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I am a student, I should finish my school and to be a teacher after 3 years, but now, we have a lot of possibilities visit schools and see style of teaching of a lot of teacher - older but younger too. Reading your notes is very good for me, because I see, how much energy you give into your work, how creative you are, it´s big motivation for me and of course it brings me some new ideas for using during my teaching.

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

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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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We made in the past an experimental course with tablets and no more books or exercise books, but the class was a disaster, we need to use ITC to improve our teaching, but we are not prepared yet to forgot pen and papers.

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Personalising is necessary…always, especially in my class, where we have 6 special needs students out of 23, so a very high percentage.

In my teaching reality personalising isn’t much practised but it should be, I mean all teachers teaching math in a certain grade plan together and choose the same activities for all the class; these activities are reformulate at a lower level for the special needs students. This is the only “personalising” level usually is done; from the point of view of the learning goals rather than in terms of motivation or interests. But I’m trying to push the process further (and sometimes my collegues look at me as an alien…never mind!

“ What kind of activities do your students like? What communities do they come from? What are topics they are interested in?”

In my class we have many foreign students from Albania, Romania, Philippines…and they’re willing to talk about their culture and their origins, their habits and traditions. We live in a little town with a river , surrounded by mountains with lots of sports groups and volunteer associations of actors and musicians, so our children stay a lot outside, along the river, riding bikes and practicing sports, playing football in the parks, playing hide and seek in the squares, going to craft labs and cinemas in the week ends, birthday parties…this is their life!

So I usually try to insert in the lesson their experiences and they are quiet creative and responsive

“ What always works, what never works with them?” Group work and oral work is their best learning environment, they find hard to work individually (they always tend to compare and ask each others about their works) and sitting too long, so we alternate desk-activities and TPR activities or outside or laboratory lessons. They always want to express their opinion or give suggestions or criticise or changing something (an exercise, a rule, a homework…)They need a lot using their hands so building, drawing, assembling, manipulating real aids…seem to be a must for their comprehension and for concentrating in what they’re thinking about

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

With this class my “password” is flexibility: I plan something but quite often it becomes something different, even better, but different because of their requests and suggestions. So I know the topic I know the learning goal, I’ve in my mind two or three possible activities and this part is the most changeable one because they often set their own activities, maybe just a little changing but different from what I had asked for…! So my effort is to make their changes and proposal valuable for their learning process and connect them to the curriculum, it’s a sort of  upside-down planning process, not easy for me but very stimulating

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Everything that is connected to new media such as tablets, mobile phones, notepads, ecpecially PC and other games, sounds interesting and fun to the children. We can not run from the trends in the world and pretend that anything except books and papers does not exist. We should find a new different way of teaching that will be interesting and atemptive to school children. We should not be afraid to use computer games as the way of learning because they are a part of this children`s everyday lifes.

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I think my students would like very much using computer games in our classes, but I'm not able to introduce them. I try to differentiate my activities, using models,     software like Geogebra and generally students appreciate, but I have much to learn.

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My pupils love affording  problem solving activities in pairs or small group context, by manipulating materials and drawing especially, then sharing ideas which are collected on a virtual board using IWB.
Online games are enjoyed as well.

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I always ask my pupils how they spend their free time, and especially if they are playing with tablets or with any sort of video games. I know that, at this moment, there is a trend for Minecraft among my class pupils ( and beyond I am sure). This year, i have exploited that information to teach them coding through the Minecraft tutorial at code.org, and it worked brilliantly. Overall, during the last 10-12 years I have been using applets and games in my teaching and it always seems to attract the pupils attention to the highest degree.

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My students prefer the lessons in which we do something "new" such as tecnology, problem solving, watching video or when we discover together the solution of a everyday problems
.

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My students like games very much They love learning through games and PC.

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My students come from different social communities. Many of them don't practice at home. Sometimes I use Geogebra, interactive whiteboard and quizzes. They enjoy during classes in computer laboratory. . Games work always. Unusual activities make them more interested in learning. They like video lessons. Planning varies a little from one group to another.

