"Problem-solving skills are basic skills that an individual uses not just in mathematics, but also in daily life. It was the exit point of our project that students have difficulties in the mathematical problem-solving steps and might be individuals who can only use the technology. Based on the horizontal priority of ""Encouraging the acquisition of skills and competences"" and ""Open and innovative practices in the digital era"", we have tried to present a different perspective by producing an innovative teaching method to this problem.Students have programmed their circuit boards and produce electronic materials at the end of the project by linking the mathematical problem-solving steps with the algorithm-programming using the teaching method that we have improved. To be able to carry out the project, a mathematics-information club has opened in each school and students have developed their sense of responsibility and social skills by working in groups.The project has consist of four steps; 1. Linking non-routine mathematical problem-solving steps with the algorithm 2. Basic programming lessons and Scratch 3. Basic programming lessons on Arduino and introduction of basic electronic lessons, prepared circuit boards, and Arduino 4. Produce electronic mathematical materials or roboticsThe project steps have run concurrently with the four modules that have been created during the project. Our basic goal is to train individuals who have high-level problem-solving skills, who are not only using the technology but who can produce it at the same time, know programming and electronic circuits.The disadvantaged students were selected for the activities. The project was applied under the control of mathematics and ICT teachers. The school directors also participated in activities to monitor mobility. The project brought together 3200 teachers and students from four different European countries (Turkey, Italy, Portugal, Estonia) in learning to think globally and work on activities that contribute to the community’s well-being. Today, it is a painful process to obtain concrete interdisciplinary outcomes. We ended this process with positive feedback from students, teachers, and partners. There are 4 modules and 11 Arduino mathematical materials. Contributed to the internationalization of institutions. All schools in the project established partnerships in new and different international Erasmus + projects. Our school received acceptance for a second Erasmus + project.For students;-Problem-solving skills developed and indirectly increased academic achievement.-They spent more efficient time at school and out of class.-Due to the activities they participated during the project, absenteeism problems decreased and responsibility awareness developed.-They became more aware and tolerant about social, linguistic, ethnic and cultural diversity.For the participants;- Participants' awareness of entrepreneurship and the sense of taking responsibility improved in an international project. -With the international project, they saw the differences in the education programs, teaching methods, and techniques of different countries. They made comparisons and contributed to their professional development.-International project development and implementation skills have improved and new project partnerships have been created.After the project was completed, the students were provided to become group leaders in the math-informatics club to make the project sustainable. Peer education will continue through in-school training. Exhibitions and competitions were supported with the approval of the school principal. Teachers and students will be able to download modules and software codes using the current project website. They will also be able to access modules and other data from the project's Facebook page. Also, modules will be given to teachers who leave school. The schools visited before will be informed about the dissemination activities."

"Five schools from the Baltic Sea region (Germany, Poland, Lithuania, Denmark and Estonia) came together to make their students aware of the ecological situation of the Baltic Sea, its pollution and its consequences as well as possible solutions. In addition to the aspects of environmental protection as well as the linguistic promotion of the foreign language English, the intercultural competence promotion of the pupils was also in the foreground: through stays in host families, visits to political institutions and discussions with politicians (e.g. Mayor of Klaipeda or a Danish MP) Political efforts to protect the climate also highlight the importance of the European Union and constructive cooperation between partner countries to solve global problems.Through classroom observations and discussions with the teachers, an exchange of the didactic-methodical repertoire of the teachers took place as well as an exchange of how the schools address the big issue of ""environmental protection and climate change"" in their everyday school life. However, also other everyday difficulties that teachers encounter in everyday life were discussed and different approaches of the schools were discussed (e.g. room hygiene or dealing with student delays).The goals and results of the project included:- a photo novel with fictional and real people- Raising awareness among schoolchildren about climate protection and the protection of the Baltic Sea- Development of measures that students and schools can implement to support climate protection- a beach cleaning in Klaipeda- Creation of different project results on the topic (e.g. project logo, water painting, quiz, message in a bottle, theater performance, mathematical models, water studies, assessment of water quality ...)- Visit to museums, scientific institutions and sewage treatment plants, which among other things deal with the consequences of climate changeAround 80 students and 20 teachers took part in the project. The students were aged 14-16 and had different profiles. The majority of the students had at least average knowledge of English, showed willingness to accept guest students at home and expressed interest in the project topic. Some project participants had weaknesses with their spelling and reading skills, had no financial means to travel abroad or had never participated in a student exchange before.The teachers came from almost all departments of the schools. There was a mix of teachers who had many years of experience with EU projects and some for whom it was the first time. The school management also took part in the project and the project activities.The effects achieved:Surveys and discussions with students have shown that they have a very positive attitude towards the project, friendships have developed from different countries that still exist and that they have reduced prejudices about individual countries. Many of the project participants are still committed to climate protection (Fridays For Future) and strive at school to live more environmentally friendly. Some students have passed their final exams based on the context of this project (MSA).The schools have discovered cooperation partners with whom they want to work in the future or who want to use them for individual projects.With three partner schools from this project, a new Erasmus + project is planned in which the aim is to draw up a school-specific climate protection plan."

