Projects
http://www.projectmaths.ie/
The Project Maths in Ireland The “Project Maths” aims at the provision of resources to teachers and students in Ireland, providing thus a forum for professional development of teachers and support of the students in the prostprimary level. One aspect of these resources is provided through the webpage: The platform provides material for the teachers and activities for the students for teaching and learning mathematics. In particular there are sections for problem solving. In these sections problems are presented that relate to everyday uses of mathematics as well as methodological approaches for their solution. weak sides: The emphasis of the project is on the learning of mathematics in general and the methodologies and strategies for problem solving are not very explicit. good sides: In the resources provided there is a connection with the use of mathematics (and problem solving) in the real world. Furthermore there are comments and explanations on the process of solving problems.

http://www.compassproject.eu/
The EU COMPASS PROJECT The project COMPASS (Common Problem Solving Strategies as Links between Mathematics and Science) was developed as a project funded by EU programmes. The goal of COMPASS is to provide teachers with interdisciplinary teaching materials which link mathematics and science. With the materials students can analyse and discuss problems relevant to society and their everyday lives. The whole project as well as the material produced can be found on the webpage: The Project aims to support teachers in developing problems that connect science and mathematics with each other and most crucially with the lives of the students. weak sides: It emphasizes the connection of mathematics with science, thus creating a difficulty for the teachers to adopt it, since this means they have to work more hardly. good sides: There are a number of facilities, provided in the project (worksheets etc) that can help in developing problem solving skills

http://www.lemath.eu/index.php?id=14
Learning mathematics through new communication factors Many pupils as well as parents unfortunately consider mathematics as a difficult and boring subject. Instead of studying mathematics (and other subjects) many pupils prefer to spend most of their time watching TV programmes or playing electronic games or exchanging messages with their mobile phone, exchanging pictures, exchanging videos, competing etc. One way to bring pupils back to the “playing field” of education is to use similar tools (weapons) like the “opponents”, that is to communicate the learning of mathematics in a nontraditional way, like a game through theatre or competitions similar to the wellknown XFactor and other. Many pupils claim that mathematics many times is abstract and therefore nonapproachable, so aim of this project is to use a completely different and new approach by inviting teachers and pupils to apply new communication methods in learning mathematics, which could be fun and enjoyable at the same time. This project intends to develop new methodologies in learning and teaching mathematics to pupils of age 918, which can be used in any school environment. It will also make learning more attractive and enjoyable for all pupils and will strengthen students’ skills for creative thinking. The methods could be used for other subjects of the education curricula and for other ages. The consortium partners are from universities, schools, math associations, foundations, theatre schools, art schools and enterprises. The project activities contribute to the Education and Training 2020 as it is enhancing creativity and innovation among youth. It also contributes to the benchmark for decreasing lowachievers in basic skills (mathematics and science) to 15%. It promotes the European Cooperation on schools in the area of competences by supporting the key competence for mathematics. The aim of this project is the development of methodology in teaching and learning mathematics with the creation of two main tools that can be used by teachers. The methods will be created in such a way so that they can be used in an inservice training course for teachers who teach mathematics to pupils of age 918. The two methods are:

http://www.math.bas.bg/omi/Fibonacci/
The main objective of the project “Fibonacci – Disseminating InquiryBased Science and Mathematics Education in Europe” It is in European schools that the research approach in mathematics and science education be widely disseminated. It is now envisaged that existing institutions with significant experience in this type of training will support the creation and consolidation of other similar centers, which will then also be involved in building new centers. By successively repeating this scheme, the number of centers will increase in a way similar to the Fibonacci numbers, from which the name of the project comes from.

http://www.projectmaths.ie/
Project Maths provide a range of professional development supports to approximately 6,000 PostPrimary teachers of mathematics. Supports include the facilitation of workshops, the development of resources to support both teachers and students, the provision of modular courses in ICT and content and the creation and maintenance of web based support.

http://mustpro.eu/
ERASMUS+ KA2 School Education project (Maths Understanding with help of Science and Technology)

https://aimscomenius2013.wordpress.com/
The project aims at increasing students’ motivation and interest for the study of Math, with special focus on lowachievers. The participating teachers will use the multiple intelligences (MI) theory to discover and develop each student’s particular skills, needs and interests, differentiate and adapt the teaching methods to them. Students will actively create their own learning materials for each type of MI and use motivating ICT tools. They will use collaborative work, very uncommon in traditional Math classes.

http://www.mascilproject.eu/
MASCIL (20132016) aims to connect inquirybased science and mathematics education (IBSE) in schools with students’ future careers and increase their interest in careers in science and technology.

http://keycomath.eu/
The project “Developing Key Competences by Mathematics Education” (KeyCoMath) aims at the development of students’ key competences in primary and secondary schools. Didactic concepts, teaching and learning material as well as corresponding assessment methods for mathematics education are developed, tested, evaluated and disseminated on the European level.”KeyCoMath” uses the power of initial and inservice teacher education to put innovative pedagogical and didactical approaches into practice.

http://www.golabproject.eu/
GoLab (2012 2016) creates an infrastructure (the GoLab Portal) to provide access to online laboratories run by research centres and universities worldwide. These online labs can be used by universities, schools, instructors, students and lifelong learners to extend regular learning activities with scientific experiments, giving students a real experience of research work. The GoLab Project offers a federation of remote laboratories, virtual experiments, and datasets (together referred to as “online labs”), as well as facilities for teachers to embed these online labs in pedagogically structured learning spaces.

http://www.edumatics.mathematik.uniwuerzburg.de/en/
EdUmatics supported maths teachers in secondary school to use and integrate mathematics technology in their classroom practice. The EdUmatics Project (20092012) brought together twenty school and university partners from seven EU countries to design, trial, evaluate and disseminate a teacher development course for secondary school mathematics teachers.

http://www.dynamathmat.eu/
DynaMAT focused on a dynamical approach to various mathematical topics, suitable for secondary schools and mathematics teacher training. The main objective of the project was to produce concrete learning materials using ICT to develop further the visualisation process of students and their maths intuition and creativity.
