PBL in the Maths Classroom by Teacher Academy

Igor Bogdanoski

2017-09-25 12:50:10 UTC

Playground from yours dream
Several years ago my students from 8 and 9 grade have a project named dreams playground as an example of PBL.
One group have a money limit, second group have e task of making playground only with 2d and 3d shapes, Third group need to made a playground sketch in given ratio, fourth group have task of making a computer model, fifth group have to made paper model of the playground.

Alberto Bosani

2017-09-25 13:46:54 UTC

I think there are lots of PBL activities with could be developed by applying Statistics, Combinatorics and Algebra, such as
1) implement a worksheet-based model to compute taxation (topic: Algebra - age: 14-15);
2) define a market strategy for a certain product by means of regression (topic: Statistics - age: 17-18);
3) draft a cost-revenue analysisfor the sale of good (topic: Algebra - age 16-17)
etc.
Somehow I have greater difficulty finding projects which involve non-trivial Geometry.

Nikos Makrodimos, Greece

makrodimos — 2017-09-25 14:05:07 UTC

A very successful project I addressed last year to my 11 year old students was the following. In our school we got a new teaching room. It was totally empty so I got the chance to create a nice math project for my students. I divided them to teams and send them into the empty class to tell me how many students could be in that class, how many desks we needed and how many chairs. How much empty space per student could be available and they also had to make a plan of the desks pattern in the classroom. So students had to measure, to count the surface to divide it with the surface of the desks and the chairs and to draw their plan on the paper. It proved that it was not so easy as it seemed and they spent one hour in measuring and calculating. During the second hour they planned the classroom design and they presented the results of the project with a lot of mistakes of course but they were all engaged in that project and they realised how useful and practical, maths could be.

Teresa, Italy

crancyfera — 2017-09-25 14:27:19 UTC

I think there are more possibility to give to students examples of PBL activities. I tested a way to introduce concepts about set theory. I start putting in a column of a table the name of students of my class (age: 11-12), then I fill the second column with name of students that have glasses, so in the third column the name of students that have a playstation at home and so on. Then I show othem the rappresentation of first set (column) by Eulero-Venn diagrams and I introduce the concept of set and elements of a set. After some example of elements and no-elements written also in math simbols, I start asking the the best way to rappresent the set "students that have glasses" together to the set "students that have playstations", in order to bring them to the intersection or union or difference of sets ( following the tabulated information about their self). I tryed this way with enough success because they read and use they name and name of compains.

Antonella, Italy

crancyfera — 2017-09-25 14:29:10 UTC

There're a lot of PBL that I could use. Every years, in my classroom (6 grade) I ask their favourite color. We write a table with five categories (blue, red, black, green, orange) and their preferences. They make a histogram very color! At a later time, we organize an election day and they try a make a exit-poll,
they count votes, make a table and they applaud the winner.

Valbona Mata

valbona_mata2 — 2017-09-25 14:55:38 UTC

Alot of examples to bring real life on class.
according to this a have to realise two project.
1 In market
2.The model of city

Anna Mirella, Italy

guerrierimirella5 — 2017-09-25 15:11:35 UTC

By teaching maths and science to boys between eleven and fourteen, I often make connections between the two disciplines. Plants and animals help me to introduce symmetries. Using genetics, I use the probability calculation. Thanks to mineralogy, my boys approach the polyhedra world. An example of PBL was carried out for the geometry. The boys were divided into teams, each team has seen the image of a monument: the Pyramid of Peace, designed by Sir Norman Foster and engineer Buro Happold in Astana, the Louvre Pyramid, designed by Ieoh Ming Pei , the pyramid of Cheope, the pyramid of Pharaoh Zoser at Menfi, the Transamerica Pyramid in San Francisco. Then they treated the materials technology and finally they used math skills to calculate the slant, the lateral area of the buildings and the volume of the buildings.
https://padlet.com/guerrierimirella5/mgds5v7d65fv

Cristina, Italy

2017-09-25 15:13:20 UTC

I have taught in electronics topics in technical high school for many years. I have used PBL and STEAM education every day, because this was the target of my subjects. For example (16-18 yeras) how did you can decide the number of sockets in a room? We drew the house plan, then we calculated the square meters and so on...Now I teach math at high school and there are not the subjects of my frameworks. I think PBL is good for primary school, but not for igh school.

Cornelia Melcu

corneliamelcu — 2017-09-25 15:20:25 UTC

A few years ago we run a project related to travelling around Europe. Students aged 9-10 used google maps for calculating distances between places and calculating costs for travelling using different means of transport.

Oriana Pipino, Italy

oriana_pipino — 2017-09-25 15:29:21 UTC

Project Based Learning (PBL) is a teaching method that breaks down with the traditional, short, isolated and frontal, ex cathedra lesson in favor of a series of activities that are carefully designed and protracted over time. I think the best way to involve students is to encourage multimedia presentations, or theatrical representation, or a written report, or a web page or other product type.

Antonella, Italy

antonella_sorci — 2017-09-25 15:34:06 UTC

I'm not used to working for projects, I think is a useful stimulating mode

Gabriella, Italy

fisicaamica — 2017-09-25 15:51:44 UTC

for some years I have introduced the combinatorial calculation by dividing the classes into groups and giving the same number of red candies, mint candies, licorice candies to the ciscu group ... Then I ask them to determine how many ways you can have 5 candies with and without repetition and so on.
Then you can see formulas on the book and I must say that they are more careful and "remember" the math procedure better,

Mihaela T , Romania

gelu_mihaela — 2017-09-25 17:21:51 UTC

The activity was addressed to eighth grade students and was called "A Sweet Business". They were challenged to make an offer for preparing a number of cakes for a business meeting. The students received the list of ingredients for 24 cakes and the costs of each and were asked to calculate the amount needed to prepare the 840 cakes, of cardboard is required for packing the cookies, as it costs to transport them to the destination, the cetraseu is more advantageous than possible.Students have worked hard on the calculations but were delighted to submit their offer in the end.

Maria Daniela Roberto

gligomat448 — 2017-09-25 17:22:31 UTC

Middle school is a good time for students to begin to investigate careers and learn the skills they will need for certain jobs. Key skills in the future workplace include problem solving, analytical skills, the ability to work in groups and independently, and skills in science, technology, engineering and mathematics. All professionals dealing with product marketing should have STEM SKILLS to understand the science behind the product itself and the potential target consumers; employees in a variety of jobs talk about how they use these skills regularly.

