Mathematics for the Million:’mathematics for my world’ Erasmus Project

Project Title

Mathematics for the Million:’mathematics for my world’

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; Key Competences (incl. mathematics and literacy) – basic skills; Pedagogy and didactics

Project Summary

Mathematics for the Million: ‘mathematics for my world’, was an extremely exciting, innovative and relevant project that has produced significant and far reaching influence to positively address the key features of a successful mathematics curriculum and purposeful pedagogic delivery. ‘Maths for my world’ articulates meaning to and of mathematics for pupils and aims to make mathematics purposeful and accessible to all in today’s world. Whilst it encompasses elements of the current vogue for mathematics mastery, it is so much more than this.
The project allows us to look more broadly than this, as education cannot sit in isolation from the world it operates within. Our focus on influences and demands outside of the school setting will be vital to see how these can be influenced, engaged and understood. Through this, further opportunities and best practice can be identified and potential barriers to pupils and future adults can be removed. It will give all categories (schools, universities etc.) of participants’ opportunities to reflect on their current practice and make changes in the light of our findings.
Often business, sometimes parents too, is kept at arm’s length by educationalists, as there can be a prevalent view that as the experts we know best! The project has engaged with business, parents and local communities as this is the real world that we all operate within. Understanding and developing authentic parental engagements has been a key part of the project seeing increased involvement and dialogue with parents. We believe that they have much to share, inform and teach stakeholders about their experiences of mathematics in their real worlds.
For a fully researched overview of the project see: https://sites.marjon.ac.uk/mathematicsforthemillion/about/
Both aims and objectives were achieved, and exceeded in some areas.
• Develop teachers’ confidence, subject knowledge and skills set
• Examine (and define) the best ways to deliver mathematical curricular content within the constraints of national agenda/expectations
• Remove and (or affect) the fixed mindset that many parents, pupils and teachers have over the difficulty of mathematics
• Develop, innovate and identify materials and resources for teachers to use and children to select from, to improve pupil achievement, attitudes, participation and experience in mathematics
• Develop children’s understanding and mastery of mathematics, appreciating the contextual relevance of mathematics in all aspects of life.
Objectives:
• To explore the best practice within the jurisdictions of the participating countries and partners
• To use real-life learning (and experiences) to excite, interest and deepen learning for pupils so they explore, use and appreciate the value and purpose of mathematics
• Developing a holistic, community engagement in deepening children’s contextual understanding of mathematics, in particular its significance to local, regional, national and international economic endeavours
• To raise aspirations in overcoming anxieties in the use and application of mathematics, the access to future employment through secure and creative application of mathematics to a range of career pathways
• To maximise digital technology, coding and robotics to equip pupils with a breadth of knowledge that is current, relevant and future proof
• To equip teachers with the confidence to use a range of formal and non-formal techniques to deliver mathematics with interest and excitement, particularly in the areas that are difficult to deliver
• Develop children’s appreciation of the contextual significance of mathematics in their lives.
Partners:
The partnership consisted of 10 partners from 6 countries, including 2 universities, 7 schools and an independent business start-up company. Both teacher training and pupil exchanges were integrated into the project as well as open enrolment for in-service training courses through multiplier events in all 6 countries. Including associate partners, 340 staff and 3100 pupils were directly involved in the project.
The project outcomes were developed through a series of transnational meetings, teacher and pupil and parent training events, seven intellectual outputs directly related to the achievement of the project aims and objects, a wide range of communication outlets, ongoing evaluation of project activities from individual partners, a summary evaluation and impact survey, and a range of dissemination of outcomes.
The intellectual outputs involved all partners. Each had an identified lead with an accepted level of expertise in the area:
All outcomes are available on the website but principally involve:
– school action research findings (IO5)
– improvements to initial teacher training (IO4)
– ideas & resources for teacher in-service training (IO6)
– links to the ‘real world’ (IO3)
– impact evaluation report (IO7)
– parental engagement (IO2)
There has been significant impart as a result of all partners working effectively together giving

EU Grant (Eur)

Funding of the project from EU: 383310,25 Eur

Project Coordinator

Ermington Primary School & Country: UK

Project Partners

• Fortunaskolen
• KENTRO EKPAIDEFTIKIS EREVNAS KAI AXIOLOGISIS
• PI “Projektu manija”
• Alytaus sv. Benedikto gimnazija
• Bohrskolen
• CEIP Maestro José Rodríguez Aniceto
• Szent II. János Pál Óvoda, Általános Iskola es Gimnázium