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1. In your group, discuss how you can apply the concept of inclusive numeracy to engage diverse student interests in your teaching practice.

2. Share experiences where you've successfully incorporated students' interests in numeracy lessons or any challenges you've encountered.

3. Create a short activity or project plan that aligns numeracy skills with students' different interests or needs, focusing on inclusivity.

- Consider interests such as sports, arts, music, nature, technology, etc.

- Think about how this can accommodate students with different learning abilities or needs (visual aids, manipulatives, digital tools, etc.).

4. After your discussion, nominate one person to share your group's ideas with everyone when we reconvene.

Reflection prompts for discussion:

- How can we use students’ interests to make numeracy more accessible and engaging for everyone?

- What barriers do we face in making numeracy lessons inclusive, and how can we overcome them?

- How can we adapt materials or approaches for students with varying abilities or language proficiencies?

Please focus on practical, ready-to-implement ideas while reflecting on your experiences with inclusion.

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Alessia, Nataliya, Cristiana Maria, Analise, Mariia

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Each month compose a song for each topic learned.

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Combining a foreign language with mathematics through nature throughout the seasons.

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Singing, drawing, composing, learning different subjects and topics.

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This is something my students love working with. We will organize a Circular Economy fair and use Maths calculating the prices in shopping the items, but paying with beans :-)

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Today, together with my 9th grade students, I calculated the carbon footprint of a 10.5 m tall birch tree, as part of an eTwinning project... We had a calculation formula that involved converting units of measurement (cm, m, m3, kg), we used notions about forestry (identifying the tree), ICT (we found out its density), we used our phone to take pictures, we needed notions of physics and mathematics to make transformations and calculations. 

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Today, together with my 9th grade students, I calculated the carbon footprint of a 10.5 m tall birch tree, as part of an eTwinning project... We had a calculation formula that involved converting units of measurement (cm, m, m3, kg), we used notions about forestry (identifying the tree), ICT (we found out its density), we used our phone to take pictures, we needed notions of physics and mathematics to make transformations and calculations. 

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Funny math!!

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Creation of fairy-tales, stories-quizzes trasure hunts (maps containing different calculations to get from one place to another)

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