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My students come together from very different family structures.
With the widespread use of the Internet and distance education, I support topics with Web 2.0 tools.
I want them to work together on the lesson plans and then share what they understand. I let them express it in their own sentences.
We are working by preparing concrete materials.
We benefit from the station model in cooperation.

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My students are much more interested when I finalize and gamify mathematics. When I include them in their own lives, they internalize the issues.

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I teach in a secondary school and computers games aren't so useful for my students.They have to concentrate on different issues and need a lot of exercise to deal with their final exam.I often use the ICT to have a better understanding

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We can use computers in a computer room but I don't use it a lot during Maths lessons with students from 11 - 15 years old.
But younger students (7 - 10) use it more, mostly for Maths and reading. They play online didactical games or didactical games on computers that were produced in Slovenia for our kids. They can progress individually and that is OK for them.

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We use smartphones in math classes and we love technology!

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In my school I and my colleague  use technology during our lessons; for example I sometime use Kahoot, but this isn’t a real computer games.

Well, my students are very interested to electronic games and they play it daily, so I try to introduce in my lessons something like an interactive games. In this way I take several aspects into account like the things that they like, their motivations and emotions.

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Do you have access to the type of data/information that is provided by the computer games in the video?

I don’t have access tot the type of data/information provided by the computer game in the video.

Would you want this information, and how would you use it?

Yes, I would want this information. Teaching mathematics means using different methods. I think video games would be a way to attract children, especially those who have difficulty.

What kind of activities do your students like?

My students appreciate activities like work in pairs or in small group, solving real problems, cooperation and competitions

What communities do they come from?

They come from Iasi. They know how to use a computer and access internet. They are very smart and very curious.

What topics are they interested in?

They like sports, music, arts, some of them science, literature.

What is one thing that always works with them, and what is one thing that never works?

They love projects that involve math and real world or math combine with other science. They don’t like abstract math.

And how do you take all these aspects into account in your lesson planning?

I try to create a lesson based on dialogue, cooperation, project based learning or problem based learning.

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my students are little engineers....we love using tecnhology!

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Students generally like practical activities, the use of ICT.
I'm sure they would like games too, bat it's difficult to find games that you can use, above all in the 3rd, 4th,5th year of a Secondary School, students aged 13-18. (I'd like to learn more about them if there are).
So I often use videos, Geogebra, examples related with economy, finance, statistics..., as I teach in an economic school.
There are students who like to work in group, to solve problems,.....but others are interested in nothing else but smartphone, chatting....and capture their attention is a problem. I think that a new way in teaching Maths could help.

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If the first question means to know how the students are performing in every moment, I would say yes, sometimes, by observing and evaluating them.

What is difficult is to provide different tasks for different levels of knowledgement. In a classroom with 32 students it’s hard to adapt the activities individually.

My students come from a, more or less, homogeneous socio-cultural environment.

The topics they are more interested in are those related with Geometry.

The activities that my students like the more are those that implies some kind of competition or game. For example, I play kahoots sometimes and it’s a total success for the motivation. The worse exercises are those more mechanical, focused in them giving a single response. "Solve the following equation", "work out the following operations"…

In my lesson planning I try to avoid those more tedious ctivities by turning them into games when possible or try to provide an incentive, so to say. For example, I use a “hedge a bet” game I learnt some time ago, to solve equations in a kind of group competition or play some funny video related to the topic we are dealing with.

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My students are between 15-19 years old and we use smartphones for our informations, no computer games.

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My students are 4-6 years old mainly from Greece. They like to play computer games, to solve real problems and to work in small collaborative groups. They learn through games and think more creatively when something is meaningful for them

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I use the Hour of Code lessons to understand the students capacitites to involve math in game and coding.

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1.     Do you have access to the type of data/information that is provided by the computer games in the video?

Actually, I don't have access to the type of data/information provided by the computer game in the video but I also use some computer game like its.

2.     Would you want this information and how would you use it?

I would want this information and I think that I’ll adapt some exercises to my students because they are so young.

3.     What kind of activities do your students like?

My students appreciate activities like cooperative learning, used Pc, used computer game, work in pair or in little groups.

4.     What communities do they come from?

My classroom is very varied, my students are Romanian, Albanian, Marche, Peruvian, Russian, Brazilian, Lebanese and Italian

5.     What are topics they are interested in?

They are interested in sport, music and outdoor activities

6.     What always works, what never works with them?

I don’t know. Generally, when we begin a work I ask them to make silence then, when all of they have finished, we make a discussion about different way to resolved the exercise.

7. And how do you take all these aspects into account in your lesson planning?

I always repeat that everyone has to learn and to teach so I belive in a lesson based on dialogue and comparison.

