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Abstract This project aims at developing of teaching approaches to enhance creative reasoning in Maths and Sciences, and problem solving by providing students with some dynamic software such as GeoGebra, Learning apps, Socrative or Kahoot-applications in a shared collaborative working space. Goals ·        Design didactical situations which include dynamic software to support students’ mathematical problem solving and creative reasoning as means for learning. ·        Exchange Information on how students utilize the potential of GeoGebra to construct solutions during problem solving. ·        Create a joint pool of applications by using the GeoGegra features to quickly and easily create mathematical objects that are displayed as visual representations. ·        Asses the students’ progresses by using Socrative Students app or Kahoot online applications.  ·        Develop CLIL (Content and Language Integrated Learning) teaching situations in which students use a foreign language to communicate in Maths and Science topics.  Work processFirst 2 Weeks: ·        In this first phase the teachers with their groups of students get in touch in the eTwinning space, newly in the new TwinSpace. Here they use some Forum-communication features like MOOCs, or eTwinning in the classroom.Next  2 or 3 Weeks:·        Teachers from the partner schools exchange information about the use of the dynamic software such us GeoGebra, Leraning apps, Socrative or Kahoot. In this respect they collaborate to set the topics in which didactical materials are going to be produced. Here the participants can create a webpage in the new TwinSpace, which offers possibilities to upload images, texts, pool for quizzes, etc. Teachers and/or students from the participating school can edit this page. The relevance of this materials for the own school curricula is discussed on the TwinSpace page. Very nice features for Newsletters, presentations and communication offers the free Sway from Microsoft. Next 4 to 6 WeeksStudents and teachers from the partner school begin the work to their first GeoGebra applications. These can be done in different topics, like Algebra, mathematical Analysis, Geometry, Physics, etc., and they are uploaded like Apps. Each GeoGebra application is accompanied by a specific problem. To know is, that each student or teacher can download it, add new features, like animations, sliders, active text boxes, etc. and upload it again. In this way the most experienced teachers and students can improve the quality of the GeoGebra app, and/or tailor it to their own teaching/learning needs. Students can work at home at their own pace on each topic and suggested problem. Students are encouraged to create their own applications to investigate, and manipulate algebraic, geometrical or graphic representations. This can take place also in some IT teaching classes, where IT-teachers are involved in guiding groups of students. Teachers and students just can use these GeoGebra apps or they can be active contributors (designers) of them. This phase can continue over few years and can be enriched throughout some Erasmus+ activities. Some nice posters and leaflets created with Adobe_Spark could contribute to the dissemination of the joint created GeoGebra Apps. Doc.google web can be used to create big documentation, like collections of problems, or descriptions of working technics in GeoGebra. Here each contributor can add, improve or correct some released materials. The students’ progress is going to the assessed continuously. The teachers observe the students’ evolution in using the GeoGebra tools by developing more sophisticated applications and by using more advanced tools. For the users only, the growth in the mathematical and science knowledge is going to be assessed throughout dynamic software like Socrative and Kahoot. Teachers from the participating schools could create jointly tests with problems relevant for all schools. The school principals are continuously informed about the status quo of the project, in the sense that they are invited as members of the TwinSpace-Project to communicate with the participants, or to promote the project outcomes in the community.  Expected results ·        Teachers of the partner schools develop an online pool of applications based on the use of the mentioned dynamic software which could be easily accessed from other teachers or students worldwide. ·        Teachers develop didactical methods that support students to enhance general mathematical competencies, such as the problem-solving skills, or the ability to reason and to acquire mathematical and science knowledge 

