"One of the key teaching competences for the 21st century is mathematical competence and basic competences in science and technology. The three schools involved have found it necessary to review traditional teaching methods in order to introduce new innovative ways of teaching mathematics. We want to introduce innovative programs for schools and take maths outside the classroom, and make links with other disciplines like computer studies, science, biology or applied statistics.One of the main reasons that motivated us to design this project was the high number of students in our schools, who consider mathematics to be boring, difficult to learn and not very useful in everyday life nowadays. Through our common project we intend to increase students' awareness and interest in learning mathematics, improve mathematical skills such as abstraction, generalization and algorithmic thinking.Specific objectives:OE1. Select 9 teachers (three from each county) to develop innovative materials.OE2. Select 18 students (6 from each country) to try out these innovative materials.OE3. Develop mathematical competences (abstraction, generalization and algorithmic thinking) to improve students’ future learning and share our results with other European schools using educational social networks (eTwinning, twitter, etc.).OE4. Stimulate curiosity and creativity in students, connect mathematics with other disciplines and real life through Inquiry-Based Learning and Cooperative Learning.OE5. Improve competence in foreign languages for all students involved in the project.OE6. Use gamification in the classroom (Kahoot and Socrative, among others) to get students to learn mathematical concepts through games.OE7. Make use of Flipped Classroom methodology to encourage students to participate in their own learning.Our project aims to increase motivation for mathematics using the methodology of Inquiry-Based Learning. Thus, we will connect mathematics with real life, recognizing the importance of it in our lives and for our development. In addition, the active methodologies indicated above will be used: Gamification, Flipped Classroom and Cooperative Learning.The ""Innovation, ICT and Mathematics"" project is aimed at students from three European countries with an approximate age of 15 (3rd year of ESO (compulsory secondary education).Three mobilities of students and teachers have been planned (Spain, Romania and the Czech Republic). The total number of participants that will attend the mobilities will be 18 students and nine teachers.The project promotes an innovative approach that will lead to an increase in the interest and motivation of students in learning mathematics. The activities are designed to encourage learning through practice and through discovery, improve thinking skills and enhance creativity, imagination, algorithmic thinking, abstraction, generalization, English and ICT skills in students.All products for the project will be created before, during and after the mobilities. During the mobilities, as well as attending the workshops, the partners will have the opportunity to attend other classes, where they will observe and exchange good classroom practice and become more familiar with the different European educational systems.The following tangible results will be produced during the project: project app and logo, Facebook page, calendar, project report and brochure, GeoGebra practices for learning Geometry, Scratch practices and App Inventor for learning algebra and algorithms, Wiris practice to learn arithmetic, Kahoot, Socrative and Quizziz questionnaires to gamify the maths classroom while evaluating what has been learned, creation of student videos in which mathematical relations with other disciplines are explained, use of Flipped Classroom methodology and individual journals written about the mobility experiences.The expected intangible results are: an increase in mathematical competence, an improvement in the students’ academic results in mathematics, the stimulation of student creativity learning of mathematics, an increase in student motivation and the introduction of new learning methodology in the educational process such as Inquiry-Based Learning, Cooperative Learning, Gamification or Flipped Classroom."

"""Le jeu de l'oie autours de l'Europe des valeurs” is a partnership of four schools from Italy, Spain, Belgium and Portugal, which aimed to develop some ""good practices"" to promote students' school motivation and their involvement in the study of the discipline of reference(Science, History, Geography, French, English and Law), to improve their disciplinary and transversal skills (use of digital, spirit of research and creativity, team spirit, spirit of initiative). The project focused on two axes of reflection: the first raised the question about how to make the the content of the subjects taught in the school curricula more interesting for students and, in order to meet this need, an attempt was made to link the disciplines to some big topical questions, making four transnational mobilities and then concluding and building a game of goose based on values of the contemporary Europe. The first transnational meeting involving ""Renewable Energy"" took place in Belgium; the second took place in Spain and focused on new technologies.The third was held in Portugal and focused on culture and traditions. The fourth concerned the migration crisis and took place in Italy.https://lejeudeloie.wordpress.com/activites_transnationales/-The second axis of reflection concerned the teaching and learning methods that encourage and motivate students in order to learn and to take part in school activities. A series of activities were put in place focusing on variety and differentiation both during the preparatory phases within the four schools and during the mobility activities.These activities have been able to highlight a plenty of best practices for teachers, they have been published on the Results platform. Regarding the objectives they have been achieved. Some laboratories and activities have been transformed and adapted to the unexpected and organizational priorities but the Project has been globally well developed.As far as the participants were concerned, in the mobility, the number of students involved in the project has been higher than expected, when possible. The selection of pupils considered various criteria: welcome in family; the inclusion of pupils who have some difficulties at school; the interest in the project; the digital and linguistic skills; the willingness to welcome and multiculturality.As regards the identification of teachers, in relation to the topics covered by the project, there were teachers from various disciplines: Science teachers