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I do not have any access to the type of data/information that is provided by the computer games in the video. My students like activities that involve them to real life and that’s the type of personalizing I usually do at lessons. I would really like to find activities in order to engaging them more during the lesson of maths.

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Individual  learning is difficult. I teach in classes where there are 36 students. I use the Geogebra, my students like quizzes in the Kahoot. I use videos story.

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Do you have access to the type of data/information that is provided by the computer games in the video?

I don't have access to any type of data that is provided by the computer games.

Would you want this information, and how would you use it?

I would like to have this information ; maybe I would use to help students with bad results.

What kind of activities do your students like?

T hey like to collaborate, working in groups , online contest, solving real problems.

What communities do they come from?

They come from countryside, some of them can not use a computer or internet at home.

What topics are they interested in?

They like to find out application of maths in the real world.

What is one thing that always works with them, and what is one thing that never works?

One thing that works always is participating in maths projects, but I lose them if I present a maths concept more than 10 minutes.

And how do you take all these aspects into account in your lesson planning?

Sometime, I use Project Based Learning or Problem Based learning.

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I really know a little about students' interest. I know they like storytelling, games and competitions.
I use videos and practicals activities:
-geometrical draing,
-handmade things ( make a circle only using paper and scissors) ecc.

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By converting our sims to HTML5, we make them seamlessly available across platforms and devices. Whether you have laptops, iPads, chromebooks, or BYOD, your favorite PhET sims are always right at your fingertips.Become part of our mission today, and transform the learning experiences of students everywhere!

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My classroom has a smartboard and a computer but my pupils are 4 years old and they don´t use computer. They usually play with games and activities in the smartboard, and they enjoy it a lot. I try to teach with manipulative activities. Nowadays I am learning ABN (algorithm based on numbers) because they understand Maths better than traditional way to teach Maths.

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1. Do you have access to the type of data/information that is provided by the computer games in the video?  Actually, I don't have access to the type of data/information provided by the computer game.

2. Would you want this information and how would you use it?  I would want this information and I want learn how to use for my students 16-18 years old.

3. What kind of activities do your students like?
My students appreciate activities as simulations on GeoGebra and Physics.

4. What communities do they come from? https://www.geogebra.org/materials/
https://phet.colorado.edu/en/simulations/category/physics

5. What are topics they are interested in?  Music, sport, theater.

6. What always works, what never works with them? Sometimes they work with music and sport.

7. And how do you take all these aspects into account in your lesson planning? I consider example from Physics, in this way it's more easier to take in account these aspects.

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During the last 4 years, in order to find exciting, challenging and engaging ways of teaching geometry, I included dynamic geometry software, like sketchpad to my teaching practices. For example, we use sketchpad to inquire the relation between polygon and cycle, as a task for the project of Flatland. This project is representing in my blog. http://peirmathsgroup.blogspot.gr/
My students are 11 years old and they are fond of technology! They enjoy playing with video games, so they count out for using adaptive computer games in our classroom.

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Personalise teaching is very difficult to me due to the high amount of students I have in my classroom (about 32 pupils). Although we have a compute room in our High School where students can work with computer and access to Internet, that is share for all student of my school. For that reason it’s not possible to go very often there and it’s very difficult to consider a computer teaching like the video show, though it is possible to considerer a gamification learning but without using computer. That makes impossible to have access to information provided by the computer game in the video.  That information I get by seeing my student how they work at classroom and ask them question. I like collaborative teaching too.
The most interesting topics for my students are these related to the real life, and I try  my student works in them proposaling aplications works in that topics.

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My students age is from 13 to 18.
In the classroom we have a computer and a projector.
I usually do initial activities that allow me to diagnose some of the students' difficulties. Then i try to use different strategies (including games).

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I teach in a classroom with computer and videoprojector,so they can only use one at a time and games with manipulative material.

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In my classes, as a primary teacher, i use to start teaching maths like a poem, starting from real life and explaining to my students why they have to know all new mathematical content. Because maths is a way of life> be organised, be practical, be constructive, be creative...

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I teach math for 11-15 years old students. I'm facing a growing problem: kids with special educational needs. Like Maria Silvia from Italy, I am struggling with choosing the best personalized teaching methods for my students. The interactive methods are the best for my students (grup activities, project based lessons), but they are time consuming, and I have to focus on the exam preparation (they have a final exam in the 8th grade).
I think that this kind of games (online math games) would be a perfect solution for many of my students. Math would be an interesting activity and they would learn by playing.

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currently i teach in an experimental school where the students show high interest in mathematics and all STEM lessons. I try everyday to personalise my lesson via group working, using ICT in classroom such as Geogebra or functionprobe, via more experiental methods, we make every year a game for logic where more than 30 schools usually take part, last year we have also prepaired a geometry conference in school, we have created a math game with cards and two escape rooms. And many more.....hopefully my students keep me busy.