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My students are 15-16 years old.. Many of them have difficulties in learning Matematichs . I use different learning methodes to improve theier matemathic skills like :
- computer games
- web site of Maths
- Geogebra softwere

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I have 4 classes, one of 14 students, where I can follow a moderate pace and I can spend some time trying to explain the topics more than once, using different approach, words and analogies. The other 3 classes have more than 20 students each and I have to use classroom time wisely. I try to detect and help students with difficulties even if they don't ask for my attention. Some students are very good in maths and fast in topic comprehension so I propose them some special problems or arguments to explore and discuss. Most of my effort in personalization of teaching and assessment is consumed by students with special needs and learning disorders (i.e. dyslexia).

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

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I have 25 students in my classes and I cant do with them on individual access. We have digital classroom so I can prepare a tasks for only of them but that is not always possible because my school have 700 students and one digital classroom.

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I teach in a public school. My students have between 10 to 15, and have different skills levels. I teach alternative curricular path.
I try to use various resources such as applets, interactive games, interactive whiteboards, in order to motivate students which is not always easy, but I think the best way to capture their attention, so far…, is by using the technologies.

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My students are very excited when using tools demonstration: GEOMAG, bodies in plastic bags, specialized educational software, animations decomposition, splitting the decomposition of bodies or figures, practical examples from everyday life.
I am very interested to give them examples of areas where activities are used certain mathematical concepts.
We build together, resolve themselves after models and receive immediate correction and note.
I use a notebook personal scoring, where punstate all their activities. At the end of a period of a week or 10 days and are receiving an average final grade. Thus, even if some are better than others representation in the calculation of figures, they are able to excel in what they can do better and learn in what not good.

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I think it's important to understand our student's needs, such as learning disabilities or cultural differences or any other social or economic bound that can invalidate learning. Technology can help us to bridge the gap among our student's skills.

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We don't have internet access in our schhol, but I use my tab to introduce games, videos, songs, exercises to children.
My students like games a lot. They love to learn through games, contests, projects designed in groups.
It always works to challenge them and get them involved, with creativity and personal input and it never works to compell them learn by heart and a lot of teacher talking time; they get bored.

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I don’t understand at all the meaning of “the information [..] provided by the computer games”, but now I try to ask questions that would be interesting to “personalize” learning: What kind of lesson do you prefer? – Who can help you to improve? What does your family think about Maths? – When does it happen that you experience difficulties? – Why don’t you ask for more attention/explication from your teacher? – Where you find more/some fun studying Maths? (Drawing geometric forms? Doing mathematical operations? Representing problems by acting or drawing? Playing on PC mathematical games?) – What subject do you prefer at school? Why? – Have you done some practical experiences in which you apply/use mathematical knowledges?
And now, concerning the last question “What always/never works?”: It does never work when you pretend that they organize themselves to apply what they study to a real/concrete situation. You must help them to “see or touch” what seems only to be abstract! – It does work when they are all together engaged (get involved) to discover a solution for practical examples/cases. You must repeat and repeat some concepts/problems, illustrating / “living” relations and strategies of solution with their engagement – as it would be a competition.

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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 cannot use games during lessons because we do not have a wi-fi connection for students (only for teachers) and we do not have tablets or computers. I can use a game that they can play at home, I'm thinking about trying "​classcraft"  it's a role game where the teacher can give homework and assignments.
​Even though I do not currently use a game I have some informations, the students often take text about recent topics and I often look at their homework to see what they if they understood what I explained in class.
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?
​Trying to answer to this question I'm now realising that I really don't know! I will asks my students. For sure they like to listen to music and to draw because sometimes I see some of my students doing this kind of activity instead of participating in my lesson.
What communities do they come from?
​They are from middle class or lower. I cannot ask students to buy expensive materials, for example I cannot ask to them to buy a tablet and bring it to school.
What are topics they are interested in?
​That's strongly depends on the class, in general the are interested in comics, movies, music, drawing and sports.
What always works, what never works with them?
​I'm still trying to figure this out! I strongly believe that being too severe is not useful on the long term, maybe they are easy to control, buy they do not learn.
And how do you take all these aspects into account in your lesson planning?​
​I try to use their interests during my lessons, for example I asked gave them some parabolas to draw and at the end the get batman's logo. During a physics lesson I investigate flash velocity.