Kerli, Estonia

kerli_viidebaum — 2017-09-25 18:05:18 UTC

We had a Health Week at school and I did a lesson where students had to calculate the sugar content in the various drinks they consume. They brought the empty packages or bottles to the school. At first they had to predict how many teaspoons of sugar is in their drink. Then students investigated labels and calculated it accurately. After that they weighed out the quantity of sugar, made a photo of bottle and sugar, and shared their results in Padlet.
Furthermore students were looking for information about how much sugar it would be reasonable to eat daily.
Students had to calculate with decimals, convert units and measure.

CHRISTOS, GREECE

christos_chachoudis — 2017-09-25 18:19:58 UTC

The activity was addressed to students with special educational needs in the age og 13 - 14 years old. They had to make a board of statistics measuring the grades of their fellow student of their general class, making groups of grades, and finding the percentages of each group, making diagramms and calculate the average and the interstitial of their sample and estimate the grades of the whole class. The project wasn't easy for my students, we had some problems but eventually the results were very promising. We worked using PC and exel diagramms and the teamwork was the key to achieve the good results.

Sarah Mallia, Malta

sarahborg85 — 2017-09-25 19:26:55 UTC

I teach Year 4 (8/9 Year old kids) so the project selected must be very child friendly. I would ask them to carry a survey about collection of waste in their hometown and then we draw up bar graphs, pie charts etc using a computerised programme and then present them to the local council in view of any problems encountered.

Hasime, Macedonia

hasime — 2017-09-25 19:52:48 UTC

I work with students aged 11-15. I had one project with my students aged 11. First we made city plan with 2D forms, after that we build the buildings with 3D forms. Students were very collaborative, they shared their ideas and finally we get our 'class city

Adriana

adryanaanton — 2017-09-25 20:07:23 UTC

With the introduction of the new gymnasium program, we hope to have more time to implement the projects. Integrated options are of great help

Cucuianu Marița

cucuianumarcela — 2017-09-25 20:14:01 UTC

România
I and my students have developed the project "How Influence Decimal Fractions Life"

Each team delegated 2 students to become experts, and together we went to find out how to do it in a bank when we want to go to change the currency, what we need to know how to read the exchange rate.

Then I went to the magazine to establish and see how to shop. We analyzed the products to be bought, and then each one accompanied by the team went shopping and exchanged a sum of money.

Students were very pleased with those who saw the bank and were very preoccupied with a face-to-face shopping, and they were looking forward to the day for finalizing the project.

Each team presented the prices of products from different magazines, comparing prices, we saw how much the cake cost in each store, we set the price of the cheapest cake and the most expensive for the exchange rate, and we also made a graph to see the evolution of the course in - a week.

Here we are at the bank https://www.youtube.com/watch?v=-4fRfU4eH9A

At the end we formed two teams with 2 pupils from each team and I made "Magical Rulada" a cake made together to make the tasty, fragrant, sweet time. At the end of the project, the parents participated at the end of the project.

Chiara, Italy

2017-09-25 20:27:02 UTC

In the last few years, in the test of the final exam at high school , science oriented, students are asked to solve a problem of modelization of real situation ( i.e. build a roof whose profile let the snow goes down easily).
This is the occasion for me to introduce in my lessons problems connected with the real life. I like to present to my students optimization problems: they are asked to solve questions like:
- what is the best choise beetween two offers ( usually comparing two incidsnt lines with different slope)
- which geometric form must have a garden if we have a fixed lenght of bench and we want the maximum area

Maria Sica

ladymary — 2017-09-25 20:31:57 UTC

last year we propose to our student to organize a school trip. They must organize everything...from travel to tour. They had a fixed budget and after 4 week of study the had a presentation about their choise .

Renata, Croatia

renata_pintar — 2017-09-25 20:34:56 UTC

Problem of determing the cost of a certain coin.
Students would have to investigate metals that are coins made of, their proportions in the coin and their price on the market. They would have to calculate volume and mass od certain metal and calculate and compare the price of coin and its value.

Giuseppe Vullo

profgiuseppevullo — 2017-09-25 20:37:24 UTC

Furnish your bedroom

Last week 11 and 12 grade students had a project named "furnish your bedroom" as an example of PBL.

They had:

- to choose between two several estimates (proportional reasoning)

- to make a sketch on sheet (geometric skills)

- to make a 2d and 3d graphic project with planner5d (technological and computer skills)

- answer to different queries (arithmetic and geometry questions)

- explain the project to their school mates

Koraljka, Croatia

2017-09-25 21:04:21 UTC

primary school PBL
Our project could be named: POCKET MONEY. I would ask students to talk and write about their wishes and needs for a month in advance.
Then I would like them to estimate how much money they would need. Then I would tell them that they have a certain amount of money to spend.
They would have to do a survey about prizes of things they like and need( for example a cost of a movie theater ticket, a book...) And a final product could be a plan how to spend it well.

José Raúl Alejandro, España

raulalejandrobejar — 2017-09-25 21:06:35 UTC

A real problem would be building a bike lane in our city. To do this they must use tools such as scales, graphs and economics tools.

BURCU YÖRÜK

burcu_yoruk_00 — 2017-09-26 07:12:55 UTC

My students are often unable to associate mathematics with everyday life. If we work more on this, we can make progress

I 'm hıgh scholl teacher. my country curriulum is very intensive. we can't make a lot of activity

Chiara, Modena, Italy

2017-09-26 09:23:32 UTC

I never used PBL in my classroom, mainly for one reason: it takes a lot of time and in Italy we faced a drastic reduction of maths hours in every curriculum. Moreover we have under pressure for Math program to be covered in some kind of schools (the scientific ones) in order the student can get the final exam (I teach in a secondary school).
From this year I am in a school of Arts, so there is no such pressure and maybe I will try to prepare something for the next year.
I agree with the fact that the only way to be effective in Math teaching is to let the students to be active. In my classes I make students work in group and solve problems, possibly related to real world situations. I want they practice a sort of "brain gym", I don't want them memorize formula. In these years I have learned that they often prefer to memorize!

Argiro Spyrogianni, Greece

Argiro_ — 2017-09-26 16:42:53 UTC

Considering that I usually work with students aged 7-10, PBL is part of my lessons but with an emphasis on the creative part of it. For example, we take part in our school’s Christmas bazaar by creating our ornaments in teams and calculating how many will we need to create in order to reach a specific goal referring to our profits. The students, also decide the way we are going to promote the ornaments during the bazaar, so that the sales are successful. Although, at first, they seem a bit overwhelmed by the process of calculating and trying to figure out how to come up with a plan that will meet our goals, in the end they always manage to achieve them and be happy and excited while they do it.