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I find very difficult to personalize learning for my students. I'm not sure I know exactly all the information, about my students, that I need to do so. I want to improve this aspect this year by searching carefully all the info I need. I want to create activities that students can do in a lot of way respecting their level and preferences. My students love learning by doing and create something new. When a propose a practical problem they always are engaged. So I try to use this strategy everytime I can. The majority of them don't like to partecipate at discussion: they can't pay attention for the time necessary and they are't too good in respecting communication rules.

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I'm a math teacher for 11-15 year-olds, we have a computer lab, but I often prefer to work with my personal laptop. Starting this year and in Romania, we have at our disposal, for the 5th grade, digital textbooks, which help us enormously in both teaching and student assessment. This novelty for us is very beneficial for students, especially for those with special educational needs, lessons becoming active, having a clear applicability in everyday life.

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My students encourage me to study mathematics.
Permanently I propose math games on my computer.
I taught them to develop some computer-based teaching materials.
Lesson Planning takes account of the presence of students with Special Educational Requirements.
Under this pretext, good students become teachers. By learning others, you learn the subject yourself better

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Eg. I used mathisfun.com for this class.
And sometime I discuss with students about everyday situations in which I can use the topic of that class

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Before i start my math's lessons i ask some materials so we can try to build some instruments and make easier the uda

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Before i start my math's lessons i ask some materials so we can try to build some instruments and make easier the uda

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MARINA,CORNAREDO

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Yesterdy I got smartscreen to my math classroom and 30 tablets for students, I'm looking forward to use them in class with students. Before that I could go to Computer Science classroom and students could work in pairs, because there are only 15 computers there, but I used them for games. sometimes we play Kahoot on their smartphones. Now we have covered the school with free Wi-Fi for students, teachers

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When I introduce a new subject I try (when is possible) to use the modality of race for making exercizes. For example, when I introduce the sum of fraction then I dictate to my students some sums of fraction and they have to do faster they can and then raise the hand when they’ve finished. I’ve observed that in this way they have fun and like this kind of activity ( always say to me “one more, one more” ).

Unfortunatly I teach currently  in a village and my school don’t have many resource  (only around 10 computers for all the school (around 400 students)) and some of my students don’t have computer and internet in their house, so it’s not easy use games on line or other kind of resource that need digital supports.

I try to show them that the topics that they study solve real problems, even problems from their everyday reality.

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My students like to learn with STEM education.

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Before I start a new lesson, I download it to App Tablets with games of math, at first I play my pupils with these apps, then I present the lesson in the form of a game, etc ....
What always works with my pupils is learning through the game.

Unfortunately in my school we do not have the Internet and you can not propose online games.

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In my opinion, to personalise math teaching is just needing a teacher who can realy see and hear his students. For example, I try ask them more initiative and I also try to answer "yes" when they want to play games (like "R.A.I." - Answer -Throw - Ask). I consider such demands as signals to stop the flow of new knowledge... and I just let the students take a pause to let current knowledge to grow in their minds. We- my students of 9 grade and I as a team, also made kahoot games, e.g. Vectors and Function of first grade. I find Geogebra very helpful as learning resource and as "play ground". These activities took place in the "Math Cabinet"  were we have a smartboard with internet connection. I like the information about BomberBot  and I want to learn about it.

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I teach in a classroom with only one computer, so they can only use one at a time and games with manipulative material

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My students are 12 to 16 years old. We have tablets, computers and chromebooks to use when I book them ahead. Itwould be nice to have them aroundall the time.
I think personalizing for me has mostly been finding out their levels and helping them to achieve good results. I find it important to make the learning athmosphere relaxed.
When we study statistic we make a big project and the topic for the whole project comes from students. They have been able to do an survey on any topic they like. We have google Gsuite that we use for this project. This year I'd like to make it international by e-twinning.
I also encourage my students to look learning videos and also youtube to help them learn. Kahoot we play sometimes. Geogebra I have learnt to use short while ago, but it seems like a brilliant tool.

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My Students are between 12 and 14 and we have access to IT. I have my 13/14 year olds signed up for Khan Academy and a lot of them Really like it. We can do a mix of a flip classroom or a repetition style homework with it which is great and many of them like the challenge of learning about new things, which reinforces this idea of it being okay to not know things right away but watching a  video and doing some practice might help them with it. The best part of course is that I as a teacher can see what they have worked with and what they have gotten correct or incorrect. Something I have noticed since using Khan Academy is how interested some of my students are in programing and coding and it is being added into our curriculum next year so it is exciting to see what they can learn already this year.

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My students have between 11 and 19 years old. I don’t have a video projector or computers in my class, but I may go in ICT lab if I want. During the years I involved my students into eTwinning projects with interesting activities, I may say. But I know it’s possible to do with them more interesting activities.