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In my classroom I don`t have an internet connection but I have a laptop and a video-projector. I am using video math games but also I use board games or objects for a better teaching and understanding of mathematical concepts. My kids love challenges, competition and collaboration too, so I am planing my lesson using different methods.

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My stydents is latvian , 11-19 old year olds. They like  a lesson in  practise. Somtime can paractic a tablet math gammes. Theyr are interested different topics.  Theyr loves geometry because they see it around yourself everyweher.Preferred learning of the students are  group works. They love cooperate and help each other.  The end studets can presents theyr works.

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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?  I do have access. My students have periods when they are into a game: lately they like "Hex", last year were playing the game "Výhonky" https://www.youtube.com/watch?v=J6OLlD8e0ZU
2. Would you want this information and how would you use it? It is useful to know about new and useful methods and apps.
3. What kind of activities do your students like? What communities do they come from?  They are from diferrent comunities, more often their parents are from middle class and they thay want their children be good and successfull in their studies. They most like to work in groups.
4.What are topics they are interested in?  I have 32 students in one class together and I can´t generalize the topic.
5.What always works, what never works with them? And how do you take all these aspects into account in your lesson planning?  I try to plan my lessons with a variety activities. Sometime we work together, sometime they have individual tasks, sometime they work in groups, they must also present their ideas and cooperate. I try to use maths also for learning critical thinking.

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Sometimes I use multimedia in my classes. We have just a few resources and computers, but I work in a little school and we have not many children. We live in nature, near woods and fields, and the children often play outdoor, and play music, dance... So I think it's important to improve also their attitudes and look out to the contest we live in.

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My students prefer the lessons in which we use multimedia means:  educational software, such as Geogebra or others, videos from youtube. They obviously like more these lessons than traditional ones

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I'm a teacher of Maths and Science at secondary scool. I live in Antrodoco (RI) of centre Italy. I Think my teaching Maths need a makeover and becomes more interesting for student. Don't have computers in classrom in my scool.

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Although we don't have, in my school, a computer connected to Internet in every classroom, we have an informatics laboratory which allows us to create different projects in Power Point or Excel using various information from Internet or math auxiliary materials. Students are usually glad having a work theme because the projects proposed could raise their math grades.
If the projects involve playing math games, the situation becomes better and better.
The students are divided into small groups or teams, every team having a theme of the project, some points to follow and a deadline to present the project.

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Donato, Italy

Do not use during my classes computer games not having available computer room. When you can point out to children link where you can exercise. Baking activity presenting problem situations and then get to the application of rules and formulas.

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I don’t know much about my students. I don’t know their interests, I don’t speak with them about themselves. Only thing I know is that some of them are diagnosed for special educational needs, that’s all. I take this into account with regard to assessments and required outputs. But I know this is not enough and want to improve in it.

I’d like to find out something about my students’ preferred learning styles, something about their interests, etc. I’m trying to place games in my teaching, but I have not complex system of teaching and integrating such games.

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My math students are 13 years old and I still don´t know very well how to get to know their interests. I have a lot to learn in this course!

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I teach in a private elementary school from Romania where the children are interested in a practical side of maths so i focus my teaching on practical activities.

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I'm pretty sure my students would love to play math games, but, in our school, the connection is pretty slow and we don't have technical condition for individual use.

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My students are 14-18. I didn t use computer games in learning so far. I don t know are there some games suitable for that age

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Currently we have connection problems at school so it is difficult to use online resources but I know my students love computer games. They like puzzles and cross-numbers, encrypted sentences, challenging games and sagas. They like to sing and dance and hearing stories. They are interested in football, collection of stickers, fashion and dance; they love tell you about their interests and your life. They like to work in groups.

