"The project ""New Paths in Math - innovative methods in mathematics for engineering students"" was carried out for a period of 25 months in five secondary schools from Poland, Bulgaria, Italy, Cyprus and Portugal. The common feature of the participating schools was that we provide education to future technicians and engineers for electronics and IT companies. The idea of the project arose from the need to develop new tools and materials for teaching mathematics and science using the interests and skills of our students.The main goal of the project was to improve students' mathematical competence, increase their motivation to learn, encourage to further education and prepare them to enter the labour market. During the project, we aimed to build a correlation between mathematics and vocational subjects, use students' electronic and IT knowledge and passion, and provide them with access to various forms of learning and development.The students had the opportunity to participate in many workshops, took part in extracurricular classes, taught each other in a new multicultural environment, acquired new social skills and developed their language skills. The project evaluation results clearly show that the project aims have been fully achieved.The students, aged 15-19, were involved in all project activities, willingly shared their experience with peers in cooperating schools, suggested interesting initiatives and implemented them in a very professional manner. Various presentations, infographics, interesting Padlets and brochures were created. The students have become more open to other cultures, learned about their peers' problems in other countries and together got rid of cultural stereotypes. Each school hosted one short-term exchange groups of students and in total students took part in 64 mobilities.Not only were the traveling to another country and staying in an unknown family a challenge but also hosting a peer from abroad at home. Each participating student had the opportunity to learn about the traditions and culture of another country as well as to show their home city and daily life. There was time for discussions about the future of the common Europe, about the challenges facing them in adult life and for talking about future plans. Undoubtedly, the young people have become more conscious citizens of the European community and ambassadors of EU ideas.The precondition for implementing successfully the project was to train the teaching staff so that they could use the new teaching methods. In each project group, there were at least two mathematics teachers as well as science and vocational teachers. There were three short-term joint staff training events and three international transnational project meetings.All short employee trainings supported the professional development of teachers and allowed to prepare high-level teaching materials that can be used for several years in teaching mathematics, science and vocational subjects.Brochures and a mini-compendium have been created for math teachers. Together, we have developed lesson plans using modern technology and Geogebra applets that can be used and adapted freely. In addition, we've prepared math games and quizzes together. We creatively cooperated and everyone tried to to put into the work as much effort as possible in order to accomplish the project objectives.The mathematics teachers could look at their subject with the eyes of electronics and IT teachers. All materials have been collected and described in the form of an e-book, which will be available not only to our five schools but also to all interested parties. Together, using different channels and tools, we will try to make them known to as many teachers as possible across Europe. In our opinion, this project is a huge success and we want to share its deliverables.Teachers, as well as students, developed their digital skills, learned how to work in an international environment, and improved their language competences. Together, we have created a group of people who want to continue to develop and work on improving the quality of education in our schools. We have gained the experience that makes us even more open to new challenges and opportunities. During the implementation of the project and immediately after its completion, some teachers took up new challenges in which they will use the skills acquired in the ""New Paths in Math"" project. We are implementing new Erasmus + projects and pedagogical innovations in our schools and use the acquired knowledge and skills in everyday work with young people."