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My students are trained in an Inclusive Education School and here they use I IT technology, and they are always encouraged. The materials used are adapted to disability and intelligence, and the method of play is frequently used.

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Do you have access to the type of data/information that is provided by the computer games in the video?
​I use the computers from the school library because in my class I only have one computer.

Would you want this information and how would you use it?
​It's important to know where the students are struggling and where they are performing were well because I can know which topics need to be revised.

What kind of activities do your students like?
​ My students prefer the lessons in which we use technology, problem solving, watching video or when we discover together the solution of a everyday problems. My students are very fond of using games in the classroom. I use different learning methods to improve their mathematic skills like: computer games (http://www.hypatiamat.com/), web site of Maths or Geogebra software.

What communities do they come from?
​They are from middle class or lower. I cannot ask students to buy expensive materials like a tablet to bring it to school.

What are topics they are interested in?
​In general the are interested in sports, movies, music and drawing.

What always works, what never works with them?
​ In my classes the students work in pairs, in groups and in projects.

And how do you take all these aspects into account in your lesson planning?​
​ In my classes I try to use their interests and their knowledge.

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TURKEY
I live in a small place.The people around me are very interested in education. My students like mathematics.We are doing activities with them the other day.We are playing games.I have lots of activities also.I have coding activities on the computer. Sometimes the internet becomes a problem.

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Romania,

I'm lucky to teach in a high school where children are interested in studying mathematics. The logistics of the high school helps them, so they benefit from a multimedia room, laptop and videoprojector, that math lessons become more attractive. We can use Geogebra software for Geogebra geoemtry, for interactive Kahoot platform tests, but also Intuitext software. Sadly, the school curriculum is very busy and we can not enjoy enough of all these modern tools

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I teach in a primary hospital school. My students are from 6 to 10 years old. We have lesson with tablet.

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Well,... I teach in a village near Sibiu, Romania, where the inhabitants have a medium level education and comfort.  My students are from 11 to 15 years old, and they like to work in modern ways at school, because the have a computer at home. The problem is that they have to be motivated to learn, not only to play. I use to use the computers, videos for teaching Math, and I will also use the SmartBoard cause I have it in the school

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My students' age ranges from 13 to 19, I teach Clil activities with Maths in English in a secondary school. It is made up of about 550 students, it is in the south of Italy in the district of Apulia. Our kids'  main focus is on foreign languages, international Laws and economics. I feel it is important to personalise my lessons for them and, of course, technology helps a lot. in fact my students do not like the traditional teaching pattern in which they are given theoretical and abstract information about something. in fact, if they do not find an easy application in the world outside the classroom they feel anxious and demotivated. They prefer being engaged in hands-on activities in which they can detect a direct practical outcome. An example can be by studying how far vegetable oil spreads on tissue paper they can learn the Math concept of direct variation. 

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My students' age ranges from 13 to 19, I teach Clil activities with Maths in English in a secondary school. It is made up of about 550 students, it is in the south of Italy in the district of Apulia. Our kids'  main focus is on foreign languages, international Laws and economics. I feel it is important to personalise my lessons for them and, of course, technology helps a lot. in fact my students do not like the traditional teaching pattern in which they are given theoretical and abstract information about something. in fact, if they do not find an easy application in the world outside the classroom they feel anxious and demotivated. They prefer being engaged in hands-on activities in which they can detect a direct practical outcome. An example can be by studying how far vegetable oil spreads on tissue paper they can learn the Math concept of direct variation. 

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I teach 9 years old pupils. The communities they come from is quite simple. Up to now they seem quite interested in Math.
I usually propose laboratory activities, specially with Geometry to keep their attention on topics, but I still have some problems in personalize lessons. We have an interactive board in the classroom and I use it to involve all students to be active in the lesson.
We joined the national program for teaching coding and they enjoyed it a lot. Many of them showed high skills from the beginning, specially the ones who have more opportunities to use technology at home. Some others needed to be guided.
What works in the class is the cooperative learning and sharing opinions, but it's not always easy to get the opinions of everybody.
What never works is the individual studying, which I believe is also an important part of learning.

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My students are interested to improve their capacities and they partecipate with entusiam at activities purposed. We have a computer in our classroom and we access often at informatic laboratory. We use software and computer games and the students are capable to implement some excercises.They come from a poor realty and a lot of them haven't a pc at home. They are interested in problem solving and programmation application.

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I use Plickers regularly. Also, I try to use GeoGebra as often as I can. We have problems with the internet connection so I have to use my phone as hotspot... There is a classroom with PCs, but they have access to them only during informatics. I teach small groups. I thought it will be easy, but it is not. Unfortunately many of them thinks that school and knowledge at all is not one of the most important things. One of my students asked me why to learn when it is more important who you know than what you know? That is what he see in his everyday life :( So, every class is a challenge.