The telling of stories always work, especially knowing the lives of mathematicians They want to know the life: they want to know how they lived, what they did, … see their 'photo' so I tell stories and narrative biography of the main mathematicians before start a new learning or I organize activities to be carried out in groups to engage them in hard or arduous activities

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In my classroom I use different learning methods. My students (7 years old) like lot's kind of activities: storytelling, ict, role play, work group. They love learning with fun. So our maths lessons start with a story about numbers, then we make activities in small group, we often play math games (worksheets, interactive whiteboard, p.e)and at the end we take time for individual work.

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World is new, so the mathematics learning and teaching must be modern. The training process should be directly proportional to the technology and innovation - they must go together. I'm trying learning process  adapted for digital students. We use tablets, phone, Smart board. Technology helps passive teaching mathematics to replace active, when a student is becoming learning participant, discoverer and creator.Teacher's work becomes creative in finding ways to work modern with the minimum conditions.

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The boys in my class have MANY special educational needs and for this use the IWB and methodology of computational thinking and code. The checks are customized.

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I use different learning methods. Infact I use ICT and web site of Maths, but also simulations softwares as Geogebra or Phlab. However i often use real problem to solve with interactive board.

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I use different learning methods. I pay attention to all the different kind of needs of my pupils, then I organize my lesson and end up with interactive Maths activities for them . By this way Maths comes out as something funny and less difficult to learn. I keep using riddles, rebus, logical exercises, number operations, a multimedia interactive whiteboard, frames and mandala.

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I use different learning methods. I pay attention to all the different kind of needs of my pupils, then I organize my lesson and end up with interactive Maths activities for them . By this way Maths comes out as something funny and less difficult to learn. I keep using riddles, rebus, logical exercises, number operations, a multimedia interactive whiteboard, frames and mandala.

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I have tried to teach them using several methods. Now I can tell for sure that in their age (15-18) when they play with such games they do not believe that they learn mathematics and this is a serious problem because they have to be prepared for exams. They prefer playing with mathematical software.
We are now trying to involve some students with a project in which they will built their own games in order to achieve the highest level of Bloom's taxonomy. But to convince them participate in the project, we had to explain all the benefits we would expect they should gain from it.

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My students love to work with ICT,  work group activities,  interactive activities  to computers, as the simulation to physics experiences like   PhET or geogebra.  With them  the professorial lecture never works so I try to customize the lesson according to the learning style of the students,  also relying on their personal interests such as sports, music and the photograph.

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In my classroom there is a computer. We use it to play games or information like images. I would like information provided by computer video to suggest different way to learn or make lessons. My student lives in a small village near the sea, they're background is similar and a lot of them can use various interesting input not only at school. One or two of them don't have pc at home. We play Coding /informatic lessons once a week in informatic class: here children work individual or in pairs.

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My students have different backgrounds and, in general, poor resources. Many of them don't have a pc or an internet connection. At school I use my PC with a 24" monitor to show them videos, to play together with coding activities, to introduce new games, shared in the school blog (but very few children look at them and spend time at home to learn playing). My idea to personalizing lessons pass through the cooperative learning during group work, or pair work, where children can find a role in the learning process. Sometimes I give them different activities, to review weak concepts or to increase their knowledge (recovery-building up groups). The games to be solved are perfect to involve everybody, in spite of the different levels. Anyway, in this 2.0 generation (but my class is still living quite in the past) i think it could be better not abandon the use of the fingers on the paper, or on the pencils. Summarizing...the unplugged activities are definitely my favourite, using ICT (a great resource) when useful.

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Most of my students likes math but they dont understand all,because at 5-10 years old we do a lot through play .Even this,my students working in groups(up to 4 children per group) and they can exchange ideas and brainstorm toghether.In our class,we have internet connection but we have not technical condition for individual usage of IT.