Elena Martin

2017-09-26 19:53:19 UTC

Romania
I teach in a secondary school and I can use math skills to make my students discover the meanings of statistics in every day life. They can collect real data and calculate afterwards, using math formulas and EXCEL functions, their meaning and the impact in their life. Using diagrams they represent the results; we all know that "an image has more impact than 100 words..". :)

Mª Antonia, Spain

mantoniamateosc — 2017-09-26 20:06:17 UTC

Hello everyone, I give math classes to students between 14 and 18 years. In recent years I have been working in this direction in collaboration with Universities and Institutions. For example last year we won the first prize in Science in Spain in the field of sustainability with a work on bees, mathematics and climate change. The students, in addition to using and learning new tools, were very sensitized and we made an environmental awareness campaign. My experience is very good, it is true that it requires a great effort on the part of the teaching staff.

Lejla Hujdur, B&H

lejla_hujdur — 2017-09-26 20:57:26 UTC

I have very good experience with the PBL. I do eTwinning projects with my students (14-18 years) and they are very fond of this kind of learning. I ussualy connect math with economy (because I work in High school of Economy) and with history of mathematics. Kids love eTwinning because they learn many things on a different way and they connect with their peers from all over Europe.
But, here is an example of a project wy students do in pair. It is a statistical research. They have to:
- cooperate to choose a topic of research
- determinate the hypotesis, sample and objectives of their research
- make a questionaire for examinees
- process the results of examnination (graphically and statisticaly)
- make a report of their research
- present their research to their classmates
The best part of this is their great creativity in choosing topics of researchs :-

Damla Güder, Turkey

dml — 2017-09-26 21:21:18 UTC

I don't use pbl in my math classes exactly. Yes we speak about problem state and make brainstorm to solve the problem, but this is not enough. We learned pbl in theory at university but the real world isn't like this. Our curriculum is intensive and the classes are very crowded (40-50). On the other hand we do etwinning projects and scientific projects so we use pbl in small groups. It is enjoyable. I want to learn how can ı entegrate it to my crowded classes. I plan to watch the pbl in math classes videos from edutopia :) May be it can be helpful.

Natalia Grushko, Ukraine

n_grushko — 2017-09-27 07:56:16 UTC

I find the idea of using PBL is very interesting, Because my students often ask me "how will I use math in my future life?". In my opinion by using projects I can show them in which cases they are really going to use math and solve their problems. Of course, it is going to be hard to start using PBL, but it is wirth trying!

Anne-Marie, Australia

2017-09-27 08:07:10 UTC

I have used PBL in Science to incorporate environmental studies, engineering, design and technology but with mixed results. The main difficulty is time and individual learning needs. I can see possibilities in Maths around projects like landscape design, alternative energy, networks and catering. However, I think the key is to start with small real life tasks, at an earlier age, to

ative, perseverance and problem-solving skills necessary for PBL. I also have to get better at not providing answers but rather to ask more questions.

Chiara Invernizzi, Erba, Italy

chiara_inve — 2017-09-27 12:59:43 UTC

It's not an easy question because it would be easier for me to work with Physics, but that should make the Math's challenge more interesting (at least that's the philosophy I'm selling to my students, so now I can get a taste of my own medicine :lol).
Last year I worked with my English Literature colleague to analyze data coming from an online test for a eTwinning project. I worked with the students to make data understandable with tables and graphs. That implied the knowledge of statistics and the use of Excel for data analysis.
I would like to implement something for my 11th grade class, last year I made the students build a simple clinometer, to determine highness of objects/building using distances and angles. This year I'm going to do it again, but I want to make the experience more significant, having them build the clinometer in groups and taking measure of the school to, maybe, build a model of that (I'm still not sure of which final task give them). This unit implies the knowledge of goniometric functions and trigonometric theorems on triangles. They can learn how people apply trigonometry to estimate dimensions of big objects when they cannot measure them directly (such has constructors with buildings or agronomists with secular trees).

Salvo M, Italy

Profmessina85 — 2017-09-27 18:18:28 UTC

In our school there is a big room on basement where once upon a time there was a canteen. My 3th Class students could designing what they would like to be in this space. They should draw the map, make a model, predict the costs and present their work to the class. They will certanly have to use their Geomethric and Maths Skills (technical design, area, measures, reports, proportions, forecasts) but they will also have to use their imagination and inspiration!

Janos Ujlaki, Hungary

janos_ujlaki — 2017-09-27 18:25:34 UTC

As in our school most of the students are specialized in IT, so I would make a project connected to IT. For example, making real-life statistics in spreadsheets. I can imagine it as: the students need to get data from the news, and they have to draw consequences from the data. It would need their problem-solving and analytic skills. An other idea is to find ways of using Maths in programming. As they study a lot of programming, I would ask them to come up with a plan for a programme that can be used in the real life. At the end, they would also make the programme running. It would need their problem-solving, analytic and also their logical skills.

Jan, Czech Republic

preclik — 2017-09-27 18:28:21 UTC

Sometimes, I use Lego Mindstorms kits to build some kinds of robots to demonstrate certain parts of the curriculum. For example, when talking about the circumference of the circle, pupils are instructed to build a simple chassis with wheels, and then to program the robot to travel the distance of exactly 1 meter. Pupils can find out that the best way is to measure the wheel diameter and calculate the circu

Hatice Gözde Uysal, Turkey

hgozdeuysal — 2017-09-27 18:45:02 UTC

My country's education system which is full of hard tests does not allow to apply pbl in the class. But I am sure that there is a way that I can integrate it to the maths programme. Actually tomorrow I will want mey students to build a maths class

Giovanna, Italy

g_maloccu — 2017-09-27 18:45:12 UTC

It's not simple because I work with very young students (age 7). We always play maths with them simulating real problems. The children can use their knowledge about numbers to solve little problems.

Monica Conte, Italy

2017-09-27 18:55:39 UTC

I never used PBL in my classes, and it’s very difficult for me thinking about challenges or problems for this kind of methodology. There are logistic difficulties (we don’t have a maths laboratory and I always teach in small classes poor of technology), but I think that the biggest difficulty is in my mind: I’m not really a creative persone, but I hope to learn something new from this course and to apply it in my future classes.

Ileana, Romania

2017-09-27 19:08:36 UTC

An example of activity may be the following: Determine the smallest distance between two European capitals. Specify the identified cities. Students will work in pairs and use the Internet to solve the requirement. The mathematical ability used will be the organization of data in a matrix array.

