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"Why a Maths 2.0 course?"... the large numbers of young people as well as adults  believe they are inherently bad at Maths...
.. we should consider why Maths, unlike most other school subjects, has such a bad reputation...
...Only 12% of the European students get a STEM (Science, Technology, Engineering, Maths) degree, compared to 45% of Chinese students)...
LET'S GO!!!!!!
We have to find methods to teach a new, friendlier, more enjoyable, more useful and less abstract Mathematics!!!!!

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Hollywood Hates Math

https://youtu.be/3uYBoWH3nFk

DAN FINKEL :Five important principles to consider for your innovative Maths teaching.
1)Start with a question
2)Students need time to struggle
3)You are not the answer key
4)Say yes to your students' ideas
5)Play!

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1.4 Twitter Chat: Strategies for engaging students in the Maths cklassroom

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1.4 Twitter Chat: Strategies for engaging students in the Maths cklassroom

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Thursday, 2st Semtember 2017 (from 6:30 pm - 7:30 pm CET)
https://twitter.com
Questions:

1. What are your strategies for motivating your students in learning Math? What works the best? #math2mooc

2. What digital or analog games or quizzes can be used to make Math classes more interactive? #math2mooc

3. In your view how important are competition and collaboration in engaging students? Which one do you use most? How? #math2mooc

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2.1 Applying Maths skills to a real-world problem

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2.1 Applying Maths skills to a real-world problem

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Remember the question students tend to ask: “Why do we have to study this?”
We  have explored several approaches for bringing the real world into your Maths classroom  like the project-based learning (PBL) approach.Edutopia article PBL and STEAM Education: A Natural Fit, makes the case that "using project-based learning in science, technology, engineering, art, and math classes is a way to solve problems in real-world contexts."

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Today we talk about how to organize our time in the morning calculating the unexpected events that make us arrived late. For example on my way to school the probability that I have to stop at the first set of traffic lights is 0.3. The probability of stopping at the second is 0.75. Now we find the probability that on one morning we stop at both sets of lights.

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Part of bringing the real world into the Maths classroom is showing how important Maths is for students' future careers and establishing links to a range of professions which use Maths on a regular basis
.Weather Forecasting
https://youtu.be/N3ujy-nWvNI

In the Experiencing Mathematics website  we can find a  plenty of example activities and problems to use in a range of mathematical areas

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Newspapers and TV news are full of statistics and probability.These are used to make all Kinds of arguments. Knowing a bit about them the students could use everyday maths to manage risk in their life.
Last year I invited a statistics professional to my Math class.He spoke to my students about the importance of statistics for interpreting real news, how the statistics can find job in every field. My students (18 years old)  were very interested in two themes: Statistics in medicine- The use and abuse of statistics and the law.

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Generally speaking, Maths is valued for developing our students’ analytical and critical thinking rather than their creative thinking, and in most cases this is also the focus of the Maths curriculum. But one of the most wonderful capacities of childhood is creativity and curiosity

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Music and Maths are more natural partners than we might initially think. Playing musical instruments and composing music requires you to think in rhythms and patterns, as well as to recognise these and manipulate them, something quite mathematical in nature.
The Numbers Show-Irina Vasulescu
https://soundcloud.com/irinavasilescu/the-numbers-show

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I cannot play any musical instrument but many of my students do. I trust in learning "by heart" and for this i will commit myself to integrating in my lesson activities that encourage my students' musical talents, giving them the task of creating songs about the material I teach. This is a good idea!
Let me share here an experience I did last year with my English colleague in the CLIL project.
When I told my students that we would have faced  the Learning Unity "Decision making under Uncertainty" in English, their reactions were: Oh no! I don't understand  Math in Italian, let alone in English !"; "Oh no! I have to study double!"
My colleague and I decided to start with an activity that involved them having fun: A song about the probability and the relative theorems ( Bruno Mars).
The result was amazing: All the students started singing. CLIL work continued in a favorable climate.
Here is the video: The Probability Song.

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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. Here is my idea:

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Last year I proposed to my first year high school students, before addressing arithmetic, to read the book. "La solitudine dei numeri primi", a novel by Paolo Giordano, published by Mondadori, which received the Premio Strega e Campiello, works before 2008. We also saw the film from this novel.

The novel tells the parallel life of Alice and Mattia through the often painful affairs of their childhood, adolescence and adulthood.
The two boys are compared to two prime twin numbers (solitary and isolated  prime numbers, but close to each other, because they are separated by a single number): they share the same peculiarities, attracted to each other, they can never join because divided by an impassable obstacle.
That was my modest way (without being aware of it) to join narration with math in order to stimulate the curiosity of my students to the mysterious world of prime numbers.