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I have interactive board in my classrooms, so I search to purpose videos on Maths. I sometimes play "Kahoot", a quiz game that involve the students with their smartphones. We have a little lab with few pc, so we can visualize geometry trough geogebra

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I tell my students that math is like a new language in which they can't communicate unless they don't learn to... interprete each bit of information.

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I do have access to games and animations tools that help me in my class. E don't have much time to play with students, but I do make used of animations to explaine some subjects and explore many subjects using Geogebra. Sometimes, students can use the Geogebra in pairs, using a computer each par. They like to play SuperTmatik, a plaing cards that help them to develop they mental calcullus skills. They love it. Not every day class we can play: sometimes we don't have the computer room free, sometimes the subjet is not good for play. My class students came from the city center: they all have Internet access, they have high golds. They ar good math students and enjoy working in group, solving tasks in the board and explaning their thinking to each others.

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I have an Interactive Board with internet connection in class. In order to capture students' attention, I show videos or simulations (Phet Colorado) and I use Maths software, such as Geogebra. Besides, I usually perform activities in which students manipulate objects or have to build something, in order to improve the process of discovery. I do also activities in which students work in small groups.

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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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Here are some tips on how we can create personalized lessons and a productive environment where each child is engaged:

- Deliver instruction through multiple forms of media

- Gather and use immediate feedback on students' understanding

- All students shouldn't be required to show their learning the same way. Give students options

- Automate basic-skills practice

- Practice independent work skills

- Create a weekly "must do" and "may do" list

- Pretest students' knowledge before each unit

- Be flexible when plans go awry

- Let students drive.

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Most of my students (age 9) likes mathematics even when they do not understand something,  because we do a lot through play. In school we do not have the technical conditions for  individual usage of  IT. We use multimedia on a large TV via computer. In the meantime, they can check their knowledge through games at home

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I work with children who are 6 - 10 years old so they really like all sorts of games. That's why I often use educational games in my lessons. They like animation and videos so I use it to get my pupils motivated. Working in small groups (up to 4 children per group) they can exchange ideas, they can brainstorm together, and they like that kind of class activites. Although they are working in groups the are perceptive of other working groups. They like sudoku, kakuru, tangram but what they like the most are math competitions in class.

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I teach six diferentes clasess . In
the mayority of class there are children who are 12 or 13  years old .
I began to prepare for some topics, video lessons. I and my students have verified that the video lessons are a useful tool for personalization.It is requires much preparatory work, because of the figures formulas, graphs to prepare.
In other class I used GeoGebra and after the children can play qirh it. My students like works, worksheets, videos, animation and GeoGebra

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GeoGebra - the world's favorite, free math tools used by over 100 million students and teachers

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Free digital tools for class activities, graphing, geometry, collaborative whiteboard and more

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During the last school year I began to prepare for some topics, video lessons. I and my students have verified that the video lessons are a useful tool for personalization. The most brilliant students watch it only once, while others may put the video pause, take notes, see her again several times. Students and their parents have told me that they liked the experiment. For a math teacher requires much preparatory work, because of the figures formulas, graphs to prepare.

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I teach three classes in Maths. In one class there are children who are 10  years old and in the other two classes are children who are 11 years old. In all classes the children are able to do partner works. So I can plan partner works in these classes. I also prepare videos or animation that shows how to construct some mathematical figures or the characteristics of these figures. I think the computer game with the angle is nice to try with my students. I would use this game if the it-room is free. At first i would use GeoGebra and after the children can play the angle-game. My students like partner works, worksheets, videos, animation and GeoGebra. They come from a community where predominate smartphones, tablets and so on.  My students are interested in smartphones, GeoGebra, roman numerals. Always works partner works, videos, GeoGebra, animation, worksheets and ex-cathedra teaching. They love to write on the blackboard so the children can often calculate and draw on the blackboard. Never works group works because they are very loud and impatient. And a lot of students do nothing and only let work the other children. I try to take one activity that my students like in one lesson. In every lesson i want to have one partner activity or a video or a animation and so on.