This project is a socially responsible project. It takes immigrants and refugees in its core and approaches this sensitive topic in many ways by many groups of people. This project states that everyone deserves to live a life according to the DECLERATION OF HUMAN RIGHTS. Human Rights Watch, has witnessed and documented for more than ten years, severe violations of human rights, especially with it comes to immigrant children in their detention. Young children can be detained against their will, in places with adults they do not know. They may experience brutal treatment by them, the police or other authorities. Those kids are being held in conditions that are way below the minimum international standards for a decent human life. Their liberty is being deprived by others.There are several cases of immigrant children being detained. One case is migrant children who are unaccompanied; one other is children within a family (from infants to kids). Then we have children who are refugees and seek asylum or children whose parents are seeking asylum because they are refugees as well. This project deals with one of the most concerning social issues in recent time. It is one of the most important issues for each and every one of us. This is a joint cooperation with institutions from countries that are being affected by this problem in a major degree. Italy and Turkey are the two most affected countries, where this issue is dramatically scaling. The school from Portuguese has a number of students who are refugees. Lithuania has several issues the last years as well as Portugal, since people flea from Africa to the EU via the Mediterranean Sea. This project aims to develop and enhance the social awareness, so everyone can understand those people and the situation they are and help them to cope with that situation. This project shows special sensitivity with it comes to children. It’s our responsibility to help them and support them, as our ethics and humanitarian values command. The core of this project is Humanism. We have to show our humanity and respect to the people who are going through this because we are all living in the same world. It could very easily be us, going under the same situation. We must face this as a common mission and responsibility. Since we are educational institutions, we cannot do much to solve this very serious problem as we speak, but we can set the basis for a better world in the future. We can manage to educate people , so migrants and refugees become more socially acceptable and give them a strong motivation and hope for a happier life. In this project, our students will learn to develop their social skills, sensitivity and built autonomous thinking and personalities. Our project will deal with the issues stated below:-Forced migrants and refugees- Causes/Consequences of forced immigration-Immigrant children in detention and the impact to them -Lack of sensitivity towards migrants/refugeesWe will develop and promote:- Social responsibility for immigrants - Enhance social awareness, consciousness, sensitivity, empathy and tolerance for the refugees and immigrants. -Bringing down stereotypes-Volunteering and entrepreneurship skills of the students.The activities of our project, will be implemented in five schools, the schools that are close to the first ones, local NGOs and the local community. The main group of people participating will be the students, parents and people from the local community.PARTICIPANTS.NUMBERS AND PROFILESTeenagers/Students: about 500 active and other 500 inactive: Total of 1000Teaching stuff: 40 direct and 60 indirect: Total of 100NGO Members: 50 direct and 50 indirect: Total of 100Administration stuff: 20 direct and 20 indirect: Total of 100Family members: 300 direct and 300 indirect: Total of 600Local community: 300 indirectTotal number of beneficiaries (direct and indirect): 920 and 1320 : Total 2240SRESULTS - IMPACTSIn this project, we aim to build a long term relationship among partners. We will have both tangible and intangible results in order to achieve the maximum possible impact for projects that will be implemented in the near future. We will standardize some policy processes such as a)helping our students develop social skills, b) setting up the website in order to disseminate our activities and people can have a direct access to our results and news, c) writing newspapers and create leaflets and panels in order to inform the audience about who we are, what are our results d) cognitive skills and communication , e) building strong and reliable relationships among partners f) bind trainers, educators, students and communities for the benefit of all.