Paola, Italy

scuolainmouse — 2017-09-27 20:38:53 UTC

I teach in a primary school and I've used PBL in Science and Geography, but never in Maths.
Last year, for example, my students realized a self-sufficient ecosystem using fish and plants.
Anyway, I'm determined to introduce PBL in my Maths classes. I would like they will design how to use the different areas of the schoolyard (games, reading, green areas...) using recycled materials such as plastic bottles to make vases, wood pallets to create benches and everything fantasy suggests them.

Evangelos, Cyprus

2017-09-27 21:01:18 UTC

Using the ratio theory i would ask them to make miniatures of real life objects i.e a car, the school design etc.
Using the line theory i would ask them to calculate the slope of certain objects i.e various stairs in the school.
Using geometry i would ask them to calculate the volume of various objects i.e a bottle of water, a water tank, a classroom etc. Also the area of objects, like a classroom and the cost of painting it given the cost per sq.m.

Agata Brescia, Italy

tatiagata_brescia — 2017-09-27 21:18:11 UTC

I think Project Based Learning is the best way to involve students in the study of Math often so hated. It can make Maths more interesting, but at the same time not easy to realize. Really my students were interested in maths working in groups in the study-statistics last year. We saw how statistics can be used in real life by survey on former graduates of our school. They had to cooperate to make a questionaire, collect data, represent data with tables and charts, make a final report .

Anne-Marie, Australia

2017-09-28 01:09:35 UTC

There is a church next door to the school yard. I ask the 9th year students to estimate the height of the steeple. I then ask them to work it out accurately and provide them with a range of tools- some will be useful and others are a distraction. The toolkit includes a clinometer, a ball of string, large tape measure, a yard rule, graph paper, a compass, a mirror. This lesson can incorporate measurement, scale drawing, trigonometry and similar triangles.

Oriana, Genoa (Italy)

oriana_micheletti — 2017-09-28 11:29:25 UTC

I think it will be interesting for primary school students, let say about 8-9 years old, to develop a geometry PBL using LEGO first and then building some boxes by wood. They could be helped by their parents. I love to involve parents in homework. The builded boxes could rapresent their houses, their room, a imaginary classroom.... best ideas come from students as well!

Anastasios, Greece

2017-09-28 14:35:02 UTC

Should we buy an electric car or a conventional one?

Our family considers buying a new car. What’s the best option? Can we afford buying an expensive electric one or a car which runs on fossil fuels? Are electric cars really environmentally friendly or is this a hoax? The videos bellow can help us start a debate among our students and analyze many mathematical concepts.

Are Electric Cars Really Green? https://youtu.be/17xh_VRrnMU

Benefits of Electric Vehicles: https://youtu.be/G3wzulCMFVg

Simona, Italy, adults

2017-09-28 15:46:21 UTC

I could think about several real problems that involves maths skills...just keeping in mind they are not children, but adults. This year I would like to ask them to prepare a project for the local community to be financed by a public or private body. The project should aim to enhance tourism in the territory, giving job places or possibility of career for local people.

They would face to the chance to receive a certain amount of money so based on that they should estimate the needed budget. They should have every idea or implication clear, including advertising and necessary employers (including themselves). They will face to financial issues such costs, distances and areas (in the territory), graphic designing, and furthermore no mathematical subjects like natural resources, archaeological/historical sites and communication with local activities and professionals.

Milena, Italy

2017-09-28 16:41:26 UTC

Unfortunately, the hours of math in each class are few. Projects can be:
- organization of a trip (with calculation of costs, distances, ...)
- organization of an event (example "math party" with preparation of games)
- design of an environment (with measures, scale design, costs)
- design of a room with energy saving
- conduct a statistical survey and analyze the data

Vrinceanu

luminita_dumitru_85 — 2017-09-28 17:14:54 UTC

Mathematics is everything that surrounds us.

Each type of movement in physics is described by a motion law that is given by one
function or equation of several variables (spatial, temporal, spatio-temporal). Trajectory
followed by a moving material point is, in fact, the graphical representation of the function that
gives the law of motion. To determine the magnitude of earthquakes on the Richter scale is used
logarithmic function.

Simple motion issues are solved using first-degree equations.

The hardness of a material, with
the help of the Brinell sphere is solving a second degree equation.

tina

tinamellos — 2017-09-28 18:39:59 UTC

Our school needs to be painted and have its front and back yard redesigned and reconstructed. So, would it be easier and less expensive for us to do these by ourselves or would it be 'wiser' to hire sn do the job? How lond would it take to do them?

Luiza, Portugal

f738 — 2017-09-28 18:52:37 UTC

I have once applied a didatic sequence based in a problem-situation that was intended to study (a one-bedroom construction project) and to contemplate the mathematicians content refering to the theme “Direct proportionality” and others: geometric design, measurement units, área and volume, proporcionality, equations and information treatment,worked in the 7th year. This proposal was developed from the everyday life of students, with the aim of developing mathematical knowledge and capabilities.

In fact, students learned to build plants, through geometrical drawing instruments, working the whole idea of ptoporcionality, building graphs using Excel, searching products prices, critically analysing the cost-benefit of furniture and, mainly, developing the critical sense of a citizen, the autonomy to builg and research.

There is no doubt that when we contextualize our lessons from everyday situations we lead students to be aware of the need for specific knowledge to resolve the problema and, consequently, the constructions of new ones, however the implementation of this type of projects need time. On the other hand, it also requires a new posture of the teacher.

Fatima, Bosnia and Herzegovina

fatimaklicic — 2017-09-29 12:19:07 UTC

My students are 14 years old and have been taught in project teaching. Through eTwinning projects and research they easily master the elementary school maths.

Michela, Italy

beoletto_michela — 2017-09-29 13:30:29 UTC

Last year I produced with a colleague a stop motion animation (in primary school).
For this activity children had to create the setting. So they used maths to measure and divide the set, to count frames, to measure time....
This activity involve a lot of different skills and Maths is one of these.

Ligia,

ligi_tgv — 2017-09-29 18:37:07 UTC

Romania,

Unfortunately I do not use the PBL class. Indeed, we often use brainstorming sessions to solve the problem, but it is not enough. We learn in college about PBL but when it comes to applying it always is like in theorea.Programa is loaded and the classes are with 7-30 students.

Aleksandra, Croatia

2017-09-29 19:41:18 UTC

In PBL are several skills that students can develop/use:

some math skills
organisation skills
collaboration
way of presentation
creativity
correlation with some other subjects in curriculum
socialization
discover some new talents
each team member can be useful.

Nilay KIYMACI

nkiymaci — 2017-09-29 21:22:33 UTC

My student is in the age of 7-11 years. I am teaching mostly with things that are encountered in daily life. I have activities with cartons. I use the things they use in daily life. I want them to do them by touching. At the same time I ask where the numbers are seen. When I use the money, I take markete. We bring the money to the class.

