAMENTO DE ESCOLAS PINHEIRO E ROSA
  • IES Norba Caesarina
  • UNIVERSIDAD DE EXTREMADURA