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My students have 9 and 10 years old, they are very curious and committed children. At school we use the methodology of project, from a theme we explore each curricular area. Our classroom has a computer, tablets and interactive whiteboard, which we use to work. We do many group work and many overseas trips to work the concepts in real contexto.

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I teach in a primary school, I try to differentiate the proposals according to the different needs of learners. I often use collaborative learning mode. During last school year, we used code.org and some other math games in internet

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Since i tutor, the character of my teaching ​is oriented towards diversification and has to be tailored to the needs of my students. Thus personalize my teaching is a must!

This is what i do:

First i provide the theoretical background (which in my view can not be personalized) so as to introduce the students to what is about to follow and to show the formulas i will implement. After that the diversification of my teaching begins since i try to give as much examples/sample exercises i can so as to cover the needs of all level students. Queries of all students are addressed and i try to answer in a way so as to emphasize always in what is of most importance having in mind that less capable students need to address exercises to a decent level. In that way i try to ensure a minimum level of understanding  for all the class. The next part of my diversification is that i give different homework to different level students, meaning that to the more capable students i provide exercises of higher difficulty as mandatory, whereas to the others i set the same exercises as optional.

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I use apps as possible as I can with my students (7 years old). They play last year some level of code.org and I use other math apps. The mangahigh  platform is really interesting, it could be good if my little students could play in it in the italian language.

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In my classroom every student has an iPad so they can use that as a tool when ever it´s needed. Students (age 9-12) are very interested in playing different coding games for example Bomberbot and Bee-Bot. It´s really nice to see how the students do peer work and help each others to find different coding patterns and communicate mathematically while playing these games.
https://youtu.be/fVwIy0p1Ad8

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I think it's importand for our students to  link maths to the real life. i dont'n have computer or LIM in my classroom and for this reason it's impossible to make this kind of activity that I conseder usefull and interesting. sometimes I use my own computer.. For my students the most difficult thing is to learn the rules of maths because they arre boring, maybe.

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In the school where I work, students have access to the computer lab only at computer classes. Children are attracted to the computer and the Internet, but the material possibilities of their families are reduced. Personally, I can not use ICT at class time, school curriculum is also very dense.I can only recomand some sites to pupils!

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Hi! I've been teaching mathematics for over 25 years and every hour is a challenge for me. Most of my students are interested in learning math, but they do not always make the connection between what they learn and applications in practice. I believe learning through applications such as Geogebra, Wolframalfa, Plotagon is a real support for students. Game-based learning with applications such as Kahoot, Hotpotatoes develops the spirit of competition, the curiosity to learn more and the learning skills through discovery or self-evaluation.

we have  computers in our class, videoproiector and quite good internet connection, and the students mostly have a smartphone.

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Hello everybody! I think I am very lucky to have students (age 14-19) interested in learning maths. Most of them have very good rezults at their final exams or national contests of maths, phisics or informatics. So I

I have to keep up with the times and  and show them all kinds of modern methods to learn math. For example in the study of functions we use geogebra or wolframalfa;  Geogebra is also used successfully in geometry classes; for all sorts of projects or tests we use Kahoot, Plotagon, Storybird, Wiki. We have a connection to internet in school, projector, computers and most pupils have smartphones with their own connection to internet.
I think the great challenge is to make mathematics a tool for everyday life, not just theory .

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My students have lots of hands on experience with ITC, both in class and at home. However, it is mostly used for passive entertainment. The idea of struggling, making mistakes and seeking out challenges is foreign to them. Having said that, there are some students who would use this type of game software at home and make excellent progress. My challenge is to re-engage our students at the curiosity level and away from their need for instant outcomes.

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My students are also very fond of technology and games. But, as our PCs are in really bad condition, the Plickers is our favourite choice at the moment. We need paper cards for every student, only one computer, projector and one smartphone (and a wifi - so we are in trouble when we are too far from router). My students like it very much. But we don't have to use computers to play games in the classroom at all. There are lots of "old fashioned" games my students love to play (dominoes, cards, memory, paper snowball fight - with different tasks written on them...). I love to make new games for them. Not having computer in our classroom should not stop us from playing games and making learning fun.

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It is usually difficult to work with computers because in my school they are available only few hours a week for each group. I think it would be great to have computers and use them as much as possible while working with others materials and resources.
My students love activities using ICT and those different from a list of word problems. I use CLIL methodology in our bilingual program and students enjoy a lot the activities with videos or with the language assistant. Everything new attract their attention the most. Even being a math content that we have worked in the traditional way before became interesting to them if we treat it from a new point of view or with ICT.
Therefore, I try to mix new and traditional methods to present and work math contents.