Cindy, Italy

cinzia_largher — 2017-09-30 10:58:59 UTC

My students are 6-10 years old and I can give them problem based learned activity in math, geometry and geography in this area: design a new school -play yard; organize a one day trip and visit in a new town, organize a new learning timetable, organize the space for the vegetable garden, plan the Christmas' market activities, organize a visit of your village, realize a game with numbers to play with your friends, realize a recipe,

Arminda Pereira, Portugal

2017-09-30 11:15:03 UTC

Name:

The strange world of Escher

Topic:

Paving, Mathematics and Art.

Description:

M.C. Escher has become an inescapable name in the connection between art and mathematics. His work in the field of paving was remarkable and absolutely innovative. What polygons are the basis for the pavements created by Escher? How did these polygons become to create tiles? How are these tiles articulated to generate pavements? How and what geometric transformations did Escher use in his works?

Project - Paving of Escher. Geometric transformations in Escher's work.

Skills:

- develop visualization and geometric reasoning and be able to use them;

- understand and be able to use properties and relations relating to geometric figures in the plane and in space;

- develop understanding of isometries;

- be able to solve problems, communicate and reason mathematically in geometric contexts,

- The predisposition to identify geometric transformations and the sensitivity to relate geometry to art and technique.

Applying Maths skills to a real-world problem:

http://www.educationworld.com/a_curr/mathchat/mathchat019.shtml

https://www.edutopia.org/

Marijana, Croatia

marijana_vrzic — 2017-09-30 15:23:50 UTC

We were exploring isometries (line simmetry, central inversion, translation and rotation) on Croatian traditional costumes (especially on the costumes of east part of Croatia - Slavonia) and old handworks. These costumes are very elaborate, with floral designs (mostly), fancy embroidery, lace work... The students had to interview old women and investigate how did they made complicated designs and did they knew it is Math. They were collecting photos of the costumes and old handworks and then they tried to make their own designs. They also made posters about it.

I share the view that PBL is the best way you can bring the real world into your Maths classroom. BPL is a wonderful tool for every classes: not only with STEAM, but also with Business and Economics in English. BPL is really useful to solve problems, take ownership of learning and applying all diverse contents in a real world context improving skills, collaboration, creativity and critical thinking in your classes. Last year, e.g., I carried out a CLIL project based on insurance companies and related probability problems with my 5th class of secondary school. They hypothesized a problem, considered all the possible solutions and discussed their thesis in English in front of the final exam commission.

tizianapanaro — 2017-09-30 16:28:36 UTC

Eleni, Greece

kyriotieleni — 2017-09-30 16:49:02 UTC

Geometry in art
I would ask my students to find examples of art (paintings, sculptures, buildings etc) and study the geommetrical elememnts used in them.As a finalproject I would ask them to create their own work of art.

Vladimíra, Czech

vlerhartova — 2017-09-30 19:35:29 UTC

Once I spent several lessons by solving problem how to arrange the best lighting system for a town. It was a complex problem, my students were interested, but really time consuming. And I wonder if this way of teaching is really effective. Students are envolved but I feel a lack of practising during those activities.

Clara Matheu, Argentina

2017-09-30 20:39:44 UTC

I think that PBL is great! is the best way of learning. But it is difficult to implement in the educational sistem. The hours in each group for maths are a few, the number of students is big (35) and the curriculum is very long.
This month I´m going to make a projecto with mosaics where the students have to find out which shapes allows to make one, they have to make their own mosaic and make a tutorial of how can you make one.
I want to read your experiences to have more ideas!

Anaely, Mexico.

anaelypb — 2017-09-30 21:10:00 UTC

Tiziana, Italy

parisitiziana6 — 2017-10-01 07:16:24 UTC

The project I have been thinking is about geometry and consists in designing new plates for the classroom of sciences. The school science lab needs a restyling and each class has been entrusted with the design of a classroom part. There is a sink in the classroom and behind it there is a square white tiles (a square made of 36 tiles). My class has been entrusted with the task of painting these tiles. Each group must reproduce the tiling according to the given dates and propose a new one using translations and rotations. Then drawings must be reproduced with a drawing software such as GeoGebra. The mathematical skills that will be exercised are as follows:
- recognizing and addressing problems in real contexts,
- recognize and represent forms of the plan, relationships and structures that are in the real world.

Isabel Sousa, Portugal

2017-10-01 08:03:49 UTC

I'm very interested in the idea of PBL, but I still struggle with the demands of final Exams.
I can only develop projects in special classes, for witch I don't have time constraints.
In Math Applied to Social Sciences, I developed a project in witch students have to study the various offers from banks to a saving account. They have to study several scenarios and to present what they think is the best proposal.
With a tecnhical class of design, we explore pavements (constructed by hand and with Geogebra), create a art work (with the help of a Design teacher) that culminates in a public
exhibition.
My difficulty appears when we have pre- University students that have to take final exams (I can not find interesting ideas for several subjects, and most of the times have little time to present the contents that are demanded by the curriculum)

Marilena, Romania

pusafai1 — 2017-10-01 13:37:32 UTC

I would like to propose to students to plan a trip for two days considering a given price per student. They’ll have to calculate the costs of transportation, accommodation and the schedule considering the places to visit. Students will have to do calculations simultaneously with studying google maps, choosing a firm of transportation and a place to stay.

Olga, Moldova

olgaiepuras — 2017-10-01 15:48:10 UTC

The PBL is a great thing for students. I hope I do the same with may students in the future. I have some example of problems which involve the real life in the classroom. One of them is to measure oll of ungle from their school and check them if they are 90 degrees. In this situation they are not alowed to use the square but they may invent something else.

Anna, Italy Save money in grocery shopping

anna_porro967 — 2017-10-01 15:51:39 UTC

Project-based learning can help make Maths more meaningful.
Every time it's possible I bring the real world in my classroom.
Save money in grocery shopping is a lab where student have to study the shops fliers and have to choose that where they save money.

Kiriazis, Greece

KirXatz — 2017-10-01 16:37:47 UTC

PBL is a great think-tank for taking advantage all kind of things. At my classroom we get the paintings of great Kandisky painter, so we can figure out and name the shapes, the Lines and after try to find out the equations for perimeter, square meters etc.

Annika, Sweden

2017-10-01 17:06:17 UTC

We were lucky to try a PBL activity after our national test was done in our grade 6 class. We spent about a month on a group project designing a park. I think it worked well for some students because they naturally wanted to challenge themselves and learn more however there was no 'problem' to solve it was just to design something. So after watching this I am inspired to adapt and alter the project so that it can be more like a challenge to fit it an area or setting etc. I also think that have real architects come in must be a wonderful touch and hope that we can make that work at our school (we are currently under construction so maybe I can get our current architects to come in and judge the end project)

Simona Costaru, Romania

2017-10-01 17:59:57 UTC

I have activities in Math related to real life. For my students (6-7 years old) is very important to use things that they are familiar with, so I do a lot of activities like that and the kids are very interesting in these ( I use little rocks, money, human body, measures, paving units in the school yard, leafs from the school garden etc.)

Júlia Ferreira, Portugal

juliaf_mat — 2017-10-01 20:37:05 UTC

In my classes, students solve problems related to real life, most of which appear in the student manual. In these problems they apply what they learned. Performing PBL is something totally different and would be ideal but this is practically impossible because the math program is very extensive (mainly in secondary education) and has to be fulfilled because of the final national exam.

VASSILIKI, GREECE

fruitcorner — 2017-10-01 21:23:56 UTC

Two years ago I was implementing a reading engagement programme with my 5th grade students based on the book Made on Earth which takes as its subject the effects of globalisation both on the human and the natural environment. It tells the story of a red jacket and how it was manufactured in an Eastern Asian country by workers working under harsh conditions (long hours of work and low wages) and traces the trip both of the raw material and resources required for its production as well as the trip of the jacket across the world from production to first owner to recycling bin to an illegal immigrant crossing the Meditteranean. It was a great opportunity to approach subjects ranging from inequality, violation of human rights to global warming. As a warm up activity I had my students make a short survey in four groups of fifth and sixth graders about their trainers. So, off they went with their notebooks to each of the four groups and made a list of the material the trainers of each pupil were made (usually plastic) plus the country of production.Then after accumulating their data they came back and they had to present the results of their survey using statistics. They worked on Excel and then they presented their conclusions to the class. Below you can see one of the sheets they produce where they accumulated their data as well as some of their findings using Excel.If you download the attachment you'll see that they used different types of diagrams to present their findings which only confirmed what the book they were reading argued for !!!

Marília Abana, Portugal

mariliaabana1 — 2017-10-02 00:55:26 UTC

With my students, I try to bring them to reality so that I can apply mathematics. But I usually use PBL with math and science when I do experiments!

Leona, Serbia

leonaoros — 2017-10-02 14:34:58 UTC

There are two different ways how I try to connect maths and real life in my classroom. First when we are learning about the perimeter and area of rectangle and square. Most of the examples are like: If the walls of the room are square shape with side * and we want to paint it how many wall paint we have to by? The another way how I implement PBL and connect my subject with real life is true statistics. They have to create a questionnaire, process data and make graphs, charts...

Olga, Poland

olgwer — 2017-10-02 16:20:17 UTC

I have learned about PBL two years ago on a course. And I love this idea and also I am afraid to introduce this way of working on the math class. But this year I started to do PBL on the IT lessons. This is a subject in which I am more courageous to make changes. I will also dare to consider such changes in mathematics lessons.
How I bring the real world in to math? I thing that many teachers do that: statistics on the favourite football teams, percentage on sale, surface area on the painting of rooms.

Lorenzo Castilla, Spain

lorenzo_castilla1 — 2017-10-02 17:25:54 UTC

Since I started teaching math I have tried to introduce real-life things in my classes. It is quite easy to do it when teaching geometry or statistics. However, with other parts of the subject is not so easy.
In the last two years I have participated with other teachers in a project of soap elaboration. We have used project-based learning. In my classes the students have worked with proportion and percentage calculations that are needed to know the amount of each ingredient in the soap recipe. In addition, they have prepared a spreadsheet to get the expense to make a quantity of soap. Each subject has worked on some of its content relating it with the soap. As a final project activity, they have made soap in the natural sciences class.
Students enjoy this experience while applying mathematics to real things.

Nilay Kıymacı

nkiymaci — 2017-10-02 20:40:09 UTC

Turkey

I use project-based learning in my class. I agree with projects that are mathematically relevant. I am learning new things there. I am developing myself in time. The activities of the project are going to the students very much.

Rita F.

blu_rita — 2017-10-02 20:54:27 UTC

I haved learned about PBL on a Schoolnet Academy course, but I did not tried yet to apply this method in my classroom. I think that an interesting challenge for my classroom could be to organise a yard sale, where they can sell small boxes made by themselves.

Adriana, Romania

adrianamanarca — 2017-10-03 02:44:24 UTC

Such an activity facilitates communication within the team, establishing a common viewpoint in terms of synthesizing knowledge and understanding the activity of an architect. The groups must present the project in such a way as to convince the jury that the project deserves to be put into practice. Groups must learn to lose or gain as part of real life and to cope with this. I think it is an effective way to put into practice the accumulated knowledge.

Karen, Scotland

2017-10-03 08:26:18 UTC

I think project based learning is a great way of making students learning meaningful. Giving them a purpose is a good way to get all children regardless of ability engaged and the final project seems like a great motivator. Most of my teaching has been in the younger years so I would like to look more into how this could be done as efficiently and effectively with younger children.

Zoi, Greece

zetakoli — 2017-10-03 17:49:28 UTC

Project based ilearning is one of the key features of the kindergarten. In particular, at this time with the children we started one that is related to natural sciences, art and mathematics. The children respond to basic queries that they are interested about how colors are created, what are their grades and they are experimenting to find them. They make assumptions and find out how many were verified and how many were defrauded. They should fill a double entry board and count checks and denials. The children found it very interesting and continues.

MARINA,CORNAREDO

marinademma — 2017-10-05 07:12:52 UTC

THIS YEAR WE TOLD TO OUR CLASS THAT WE WANT TO GIVE IT A NEW DRESS SO AFTER THEY PLAN EVERYTHING THEY STARTED TO SEE THE MATERIAL PLAN THE COST GIVE EVERYBODY A ROLE AND SAY HOW LONG WE NEED TO DO ALL

Silvia, Italy

silviagiovannini — 2017-10-05 11:49:03 UTC

At the beginning of the school term, this year, I gave to my 9 years old students this real problem: you have 50 euros and you need to buy things for school (notebooks, pensile, pens and so on), what do you buy, how much do you spend and what is left of your 50 euros.
They enjoyed it a lot and they invented a similar problem going to the supermarket.

Anaely, Mexico.

anaelypb — 2017-10-05 20:27:00 UTC

After the last earthquake that Mexico suffered (sept 19, 2017), I think that an interesting and perhaps useful challenge is to create a seismograph for their classroom, also to build different types of houses or buildings models to study the movements, timing and resistence of their models. With this examples they are using math skills like: data collection, graphing and analyzing them. They can learn about correlations and also about logarithm scales (magnitude of the earthquake). They are also applying knowledge of another areas like geology and physics.

