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1. Understanding why traditional Maths teaching is often considered problematic and can leave many people with the feeling that they are simply not good at it.
2. Understanding how Maths can be made more engaging and facilitating a deeper learning of mathematical concepts and processes, rather than simple memorisation and application of formula.
3. Understanding why personalising learning as much as possible can help student engagement.
4. Reflecting on and assessing our own Maths teaching practice, and identifying some key goals to focus on during the course.
5. Identifying some specific innovative actions or ideas that we would like to incorporate in our Maths teaching.
6. Incorporating some key reflections in our Learning Diary.
7. Identifying a class and topic to use for the Learning Design course, and setting up a Learning Design on the Learning Designer.

1. As a first step, if you haven't already done so as part of the Course Introduction, create an account on the Learning Designer and browse a bit to familiarise yourself with the tool. For an introduction to the tool, see here.
2. Next comes the creation of your Maths 2.0 Design: Create a new Learning Design, and at the top you will see some general fields to be filled.

   

3. In the field "Name", add a name for the lesson(s). In the field "Topic", add the curriculum topics that you would like to address as part of the implementation.
4. In the field "Learning Time", fill in the anticipated or ideal time for what you are planning. Don't fill in the "Designed Learning Time" field, as this is automatically completed when you add TLAs (Teaching and Learning Activities) later on. 
5. If you already have a good idea of what you would like to do, briefly summarise it in the field "Description". Otherwise, you can leave this blank for now and add it later, once you have a better idea of what exactly you plan to do.
6. In the field "Aims", outline what you anticipate to achieve and what you hope will be the final outcome of students' work in the lesson.
7. In the field "Outcomes", you can add a selection of predefined learning outcomesby clicking on the + sign and then adding a short description for each. 
8. Make sure to save your Learning Design, as you will have to continue your work on it in the following modules.

1. Understanding how project-based learning can help make Maths more meaningful and result in deep learning in a Maths context
2. Understanding how the normally mundane activities found in textbooks can be made more "real" and engaging to the students
3. Identifying a PBL problem or challenge that can result in Maths learning
4. Sharing a textbook activity and explaining how it could be made more "real" and engaging for students
5. Identifying and sharing a picture of the students' surroundings that could be used in the classroom to introduce a Maths topic
6. Incorporating some key reflections and resources in the Learning Diary
7. Continuing to work on the Learning Design by adding some activities

• Paper credit cards
• pictures or photos of popular cars/motorcycles with prices (each with different interest rates and terms)
• calculators (optional),
• paper
• pencil

Further resources

1. Acquiring a range of ideas for linking Maths to "creative" subjects and areas such as music, crafts, dance, etc.
2. Sharing a range of resources and ideas on how to combine Maths with other subjects
3. Continuing to work on the Learning Design

Music and Maths

• Dancing by the numbers and bringing the groove back to Maths - studying number patterns using dance. See this article and the videos on the main page.
• A really nice lesson plan on data analysis. It involves jumping and playing, so it is guaranteed to engage your students and help them learn statistics in a fun way! See also our example on "Jumping Statistics" here!
• Musical fraction bars that your students can use to make melodies with fractions. In so doing, they may begin to see a connection between the order and symmetry of Maths and the order and symmetry of music.

• Origami is a great activity and there are lots of ideas and resources to explore and use, such as the ones here or the origami proof in the video further below. Here is our origami workshop!
• Proofs using paper constructions. Folding fractions. Volumes proofs. More paper folding!
• Math with legos
• Geometry bake-off: sconic sections, toast tangrams and the Möbius bagel. Yummy! 
• String art combines geometry and the creative process to form complex-looking designs.
• Constructing a wide array of things, such as polyhedra, rockets or a bridge, but also creating Valentine, fractal or Moebius cards or even hair braids or a kite.