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I teach pupils aged between 11 and 14 years, from a village. In the class we have a computer and a video projector and we can go only one hour a week to the Classroom Lab where we have a computer for two-three pupils. But, unfortunately there is no time to use such games in the classes. I can show them the game and ask them to play it at home, but not in classes. I think they will love the idea to play a game at home, because they are into computers and they spend a considerable part of their free time in front of a computer. In classes I use Geogebra and to communicate additional information or extra homework, I'm using Facebook.

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Using games in math lessons is a nice idea. But, in my case, the problem is, that we have 30 students in class, so it is very complicated to work with computers in math lessons.

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I try to use games as much as I can for math purposes. The problem is keeping some kids attentive after some tries, as not all of them like it (girls mostly) , or their are used to change interests very fast. Another big problem is not having many nice games in Italian, since English low proficiency in Italian students can be frustrating for them

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I teach students with very high, medium and very low math skill levels. But all of them like mathematical games and stories. They come from different communities (town/village) and I try to give to each his own example so that they can recognize themself in real life situation.

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I think that personalized learning should be the basis of the didactical organization of a child centered didactic. For doing this is necessary a change in the school organisation's concept which goes beyond the class based on ages. Adaptive computer games can provide important tools for learning in all topics and children can learn from errors and at their own pace.

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IT'S ABLE TO USE MATHEMATIC GAMES ON LINE. THAT WILL ALSO USE THE PLATFORM

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I teach in a high school attended by hard students. For this reason, I can't use games, pc or lab because the main goal is to be able to get them to stay in class...

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I think in my case, I give private lessons of Math, it should be easier to personalise learning but I found that sometimes I followed the traditional way of teaching and that is why I am taking this course. Since I give a one-to-one lesson I often do a level test to see if we need to review previous knowledge (most of the time we have to do it from basic levels: multiplication, addition, etc). I also ask them before starting what subjects they like, or if they have idea of what they want to do when they grow up so I can relate some of the problems or themes to their interests. I have not tried to use ITC or games yet.
I try to give them weekly a reasoning problem called challenge and a week later we discuss it and they explain me how they find the solution.

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I'm teacher  in a primary school. My students love to work geometry in GeoGebra app. They made fanny objects with forms, they also love computer games, the made ppt presentation of projects and they love to work in groups.

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I teach in a high school with different courses (scientific, social oriented, classic and linguistic).  The interest in Math is very different from a course to another.  In these years I had the opportunity to teach in different courses and I understood the importance of starting from the students' needs. In the human science-oriented course, students don't like math so much and the first thing you have to do is trying to make math interesting, showing its connection with the everyday life, and little by little, as they understand that Math is not so abstract, you can start with more difficult or more cognitively demanding problems. In the scientific course, instead, students generally like Math, Physics and Science and you can, in a short period of time, to present them very challenging problems... for them, calculation is not a problem and you can teach them the importance of modelization, the importance of reasoning and of explaining the algorithms they apply during a problem-solving exercise. Also in this case curiosity can't be forgotten.
In our school we have the opportunity of ICT: in each class there is a LIM connected to the PC and we have at our disposal a Moodle platform where studens can ask explanations, can find the material and worksheets of the lesson, shared by their teachers.

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I find it very interesting to know your opinion about games for ages between 14-18 years. I usually use programs, since they do not know them and they like it very much, and with the research specific tools of what we are studying.

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I teach in a primary school. My students really like any computer activities, expecially games. They are between 6 and 10 years old. They live in a big city near Firenze, in Italy. In my lesson planning I usually take into account my students' ability and their preference, trying to keep them always busy and interested.

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My students like maths and I like to challenge them with different methods/strategies. I use educational games. They like the most the interactive activities

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I would like to have access to the type of data/information that is provided by the computer games in the video and use it in my math class to diversificate the lesson.
My students enjoy any computer activity.
They are between thirteen and eighteen.
They live in small southern Italian towns and study in a school of economic orientations.
Most of my students are interested in the economic and foreign languages such as English, Spanish, French and German.
One thing that always works with my students is the use of interactive whiteboard, while they are bored when I talk all time.Never I do that!
So I plan the lesson by focusing the Kids' attention on important concepts but soon afterwords I invite some of them to interacte with the whiteboard by involving their friends.

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I teach in a high school (liceo) having different course paths: scientific, language oriented, social oriented. As the school is equipped with both a scientific and a computer lab (even though the OS is still Windows XP) I try to personalise my lessons depending on the course type. For the social oriented students I mostly propose videos and computer simulations. For the language students, I propose videos and simulations in English. I have the students run themselves actual physics experiments in the scientific lab. Yet the analysis is at different difficulty levels according to the student course type : mostly qualitative for the socialand language oriented students and more quantitative with scientific oriented students. Anyhow all student types do like making hands-on activities and computer simulations.

