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I do appreciate the massive effort the Irish initiative has put into achieving a relevant implementation of Maths teaching. It would make an excellent model for Romanian schools indeed.

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It's nice to see a developement activity like that in class.  Based learning: communication, information processing, search of personal solutions, developing of critical thinking - can only lead to progress.
Very useful video!

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It's true that Mathematic can make students  become able to think creatively and  to develop a set of transferrable skills!

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New teaching methods are important because through them our students will be able to solve any rype of problems feeling self-confident, motivated and the main characters of their own learning process. In addition I think teachers will be more satisfy about their work with pupils, too.

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this project quite interesting, as for the big challenges it implies for the teachers.

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The task of actually definitely is one of the tools that makes pupils share their knowledge because they experience directly through contact with reality.

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Students who solve the problems of coming to know definitely feel protagonists and more motivated

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I teach french and I'm  not the right teacher to judge it,  but I think that problem-solving is a  good idea  to interest pupils

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I'm a support teacher and often I face on with maths lessons.....pupils need to reasoning, to improve the way to solve real problems and think about maths as a reality. The Irish way to approach with maths is really usefull

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I teach Maths and almost everyday  I grasp the desire by students to find a link between mathematics and reality. So a problem-solving approach could not only make Maths more interesting but also improve higher order reasoning skills.

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I think Irish initiative is very interesting.
I agree that it is important to improve skills such as reasoning, sense-making and problem-solving.

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It is very useful and important! to learn science practical.

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Teaching Maths in Italy has always been challenging because umanistic subjects have been always considered more interesting and students, some outstanding apart, often dislike this subject. The result is that in the International test they get low marks.
It would be really fine to find an innovative method that could help teachers to change this non positive situation

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already in previous comments I had hoped for in Italy a plan for a more structured and effective training. The Irish case shows that the structuring and systematizing really offers the opportunity to make substantial changes and spread the teaching practice

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I think Irish initiative is very challenging as well as a good example to renew and implement maths education approches. Here in Italy, and particularly in some regions, most of our students are getting bad scores in the externally set and marked exam called "Invalsi".
I hope that the Irish project will be useful to inspire new ideas, approaches and practices

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learning maths by creativity and immagination is a revolutionary way to teach.  what about the results?
In Italy is very trouble study maths and the Invalsi results shows that clearly.

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I find this project quite interesting, as for the big challenges it implies for the teachers. The NCCA must have been of a great help to them, and I as a teacher think we need also need a committee that give us directions, and most of all a Ministry of Education that finally allow us to change radically the final exams at the end of the First and Second Cycle

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Implement key competences it's a hard work but this is a really good example. Our technology constantly envolving require a different perspective of education. Basecally we need to create significant knowladgde, motivational knowladge, and project maths it's a good example.
You can see next vedeo, other amazing example of this implementation in Irland. I hope some day starts with primary courses.

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Short Film on the Framework for Junior Cycle

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This film highlights the principles underpinning the Framework, and also describes the Framework's eight key skills and twenty-four statements of learning.

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Romania
It is always inspiring to see motivated people who mostly acknowledge the fact that we are preparing students for a future that is mostly foreseeable for us too. That is why teaching the know-how is of utmost importance!

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I find it very interesting project in Ireland and I hope I can find some interesting ideas even though I teach in a primary school.

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One of the most problems of students is to learn to approach to Math study trough "problem solving". Italian test "INVALSI" reveals this problem.

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It's wonderful to see such a development activity class. Based learning: communication, information processing, search of personal solutions, developing of critical thinking - can only lead to progress. I like. Congratulations!. I would like to see in our country more activities of teaching and learning that way. Not saying that does not exist, but in very small extent.

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This case study is a perfect reflection of how the teaching and assessment of competences can be implemented effectively and beneficially. By outlining the key outcomes that the teachers wanted the students to receive and then facilitating this process, the students have gained a more influential learning process and is in line with out advanced and innovating society.

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the video shows us clear and great model especially basic lesson such as math.This way is definitely perferable to take part interactive lesson and enhance dijital skills.I am impressed with this method..