The partnership consists of five schools from five different EU countries: Croatia, France, Italy, Latvia and Poland, where the students, aged 14-19 years, learn mathematics, ICT and sciences. The project goal was to improve math and science teaching in order to ensure higher students’ achievements and motivation.In fact it is a common students’ idea that knowledge gained in Mathematics and Science lessons will not work in the future, we have assured that this statement is wrong as students really benefit from these lessons.The project break this myth and to stimulate students each student with an understanding of processes, regularities, natural phenomena and mathematical models, so that students understand how a scientist-researcher works and why each of us and society in general need basic knowledge of nature, science and technology. The project encourage students' interest in linking their future careers to as many students as possible with science-based industries, becoming not only scientists and engineers, but also setting up their business on the basis of science and math, working as project managers, science communication professionals, and in other sciences related professions. The project renewed and to develop teachers’ methodological teaching skills, first of all increasing the proposal of tasks related to the real life compared to the formal mathematical tasks. The methodological renewal realized by sharing innovative experiences in online contacts, in practical activities and also in collaboration with National Universities and company visiting. The most important and innovative result of the project is an e-book with problem-solving tasks that are tackled by professionals from different sectors on a daily basis. This e-book, step by step, will lead the students to solve problem exercises. The solution of these problems will require the use of ICT tools, and in some cases, will also be addressed at a multidisciplinary level. The products that created during the project will inspire colleagues in Europe to use the new teaching methods, tools and evaluation, focused on the acquisition of general and specific skills in science. Students played an active role in the project at all stages of the project as they were involved in project planning and evaluation. Students also took part in a several activities at their own school and abroad. During short-term exchange of groups of pupils students visited University, science center, local internationally well-known companies. Pupils also worked in international team to carry out some tasks, learning and using different knowledge and skills: model 3D objects, improve financial and economic knowledge, play simulation games. Between project visits to schools were implemented various educational activities for pupils in order to arrange the materials for meeting using different ICT tools, to disseminate the experience in school, to create the final results. The main methodologies used with students are PBL (problem based learning), CLIL, cooperative learning, outdoor learning. Project activities will not disrupt the learning process. Moreover, they will be part of the learning process.

As the modern world relies on STEAM skills educators are challenged to integrate STEAM in interdisciplinary approaches with creativity, critical-thinking and problem-solving. Project “Maths and Art walk together” is designed to address key competences which will help students gain essential future-focused knowledge and skills. To achieve this objective it is necessary to develop teachers methodological teaching skills. The partnership consist of five secondary schools from: Poland, Cyprus, Italy, Portugal and Spain. Our institutions have different structures, teachers have different experiences and students come from diverse backgrounds. However, our schools face the same lack of educational tools and materials for STEAM education. We have realized that new approach to education in our institutions will not be possible without professional development for the teachers.The project targets 40 teachers and approximately 400 students in 5 partner schools who are going to participate in the project activities. The project will have 5 short-term exchanges of groups of pupils and also 5 short-term joint staff training events. A lot of various activities is also planned between international mobilities. Each partner school is going to organize a school STEAM DAY ( two editions), various students competitions, a newspaper publication and students’ works exhibitions. Teachers will self-evaluate created scenarios, use it in classroom and share feedback. We will practice teaching and learning outside the school, peer learning, using educational games in learning process. Using ICT and digital tools will be applied during almost all teachers and students activities. CLIL methodology and STEAM strategies will be practiced in our classrooms. The development and collecting examples of good practices will enrich our teaching experiences and inspire others teachers.The proposed project is focused on creating and implementing professional materials for teachers in order to improve their STEAM teaching practice. However, students will also play an active role in this partnership. They will participate in learning events based on projects and student-centered methods, think outside the box and express innovative and creative ideas. They will understand that maths is a language of everything around them and that art and science work together. They will create posters, infographics, research works, digital applets and graphics. They will improve their communication skills in English language, ICT usage and preparing and giving presentations. We believe that by collaborative working in international groups they will increase passion for learning and prepare themselves for future challenges. What is more our students will learn how to promote tolerance, diversity and inter-cultural dialogue.The casebook of methodological materials related to STEAM education will be the main result of this project. These materials will be used for the next years not only by teachers directly participating in the project but also by their colleagues and all educators interested in STEAM education. To make this result achievable we will store all the created materials on the project website, on the eTwinning platform and Erasmus+ Project Results Platform.

"Participants from five countries: Croatia, France, Italy, Poland and Latvia (coordinator) participated in the ""Sport Formula"" project. This included high school students aged 14 to 19, who are studying mathematics, IT and science. Partners have acknowledged that PISA results are average or below the average level, and general didactic results show that schools: 1) formal mathematical tasks are more likely to be dealt with than connected with a real life; 2) the use of ICT can improve students' motivation to learn by allowing them to control learning outcomes. Therefore, the project was aimed at developing students' ability to combine their acquired skills in mathematics and science in a complex way that would allow students to read and discover the world around them. In order to achieve this goal, it was necessary to renew and develop teachers' methodological teaching skills. The methodological renewal was implemented by sharing online and during our meetings, practical classes, and collaborating with international universities (University of Latvia, Faculty of Natural Sciences, Perugia University, Zagreb University), other schools and science centres (Copernican Science Centre in Warsaw and Futuroscope In France), which helped partners bring valuable experience in short-term joint staff training activities.Teachers also discussed and developed methodological materials on ""problem generation and solutions"" in various aspects, as required by the actual situation analysis. One of the most innovative aspects of the project was the use of this methodology by offering students the choice of sports problems themselves (such as floor ball, darts, and long-distance), where the themes selected helped students rise motivation to learn science subjects. Particular attention was paid to the development of various digital learning tools (GeoGebra, ""Using R"" and other free softwares) and activities that were based on the use of various ICT resources. The main result of the project was an e-book “Enjoy Maths and Physics through sport”, which was developed in cooperation with the teachers of mathematics and science. This e-book, step by step, will help students solve their sports-related challenges. In order to solve these problems, it was necessary to use ICT resources and in some cases at a particularly disciplined level. The products that were created during the project will inspire our colleagues in Europe to use new teaching methods, tools and assessments that address to general and specific skills in science.The project also involved pupils aged 14-19 years: they participated in project planning and evaluation at all stages of the project. During their nobilities in partner schools students actively participated in discussions: how to improve the quality of learning in mathematics and science; what kind of problems in sport can be solved through mathematics and science, where students learned to base their opinions and find arguments for research work. Different ICT tools were used to create pupils' works and presentations. Many activities involved teamwork. The final result of a pupil project is an e-book ""Sport with Maths and Sciences eyes"", which is so formed during the visits and interactions between all of them. At the international conference, students presented theoretical arguments about one of the sportsmen through mathematics and science. During the visit pupils and teachers were introduced to the cultural heritage, history, customs and traditions of other countries, thereby reinforcing the sense of personal, national and European identity.An eTwinning project was created as a main means of communication between teachers and pupils. Communication between teachers was also via e-mail, Facebook, Goggle Drive and WhattsApp (as informal communication). All materials created during the project were posted on the project website at www.sportsformula.eu, on the school homepage and on the eTwinning platform. The above sites will be available until they are no longer valid in the evolution of technology. The communication language was English and this helped to develop the ability of pupils and teachers to communicate in another language. Thanks to successful cooperation, most of the partners worked on developing a new project and submitted an application for the continuation of the Erasmus + project ""Mathsbuster"", approved by the Latvian National Agency in summer 2018 and the main coordinator is Secondary School of Kalnciems."

The purpose of the MULTIlingual curriculum for imroving KEY competences through CLIL (MultiKey) project is to explore and compare varying models of bilingual teaching that have developed in Europe and through reciprocal learning exchange ideas of best practices in various models of education. Multikey project is designed to address key competences which will help pupils gain skills needed to obtain a tertiary degree in education in line with the goals of Europa 2020 strategy. All partners have an interest in working with Content and Language Integrated Learning. Most partners have expertise in CLIL courses and others have a genuine interest in trialling the CLIL curriculum, particularly with disadvantaged learners and continue to use the materials produced as an integral part of their own school curricula. The project partners will survey their national approaches to CLIL in order to identify key areas for development. Two most important outputs of the project are a comparative analyses/survey of CLIL in partner countries and teaching materials integrated in a single curriculum- MultiKey- which will be used in all partner schools. Based on the need to increase key competences in pupils' target group the partners will make appropriate adaptations and develop materials for use in all parter schools. The project targets 29 teachers and 377 pupils in 6 partner schools who are going to participate in activities related to the project.The project will have 3 transnational meetings for implementation and coordination purposes, 9 learning activities in order to achieve the objectives and results of the project with the goal of developing an innovative curriculum which will be evaluated thoroughly before the completion of the project. The MultiKey curriculum is going to become an open educational resource, available to all secondary education institutions through project website, and realized in English, Italian and Spanish/Catalan with special attention to linking the linguistic competences of learners to outcomes of the curriculum. MultiKey has a great potential for creating a more positive attitude towards CLIL at local, regional and national levels in all countries involved in the project, but will also serve as an idea how to produce joint transnational CLIL curricula in future.