"Ours school´s essential need when we contemplated this project was to improve teaching quality. For that reason we thought that it was very important to innovate in methodology. Teaching quality is synonymous of teaching process quality and so, we considered essential the following aspects: cooperative work in the classrooms, key competences development, improvement in the competences evaluation, introducing interdisciplinary projects and all the levels , and integrating in a practical way the use of technologies. From the context we have just introduced, we established the main objective: to apply gamification in the teaching context using ludic activities to learn and applying the rules of the game in the classroom. The objective has been to involve our students offering them new teaching methodologies, fostering effort, determination and collaboration. Learning Mathematics in an active and creative way makes easier the students incorporation to the work world, helping them in fields such as problems resolution, taking decisions and fostering creativity.Having our objectives in mind we selected our partners for this project, five schools from four different countries: Shotton Hall (England), specialized Arts school, Tallina Kesklina Vene Gümnaasium (Estonia) school with great experience in European projects and with great academic results, Discovery School( England)technical school, specialized in STEM subjects, Enrico Fermi(Italy), scientific secondary school which promotes Maths, Physics and Natural Sciences acquisition, Paidos(Spain) this project´s coordinator. All of them share the same educational concerns.The thematic areas worked during the project have been: ""Numbers, ratio and proportion"", “Measure and Geometry”, “Algebra, Graphics and Functions” and “Statistics and Probability”. In each of these areas the eTwinning project has been divided, sharing all the activities and results.The product has been the SMARTMATHS game which has allowed us to unify all the activities carried out during the project. It has been developed in digital version for the computer, mobile application, video game and board game. The type of game selection and the design of the four worlds, each one referred to a Mathematical field, has been the essential activity for the project´s development. The logo´s contest to select the main character, the short story competition (in which students have explained our character´s adventures in the different worlds), the theatre adaptation, the music composing for the game and the final performance, the games creation and questions, have become trials that our character has had to overcome. In each thematic unit a comparison of curriculums of different countries involved has been done to finish with the round table of the closing ceremony. All that activities and products have been elaborated by the partners in an equitable and organized way during the different periods.All these activities have had the purpose of promoting the intereuropean dialogue and the knowledge of other languages, the introduction of cooperative elements in the learning process between nations and respect to diversity. All these have been carried out with the purpose of the creation of European learning networks which will provide expectations and opportunities to all participants.They have not only learnt Mathematics, but they have improved their creativity, autonomy, confidence, responsibility, solidarity, team spirit and leadership. In that sense, the gamification is a perfect tool of collaboration which has let us get closer to Mathematics and develop these abilities.The project´s development, resources and results have been published in eTwinning, in the partner´s web and in the project´s web in order to provide information to everybody. The activities and final products will be accessible at any time , so that any school can use the project results.Our prediction is to produce different versions of the game creating the “SmartMaths junior” for primary students and other versions for different subjects. We will also translate it to different languages.From this academic year on, we want to develop the SmartMaths trial as a school event with all the partners and we want to open it to other schools.The project´s impact has surpassed all our expectations and for that reason it will be sustainable over time."

Integration of societies that are rapidly globalizing day by day, individuals with normal and special needs find their place in the society, adapting to different cultural values, constitutes importance both individually and socially. Some researches examined by the project team of our institution focused on the cultural intelligence factor defined as the capacity to adapt and communicate with cultural differences. In the information obtained from scientific studies, it was seen that those who are interested in various artistic activities have higher social skills and cultural intelligence than those who are not. In addition to artistic activities, the findings of Crowne 's study in 2008 stated that interacting with other cultures (such as education and employment abroad) determined cultural intelligence, depending on the level of benefiting from cultural experiences.Based on the findings of SWOT analysis, Cultural Intelligence Scale and Cultural Heritage Awareness Scale, which we applied in our institution in order to base needs analysis on concrete data and the result of the studies above, the mentioned project was created. Through our project, we aim to train a new generation who know their cultural heritage, adapt to different societies, have awareness and sensitivity towards cultural diversity, express themselves in society, become enterprising and competent in creating social dialogue, also blend different disciplines together and develop innovative practices by using local arts. And we aim to contribute to the proliferation of young generations who will benefit from creating different methods during the application of the professions they will acquire.In the activities planned in line with our goal, considering the principles of constructivist approach, the active role of the students was prioritized. To this end, each country is asked to use an artistic activity of its own culture as a tool and all students are expected to implement the activity in mobility. These activities briefly, craftworks specific to Bursa in Turkey hosted bream curtain game Creation of characters and conversion of these materials exhibited play 3D video, drawing and coloring on electronic tablets of specific motifs to Tallinn in Estonia, Italy to specific objects in nature in Sicily photographed and transformed into a big puzzle with web 2.0 applications, staging the art of local finger puppet in Portugal with puppets produced by students in 3D printers, teaching and staging folk dances in Poland with dance mapping method, playing the local music in Spain with participated schools from each country. Its orchestral and choral vocalization is that the story on which this music is based is filmed through web 2.0 applications and presented synchronously during the concert.All activities and outcomes will be shared in the eTwinning project, transferred to more participants via the webinars, presented on the project's web page, introduced in local press tools, added to eba as content, and the scale data applied during the evaluation period will be converted into an article and published in academic journals. In this way, sustainability of the project results and activities is aimed.In line with our main priority, it is thought that our students ' use of art activities as a way of recognizing and promoting their own cultural values, and by acquiring partners to cooperate at the international level, mutual transfer of the values ​​acquired can improve students' awareness and attitudes towards the importance of cultural values. Our project is also important for the mainstreaming students who need special learning, and the objectives in question coincide with the target of the education model, which does not isolate individuals with special educational needs from their peers and strengthens the culture of coexistence and supports their spiritual and mental development in the MEB's 2019-2023 strategic plan.It is considered important for the planned activities to be organized in line with the contemporary approach of interdisciplinary interaction, cooperative learning and Steam model, by associating them with the field of information technologies, creating motivation for students to develop their missing information skills and updating traditional arts and gaining different creative perspectives. These targets in Turkey's 10th development plan which are the international level, promotion of our culture, the development of social cohesion and the enrichment maintained not only coincide with the policy of continuation of cultural relations with countries in the world and new approaches in education, but also serve to items of strategic plan about gifted students which is published by the Ministry of Education.