Sabrina e Mario, Italy

profdifonza — 2017-10-06 12:50:04 UTC

Year 2015 was the year of Samantha Cristoforetti, the first Italian woman who went to space. Starting with his journey, me and Mario, who taught in the same class, a first graphic classroom, we have proposed a project entitled "Planetaula". All the disciplines took part in the project and the starting point was to ask a few questions: Why? What are the motives, principles, laws governing the operation of the great clock of the Universe? Why do the objects orbit around the sun, stars and planets? So the curiosity was born to know more about orbits, stars, planets and solar system ...
Here is a conceptual map and video representing the project in the classroom.
https://drive.google.com/file/d/0B9zLiZ3ai7wsTXNZbFk5UTlCTmc/view?usp=sharing

Maia, Moldova

2017-10-06 18:07:27 UTC

A problem that my students will work on is in the school.

We have an old building. This construction students want to turn into a gym.

Students will use a certain set of math skills. They will use mathematical skills in geometry, will make the necessary calculations.

Veronica, Romania

veronica_gaina1 — 2017-10-06 18:48:47 UTC

Such an activity facilitates communication within the team, establishing a common viewpoint in terms of synthesizing knowledge and understanding the activity of an architect. Groups must learn to lose or gain as part of real life and to cope with this. I think it is an effective way to put into practice the accumulated knowledge.

Francesca, Italy

sessateresa57 — 2017-10-06 19:46:50 UTC

I will give to my students of 8 years old the task to organize a library in our classroom. They will use maths to catalog the books, their cost, and they will divide them and will count them considering their type.

Teresa, Italia

sessateresa57 — 2017-10-06 20:10:32 UTC

Ramona, Romania

racasanu_betty — 2017-10-07 08:05:43 UTC

One problem for my seventh grade students would be to find out how many gallons of paint would be needed to paint the entire school and how much it would cost to do it. They will apply both notions of geometry, to find the surface of the school to be covered, and algebra notions to determine how much it will cost.

Christina, Thessaloniki

chrismichailidou — 2017-10-07 15:33:37 UTC

I currently work at a high school where unfortunately in Greece the lessons seem to be orientated just to prepare the students for the final exams and the entrance to the University. I till know do not had the chance to used PBL in my classroom, i rather use simple activities that the children work in groups like projects for example 1) how to measure the height of a building just from the angle and similar triangles, 2) which telephone company is suitable for them, 3) how to fill the floor with specific tiles, 4) how much money we will need to paint the building, 5) what is the best (value for money) contract for the annual school trip and so more. I must say i feel a little awkward engaging my class with a so well prepared activity as the one shown on the video. I sure would like to give a try....

Simona, Italy

2017-10-07 17:10:39 UTC

I will ask my students to imagine to go shopping in a supermarket. They have to organize a party and they have a budget of 50 euro. That can they buy? 1How many euro left?

Maria Silvia, Italy

zompio — 2017-10-07 18:38:06 UTC

For my 5th grade students I want to propose something near to their life. I ask them to compare different offers to choose the most cheaper smartphone. Than they have to calculate the hypotetic family budget and compare it with the smartphone prices to choose one of them that the family can afford.
They will use calculus , knowledge of decimal numbers, percentage, place value and number comparison skills.

Nicoleta, Romania

nicoletaimbrea — 2017-10-08 13:57:26 UTC

We calculated the area and perimeter of the school playground (5th grade students). They are exited every time we do it. I also taught them the transformation scales (meters, grams, an so on) using the steps from the school's stairs. I do this like a game (in teams/ individual they have to go up or down the marked steps and transform/ solve an exercise/ task).It is easier for them to understand the concept and they enjoy the activity (cause it's a game

Çelebi, TURKEY

muallim3858 — 2017-10-08 17:39:51 UTC

The aim of STEM education; questioning, researching and developing products. The most appropriate method for this purpose is Project Based Learning. If the math course topics are explained in such a way as to find solutions to daily life problems, they can be made more fun by the students. The work in the picture is the "fractions" topic and the scenario is; Mimarın in the Children's Library planned to be made to our city. I want you to make a design using 1 full, 2 half and 4 quarter blocks.

Silvia Patrizia RUGGERI, Italy

silviap_ruggeri — 2017-10-10 05:14:54 UTC

In a 12th grade level class we are studying solid geometry. So we can consider the challenge to build a class-library taking the most number of books in the armoire we have in class.

LauraF

2017-10-10 14:58:13 UTC

I think I would ask them
- to find out what is cheaper at the supermarket (calculate price/kilos)
- to apply geometry to architecture, art and to forniture design
- understand something about economics

María Ascensión Jiménez, Spain

2017-10-10 19:53:42 UTC

In my case, I think that it´s quite difficult to use PBL in my classroom because I work with very young student (4 years ago). Anyway I try to use, at least, one PBL per schoolyear, but not related to Maths. We play Maths using materials closed to them and the use their knowledge about numbers to solve real problems, like share pieces of toys, pencils, ...

Alexandra, Greece

2017-10-11 14:17:10 UTC

Trying to teach maths in B grade make you be as realistic and image making you can. Chinren

Mary, Italy

mariapia_borghesan — 2017-10-11 15:26:08 UTC

I'm going to ask my 13 years old students to make a 2D draw of The Solar System in scale for our school's hall.

Nicoletta Farina

2017-10-11 15:36:02 UTC

In this day we are studing the solar sistem. We are creating a model of it in scale reduction

Adela Gabriela Muresan, Romania

2017-10-11 17:00:21 UTC

For my primary students, for those about 10 Years old, I am going to ask them to calculate an area, for the grandpa's yard, and to estimate the total costs for the
wire fence.

Giuseppa Castro , Italy

castrogiuseppa — 2017-10-13 17:53:25 UTC

At the beginning of the school term, this year, I gave to my 9 years old students this real problem:
The Rossi family goes to the zoo and pays £ 55 for the entrance tickets. Mom, dad and grandmother paid £ 45, but Mattia paid less. How much did you pay the ticket for Mattia?
For lunch they buy 3 sandwiches with meat at £ 4 one and 6 sandwiches at £ 2 each.
How much have they spent for lunch? How much did the Rossi family spend in paying tickets and lunch?
They have enjoyed a lot and have invented a similar problem thinking of going to school on a trip.

Laura C., Romania

2017-10-14 19:19:50 UTC

An example of PBL Activity: Students must create a portfolio of pavement patterns for a given surface, specifying for each one what is the number of boards required. They will know types of plates (hexagons, triangles, squares, dodecagoans, etc.) and their dimensions.