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In Ireland, integrating these key competences to curriculum is a successful step. I had a chance to search Ireland education system in my master degree class and that video contributed my past study. Ireland curriculum works with modules and this flexibility makes easier to apply key competences In the education system and curriculum.

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a real good example! If you wan, you can do it well! In some countries every change pass without a real study of the sitution, that's the problem!

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Really interesting approach

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This Project is very interesting and useful but difficult.

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A great project for Maths. It is a kind of innovative thinking we should all look at

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The Irish case study shows exactly what it means to rearrange curricula and teaching syllabus in order to adjust it to the real needs of students for an effective development of their skills. "Project Maths" is something I'd really like to know more in detail and adapt to my country's routine teaching practices

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Very interesting. Since I am a teacher of mathematics I am very curious to know more and try to practice in my classrooms .

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Very interesting, but difficult a bit.

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(all) Teacher should recive training in order to teach in a different way.

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As I was watching the video I just thought "we have such a long way to go!! ".

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It's a very useful project!

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As mentioned in viedeo and the example of Ireland, to work the issues of skills assessment and adapt the curriculum is urgent, such as teacher training. Portugal and the rest of the EU have a long way to go.

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As a math teacher, I belive it is urgent to change the way students see math. We need to give math a real meaning so that students can really understand what they are learning and how to use it in real life.

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What a interesting iniziative! In Italy, the math teacher are using new method with difficoltà.

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The italian teachers and the headmasters need to many investments in training, like this course.

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The Irish case study shows exactly what it means to rearrange curricula and teaching syllabus in order to adjust it to the real needs of students for an effective development of their skills. "Project Maths" is something I'd really like to know more in detail and adapt to my country's routine teaching practices

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The assessment of competences has to be related to the aims and the traditional methods can be insufficient as well as demotivating.

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Great project.
The Italian school is, historically, more oriented to the literary, historical and philosophical subjects than to the scientific ones, with an evident lack on the maths knowledge. A project like this would increase competences in many ways.

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Changing is difficult, not changing is fatal

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This is a very beautiful project!

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I'm ready to learn more about Irish Project

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There are many ideas that reach would be nice to be implemented in our schools

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Congratulations to Ireland having introduced new approaches in maths teaching/learning

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Maths projects in irish schools is very important to develop maths competences. Maths skills and Knowledge take to the solution. Collaborative method and pair interactions help formative success

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It is very useful and important!

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Projects are very important and students do the best to show how they can work and what they can do.

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Projects that you proposed to us are really exciting.
Thank yo

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It's hopeful that activities such as Project Math will be created and developed for other subjects.

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this project is very useful for learning because of a different input to the kids about math.

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This project is a demonstration of the importance of transversal competence: the use of maths in a non academic context can lead to gain the important attitude to creativity, applying knowledge to different situations. This is the competence model we have to look for, even if we don’t have many resources. Sometimes even teachers have to be creative to find how to set up a problem-solving lesson or a case study using a book, a whiteboard and students.

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I think in Romania it would be difficult to implement it because somehow the Maths teachers think that the students do not work as much as the teachers would like them to. But it's not about the quantity, it is the quality of teaching that should be effective. Maths teachers are not creative. They do not use real-life examples and when the students finish school, they are confused because they didn't face the reality

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I think in Romania it would be difficult to implement it because somehow the Maths teachers think that the students do not work as much as the teachers would like them to. But it's not about the quantity, it is the quality of teaching that should be effective. Maths teachers are not creative. They do not use real-life examples and when the students finish school, they are confused because they didn't face the reality

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Nick, Romania

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I agree with Stefano. It's a matter of application, formation of the teachers, lack of tools.

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A kind of teaching reform as Ireland Project Maths needs investment of money, resources and time. And an effective coordination and supervision.
I'm thinking about how education reforms are managed in Italy. Sometimes on paper can say right things, but is the application stage that is badly managed.

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Project Maths is a great and very assessment of mathematics  biggest challenges.

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Amazing! A lot of professional work invested and it's worth it! I wish our educational system would adapt this project!

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Carmela , Italy The Irish case  seems to be a very good interpretation of the speed changes in our global society. But how to apply this to other subjects..?......