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Students generally like practical activities, the use of ICT. I'm sure they'd like games too, but 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 it's an economic school. There are students who like to work in group,  to solve problems,........ but some of them are interested in nothing else but smartphone, chatting.....and capture their attention is a problem, regardless of the methodology used.

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I work in each class two hours a week,  so I try to use carefully my time. My students are not very interested in Maths, the see the subject as someting the "have to do", just like a medicine, because they have chosen this school to study languages. My students like activities like Jigsaw, puzzles, domino cards. and they are always interested in "unusual"  lessons, they love watching videos, work in groups, create PowerPoint.  I take all these aspects into account in my lesson planning , but all this work is  very time consuming!

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I'm very interest of technologies and I pay attention to new activities for my student. I introduce in my math lesson "coding activities". My students enjoy to solve new situation. This year I have contribute to join my school in a "code week" offering my contribute to my colleagues end their students in discovering the "code world

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I liked very much this maths game, but I think that we should use free software. Anyway I think it's a good think to resort to this kind of tools, even if they should be not hte only tools.

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My students don't like very much studying in general, and math in particular. They prefer spending time playing video games or playing football.
I usullay get their attention by proposing real problems and also by introducing some team games based on math questions (Kahoot).

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My students like working in laboratories, but they don't like studying. They come from different areas: they have different customs and habits and they have peculiar ideas about political subjects (i.e. immigration and social aspects of life). They love everything about cars, motorcycles and videogames. They think that they don't need Maths in their life. During the explanation on the board, they are not able/ do not like to follow the lessons... it depends. They work quite well in groups when they have to do exercises. Never the less, someone never works. So during my lessons, in order to attract their attention, I usually provide some examples from real life or talk about something they really interested in. Unluckily, only few topics can be following this strategies.

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My ideas about personalising Learning
- start from a test to  measure logic competences of the student
- promote logical thinking throughout exercises from bebras
- check his work, also fostering peer education and working in pairs
- promote problem solving, the
student has to invent problems: you soon understand his/her level
-use ICT : gamification, coding, story telling , to stimulate the student
- make the student autonomous by incentivating his capacity to self check his/her work
-

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I've a 1st day inquiry where I ask students to write about what they do on their free time, what they've done on Maths class on the previous years and what they'd like to do  this year. The usual top is:
- for hobbies: sports and computer
- for class activities: group work, games and computers
[I'm excluding answers like: I don't do anything and I'd like not to have class...]

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I think that know more about our students is very important, but I'm not sure to be able to use this knowledge to create a lesson interesting for them.; for example when i teach integrals or some kinds of algebrical operators. Sometimes I use problem solving or mathematics in real life. I don't know where I can find some Games about the topics I learn.

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I don't have much informations on my students, generally  I am interested in knowing their interests, the sports they play, their hobbies, but at the end I don't know how to use these informations in my lessons. The students of my classrooms are used to have a lot of experiences cause their families are of medium-high social level. So it would be interesting to use their experiences into our lessons. Maybe on Science is more easier than on Maths. So I would like to understand better the right ways to start from their knowledge and interests to plan mathematics lessons. I agree that tecnologies and games can help in do this but I have to go deeper in this fields.

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Sametime I use flip lesson ( my student are   between 15-19 years old. Interest tools Kahoot.

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I teach students who are 12/13 years old. To be honest, I don't know exactly their interest and I consider it would be really fulfilling to know more about them in order to be able to meet their interests. I ususally play some videos that are like cartoons and they enjoy it. However, I am not used to using games in class, because I don't have enough resources in this field.

