While students with disorder in math are purposely included under the definition of Learning Disabilities, rarely do math learning difficulties cause student to be referred for assessment as dyscalculia. Dyscalculia is a specific learning disability in math. Students with dyscalculia may have difficulty to understanding number-related concepts or using symbols or functions needed for achievement in math. They have difficulty with the mechanics of doing math, such as being able to recall math facts. They may realize the logic behind math, but not how or when to apply what they know to solve math problems. Types of dyscalculia: A verbal manifestation of difficulties in verbally denoting mathematical concepts; Practically Gnostic, in which the systems of counting (calculating) specific and apparent objects or their symbols are disturbed, Dyslexic, which is based on mathematical sign reading disorders, Graphic, which manifests itself as a malfunction of mathematical notation and correct representation of geometric figures, Operational, associated with inability to perform mathematical operations.Students with math anxiety are so worried about the prospect of doing mathematics that their fear and nervousness can lead to poor performance on math tests. Dyscalculia and math anxiety are different, but the signs and struggles can overlap. Some students may have both math anxiety and dyscalculia. Achievements in mathematics are determined by both math teaching and so-called student factors, including language, cognitive, metacognitive, feminine, social and emotional factors, learning habits and prior experiences.It is a common learning issue that impact students’ capacity to do mathematics. It doesn’t just affect them at school, however. The challenges can also create difficulties in daily life. It also affects the achievements of math in the country as a whole. Although there are a variety of supports and strategies that can help students grow the math skills they need, it is regrettable that the project partners do not have sufficient experience in this field and are not familiar with the strategies that determine the need for this project. Therefore, to promote math achievements in math in the project partner countries, general objectives of the project: to increase the level of achievements in math for students with dyscalculia and mathematics anxiety and strengthen the profile of the math teachers, by sharing knowledge, exchange experience and developing new educational products to contribute to the issue.Step by step planned carefully implementation of the project activities will lead to the achieve of project objectives and delivery of the planned results. In the framework of project are planned the following activities:1) Research on math learning difficulties with aim to expand teachers' knowledge on the skills required for the math learning as well as on dyscalculia and mathematics anxiety and to identify ways of overcoming math learning difficulties as well as identify also support needed for both teachers and parents;2) Collect good practices already used by the partners to increase the achievements and interest in math;3) Based on the research results and needs identified, to develop teaching strategies / methods / tools to overcome math learning difficulties and/ or to develop the skills required for the math learning;4) Prepare a Manual for Math Teachers to enhance math learning outcomes for students with dyscalculia and mathematics anxiety so supporting math teachers;5) To carry out an experimental work with students with dyscalculia and mathematics anxiety with aim to pilot the teaching strategies/ methods/ tools collected in Manual;6) Organize Multiflier Events in all project partner countries, thus raising the issue of increasing mathematics achievement by contributing to the reduction of math learning difficulties, looking for teaching strategies/ methods/ tools used in all partner countries that activate, motivate, inspire and excite students and help them to overcome math learning difficulties as well as providing space and opportunity to share knowledge, exchange experience and create new practices to help owercome math learning difficulties for students with dyscalculia and mathematics anxiety as well as support math teachers.The project value and idea of strategic partnership based on transnational cooperation and involvement different countries to get bigger impact in local, national and European level. The partners strongly believe that by creating a successful and innovative strategic partnership organization, will be more able to raise the quality of partners' activities and the profile of partners' achievements nationally and internationally.

"The Project offers innovative solutions to foster learning process and its accessibility to inactive people in order to engage them into the civic society and labour market by upgrading their soft skills coherent with civic society and the employment-related key competences & extending and developing elderly educators’ and volunteers’ competences in the effective use of Open Educational Resources (OERs), blended learning approach and new role of trainer: e-mentor/educator/volunteer & Developing model, tools and strategies for Adult Education and Voluntary providers for improving the quality of training to engage and to deliver services; to use ICTs with embedded OER based on Web 2.0 tools, to support learning and social networking. Thus the project contributes to “Europe 2020” strategy to reach employment rate of 75% as well to achieve benchmark of 15% of learners’ participation in lifelong learning as defined in European agenda for adult learning. Also the project contributes to Lisbon Strategy objectives by increasing key competences for lifelong learning as the project addresses social and civic competence.The objective are:to increase inactive people’s motivation to learn for integration into civic society and the labour market using participatory approach based on self-need analysis;to equip inactive people with the skills, knowledge and competencies that they need in order to cope with challenges and remain active in the society and the labour market;to develop and test experimental educational approach based on innovative integration of e-Learning platform for e-learning process (on Moodle) with OERs for self-directed learning (on Web 2.0) for inactive people and educators/volunteers;to increase participation of inactive people in learning by developing e-mentor/educator/volunteer support – sharing dual teaching experience (educator and volunteer) services within the staff of AE and voluntary organizations;to extend and develop senior educators’ and volunteers’ competences using OERs, blended learning;to ensure wide and effective dissemination campaign at national and European levels through active involvement of project’s partners and their available networks;to ensure optimal use of the results beyond the partnership, during and beyond the lifetime of the project.The project develops, tests and evaluates two different intellectual outputs: European Training Model for Inactive People (ETMINP) & Methodological material ""Educator/Volunteer/Mentor” (MEVM) simultaneously in six different European cities to foster integration of inactive people into the labour market and civic society.ETMINP is based on participatory approach, ICT-enabled solutions, OERS, blended-learning methodology. ETMINP model with complex different educational pathways will be efficient tool for equipping of both learning groups (First Group “Youth”: NEET; early school leavers, disable, unemployed young women or single mothers & Second Group “Senior volunteers”: retired educators, trainers or aged people who voluntary would like to share their own experience to young generation) with the skills they need in order to cope with the change and to foster re/integration into civic society and labour market. It consists of four online tools as Self-need analysis, OERs, Diary and Guide for learners. Piloting of ETMINP model will be done with 108 inactive people. The developed website with e-learning platform provides the open access to the learning tools. MEVM for educators and volunteers within AE and voluntary organisations will ensure the successful implementation of ETMINP model in their daily work. It will be developed consisting of interconnected methodological materials: e-Guidebook & Video set on Role model. E-Guidebook will include State of Art Review Report; introducing of innovative educational methods (participatory, blended-learning approach, OERs as attractive self-learning tool); instructions and recommendation how to use ETMINP; role of trainers as e- educator/volunteer/mentor. Piloting of the MEVM will be done with 96 educators, volunteers.Politicians, AE managers and trainers, representatives from labour services and other stakeholders from six EU countries will declare their availability to exploit these educational provision by final conference in Italy. The involvement in the local and transnational seminars of the key stakeholders of the integrated system of education, labour market and social care will contribute to the transferability of the project outcomes to their respective networks, local, national and European.The main impact on learners – inactive people is upgrading their soft skills coherent with key competences with the longer-term benefit fostering their integration into the civic society and the labour market. Therefore expected impact of the project after its lifetime is the reduction in number of inactive people by increasing the level of their soft skills and increased employment rate"