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Carmela , Italy The Irish case  seems to be a very good interpretation of the speed changes in our global society. But how to apply this to other subjects..?......

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impressive example!
how is this related with The Buona Scuola?

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Great example!

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I hope to learn more about the Irish project in the next modules. Just one question: why start with junior's cicle and not with younger primary school pupils?

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The Irish Case Study is very interesting! No doubt an initiative to extend to all education systems and others knowledge areas/levels of education.

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This Irish project is applicable in teaching/learning Engineering subjects...

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Sabrina... Italy...an original way to teach maths

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Sabrina... Italy...an original way to teach maths

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I think the Irish project is impressing! Looking forward to learning more about it.

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Rossana, Italy                   Gisella, I really agree with you but we're here to make a change and even if it's a small one we must try.

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Rossana, Italy                   Gisella, I really agree with you but we're here to make a change and even if it's a small one we must try.

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I am wondering how is it possible to change the way

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It is good to learn science practical.

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I am really impressed by the Irish project! This gives me much faith in the future and any change, whether big or small is possible with the willingness of all parties to make a difference! Hats off!

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The Irish example is absolutely astonishing! I also think that in Italy the maths teaching does not work so well...but what can we do when reforms are approved such as "la buona scuola"? If I think of it I get depressed...

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The Irish project I really like, I'm convinced it's a good way to learn math.
I would tell my own experience. When I was a student I did not like math, and did not have good results. Once you become a teacher I "discovered" the beauty of mathematics and I have tried, through different methods to appreciate my students this discipline has always been considered difficult. Well, I've had amazing results! With the right technique you a long way.

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Interesting!

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I look forward to hearing the details on the Irish "Project Maths": a new approach for teaching students Maths and prepare them for the future!

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The Maths example is really effective, because I think it's a shared experience not to remember what we learnt as students when faced with everyday challeges. So meta-cognition is important in a way that allows our students to be involved in our teaching: what are the everyday challenges related to our subject? how can each student solve them in his/her personal way?

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I love the Irish example. I took notes of the junior and senior skills and think about them. We should all try to let our studentsbe more independent and critical as well.

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The emphasis on problem-solving, syllabus modelling and put the role of mathematics  in real life contexts are the winning keys for teach, learn and assess mathematics in a school like mine, hotel school.

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Very interesting  the video above.

Learn math in this way can reverse the negative cycle that is seen by our students from the early years of schooling.
Portugal is far from this practice.
In fact coexist in the same discipline, very different situations, 1991 Programs to Curricular Goals 2014, 2001 Programs to Curricular Goals 2014 Curricular Programs and Goals 2015, among others.

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Fundação Calouste Gulbenkian
30 de abril de 2016

Os documentos curriculares para os ensinos básico e secundário, presentemente em vigor, foram homologados e implementados ao longo dos últimos 26 anos. Atualmente coexistem, para a mesma disciplina, situações muito díspares, Programas de 1991 com Metas Curriculares de 2014, Programas de 2001 com Metas Curriculares de 2014, Programas e Metas Curriculares de 2015, entre outras.

A forma tradicional de ver o currículo escolar é considerá-lo como um conjunto de planos de estudo em que se encontram integradas disciplinas, organizadas por áreas disciplinares e componentes de formação. Os saberes disciplinares que se aprendem na escola incluem um conjunto de regras e padrões que influenciam a forma como os alunos pensam, comunicam e interagem com os outros, bem como o olhar que constroem sobre o mundo e sobre eles próprios. Porém, é hoje consensual que o currículo escolar não abrange tudo o que se aprende seja no domínio específico de cada área do saber, seja nos domínios mais transversais de desenvolvimento pessoal, social e cultural.