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My students are from the age group 16-19. They always like when they see that what we are learning has some application in the real life. I would like to explore these games and use them from time to time. However, there is only one computer in the classroom so we have to use other devices. We have some tablets in our school, so students could work in pairs (there are usually around 20-25 students in one class).
My students come from similar social groups, but as far as ability is concerned, there are differences. The ones in the upper group like challenges, while the ones in the intermediate group like to have algorithms they can learn and get a good mark - they are afraid of making mistakes and they do not trust themselves that they can discover something for themselves. But all kids enjoy when they experience some success in the classroom.

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I teach in a rural setup and my learners are between the ages of 14 and 20. Normally a class is made up of pupils of different cognitive levels as there is no kind of selection process done on entrance. i often use videos and interactive games especially for topics such as logic gates and binary calculations since I am a computer studeis teacher.

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I work with students between 11 and 14 years old, including DSA, BES and students with different cognitive levels. Normally lessons begin with the presentation of what we will discuss and questions to try to figure out what prerequisites students have. I prefer and I use the discussion, visual language (colors, images, ...)and math software (Cabrì, geogebra). I Always usie the LIM. I never use the games, partly because I am not very informed about it.

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I teach maths in a grammar school. My students are between 15 and 19 years old. Classes in our school are pretty big, 36-38 students per class and students came with different knowledge and different skill levels. So before introducing almost every new topic, I divide them into groups and give them some real problems to solve in order to avoid questions such as "Why do we learn this?" and to see how well they can cope with translating those problems into math language. I usually post those problems on Edmodo platform, or at my web site, or on GeoGebraTube. They can get any help they need, through the Edmodo platform. Then, we discuss their solutions at our introducing class to the certain topic. They talk about their solutions as well as about problems they faced with during the process. Afterwords, we start with that topic, set up our learning objectives for the topic etc.

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I teach in a public school in a rural town. My students have between 11 to 14, possibly 15, and have different skills levels.
I try to use various resources such as applets, interactive games, interactive whiteboards, in order to motivate students which is not always easy, but I think the best way to capture their attention, so far…, is by using the technologies.
I often offer some resources in Moodle, such as documents, explanatory videos, sites for consultation and I elaborate quizzes through Socrative where students can access through the computer (we have a room with 14 computers, all classes have one compute and projector, net all over the school) or via smartphone.
As most of the games and software are in English become difficult to use for students who also have little knowledge of this language.
In Portugal most of the parents buy a manual for the subject and think it should be monetized by the teacher so we often have to make use of it.

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Marcella (Roma) My students are aged between 14 and 20 years. They come from different part of the town and they have all different interests or actitudes.So every time that I intruduce a new arguments I try to catch their attention with something that I know someone like.I'd like trying to find some game that they can use in their mobile to begin a new lesson.

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Marcella (Roma) My students are aged between 14 and 20 years. They come from different part of the town and they have all different interests or actitudes.So every time that I intruduce a new arguments I try to catch their attention with something that I know someone like.I'd like trying to find some game that they can use in their mobile to begin a new lesson.

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(Portugal)
I teach students from 12 to 18 and in the same age group I have different classes. Each group of students is different in one classe I do something but in the other same wge group classe I can't do the same because they are more distracted or are not very succesful in maths. Things work better when you know well your classe. Lots of times my problem is the curriculum and parents. If I don't do as the book says they ask why, if I don't do lots of exercises I don't train them well. Sometines is difficult to balance all those things and the students who have more difficulties are those who suffer the most.

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I allow my student to start a new topic bij beginning with the end task. When then can see what they still need and make and plan for growth. I would love to use more technology like the mangahigh cames, but my 11/12 yrs student do not read the english well enough to understand them all. Also they do not have personal device/.

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I had my school refixed last school year and I couldn't have all the digital tools to beginn with; two weeks ago we returned and Internet didn't work and till now there are not yet solutions; I would like to introduce activities and use Moodle or Edmodo in order to try some flipped classroom experiences. I would like to balance digital and "traditional" activities; I want them to learn use tools with their hands, to control them, even the simple pencil is a big problem, folding or cutting a paper; they make it but they are not patient neither accurate... I'm not negative however I can't tolerate a WallyE scenario!