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I’m a secondary teacher. My students are 13/14 years. In the class we have a video projector and a computer and we can go to the Future Classroom Lab where we have one computer for each student.

In my classes I use web tools like Kahoot, GeoGebra, wikis, Vrum-Vrum, Tess, Winarc.

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I proposed few math games to my 11-14 years old students few years ago, and they appreciated them a lot...I realized not everybody got the math inside the games, but several of them did :-). In the school for adults, we almost do not have access to pc or internet and I try to use some tools for smartphone (like quiz) and geogebra: teenagers seem to be less motivated anyway...

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My experience is very closed to Janos so I agree with him. I try to make lessons very variable; from practical measuring and computing to thinking and concluding. I think that comps, tablets  and so on, should be a “tools” not aim!

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This year I teach six years old children (In Italian Primary school teachers follow their class from when children are 6 to when they’re 11). I only met them on 15 September so I need more time to begin to know their learning styles. During their first week of Primary School I used apps and computer games to introduce them to numbers and I found out that they are more engaged when the computer is the mean through which they approach new things. I’m looking forward to knowing more games. As a collegue said the difficult thing in Italy is that there are very few sites that introduce children to Maths in Italian, so we’ll  be able to use the sites such as Mangahigh only at school.

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I teach six grade (11-12 years old) and my students are mainly lower middle class and working class children. We have access to a computer lab but only a few hours a week. Thorough planning and scheduling will allow us to take advantage of available time slots. Also, there is a laptop in my class and a projector as well which we use to watch videos, the interactive math book and some applications of the Greek educational platform when time is permitting.
http://photodentro.edu.gr
It's fortunate that I have become part of this community and I can get some knowledge about new resources and teaching pedagogies which I can adapt to the level of my class and make the most of them. I didn't know about the Mangahigh which I think my students will find interesting because they are into computers and from what I can deduce from their words they spend a considerable part of their free time in front of a computer. Also, I am part of a community math practice set up at our school where we exchange and explore teaching methodologies. Last year I taught my students using the optional supplementary national math curriculum (in parallel use with the standard one) and I think that had an impact on my students because we were not only interested in procedure (doing calculations properly) but in thinking why we think in such a way to reach a solution. My students like maths and they are intrigued by open problems and indeed I am surpised by the mechanisms they apply to reach all kind of solutions. It is usually accepted that when you teach older primary school kids, you don't need to use material to visualise mathematical ideas. Last year teaching decimal numbers and fractions I made use of hands on material which immensely boost my students understanding of the mathematical ideas. Of course, there are students struggling with maths but this is in combination with other difficulties they have. My students get bored easily in other subjects but when it comes to maths, it's easier to keep them concentrated. They like open problems but they find calculations boring. We have a textbook which we use (doing the mostinteresting stuff) but in general, me and my colleagues create search for or create alternative materials to keep our students engaged. Being part of the community math practice I mentioned earlier means that we usually exchange ideas of what worked or didn't with our students, so there is always feedback on how to modify our teaching pedagogy.

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As I teach year 1 my students are most engaged in hands on activities. This ranges from games to activities using manipulatives allowing them to have a hands on maths experience. Although I prefer not to teach from the textbook, a large number of my class enjoy some time to complete a textbook?worksheet. While I would only use this as reinforcement/assessment my children enjoy the satisfaction of getting their work correct. I enjoy using technology in maths however it depends on technology to be reliable

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I'm lucky to have only 14 students in my class so I often use personalized tasks when we practise. for example: "How much time do you spend watching youtube videos weekly, if you watch 18 minutes each day?" (for a boy who likes to watch music videos). Then I have to come up with personalized example for each child. They enjoy it and we all have a good laugh. As for video games sometimes I use games from www.mathplayground.com

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Unfortunately there is no time to use such games in the classes. I can show them the game as an example and ask them to try it at home, but not in classes.

My students are secondary students (15-19 years) and most of them play their own favourite games. I am convinced that some of them would like it.

Most of students do not like any activities as they do not like Maths. But those who like it, they sometimes like the challenging activities. I know the background of most students, so I know that their goal in life is not to get deeper in Maths, only to get over it and pass the exam as they are not willing to work with it.

The topics they are interested in changes for each student as they have different style.

The one thing that always work is an activity or exercise that they all can solve and get some courage to go on. What never works for the whole class is an activity where they have to think. Some of them do not like thinking, they just like mechanical exercises. I can understand that they are not capable of thinking, as the lessons sometimes are at the end of the day (after getting over 6-7 other subjects).

When I prepare for the lesson, I must take all of these aspects into consideration. I must think over what will work at a specific time of the day, which class I teach, etc. It is very demanding, but if I want success, I have to deal with it.

