SMART MATHEMATICS TEACHER Erasmus Project

Project Title

SMART MATHEMATICS TEACHER

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 2018

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; ICT – new technologies – digital competences; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

The project SMART-MT contributes to the achieving of Europe 2020 benchmarks: to decrease the number of the low achievers in reading, science and math up to 15% and implement the priority “Smart growth: developing an economy based on knowledge and innovation”. Competences in math, science and technology with their emphasis on critical questioning, problem solving are prerequisite for the functioning technologically advanced economy and society. OECD’s PISA data (2015) show that among the three domains, the share of low achievers is the highest in math (EU average – 22,2%), although the competence in math has been identified at EU level as one of the key competences for personal fulfillment, active citizenship, social inclusion and employability in the 21st century. Except PL (only 17,2%), other project partner countries have low attainments of pupils in math (LT-25,4%, LV-26%, RO-39,9%, GR-35,8%). Also, the data of this survey uncovered the unevenness between disadvantaged and advantaged schools; highlighting that the lowest achievements are of pupils from lower social-economic or migrant backgrounds, living in remote areas.
The analysis of the mentioned EU reports showed that these problems are closely related with the lack of math teachers’ competencies, especially digital, and ability to use attractive teaching methods based on informational technologies which enable to promote attractive learning of math. In order to address these issues and the challenges highlighted in the supporting EU documents and data analysis in partner countries in the European context, the following aim and objectives are foreseen.
The aim – to develop mathematics teachers’ digital educational culture to enhance pupils’ engagement and achievement.
The objectives:
1) to enhance mathematics teachers’ professional development by improving their digital competencies to use mobile apps in the teaching process;
2) to support math teachers to adopt innovative digital practices based on mobile apps in order to improve pupils’ mathematical skills and address their under-achievement in math;
3) to strengthen the capacity of math teachers to develop pupils’ critical thinking and creativity through integration of innovative mobile apps based exercises into teaching process;
4) to support math teachers in dealing with diversity in the classroom through exchange of work based best teaching practices, presented as Open Educational Resources.

To meet the above mentioned needs and implement the objectives, the partnership developed 4 intellectual outputs: A training course for mathematics teachers “Teaching Maths in a Digital Era” (IO1); An e-Toolbox for Teaching Math (IO2); An e-Toolbox for Developing Critical Thinking and Creativity (IO3); A Set of Best Practices Dealing with Diversity in the Math Classroom (IO4). These intellectual outputs support improvement of math teachers’ digital competences to use mobile apps and Open Educational Resources in the teaching process in order to enhance pupils’ mathematical skills, creativity, critical thinking and problem solving. The developed intellectual outputs have the possibility to be transferred and applied by teachers of STEAM subjects.

Target groups:
80 math teachers working in basic schools were involved in piloting; 150 math and STEAM teachers were engaged in multiplier events;
164 basic school students, low-achievers from 5-6 grade (school year), aged 11-12 from disadvantaged backgrounds (facing educational, social-economical, geographical, cultural obstacles) and having special learning needs were engaged in piloting of the intellectual outputs O2 and O3.

The general methodology of the project is based on the blended learning approach, using the reversed/flipped training methods, micro learning, gamification and Open Educational Resources as well as best practices of peer teachers in partner countries. The two intellectual outputs (O2, O3) are based on the specific methodology – open and innovative digital era Mobile applications approach using problem-oriented experiential and self-directed e-learning.

85 % of the teachers improved their didactic, social and digital competences to use new up-to-date modern tools in the teaching process and which will boost pupils’ motivation, contribute to their engagement in math and influence better results. The training course and the developed mobile applications together with the examples of best practices will support teachers’ ability to work in the diverse classroom and effectively address the needs of underachieving students.

The main impact on the pupils is decreasing under-achievement in math by providing them with attractive digital tools for learning. 70% of pupils from the target group have started using the newly developed mobile apps and claim to have changed their attitude towards Math as an interesting an useful subject.

EU Grant (Eur)

Funding of the project from EU: 269154,12 Eur

Project Coordinator

Kauno rajono svietimo centras & Country: LT

Project Partners

• Viesoji istaiga Vytauto Didziojo universiteto Ugnes Karvelis gimnazija
• Europiniu inovaciju centras
• Tukuma 2.pamatskola
• EUROTRAINING EDUCATIONAL ORGANIZATION
• Scoala Gimnaziala “George Emil Palade”
• DANMAR COMPUTERS SP ZOO