MATH-ICT Europe Erasmus Project

General information for the MATH-ICT Europe Erasmus Project

MATH-ICT Europe Erasmus Project
July 7, 2020 12:00 am

Project Title


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 Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; Quality Improvement Institutions and/or methods (incl. school development); Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

Problem-solving skills are basic skills that an individual uses not just in mathematics, but also in daily life. It was the exit point of our project that students have difficulties in the mathematical problem-solving steps and might be individuals who can only use the technology. Based on the horizontal priority of “Encouraging the acquisition of skills and competences” and “Open and innovative practices in the digital era”, we have tried to present a different perspective by producing an innovative teaching method to this problem.
Students have programmed their circuit boards and produce electronic materials at the end of the project by linking the mathematical problem-solving steps with the algorithm-programming using the teaching method that we have improved. To be able to carry out the project, a mathematics-information club has opened in each school and students have developed their sense of responsibility and social skills by working in groups.

The project has consist of four steps;

1. Linking non-routine mathematical problem-solving steps with the algorithm
2. Basic programming lessons and Scratch
3. Basic programming lessons on Arduino and introduction of basic electronic lessons, prepared circuit boards, and Arduino
4. Produce electronic mathematical materials or robotics

The project steps have run concurrently with the four modules that have been created during the project. Our basic goal is to train individuals who have high-level problem-solving skills, who are not only using the technology but who can produce it at the same time, know programming and electronic circuits.
The disadvantaged students were selected for the activities. The project was applied under the control of mathematics and ICT teachers. The school directors also participated in activities to monitor mobility. The project brought together 3200 teachers and students from four different European countries (Turkey, Italy, Portugal, Estonia) in learning to think globally and work on activities that contribute to the community’s well-being.

Today, it is a painful process to obtain concrete interdisciplinary outcomes. We ended this process with positive feedback from students, teachers, and partners. There are 4 modules and 11 Arduino mathematical materials. Contributed to the internationalization of institutions. All schools in the project established partnerships in new and different international Erasmus + projects. Our school received acceptance for a second Erasmus + project.

For students;
-Problem-solving skills developed and indirectly increased academic achievement.
-They spent more efficient time at school and out of class.
-Due to the activities they participated during the project, absenteeism problems decreased and responsibility awareness developed.
-They became more aware and tolerant about social, linguistic, ethnic and cultural diversity.

For the participants;
– Participants’ awareness of entrepreneurship and the sense of taking responsibility improved in an international project.
-With the international project, they saw the differences in the education programs, teaching methods, and techniques of different countries. They made comparisons and contributed to their professional development.
-International project development and implementation skills have improved and new project partnerships have been created.

After the project was completed, the students were provided to become group leaders in the math-informatics club to make the project sustainable. Peer education will continue through in-school training. Exhibitions and competitions were supported with the approval of the school principal. Teachers and students will be able to download modules and software codes using the current project website. They will also be able to access modules and other data from the project’s Facebook page. Also, modules will be given to teachers who leave school. The schools visited before will be informed about the dissemination activities.

EU Grant (Eur)

Funding of the project from EU: 107535,86 Eur

Project Coordinator


Project Partners

  • Tallinna Kesklinna Vene Gümnaasium