# data[].attributes.body
We used symmetry to draw and cut out some butterflies for our etwinning project Butterflies Across Europe.

Some children had difficulties with the use of space, but in general it went ok.

https://www.smore.com/168js-butterflies-across-europe

# data[].attributes.body
(Sorry, I couldn't turn the photos). Example of addition with sticks. Algoritmo ABN

# data[].attributes.body
You need strings and buttons. Depending on the multiplications you're studying you'll need buttons with 2 or with 4 holes. In the class I did it with buttons with 4 holes, but for the pictures I'm using the ones with 2.

We'll add one button at a time and  say it aloud: "1 button with two holes, that's 2 holes. 1x2=2. 2 buttons with 2 holes, that's 4 holes. 2x2=4. 3 buttons with 2 holes, that's 6 holes. 3x2=6, etc".

It's a good idea to put a note with the written form of the products so children can match the physical activity to the symbolic form of the multiplication..

# data[].attributes.body
We use wooden sticks to teach the concept of units and tens. Every stick itself is 1. We start counting and counting... when we reach ten, we tie them up with a rubber band. Every "pack" is 10, so we can play with numbers, associate their written name, calculate...

# data[].attributes.body
Activity described in Learning Designer. https://v.gd/h1yHrk

# data[].attributes.headline
MODULE 3: ACTIVITIES INVOLVING MOVEMENTS AND CONSTRUCTIONS

# data[].attributes.subject
MODULE 3: ACTIVITIES INVOLVING MOVEMENTS AND CONSTRUCTIONS

# data[].attributes.body
1) Elaboration of the geoboard at home, with help from the parents. Materials: corkboard, paper, ruler, pencil and thumbtacks.

2) Using rubber bands, "draw" different geometric basic shapes and complete a grid with the number of sides and vertex of each one. Can we make a circle using this tool? We would need a circular geoboard.

3) Explore: draw different irregular shapes, draw them in the grid and complete with the same data.

4) Free play. Shapes, objects, letters...

# data[].attributes.body
Described in Learning Designer --> https://v.gd/5Y3E9H

# data[].attributes.body
Need to catch up with my visual... very happy with naturalist and musical, though!

# data[].attributes.body
...with all these theorems by Greek people, and all in English... not easy!
Could we have something like this, but a bit more focused on Primary? These examples look great,  but honestly they're not helping me much thinking outside the box and coming up with new ideas...

# data[].attributes.body
Summer party. Described in learning designer.
https://v.gd/wUM0Gq

# data[].attributes.body
...this bunch of information with my colleagues and be contagious about this methodology!

# data[].attributes.body
Ideas to participate, possibly setting our "camp" on the park next to the school:
*Exploring geometry: find different shapes around and draw those objects on the notebook.
*Numbers everywhere: find numbers around (houses and mailboxes, car plates, prices at bars and shops...)
*Problems: observe people on the street, what are they doing? Create a math problem and solve it, in teams.
*If we can work with older students, solve a collaborative task. Make teams of 4 students (2 older, 2 younger). We want to throw a party. What do we need? Food, drinks, sweets, decoration... They can ask for prices at the shops. Older students will help calculate with the products (25 lollipops x 0'05€, for example), younger children will decide which notes and coins we would need to pay.

# data[].attributes.body
Need to design activities that stimulate different kinds of intelligence or learning styles. For example, we can write a number...
*...from symbols ( O = 10  or  | = 1 ) or objects drawn on the blackboard (visual style).
*...from soft noises, like claps for tens and snaps or whisles for units (hearing style).
*...from having the kids doing themselves the previous activities, after the teacher has suggested some examples.

# data[].attributes.headline
ALGORITMO ABN: "For easy, natural and fun Maths!"

# data[].attributes.subject
ALGORITMO ABN: "For easy, natural and fun Maths!"

# data[].attributes.body
It focuses on a hands-on phase that is previous to the use of numbers themselves, and fundamental for kids to play, touch, build... in order to get a better understanding of numbers, which will result in better calculus skills.
With this methodology, children are getting better results, more efficiency in calculation and solving problems, but most of all, they show great enthusiasm for Maths.

This methodology was created by Jaime Martínez Montero (Spain) and is quickly spreading to schools all over the country.

# data[].attributes.body
I'm Judith, and I'm from Spain. I'm a in the first grade at school Pablo VI in Ávila (not far from Madrid).
I loved Maths when I was in Primary, I found them easy and useful. It all changed in Secondary, when things turned quite abstract and difficult to understand (both the contents of the subject and the real use I would make of them in my life), and teachers didn't bother much about our understanding of the subject.
A couple of years ago, my school introduced a new Math methodology in Primary (last year we started using it in kindergarten too): Algoritmo ABN.

# data[].attributes.headline
MODULE 2: ACTIVITIES USING PAPER OR STRING

# data[].attributes.subject
MODULE 2: ACTIVITIES USING PAPER OR STRING

# data[].attributes.body
Exploration trigs the natural curiosity in children and we can increase their interest in our subject (and life!) just by letting them touch, play... DO!

# data[].attributes.headline
How can hands-on activities improve Math teaching and learning?

# data[].attributes.subject
How can hands-on activities improve Math teaching and learning?

# data[].attributes.body
The cons:
I think the negative part might be the change of mind we need to do, and the time to design our strategy to implement hands-on activities.

We need to adapt to society, to our students and their needs, so we cannot keep teaching Maths the same way they've been taught since... always?

Also, to include hands-on activities in our daily Math-lesson practice, we need to be careful and thoughtful. We need to reflect about what we need to teach, create a "storage" of hands-on activities and resources and design a plan telling what will we do, what for, when and how. Otherwise, we might fall into an empty practice, just playing.

This work obviously requires a fair amount of time... and I don't know what it is like in your schools, but sometimes we feel overloaded with bureaucracy, which doesn't facilitate either the change of mind or the strategy desing.

# data[].attributes.headline
How can hands-on activities improve Math teaching and learning?

# data[].attributes.subject
How can hands-on activities improve Math teaching and learning?

# data[].attributes.body
The pros:

I think the more we touch, play and feel, the more we can learn. With hands-on activities, we can reach deeper levels of understanding of abstract concepts such as numbers.
This methodology is a good way to engage our students and keep them motivated (given the fun these activities imply and the fact of giving kids an active role from the beginning) .

Besides, Maths are everywhere in our life (making a cake, read a map... anything), so it's very easy to prove why it is important to learn this subject. If we have motivated students who also have a purpose, a reason to learn, we will be unstoppable!

Last, but no least: hands-on activities can help improve understanding of those children with special needs, reducing the pressure and the feeling of being stuck, left behind while the rest of the classmates progress.