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Abstract This project aims at developing of teaching approaches to enhance creative reasoning in Maths and Sciences, and problem solving by providing students with some dynamic software such as GeoGebra, Learning apps, Socrative or Kahoot-applications in a shared collaborative working space. Goals ·        Design didactical situations which include dynamic software to support students’ mathematical problem solving and creative reasoning as means for learning. ·        Exchange Information on how students utilize the potential of GeoGebra to construct solutions during problem solving. ·        Create a joint pool of applications by using the GeoGegra features to quickly and easily create mathematical objects that are displayed as visual representations. ·        Asses the students’ progresses by using Socrative Students app or Kahoot online applications.  ·        Develop CLIL (Content and Language Integrated Learning) teaching situations in which students use a foreign language to communicate in Maths and Science topics.  Work processFirst 2 Weeks: ·        In this first phase the teachers with their groups of students get in touch in the eTwinning space, newly in the new TwinSpace. Here they use some Forum-communication features like MOOCs, or eTwinning in the classroom.Next  2 or 3 Weeks:·        Teachers from the partner schools exchange information about the use of the dynamic software such us GeoGebra, Leraning apps, Socrative or Kahoot. In this respect they collaborate to set the topics in which didactical materials are going to be produced. Here the participants can create a webpage in the new TwinSpace, which offers possibilities to upload images, texts, pool for quizzes, etc. Teachers and/or students from the participating school can edit this page. The relevance of this materials for the own school curricula is discussed on the TwinSpace page. Very nice features for Newsletters, presentations and communication offers the free Sway from Microsoft. Next 4 to 6 WeeksStudents and teachers from the partner school begin the work to their first GeoGebra applications. These can be done in different topics, like Algebra, mathematical Analysis, Geometry, Physics, etc., and they are uploaded like Apps. Each GeoGebra application is accompanied by a specific problem. To know is, that each student or teacher can download it, add new features, like animations, sliders, active text boxes, etc. and upload it again. In this way the most experienced teachers and students can improve the quality of the GeoGebra app, and/or tailor it to their own teaching/learning needs. Students can work at home at their own pace on each topic and suggested problem. Students are encouraged to create their own applications to investigate, and manipulate algebraic, geometrical or graphic representations. This can take place also in some IT teaching classes, where IT-teachers are involved in guiding groups of students. Teachers and students just can use these GeoGebra apps or they can be active contributors (designers) of them. This phase can continue over few years and can be enriched throughout some Erasmus+ activities. Some nice posters and leaflets created with Adobe_Spark could contribute to the dissemination of the joint created GeoGebra Apps. Doc.google web can be used to create big documentation, like collections of problems, or descriptions of working technics in GeoGebra. Here each contributor can add, improve or correct some released materials. The students’ progress is going to the assessed continuously. The teachers observe the students’ evolution in using the GeoGebra tools by developing more sophisticated applications and by using more advanced tools. For the users only, the growth in the mathematical and science knowledge is going to be assessed throughout dynamic software like Socrative and Kahoot. Teachers from the participating schools could create jointly tests with problems relevant for all schools. The school principals are continuously informed about the status quo of the project, in the sense that they are invited as members of the TwinSpace-Project to communicate with the participants, or to promote the project outcomes in the community.  Expected results ·        Teachers of the partner schools develop an online pool of applications based on the use of the mentioned dynamic software which could be easily accessed from other teachers or students worldwide. ·        Teachers develop didactical methods that support students to enhance general mathematical competencies, such as the problem-solving skills, or the ability to reason and to acquire mathematical and science knowledge 

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Abstract

This project aims at developing of teaching approaches to enhance creative mathematical reasoning, and problem solving by providing students with some dynamic software such as GeoGebra, Learning apps, Socrative or Kahoot-applications in a shared collaborative working space.

Goals

·        Design didactical situations which include dynamic software to support students’ mathematical problem solving and creative reasoning as means for learning.

·        Exchange Information on how students utilize the potential of GeoGebra to construct solutions during problem solving.

·        Create a joint pool of applications by using the GeoGegra features to quickly and easily create mathematical objects that are displayed as visual representations.

·        Asses the students’ progresses by using Socrative Students app or Kahoot online applications.

·        Develop CLIL (Content and Language Integrated Learning) teaching situations in which students use a foreign language to communicate in Maths and Science topics.

Work process

·        In the first phase the teachers with their groups of students get in touch in the eTwinning space.

·        Teachers from the partner schools exchange information about the use of the dynamic software such us GeoGebra, Leraning apps, Socrative or Kahoot. In this respect they collaborate to set the topics in which didactical materials are going to be produced.

·        The developed applications are going to be used in the partner schools where the progresses of students are monitored.

·        Students are encouraged to create their own applications to investigate, and manipulate algebraic, geometrical or graphic representations.

·        Socrative software or/and Kahoot online is to be used in evaluating the development of the students’ students’ mathematical problem solving and creative reasoning as means for learning.

Expected results

·        Teachers of the partner schools develop an online pool of applications based on the use of the mentioned dynamic software which could be easily accessed from other teachers or students worldwide.

·        Teachers develop didactical methods that support students to enhance

general mathematical competencies, such as the problem-solving skills, or the ability to reason and to acquire mathematical knowledge