“Mathematics Revisited” was a project of planning, producing, implementing, assessing and evaluating educational material for teaching school mathematics. Thereby we used historical influences from other subjects as well as elements from mathematical fiction and arts in an interdisciplinary approach.The question of implementing historical and cultural dimensions in school mathematics should address issues of curriculum, teacher education, and instruction.The challenges included lack of time, of material resources, and of expertise. When teachers have little time left in what they already do, how will they find time to integrate the history of mathematics? Do teachers have the necessary historical knowledge in their area? Where can they gain the needed support? A more fundamental challenge relates to the view about the nature of mathematical knowledge.Our major objectives included: producing materials that would be used by teachers of mathematics; designing and/or assessing teaching/learning materials from history of mathematics, mathematical fiction and arts; promoting and stimulating interdisciplinary approach; engaging teachers in new teaching approaches and learning methods; improving students’ skills of teamwork and cooperation; providing professional experience and a set of good practices to the teachers;General outcomes, concrete results and products of the planned activities vary and include: booklets, leaflets and pamphlets, posters, designs, postcards, blueprints/new modules/course packs, websites and/or wiki sites, various reports and exemplars, case study collection and reports, problem scenarios, good practice advice, videos, plays student newsletters and exhibitions. All results and products are available at our website: www.mathematicrevisited.comMore then 350 teachers, students and parents participated actively in the project from six countries (Austria, Greece, Malta, Romania, Spain-Basque Country, and Sweden) of all educational levels (Primary to Upper Secondary).Twenty proposed activities where implemented in all schools. Six project meetings should have taken place, one in every country. But unfortunately due to Covit-19 the meeting in Malta could not take place physically. It was done virtually in March 2021. And at the meeting in Austria teachers from Malta and Greece were not allowed to leave theirs countries. They again participated virtually.Also, at the beginning of the project we projected all our mobilities with physical participation, we managed to adapt all our activities at the online environment, all the online activities were organised according to the initial objective and the number of students involved in online activities was significantly bigger, which was better for the impact of our project in schools and local communities. The activities covered a wide range of concepts and include: Literature with Mathematical fiction; Mathematics and Arts; Number Representation; Archaic mathematics; Achievements of famous mathematicians; Classical problems; Golden ratio; Symmetry in nature; Philosophy and Mathematics; History of π; Biographies; Women and Mathematics; Anecdotes and Games; Dramatization and cinema.Students and teachers had numerous and varied experiences related to the cultural, historical, and scientific evolution of mathematics so they could appreciate the role of mathematics in the development of our contemporary society and explore these relationships among mathematics and the disciplines it serves. There are specific ways and examples in which history; fiction and arts can be integrated in mathematics. These included using historical snippets; research projects based on an historical text; primary sources; worksheets; historical packages; taking advantage of errors, alternative conceptions, changes of perspective, revision of implicit assumptions, and intuitive arguments; historical problems; mechanical instruments and devices; experimental mathematical activities; plays; films and other visual means; outdoors experiences; dramatizations, games, group projects and investigations, various art projects and the Internet.The impact expected was to increase teachers’ and students’ motivation for the subject of mathematics; sharing of experience and materials was another impact for the future. The collaboration between project partners let teachers learn from each other. They shared their knowledge and experience, found out more about the methods and theories of teaching school mathematics, collected and developed methodological material suitable for their students, established a body of good practices and implemented them to their schools.The collaboration between students from different countries increased their self-esteem, developed their communication skills and also very important gave a new dimension to their understanding of different cultural backgrounds, tolerance, what equality and equity mean in an European society.

"The ""SALTO – Social Action for Life Quality Training & Tools"" project is based on adapting social worker training to improve the quality of life of the elderly and/or the disabled, especially by reducing the effects of behaviour-related disorders linked to illnesses, such as Alzheimer’s, as well as mental and psychiatric disorders, like autism.Medico-social structures are ‘’social’' because they target independence and protection, social cohesion, exercising citizenship and preventing exclusion. They are ‘’medical’' because these populations require care, whether routinely or occasionally, which is essential for their daily comfort.So, how can we combine ‘‘life projects’’ with ‘‘care projects’’ to enable the emergence of a project providing individual support and, in terms of the contribution of social work, a holistic solution satisfying the needs of users?Implementing this solution involves breaking down the compartmentalisation observed between the healthcare and medico-social environments so as to start thinking and working in terms of co-ordinated paths. In fact, social workers intervene with these populations by providing them daily support, as well as through occupational activities. The SALTO project aims to integrate these activities as part of therapy in order to develop or maintain cognitive, motor and social skills, which are all essential to the quality of life of users, in coordination with the healthcare sector.In order to provide a coherent and operational response to this issue which is already the subject of both theoretical and practical debate, the SALTO project brings together players with the ability, by pooling their resources, to present and combine the perspectives of researchers and field players, trainers/educators and social development specialists, healthcare and socio-medical professionals. Piloted by Etcharry Formation Développement, a social work training organisation working at the heart of professional networks in the Atlantic Pyrenees and Landes in France, the SALTO project also includes:- CAMINANTE: An association which manages several healthcare and social establishments in this area of France- AAPAVA: Manages two establishments for the elderly in the French Basque Country- CEFAL: Professional training organisation based in Bologna (Italy)- University of Bologna Department of Learning Sciences (Italy)- C’ENTRO: An organisation which coordinates several social structures in Venice (Italy)- MATIA Foundation: With its social science research laboratory, it is developing its own care and support model (Spain)- CIFP Hernani Social Innovation: Specialised in social development training (Spain)- VILA MARIA: An establishment for people with mental disorders in Pula (Croatia)- DIOPTER: Professional training organisation based in Pula (Croatia) Organised between September 2016 and August 2019, the SALTO project aims to produce 3 main results:1 – An ‘‘Inventory and analysis of innovative field experiences and training courses’’, developed during the project’s first 8 months.2 – A ‘’SALTO Social Development Training Booklet’’, implemented in 3 successive stages: production of an initial training programme, tested with both professionals and students, adaptation and formalisation of the final programme. The aim of this booklet will be to promote different social work, healthcare and medico-social training courses.3 – A ‘‘SALTO Technical Guide for Social Development’’ which will propose proven tools and activities, associated directly with training principles developed within the framework of the training booklet.These tools will be presented in the form of freely available downloadable files (creative commons licence) on a dedicated website and the European ADAMS platform. The consortium will organise 9 international meetings to give researchers and professionals as much shared time as possible to guarantee a truly common result. A work relation via a collaborative platform and meetings by videoconference will complete the system.Dissemination will take place through 4 events (one in each of the project’s territories), as well as through local technical committees which will associate all the professional structures in these territories wishing to take part.Finally, support from public authorities in the fields of social and health work has already been requested through the following contacts: Emilia-Romagna Health & Social Agency, Bordeaux Regional Health Agency, Bayonne Hospital Centre, Atlantic Pyrenees Department, the Basque Government, Gipuzkoa Provincial Government, Istria Region in Croatia."