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At the moment, I only teach older students between 16 and 22 in one class. Hence, you can imagine that the range of interests in this class is very big. Most of the time, I do not personalize my lessons because I simply do not have enough time to prepare such lessons. Moreover, the technical equipment in our school is very bad and the students don't want to use their own phones and internet access all the time.

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Adapting your lesson plan so as to meet the needs of every individual student in your math class is a tall order. Firstly, it’s essential to know the demographics of your pupils, the educational level of their parents and their socioeconomic background. Secondly, the level of mastery varies among the students. We have to identify that level through various methods, like the initial assessment and a self-assessment rubric,  before we start teaching a new mathematical concept. SWOT model is a helpful tool, as it allows us to spot the strengths, the weaknesses, the opportunities and the threats which motivate or discourage our students. Furthermore, kids’ learning preferences and styles are diverse. Therefore, our teaching material has to be diverse as well and delivered to them via different modes, for example, texts, audio, video, pictures, experiments, presentations, simulations, virtual reality.  ICT applications, have the potential to help teachers to tailor made their instructions according to the individual needs of their students. Flip learning or classroom and virtual reality is a representative example. The use of teaching and learning analytics (data from the online behaviour and activity of every learner) which can be found in many online platforms (e.g. Moodle) is of a paramount importance in order to find out what works and what doesn’t work for every student. As a result, the formation of small learning teams in our classroom must include both male and female pupils with different learning abilities. The lesson plan must be diverse and flexible allowing every student to participate. Various activities (discuss, calculate, draw, show, listen, watch, etc.), which challenge the students (the zone of proximal development must be taken into account at this stage), and alternative assessments techniques -peer feedback- are at the heart of every successful educational planning.

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I have no equipment at my school for plaing computer games. Anyway I try prepare  stimulating problems for my students. Thinking about educational computer games I wonder if we are not missing that a part of education is also to teach our students that from time to time they must be able to cope with necessary, hard, not entertaining, "must be done" work.

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My students (y.o. 10) love math: arithmetic and geometry. Through the virtual class I can customize the learning, having the opportunity to load different types of exercises. The biggest problem I have, is that there are few websites of maths and games in Italian Language and this limits the activities. However when we work in the class on the interactive board, and the maths platform is in English language, I help them to understand the assignements and to solve activities~

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Most of my students prefer such a exercises or problems that will help them to develop the logical thinking. Actually, I don't have time to play games at school because we are preparing for the final exams. Sometimes I don't have time to explain to topic of the lesson. For some of them I have to explain many times until they understand the topic.

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I teach at the high school and I have to prepare my students to the "Matura" exam so I have no time to include many innovate techniques to my work. I have tests to do and I learn on that base. And in my school there are no computers to play The games.

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My students like to do projects that connect math with the real world. They love researching, using ICT... I use eTwinning a lot in fullfilling my students preferences toward project learning.

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I think I amnot still very good at personalizing my math lessons. I have often used presentations to explain the new arguments because I think that with images projected on a LIM, pupils understand better. Also, I propose peer-to-peer work to improve problem solving. I do not really know what the interests of my students are. I think everyone is attracted to smartphones and tablets, but they only use them to the least of their potential, chatting or playing. So I think I could improve the personalization of my lessons by explaining which potential ICT have, using Geogebra, Excel, Simulations, Games and App to be used in the ICT classroom, individually or in cooperative groups.

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Today's pupils easily represent objects on the images, but they have difficulty positioning the objects in the real three-dimensional space. Building three-dimensional geometric figures and assembling them in flexible structures are activities by which students play, think, create, etc.

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14 or 15 year olds love geogebra and group activities and explain how they have done. 18-year-old students are more reflexive and methodical.

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I teach students who, generally speaking, detest Math (and Physics). My high school is Humanistic and Linguistic oriented, so the Scientific side of culture is not loved. Moreover, many students choose the high school where I teach because in primary and middle school had (big) difficulties in Math.
This makes my work more tricky, but also more interesting. Since Science is not the major specialization, I'm a bit more free then my colleagues that teach in Scientific high school, because my students don't have the Final Exam with the Ministerial text in Math or Physics (they do it on Social Studies, Foreign Languages or Economics).
I try to use ICT when I can, for example Geogebra, a free CAS software, or the apps from Phet Colorado, that can be used both for Math and Physics. I try to build activities that use those instruments to guide my students through the discovery of Math and Physics' principles. They're useful also for inclusion, because dyslexic students have usually fewer problems working with thepc and you can calibrate the same activity for  disabled students.
I try to tell them some funny stories about Mathematicians and Physicians: Newton that fought with Leibniz for the infinitesimal calculus, eight years old Gauss and the sum of the first 100 numbers, Feynman and his love for painting and playing bongos, and so on.
I usually relate to their knowledge of technology, involve the ones who play an instrument and generally try to find example in everyday life to show them that what we are doing belongs to the real world and not only to Math books.