• Blogging is widely used in teaching nowadays, even in Maths. There are many blogging platforms, each with its pluses and minuses. It’s a rewarding and collaborative learning activity that pupils usually enjoy for its teamwork and visibility. Here is just one of the countless examples one can find on the web. 
• A Maths magazine with a lot of collaborative work.
• Learning Maths through fiction writing. The students in this project wrote a novel inspired by The Number Devil, which incorporated writing, art, and the beauty of math.
• A funny activity could be writing Maths poems. The mathematical aspect can consist in the content or the fixed form of the lines: the number of words on each line can follow a pattern. You can use the Fibonacci numbers (as in the Mixbook on the side of the page) or the digits of the number Pi (these are called “piems” instead of “poems”). Here is an example, and more in this ebook.

1. The lesson has a cross-curricular aspect, for example using a connection between math and an apparently opposite domain or referring to the use of math in other sciences. 
   
   
2. The students are involved in new type of activity that allows them to value skills usually not put to use in Maths classes.
   
   
3. Students create their own learning materials, for example posters, videos, webquests, proofs, etc. The focus shifts from taking notes and solving to experimenting and creating.
   
   
4. The teacher uses Maths to help students understand cultural aspects such as Maths history, the natural or political environment, sociological aspects, etc.   
   
   
5. The lesson fosters curiosity by introducing intriguing or peculiar mathematical concepts such as magic squares, encryption, the Golden Ratio, the Fibonacci sequence, or Moebius’ band (just a few examples, any other topic is appropriate).
   
   
6. The teacher facilitates students’ development by allowing them to explore and develop their own mathematical hypotheses and conjectures.                
   
   

1. Paste the link to your Learning Design in the text box further below. Don't just take the URL from your browser, but use the sharing function of the Learning Designer. You can see how to do this here.
2. Paste the link to your Learning Diary in the text box further below. This is important for your reviewer to better understand the context in which you are working and thereby provide a more appropriate review.
3. Submit both links, ideally before the end of the week so that you get timely feedback. However, the final deadline to submit is Wednesday, 25th October, 23:59h CET.
4. Wait until you receive an email informing you that there is work for you to review. 
5. For the reviews, take a look at the Learning Designs together with their Learning Diaries and complete the first section of this rubric document(the part that focuses on real-world connections). For an ODT version, see here. Make sure to add some explanatory comments and recommendations in the relevant section and don't just give a score for each category.
6. Submit your completed rubric documents as soon as possible so that your fellow participants can benefit from your feedback as they continue with their work. That being said, the final deadline is Wednesday, 1st November, 23:59 CET.

1. Thinking about the social interactions that you can develop in your Maths class
2. Exploring a range of eTwinning Maths project examples and thinking about your own project
3. Continuing to work on your Learning Design

Teaching Maths as a Social Activity

eTwinning Maths Projects

1. The instruction time is balanced between full groups and small groups, including a good mixture of individual and team work.
2. The lesson plan clearly mentions collaborative work strategies such as small group discussions, creating a joint outcome, giving each other feedback, collaborative problem-solving, working in pairs, debates, etc.
3. Students are divided into teams that share substantial responsibility for a common learning outcome: research, experiment, conjecture, learning material, etc.
4. In the groups, students’ work is interdependent, i.e. they cannot work in parallel, and students need their peers’ results to complete their own.
5. The lesson/project includes the participation of professionals outside the school, people from the community, organisations, etc.
6. Students are offered regular, structured opportunities to assess themselves and reflect on their progress, as well as assess their peers.      

1. Finalise the Learning Design you have been working on in the previous modules and
2. Submitting your Learning Design and reviewing the designs of 3 colleagues (next section).

1. Students make use of technology inside or outside of class. For example, they use mobile phones or other handheld devices to take pictures, record data, calculate, graph etc. 
2. The ICT tools are mentioned in the lesson plan and are appropriate for students’ age and expertise, for example don’t require an email account, allow teachers to create students’ accounts etc.
3. The ICT tools are usable across devices, so there is no digital gap between students.
4. The selected ICT tools promote and facilitate students’ collaboration, communication, organizing, sharing and publishing their work.
5. The technology is integrated in the content, supporting the Math curriculum and adds value to the lesson, for example more creative or new activities are made possible.
6. The technology supports every stage of the lesson, including students’ assessment.

• Word Version
• OpenOffice Version