Project in Citizenship and Mathematics Erasmus Project

General information for the Project in Citizenship and Mathematics Erasmus Project

Project in Citizenship and Mathematics Erasmus Project
July 7, 2020 12:00 am
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Project Title

Project in Citizenship and Mathematics

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; EU Citizenship, EU awareness and Democracy; Inclusion – equity

Project Summary

In an increasingly globalised world, critical global learning should form a vital part of children’s education (OECD, 2016, Global competency for an inclusive world). Global competence includes acquiring the knowledge and awareness of global and intercultural issues, the ability to learn from and live with people from diverse backgrounds, the capacities for mutually respectful interaction and open and flexible attitudes. In recent patterns of cross-border migration into Europe, children have escaped poverty and war and now face the struggle of adapting to life in a new country. Children in host countries also need adaptive skills to face the challenges and seize the opportunities that increased globalisation entails.

Further, in many European countries, attainment in mathematics is low, with many children reporting anxiety and lack of self-efficacy in the subject. Teaching strategies known to accelerate learning are less likely to be used with vulnerable students and overall levels of attainment are negatively correlated with levels of disadvantage. There is a need to develop understanding of and skills in meaning-making, problem solving approaches to teaching mathematics in ways which promote confidence in and ownership of the subject, drawing on co-operative and collaborative approaches which children are known to enjoy. In addition, mathematical competence is needed in order to understand and interact as citizens in contemporary, complex societies. Research indicates that a key inhibitor to global learning is the need to focus on the core curriculum. PiCaM embeds critical global learning in the learning of mathematics, placing it at the heart of the school curriculum.

PiCaM provides pre- and in-service teacher education resources in global learning and innovative, co-operative learning strategies in mathematics. The materials provide teachers and student teachers with the opportunity to re-imagine possibilities in mathematics education, opening up spaces for questioning, reasoning and collaboration, both locally, nationally and across boundaries through eTwinning. The PiCaM materials raise children’s awareness of multiple perspectives and develop their critical thinking. Themes include the global nature of mathematics and mathematics in history. Activities include: exploring cultural influences through the mathematics of magic squares; learning about the history of colonisation through a study of maps; reflection on crisis and solidarity in the local setting and how this relates to economic crisis; tiling in Islamic art; embodied experiences of factors and multiples; land use in different countries. Processes emphasise learners working together to create a community of enquiry, one within which they experience rational and reasonable dialogue about things that matter to them and their teachers. Thus both the content and the pedagogy support the knowledge, attitudes, dispositions and skills that are required for critical global learning within the teaching of mathematics. Seven classroom resources are available, providing almost 50 hours of curriculum materials. The materials were developed by partners in England, Germany, Greece, Portugal and Romania. Teachers (70) and children (1200) in these countries tested the materials, with teachers also exploring the eTwinning activities. Pre-service students (400) undertook training in PiCaM approaches. Stake holders (35) contributed valuable advice through the advisory group and national start-up events.

PiCaM promotes:

• cultural inclusion, respect and the combating of discrimination and racism through supporting teachers in promoting equity, inclusion and diversity
• children’s motivation, interest and self-efficacy (and thus their subsequent achievement) in mathematics.

Feedback from teachers and other stakeholders demonstrates that PiCaM is likely to impact on the understanding, skills and practice of pre-service students, teacher educators and their institutions and on practising teachers and their schools. The materials have the potential to impact on the learning experience of the children, increasing their motivation, interest and self-efficacy in mathematics through innovative, co-operative learning strategies, the introduction of multiple perspectives, P4C and critical thinking approaches.

The conceptual and methodological principles underpinning PiCaM will inform future work in a wider European context, to impact on pre-service students in subsequent years at the institutions involved, and on teacher educators who find out about the project through dissemination events and publications. Feedback from teacher educators at multiplier events demonstrates a commitment that the materials and approaches will be adopted by other institutions in both initial and in-service teacher education. It is anticipated that the curriculum materials will be widely used by teachers in partner countries, supported by further events/publications.

EU Grant (Eur)

Funding of the project from EU: 167386 Eur

Project Coordinator

SHEFFIELD HALLAM UNIVERSITY & Country: UK

Project Partners

  • PANEPISTIMIO THESSALIAS
  • UNIVERSITATEA DIN BUCURESTI
  • FUNDACAO AGA KHAN PORTUGAL
  • Mathematikum Gießen e.V.
  • Development Education Centre (South Yorkshire)