Konstantina, Greece

konstantinakokmotou — 2017-10-15 14:52:21 UTC

I think I would integrate them into an activity connecting real life with maths such as organize, design and create a part in the school garden with plants and trees of their decision.

Alessandra, Italy

2017-10-15 16:45:37 UTC

A real problem that I propose at my students 12 years old is given them a recipe for a cake for 8 people and tell that we have to prepare the cake for
12 people and we have to understand how many flour, how many sugar...
They have to identifying proportional relationships.

Larisa, Moldova

2017-10-19 23:57:07 UTC

The projects based learning devoted to solving real-life problems is effective if it involves knowledge from various disciplines. An example of a project can be focused on examining and solving problems related to the reduction of environmental pollution. It is possible to involve students in solving problems from different perspectives: mathematical statistics, chemistry, biology, medicine, etc.

Anna C. Italy

ciaramellaanna — 2017-10-21 16:22:51 UTC

For the time being I can not identify what challenges or problems could work for a class project, because my students are too small, they are 7 years old, and for the moment it is difficult.

Antonia, Greece

pantonia65 — 2017-10-21 17:32:00 UTC

I have used project based learning in math club and in class. For example, tree years ago I was implementing a project about the “history of numbers”. Students engaged in activities using a variety of resources, such as literary texts, digital material and films etc and were motivated to compare the arithmetical systems of four ancient civilization, “Babylonians’, Egyptians’, Incas’ Indians’ arithmetic systems. Thus, the structural elements of the Indian system were highlighted.”

Daniela Tanu,Romania

tiganasu_daniela — 2017-10-21 21:23:41 UTC

Students contribute to the development of their communities through projects that focus on services or topics of interest to those communities, and act as ecologists, data collectors, social workers or scientists to gain insights into their community life. Products and tasks become authentic when experts are invited to school to talk and evaluate students' projects and collaborate with them. In many projects, these links with experts are essential to help students develop quality work and develop their own learning process. Many teachers may think that all this involves more work, but these connections are surprisingly easy to create and once established, they come from themselves. The established relationships are invaluable for encouraging authentic engagement and lifelong learning.

Andrea Mangiagalli, Italy

mangiagalli — 2017-10-22 08:46:38 UTC

I divede my class in several groups of 4-5 students.

Each group has 1 month to build a real pyramid symbolizing the food pyramide.
The pyramide has 4 sides. In each the students have to report the peculiar food pyramid of the language they study at school. Following this we'll have an Italian face, an English face and a Spanish face. The last face will be used as students want: let's free their imagination.

To design and build the pyramids they'll have to : find an amazing idea; make the tech drawings to design it; build it in wood, cardboard or other materials (or a mix of them); take pictures during all the process to apply all the knowledge of photography they've learnt in classroom. Realize a slide presentation with Power Point, Prezi, Google Slides or other softwares. Finally all gruups has to lecture in front of all the classroom using all the material they produced.
The last activity is to give a vote to the job. This activity is made by the whole class following an evaluating grid I prepared.

Claudia S., Italy

2017-10-22 14:35:17 UTC

First of all our schools aren't so beautiful and so provided like the one in the video.Sometimes it is complicated also organize group activities because of limited space; labs are often occupied for activities that require their use. So I generally resort to real problems to introduce a topic and problem solving to taste their skills.
However, the school-work and Simulated Enterprise Project offer different ideas for PBL. For examples: market analysis, market research (creation of a questionnaire), choice of a statistical sample, analysis and representation of data

Ligia Surugiu, România

2017-10-22 16:36:42 UTC

My students are high school students, and one project was one year ago "upgrading a first floor bath" where students had to measure the surface to be covered with new ceramic tiles. They went to a particular store to see the tiles, choose the models and calculate the necessary quantities. The team that had the most beautiful model, the most correctly calculated and the lowest cost came out winning. Of course, it also implied the graphic design on the drawing or computer of the bathroom.

Francisco Durán, Spain

2017-10-22 22:32:46 UTC

I teach for 13 years old students (2nd ESO in my Spanish educative system).

I would go for Statistics to design a challenge problem. Last year I asked my students to make a final project in this unit. They had to choose one question amongst some provided ones to answer or find their own one. Most of them chose to describe themselves as an age group, what were their likes, hobbies, phobias, behaviours, feelings, beliefs…

On the other hand, young people are always saying that adults don’t understand them. Since the part of statistics we have to deal with is the descriptive one, why don’t ask them to describe themselves as a group.

So I think it could be a good starting point to ask them “Who are you?”

I bear in mind that they have to answer that question using statistical methods, surveys, tables, charts and some parameters.

Maybe the question is too open, but once I shape it up, it could be engaging, open ended and it could easily fit the learning standards.

Finally, they could communicate their final conclusions to our school community using our website, some panels or even local media.

Ana M., PT

anaparreira — 2017-10-23 18:55:29 UTC

I am for the first time doing this type of online course where I am learning new realities of mathematics. I have not yet applied this type of project with my students.

Mirela, Iasi

2017-10-25 05:08:29 UTC

In recent years, my students were involved in many projects based on math. Last year they wanted to renovate the local bus station. They made a project specifying costs, revenues, and materials.
Another project was based on creating a family budget: they had to specify the incomes, the expenses for his own family. The expenses must be divided into categories: basic, utility bills, loans, savings, trips or leisure etc.

Cla, Italy

2017-10-25 18:39:42 UTC

for my studentes their purpouse are applicate maths to software and informatic ingegnery in general

Alenka, Slovenia

2017-10-25 20:09:54 UTC

My students had to measure their own bathroom at home. They had to calculate how may m2 of ceramic tiles they needed for renovation. They had to find out the cost of 1 m2 of ceramic tiles and the cost of all renovation.

traistarumaria — 2017-10-30 15:51:21 UTC

traistaru maria

The children's kindergarten is the primary link of the national education system which, along its evolution, fulfilled social, educational and instructive-educational functions with different weightings and at the same time pursued numerous general and specific objectives in cognitive, attitude-affective and psychomotor plan.The pre-school period is the stage of the most intense receptivity, mobility and psychic possibilities, a period of life with remarkable progress in all its plans. Now all basic adaptive conducts are formed, more important intellectual and creative structures - including sociability, behavioral characteristics, affective - volitional reactions

Lindita Lohja Albania

lindita_lohja — 2017-10-30 22:12:24 UTC

I really use in my now days teaching the outdoor learning and it is very efficient for students to be more practically learner than theory one.