Erasmus+ Cooperation for innovation and the exchange of good practices Strategic Partnerships for school education 01.Sep Aug.2016 “BEST Applications in Teaching Mathematics”

Types of methodology Scientific Method: observation, formulation of hypotheses, data collection, testing of hypotheses, formulation of the rule or law. Inductive Method: The teaching starts from the concrete situation and the experience of the students. Deductive Method: It is useful to strengthen the capacity of abstraction of the more able pupils

Schools should be provided with necessary laboratories and other facilities to perform what students learn. Schools should have larger desks (especially in order to let group work or project work) Classrooms should be less crowded Classrooms should be designed according to the subject and the age of the students Classrooms should let students use interactive tools and new technologies Classrooms should provide teachers with all technological and other types of materials as ready School/classroom environment

The curriculum should focus on students’ practical experiences Teachers should be free to determine their curricola relating the capacity of their students (even if in accordance to the National Guidelines) Cross curricola approach should be used in schools Students shouldn’t be forced to deal mathematical problems that are difficult to their capacity Students should be directed accoridng to their abilities and interests at an early age and curricola should be designed according to it Curricola

Books Interactive board Exercise book Computer Internet resources Posters and images Grids, schema and frameworks prepared by the teachers CD and audio-video materials Laboratory Trips to museums, external places.... Meeting with experts of the subject Teaching and learning materials

Teachers should create a congenial learning environment with a learner centred approach and should structure the lesson plan in order that students can recognize each step of the lesson. Useful methodologies: lectures (to be used as less as possible) research group work in "couple of help" individualized interventions group work cooperative groups solving of real life problems procedures of self-guided discussions self-evaluation procedures individual research laboratory activities feedback return (review of the key points at frequent intervals) Class methodology

Evaluation should be formative. Three types of evaluation can be used; 1.diagnostic assessment: given at the beginning of the year; 2.formative assessment: given throughout the learning process to determine how students are progressing; 3.summative assessment: given at the end of a learning unit ***Evaluation mostly should be done through project works, but, not in the current application, it should be supported by the curricola and evaluation and assessment should be done through productive works. * The time of evaluation should accompany all the learning process in order to check whether the contents and methods are functional and appropriate to set educational aims. * It will be thus possible to intervene with recovery strategies. * So that the evaluation is formative it is also to be considered important that the student : -be aware of the objectives to be achieved; -be aware of the skills acquired and of its shortcomings; * In order to achieve that, feedback to students and to students' families about the learning process is fundamental. * Teachers should collaborate together, analyse and discuss the teaching methods and collect the best practises and share them. Evaluation and feedback

* Mathematic means only answering questions or exams for many people, It should be changed, students are made to learn how to have fun while they are dealing with mathematical enquiries. *Mathematic shouldn’t be regarded only with test questions, the curricola should focus on open ending questions. * Students and parents, also many teachers, think that Maths is very difficult and they have lack of confidence. All curricola should be designed as to enjoy the students not to get them anxious. The project named “FATIH” in our partner country, Turkey, is very beneficial and useful for Maths education with its highly technological interactive boards in each class and digital support to students and teachers. Because technology and internet make it easier to visualise any enquiries during the class. This project should be analyzed in detail and tried to be applied in other countries. Additional Notes