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4.3 Collaborative Projects in Maths: eTwinningI’m participated in a etwinning project FUN AND GAMES MATH . We used the blog of the project, google maps, very useful web  tools in this project.

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4.3 Collaborative Projects in Maths: eTwinningI’m participated in a etwinning project FUN AND GAMES MATH . We used the blog of the project, google maps, very useful web  tools in this project.

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5.4.5 Using Minecraft to teach Maths -QR Code                               I don´t know Minecraft. I would like to explore it to see if I can use it in my class.

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5.4.5 Using Minecraft to teach Maths -QR Code                               I don´t know Minecraft. I would like to explore it to see if I can use it in my class.

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I never used QR code in math context or other. It seemed very interesting.

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Hello, everybody !! I'm Daniela Tanu, teacher in primary school,24 years activity,  the third grade in Matca, Galati county, eastern of Romania.My students are 9 years old. ( My english=google translate)
This is my first  experience with School Educaton Gateway.

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5.3 Online Graphing Calculators                              For my little students- 3 rd grade, I use to present maths soft

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5.3 Online Graphing Calculators                              For my little students- 3 rd grade, I use to present maths soft

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Origami created by students is favorited activity.

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I used household items to explain orders and classes to natural numbers

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5.2 Flipped Maths Classroom The flipped classroom it's a good approach. It's hard for me to use it for many reason: few devices at student home and at school, few will to study alone. I believe in cooperative learning and I try to involve students in it. 

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5.2 Flipped Maths Classroom The flipped classroom it's a good approach. It's hard for me to use it for many reason: few devices at student home and at school, few will to study alone. I believe in cooperative learning and I try to involve students in it. 

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Module 5: Digital technologies in your Maths classroom5.1 Why use digital technologies in Maths

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Module 5: Digital technologies in your Maths classroom5.1 Why use digital technologies in Maths

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Students and teachers receive instant feedback and they could easily share their work. Students like to learn while playing.The danger is that students spend too much time in front of screens and do not move enough.Digital technologies can help us teach Maths to provide students with a fun but at the same time educational way of learning. It also helps educators and acts as a medium to reach those students with learning difficulties. At the same time technology should not replace the teacher's explanation or any other material.

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My students work in eTwinning projects:
https://twinspace.etwinning.net/43445/home
https://twinspace.etwinning.net/43187

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Students like work together and help each other. They aren't always capable to collaborate but they learn how to do it day after day, trying to do it. It is a fundamental skill we have to help to develop in our students.

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Module 4: Collaboration in your Maths classroom             4.1 TeachMeet 14th October 16:00

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Module 4: Collaboration in your Maths classroom             4.1 TeachMeet 14th October 16:00

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The best experience I have of writing and Maths is the one in the eTwinning project ,,Fun and games maths''{interconnect maths with blog, art,crafts,music, map,drawings, writing,stories}

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I use https://www.youtube.com/watch?v=gTaq2kaCAPI

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Module 2: Bringing the real world into your Maths classroom                                 2.1 PBL in the Maths classroom

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Module 2: Bringing the real world into your Maths classroom                                 2.1 PBL in the Maths classroom

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Students contribute to the development of their communities through projects that focus on services or topics of interest to those communities, and act as ecologists, data collectors, social workers or scientists to gain insights into their community life. Products and tasks become authentic when experts are invited to school to talk and evaluate students' projects and collaborate with them. In many projects, these links with experts are essential to help students develop quality work and develop their own learning process. Many teachers may think that all this involves more work, but these connections are surprisingly easy to create and once established, they come from themselves. The established relationships are invaluable for encouraging authentic engagement and lifelong learning.

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2.2 Textbook-type problems in the real world

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2.2 Textbook-type problems in the real world

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In the courtyard of the school, we measure the width and length of the football field by step, identify the time of the road from home to school.

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Mathematics is in many jobs. We have learned fractions by cutting oranges and making percentages of cakes, learning to orient ourselves after shade and sunshine

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Modul 3- Creativity in our Maths classroom                  3.1.2-Music and maths

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Modul 3- Creativity in our Maths classroom                  3.1.2-Music and maths

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I use the song ,,Count''to help my students learn the time tables.
https://www.youtube.com/watch?v=AWbTX7adIMM
we don't use dance for moment

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1.3 Personalising learning in your Maths classroom

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1.3 Personalising learning in your Maths classroom

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In public school where I teach in third grade in Romania, I'm trying to use educational games at math classes, educational software, digital manual, and facebook communication for information.
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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Technologies I primarily use: black/white board, PC, internet, projector, flip charts, educational websites.

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https://v.gd/0sYhBn

http://learningdesigner.org/designer.php?uri=/personal/Matca/designs/fid/60f84d3fd43a72bec16407a15466d58b9ebe53828adc257239301f584259bf29

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Module 1: Why Maths 2.0In this module we have the following Learning Objectives:Understanding why traditional Maths teaching is often considered problematic and can leave many people with the feeling that they are simply not good at it.Understanding how Maths can be made more engaging and facilitating a deeper learning of mathematical concepts and processes, rather than simple memorisation and application of formula.Understanding why personalising learning as much as possible can help student engagement.Reflecting on and assessing our own Maths teaching practice, and identifying some key goals to focus on during the course.Identifying some specific innovative actions or ideas that we would like to incorporate in our Maths teaching.Incorporating some key reflections in our Learning Diary.Identifying a class and topic to use for the Learning Design course, and setting up a Learning Design on the Learning Designer.

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Module 1: Why Maths 2.0In this module we have the following Learning Objectives:Understanding why traditional Maths teaching is often considered problematic and can leave many people with the feeling that they are simply not good at it.Understanding how Maths can be made more engaging and facilitating a deeper learning of mathematical concepts and processes, rather than simple memorisation and application of formula.Understanding why personalising learning as much as possible can help student engagement.Reflecting on and assessing our own Maths teaching practice, and identifying some key goals to focus on during the course.Identifying some specific innovative actions or ideas that we would like to incorporate in our Maths teaching.Incorporating some key reflections in our Learning Diary.Identifying a class and topic to use for the Learning Design course, and setting up a Learning Design on the Learning Designer.

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1.1. Mathematics is not popular among students because they do not read enough the requirements and prefer to intuitively operate with mathematical concepts

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https://bubbl.us/NDM0Mzg1NS84NDUxMjE0L2I1ODBmOWM5ZTU3ZmU5NzY4NmFjZTVmNmVlYTBkZDQ0-X