Programa

09:30

Conferência
Education and Social Progress
Andreas Schleicher, OCDE, Director for Education and Skills

14:30

Conferência
Nove Valores educativos para sobreviver numa sociedade do conhecimento
Daniel Innerarity, catedrático de filosofia política e social, investigador "Ikerbasque" na Universidade do País Basco e diretor do Instituto de Governança Democrática

17:15

Conferência
Que Educação para o Mundo da vida do século XXI? Perfis. Objetivos e Desafios
Guilherme d'Oliveira Martins

PDF

Tiago Brandão Rodrigues, Ministro da Educação

Formulário para envio de contributos relativos à Conferência Currículo para o Século XXI: competências, conhecimentos e valores numa escolaridade de 12 anos

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Conferência Currículo para o Século XXI: competências, conhecimentos e valores numa escolaridade de 12 anos

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Os documentos curriculares para os ensinos básico e secundário, presentemente em vigor, foram homologados e implementados ao longo dos últimos 26 anos. Atualmente coexistem, para a mesma disciplina, situações muito díspares, Programas de 1991 com Metas Curriculares de 2014, Programas de 2001 com Metas Curriculares de 2014, Programas e Metas Curriculares de 2015, entre outras.

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"Project maths" in Ireland sounds really impressive and I can't wait to learn more about it! In my country all subjects are mainly exam-centered, but not competence-based.  Having a school-leaver at home I can clearly  feel the stress and fear for each mark at school and the exams awaiting ahead. As a teacher at secondary school I even get strong   "recommendations"  to give my students a certain number of marks  per term. I believe that the Irish examle is worth following, as it motivates students by giving a clear understandingthat they are learning for life, not fore the sake of the exam.

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In Italy, the Guidelines for the curriculum for Primary Schools are based on the skills according to the European framework. In my opinion you need to upgrade the teaching method.

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This is what in Italy is not done: a real curriculum reform especially in maths. Programs are very old and not related to the real life problems. It is interesting this project because encourages to collaborate and discuss

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I am impressed of how Ireland has made it in this project. I believe that Mathematics is a subject where key skills can play an important role to the futures of the involved students. Thinking, undetstanding, collaborating, analyzing... these are some of the values they are available to approach, while participating on this project. I like the NON -exams approach to solving problems, using scenarios to chose the most effective solution. I appreciate how teachers and students collaborate and interact. In future, all the results of this curriculum can be found as it's a great preparation for the university. I wish this project could be applied in Greece, but I guess it's a dream, right?

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I've read some of the posts by my Italian colleagues and I completely agree with the. Italy needs such a reform. Not only for maths. Our students need to be taught how to collaborate effectively and how to take part in projects both as individuals and as a group.

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«Students are encouraged to work collaboratively, to be imaginative and creative».The video is really inspiring.
Collaboration, innovation, creativity, problem solving, learning to learn, definitely the key competences for future, if not for present.
The way Key Skills was adapted to curricula in Irland seems very interesting.
In Portugal, final individual tests are quite usual and important in some grades to pass or get into the university. In my opinion it is absolutely necessary to evaluate many skills (like collaborative and communication skills, and autonomy in learning) that are hard to evaluate in a test.
How can this be done in a way that can be compared across schools and teachers?
I would love and hope to learn also about this.
I am very curious about this model and I intend to do further research on the subject.

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I do appreciate the massive effort the Irish initiative has put into achieving a relevant implementation of Maths teaching. It would make an excellent model for Italian schools indeed. Thank you for sharing.

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Above all, “the big investment in teacher professional development” is the beginning of every change or reform because without well-trained teachers one cannot go forward and far. A reform like this one in Ireland has been taking a long time to give some positive results. And much more is to come... The changes were systemic, not isolated. Here it is the central/main action to take.

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This case is really impressive. It could be used as a model for our schools

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The video is really inspiring.
The examples are very interesting and I hope that many more countries can use these methods, then they contribute to creating better students, workers, citizens of a Europe that should be each time more united.

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I am very charmed by Irish curriculum reform! It could be a model!

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Math skills are a big problem also in Italy.

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Math skills are a big problem also in Italy.

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The Irish project  could eliminate the gender gap in university enrollement in scientific subjects.

Tonina C.

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I thing that stimulating creativity in students and making them work with others, cooperation and sharing ideas is fundamental to learn. In Italy, people involved with the changes at high level not always know what it is important for the students or how teaching is going on! The most important to do is for me to invest in teachers development and to stimolate them to change. �<�zWS

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I find that learning specific syllabus is fundamental because each subject requires its own.

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The Irish case is very significant, because it makes us understand that by using a programming and methodology based on skills, allows to attaining significant results.