for renewable energies; English and French language teachers as regards foreign languages, History teachers for migration; Art teachers as concerning cultures and traditions; Information Technology teachers regarding digital activities.In all countries, activities put in place have also involved the corresponding class groups of participants and on various occasions many classes of the Institute with their guide teachers.Various associations were involved, Associazione Donna and Cesvob for Italy(migration),the association Karuna and the Atelier theatre and activités refugiadas, Pinto, for Spain; the association Enercoop for Belgium; experts in sectors for Portugal.Students from all countries have developed a greater awareness of the proposed themes, greater openness to the others, greater acceptance of differences,they have increased their self-esteem and motivation to participate in school activities, improved their relationships with peers and teachers, acquired a greater sense of belonging to a united Europe, have improved expressive and creative skills, developed curiosity and greater autonomy, more critical spirit and ability to work in groups. They have developed transversal skills such as adaptability in an intercultural context and in unforeseen circumstances The impact on schools was very positive, as a matter of fact another Erasmus project with Spain and a new eTwinning project were born.The most relevant products of the project have been published on the results platform:https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2017-1-IT02-KA219-0364341 The interactive suitcase of the game of goose;2 The Collection of Good Practices;3. The city of the future4 Comics about migration;5 Badges and posters for dissemination.6 Theatrical representation on the theme of migration;7 The Conference with migrants and witnesses on migration;8 The vehicles of the future.As for the game of goose at the end of the last mobility the contents developed during the Project were collected in a“Digital Case”.With regard to sustainability, all the works produced such as the research that has been carried out, the exhibition materials, the videos of the conference and representations, the page of the website of the Erasmus projects, the project blog, the link of the Results platform remain in the Institute."

"The rise of nationalism, intolerance and the disaffection of European citizens vis-à-vis Europe concerns us. It seems to us that the communication on Europe, too materialistic, has forgotten the humanist dimension of the European project. Thus, many European citizens no longer know the fundamentals underlying the construction of the U.E. its values which constitute one of the reasons of the Union. Faced with this observation, which is not without consequence for the very durability of Europe itself, In our opinion, it is essential to carry out a civic work whose aim is to remind our students of the fundamental values of freedom, democracy, peace, tolerance, solidarity and non-discrimination.The study of artistic engagement seems to us an interesting gateway to highlight among our students, also future citizens, the values that are at the base of the construction of the U.E. To give to see the world, to put it in light to better understand it is indeed intimately related to the artistic approach. And many artists have taken a stand to guide us in our confrontation with the world, using their art to do so.Highlight the struggles of artists, past and present, to highlight the values that lead the way to better living in our societies (these values that are the foundation of the U.E. it is thus to raise the questioning, the awareness of our students and to offer them another vision of the European project. In fact, we also want them to understand the ongoing fighting in the U.E. and encourage them to take an informed position and thus to grasp their European citizenship. Our project is thus primarily a citizen project: it is about understanding Europe, knowing the humanist fundamentals that are at the origin of the European project and encouraging our students to stop them , the questioning, the awareness necessary to the citizen approach. Thinking around the works involved, encourage our students to post their points of view, to defend causes ... it is also to remind them that taking a stand is an eminently citizen act. This project will also be an opportunity to concretely give life to European citizenship, especially during transnational meetings: during these special moments of exchange, students will be led to perform ""artistic"" performances on the theme of European values; it will be as many opportunities to present points of view, to defend them with the comrades of the different partner countries, to bring his stone to the realization of the ""work"" common.Because of the meeting with works and artists of all genres and eras, we intend, through this project, to promote the cultural enrichment of our students and we hope to develop their sensitivity and artistic creativity. Because by opening them to beauty, it is about arming them to life.This project will, of course, also provide opportunities to get to know each other and to learn from each other's points of view and visions. Going towards the other seems to us essential in a citizen approach. To work with European partners, to discover them, to create links with them, is to make it possible to overcome the anxiety that all too often arouses ""the other"" in our societies and which is a hindrance to the development of a real European citizenship .This is also why we want to integrate in the project pupils from 16 to 18, of heterogeneous levels, belonging to different teaching sections (general high school students and high school students). We do not doubt that this will be a source of enrichment and will help to establish a spirit of mutual aid.Our approach around this project also aims to work differently so that our students find a new interest in the lessons they are taught. By this it is a question of avoiding dropping out of school. We intend to build on the complementarity of our subjects to raise the level of skills of our students and validate both formal and informal learning. We therefore envisage a gain relative to learning at school (we are particularly thinking of the benefits that students will gain from the use of foreign languages, especially English, Spanish and French, because of the need to communicate with their counterparts. foreigners, directly or via the CTBT). Similarly, the opportunity to take initiatives will also help to make our students more involved in their training, which will also promote the development of self-esteem, a prerequisite for a ""fulfilled"" education"