# data[].attributes.body
1. different levels of student abilities
2. stereotypic despect for math
3. extensive curriculum
4. gap in understanding English
5. approach of management to implement Smart technologies
6. accessibility of electronic devices

# data[].attributes.body
1. LONG CURRICULUM
2. LOST OF INTEREST AT SOME POINT FROM VERY GOOD STUDENTS
3. STUDY BY HEART

# data[].attributes.body
1. they learn by heart

2. they need formulas

3. they are afraid of exploring

in one word they are not self- confident...
students lack in argumentation and communication skills.
teachers  have not enough time to accomplish the Curriculum.
wariness of the colleagues

# data[].attributes.body
1. High number of students per classe
2. The computers classroom just has 15 computers, so they have to work in group (2)
3. Long curriculum
4. Some students don't have a computer at home, it will be dificult to use some interactive tools from home

# data[].attributes.body
1. More difficult and different math questions
2. motivation - different ways of learning

# data[].attributes.body
1. Students are not motivated. 2. Their self esteem in Mathematics is low. They think they cannot do it. 3. They do not see the reason for learning Mathematics, they find it hard and boring. 4. They do not want to do homework

# data[].attributes.body
Algebra - Identities
Algebraic Fractions
Solid geometry
Trigonometry
Factorisation
Quadratic Equations
Linear functions and simultaneous equation - first degree
Criteria of when shape is a Parallelogram (all types of parallelograms)
Equality of shapes (mostly triangles)
trapezium (properties)
Special theorems in triangles

# data[].attributes.body
class with different levels and disabilities.

# data[].attributes.body
Some of the students are SEN students (Special Educational Needs i.e Dyslexia or ADHD etc). They have different learning styles. They need a prompter or need to sit at the front, away from windows etc.

# data[].attributes.body
1. motivation and practicality - connection with the real world

# data[].attributes.body
Different ways of working in the classroom, to motivate and get engagement in the learning process.

# data[].attributes.body
1. algebraic fraction
2. planimetry - they have problems with geometric design on paper
3. understanding of translating the problem from text into mathematical expression

# data[].attributes.body
Geometry:

Geometric solids,
circumference...

2nd grade equations
Trigonometry
Algebraic Functions

Real numbers
Algebric expressions
Isometry
Statistics

# data[].attributes.body
Linear Algebra, Straight Line Graphs, Ratio, Polygons, Percentages, Mensuration  Areas and Volume, Pythagoras Theorem, Algebraic Fractions, Geometry, Statistics, Probability, Sequences, Constructions, Simultaneous Equations, Transformations

# data[].attributes.body
solid geometry and problem solving skills
probability
factorisation
algebraic fractions
expressions with surds

# data[].attributes.body
to be able to integrate tecnology in the rigth way and time
introduce gamification and competitions
incorporate a Project Based Learning approach
Flipped Classroom (desired)

# data[].attributes.body
Scratch

App Inventor

Geogebra

Tools for maths

# data[].attributes.body
1. gamification, more quizzes
2. problem solving, PBL (desired)

# data[].attributes.body
Scratch
App Inventor
Math 2.0
Padlet

# data[].attributes.body
Petra
What: Use these methods, tools.
When: I want to start tomorrow!
How: In small steps.
Jiří (George)
What: Scratch
When: next week
How: use Scratch as transition between Algoritmization and Programming

# data[].attributes.body
Scratch
Geogebra
Sketchpad
Games

# data[].attributes.body
Play games
See vídeos
Flipped Classroom

# data[].attributes.body
February / March
Use scratch to introduce 2nd grade equations and function graphs...
Use tools form Phet Interactive Simulations

# data[].attributes.body
Use of scratch to implement the quadratic formula and the factorization of the trinomial.

Use of scratch to compute the binomial squared and to visualize it (possibly with GeoGebra too).

Use of PHET colorado to play with straight lines and gradients.

Use App inventor to develop an App that implement the second equivalence principle (to cope with equations, inverse formulas...)

Use of GeoGebra/Cabri in a Flipped Classroom context (analytical geometry applications, set up a kind of geometry competition...).

# data[].attributes.body
Math 2.0, Scratch, Geogebra, Games i.e Algebra Scrable, PBL

# data[].attributes.body
games
flipped classroom using geogebra applications
see how students feel about a subject or about the course using menti
give more examples of how maths apply in real life using realworldmath.org
more working together groups, planning a relay in the class

# data[].attributes.body
more innovative teaching by the use of technology and flipped classroom approach, introduce students to programming

# data[].attributes.body
geogebra
math 2.0
Scratch
Kahoot
menti.com
math scrabble
pbl

# data[].attributes.body
approximately next two weeks with scratch (introduction) and kahoot quizs and homework and phet

# data[].attributes.body
What- Flipped Classroom approach, Scratch, PHET. When- As soon as we have the lesson plans but maybe January-March.

# data[].attributes.headline
DIS-CODE Training Italy                    Carla & Bruno

# data[].attributes.subject
DIS-CODE Training Italy                    Carla & Bruno

# data[].attributes.body
http://academy.schooleducationgateway.eu/web/moving-to-maths-20-rerun/home

# data[].attributes.headline
Webinar with Tullia Urschitz on 16 October at 17:30 CEST

# data[].attributes.subject
Webinar with Tullia Urschitz on 16 October at 17:30 CEST

# data[].attributes.body
Meeting Name: Learning maths through code and robotics
Invited by: EUN Academy (academy@eun.org)
When: 10/16/2017 5:30 PM - 6:30 PM
Time Zone: (GMT+01:00) Brussels, Copenhagen, Madrid, Paris
To join the meeting: https://eun2.adobeconnect.com/maths/