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My student come from a Little country nearby tue sea. . They has similar hobbies and are children of parents who work mostly in the same country. when I make examples of Maths should drop them into these experiences, problematize this is more profitable. Children use data / information or computer games for some of coding activities.

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The technologies are not always used, and so I prefer to use the phone and app like Geogebra, or I try to from real situations to introduce mathematical concepts

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I usually use some applets such as Geogebra, excell, Derive and the simulations offered by Phet . Unfortunately, internet does not always run well and in some school there isn't an informatic lab.....so I can't use technology.

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My students enjoy the lesson uses  information technology and of course game :).

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I use games, PPT presentation, musik in my lessons.

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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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I've been knowing my new students for 1 month. I teach in a secondary school (students are 11-14 old). The old teacher used to ask them high abstraction performances, too high I think. The consequence is that they think that math should be difficult if well done, they think that manipulation of objects is for children. So I propose them active lessons based on some computer activities, such as geogebra for math, and science simulations: they recognise them as  valuable activities even if they're not so abstract as the ones they were used to do.

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I use some video games from time to time.

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My latest loved Math game generator software is Tarsia. I used it with my 9th students, for instance to review powers or to introduce factorizing using a bottom-up approach. Here you have an example.
You can ask students to cut the triangles and the solution is a big hexagon formed by all of them. The outside sides are without formulas...

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My pupils are from 11 to 14 years old.  Some of them are special needs pupils (BES, DSA). They love computer, tablet and,  overall,  smartphone. Of course,  they are more  interested in playing computer games than studying a textbook but they are also interested in challenge. They like to work together and they help each other.They come from a couyntryside environment so I often propose to them maths problems from everyday life.

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

No. But it seems interesting. Going to explore them.

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

Everything that could be interesting to my students is interesting to me.

What kind of activities do your students like?

They love music. And they love to work and have a music select by them as a background.

They love mobile phones and tablets. Using them to learn makes their day.

What communities do they come from?

They come from several economic distinct communities.

What are topics they are interested in?

They prefer Calculus because they face it like a game. It has rules and they follow them.

What always works, what never works with them?

The same strategy doesn’t always works. It depends on the subject. I have to adapt according to my knowledge of them and my previous experiences with other students.

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

Good knowledge of the person in front of you helps to prepare. When I know in advance that something won’t work, I have to chance my approach.

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I customize my math class doing use flyers to practice accounts

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I sometimes use flipped learning in my class. Sometimes I let them to go on by themselves. Then I help those how need help. I want to use ICT also, we have use geogebra and excel. I would love to use games in my classes, I haven´t have any. Sometimes we play Kahoot, pupils love it!

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I often use flipped learning (FL) with my students. They are at the age of 16-19.
Earlier I used to Teach my students but today I let them Learn.
This way I can even see the learning process (everybody has its own). Students are much eager to study if they can partially decide their own speed of learning. I see this is the way I can personalize mathematics learning in upper secondary school.

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I teach in a small school, in a mountain area. I have very few students per class, and most are them are courious, proud of their small town but  looking for input from other environments. I try to personalize learning through small group activities, cooperative learning and sometimes I use game and simulation (e.g. Phet colorado) to let them explore and improve their own learning. Sometime I propose card games to foster their collaboration and specific learning.

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I thimk personalise lessons is very important but students' way to learn is often so different! I mean it's very difficult to act in different ways and personally I don't know if i'm good at it. Sometimes i try to use computer and whiteboard to be closer to their thoughts.

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In my math lessons I normaly use differents ways of teaching, strategies : problem solving, practicing communications and reasonning skills, math games, interatives tasks and apps. They always love differents things. Although I love to work with ICT sometimes we have troubles in the school net and I have to work with offline tasks. In the classes there are no tablets and there are only one PC. The use of mobile is the only way of working and some of the students are not using.

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I like to personalize the lessons for my students and for them i like to make a smile face on the blackboard ,i use ,when i can ,songs with math,movies which show figures representations