Best of all, kids love to learn this way! Especially when worksheets become cool math games.
https://www.youtube.com/watch?v=UEfz5DVGqXM

The typical image of math class conjures up a scene of students bent studiously over worksheets, working out problems on paper. Imagine a math class where kids are hopping up and down, swinging their arms side to side, and shouting out numbers. They’re laughing and enjoying themselves—and they’re still learning their multiplication tables.

That’s the image with which Math and Movement, a decade-old program based in upstate New York, wants educators to work. “If kids are moving, they’re having fun,” says Kim McCullough, senior director of operations and marketing at Math and Movement. “If a kid is sitting there, the work is mundane. But when they’re up and moving, it’s fun. It has emotional impact.” The physical exercise also increases blood flow and increases oxygen in the brain. “It gets the synapses firing,” says McCullough.

Researchers at the University of Copenhagen, Denmark, found, that when a child uses their whole body while learning, they improve at math, regardless of whether the impact of the activity is high or low. After the six-week study, students who learned while doing whole body movement saw math skills increase by nearly eight percent. They had about four more correct responses than the baseline, and twice as much improvement as the sedentary group.

http://teachmag.com/archives/9779

It’s no secret that students require real-world, hands-on learning to prepare for today’s modern and competitive workforce, and that skills in science, technology, engineering and math (STEM) are in high demand. Nurturing these interests at a young age is critical – studies show that student interest in these areas decreases in middle school and the decline continues through high school. While student interest has not kept up to fill the growing STEM demand, the good news is there’s something we can do about it.

Here’s how bringing hands-on STEM learning into your classroom can help you lead your students down exciting pathways to success.

1. Inspire kids to explore.
2. Help students understand real-world challenges
3. Expose new and exciting opportunities
4. Build skills for the future
5. Spark creativity, collaboration and community

When we begin to consider maths outdoors, it is worth reflecting on our own childhoods. Outdoor play is one of the things that actually characterises childhood – indeed, many of our favourite childhood memories are of playing outdoors. But what was it that made outdoor play different from indoor play? Of course, we could have played with our jigsaw puzzles, matchbox cars, Lego or dolls outside, but is that what we actually did? The answer is generally no, we didn’t simply repeat indoor play outdoors. Outdoor play was, by its very nature, different.

          Good communication 
          Responsibility, tolerance

         (I was "betrayed" by web 2.0. I 
         could not illustrate anything 
         with the picture but I haveused          links.)

         Patience
          I am able to connect different 
          hands-on activities in my
          classrom

         I have learned about many 
          different outdoors activities, 
          activities using paper or string 
          and activities involving 
          movement or construction

         I am happy because of:
          opportunities to be part of LE
          and see different ideas and 
          aproaching
          extra time to finish all activities
          excelent leading in theLE

         To improve my everyday 
          teaching practice with rich 
          commons of teacher's 
          resourses
          Create new eTwinning project 
          with maths teachers from 
          different European countries
 
I feel that the support and guidance I received noticeably will help my
work. I have enjoyed trying to finish activities in LE
 It's sounds good! Isn't it?