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Moving toward the end of our course :

1. Thinking about the social interactions that we can develop in our Maths class

2. Exploring a range of eTwinning Maths project examples and thinking about our own project

3. Continuing to work on our Learning Design

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4.1 TeachMeet 14th October 16:00

TEACHMEET - LISTEN TO YOUR PEERS

Source: https://commons.wikimedia.org/wiki/File:Knowledge-sharing.jpg. Creative Commons Attribution-Share Alike 4.0 InternationalA TeachMeet is an informal way of sharing ideas, interesting resources and good practices amongst teachers.

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In the video "How to teach Maths as a Cooperative Activity" https://youtu.be/kZxNldBEU6o by Edutopia.org,Willard L. Bowman provides an overview of how collaboration and positive social interactions can be embedded into a Maths class, trogh the following steps:
STEP 1  Establish a set of working agreements (speaking, listening, thinking and behavior), social emotional learning.
STEP 2  Explain the business of the class (Tell  students what you expect to happen)
STEP 3 Have students work individually or in pairs to solve the problem
STEP 4 Respect all ideas
STEP 5 Discuss solutions in a Fishbowl
STEP 6 Model the challenges of learning
STEP 7 Debrief Fishbowl feedback
STEP 8 Close with reflection

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4.3 Collaborative Projects in Maths: eTwinning

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4.3 Collaborative Projects in Maths: eTwinning

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A fantastic way of organising collaborative projects with another Maths class is via eTwinning.
It is a platform that allows teachers to find partners across Europe with whom to organise collaborative projects.

History of Maths- Galois

https://youtu.be/IJDikbOU-1M

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This is our final module!
Our Learning Objectives for this module :

1. Understanding how digital technologies can facilitate student learning in Maths

2. Understanding how digital technologies could potentially change the way we currently approach Maths teaching

3. Considering ways in which a range of tools such as QR codes, Minecraft, or Geogebra can be used in your classroom context

4. Reflecting on how the Flipped Classroom approach could be implemented in your own context

5. Finalising your Learning Design

6. Peer-reviewing the work of three other course participants and thereby reflecting on your own Learning Design

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5.1 Why use digital technologies in Maths

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5.1 Why use digital technologies in Maths

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"A teacher who could be replaced by a machine should be." (Arthur C. Clarke)
For a more conceptual approach and rationale for using computers, in particular in our Maths classroom,  Conrad Wolfram's TED in the video "Teaching Kids real Math with computers" makes a powerful case for a shift in our Maths teaching through the use of the computer.:
1) Posing the right questions
2) Real world_ math formulation
3) COMPUTATION (by Computer!!)
4) Math formulation_ real world, verification.

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One of the most popular pedagogical approaches using technology in recent years has been the flipped classroom model.
Edutopia and EdTech have each assembled a list with a number of useful videos. Another useful tool is Wolfram|Alpha, a computational engine which gets stronger every day, and which students can use to experiment with mathematical problems before coming to class to discuss them

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Graphing calculators have been around for a long time, but the great thing about the Internet is that they are now much more powerful, and available to everyone for free.
An alternative to Geogebra is Desmos, an online graphing calculator with lots of great activities and a classroom dashboard in place.

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Minecraft is a fantastic tool for learning across many different subjects, and it also lends itself to the Maths classroom. By building structures in Minecraft, geometric shapes can be nicely illustrated and simple calculations can be visualised for students.

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I do not know Minecraft but, watching the video" Introducing Volume and Capacity",https://youtu.be/tMjxxLhxtHo I think it can be used in a classroom in so many disciplinary ambitions, from art to math, to promote creativity and collaboration among students. There is a risk that it will be reduced to a simple moment of distraction for students if used incorrectly. However, I read on the web that the teacher has access to a shared library that collects lessons and activities from other users on the Minecraft platform. The teacher can consult it, modify it and adapt it to her class as well as, for example, , modify the game options to suit  students' educational needs.

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THANKS
This course opened my mind !
Agata Brescia

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My school of economic and linguistic education is in Turi, a small town in Puglia, Southern Italy. My students are between 13 and 18 years old. They are very interested in foreign languages and enjoy any activity on the computer. There are three computer labs in my school. In some classes there are interactive whiteboards. Some students, but not all, bring their own tablet to school.