# data[].attributes.body
6. The teacher facilitates students’ development by allowing them to explore and develop their own mathematical hypotheses and conjectures.

# data[].attributes.body
5. The lesson fosters curiosity by introducing intriguing or peculiar mathematical concepts such as magic squares, encryption, the Golden Ratio, the Fibonacci sequence, or Moebius’ band (just a few examples, any other topic is appropriate).

# data[].attributes.body
4. The teacher uses Maths to help students understand cultural aspects such as Maths history, the natural or political environment, sociological aspects, etc.

# data[].attributes.body
3. Students create their own learning materials, for example posters, videos, webquests, proofs, etc. The focus shifts from taking notes and solving to experimenting and creating.

# data[].attributes.body
2. The students are involved in new type of activity that allows them to value skills usually not put to use in Maths classes.

# data[].attributes.body
1. The lesson has a cross-curricular aspect, for example using a connection between math and an apparently opposite domain or referring to the use of math in other sciences.

# data[].attributes.body
Learning Designs. Make sure to add

My lesson project is about storytelling and math.

Writing and storytelling are usually considered staples of language or literature lessons, but with some creativity they can also be used in the Maths classroom.
It's time to continue working on our

at least one activity that focuses on a cross-curricular aspect involving subjects/areas that are usually thought to require and stimulate creativity.

Take into account the following criteria, which are part of the final assessment rubric that will be used on the course.

# data[].attributes.body
My lesson project is about storytelling and math.

Writing and storytelling are usually considered staples of language or literature lessons, but with some creativity they can also be used in the Maths classroom.
It's time to continue working on our

# data[].attributes.body
7. Identifying a class and topic to use for the Learning Design course, and setting up a Learning Design on the Learning Designer.

# data[].attributes.body
6. Incorporating some key reflections in our Learning Diary.

# data[].attributes.body
5. Identifying some specific innovative actions or ideas that we would like to incorporate in our Maths teaching.

# data[].attributes.body
4. Reflecting on and assessing our own Maths teaching practice, and identifying some key goals to focus on during the course.

# data[].attributes.body
3. Understanding why personalising learning as much as possible can help student engagement.

# data[].attributes.body
2. 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.

# data[].attributes.body
1. 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.

# data[].attributes.body
LEARNING DIARY
Learning Objectives: