Aims
The aims of this project are mainly to encourage our pupils to look at math in a new way. To make them genuinely interested in math and to make them want to know more. Math is so much more than just doing arithmetic. Math is about exploring, investigating and make new revelations. We want to arouse the pupils’ creativity and curiosity. We also want the pupils to attain a greater selfesteem and more strategies when it comes to problem solving. It is important to mix different calculation to encourage the children to a more flexible thinking. This we will do in several different ways but most importantly through play. Play = investigate math. Playing allows children to get an easily accessible to the mathematics and makes it understandable for them, by laboratory work and investigative operations for instance. Children learn a lot by doing and experimenting. We want the pupils to discover that children in different countries can communicate through math and discover things together. Language plays a major role for the understanding of problem solving tasks, so it is important that the pupils will have access to the data both in their own language and in English so that they learn in a context. We also want to increase the skills of the pupils in English, which is the language that this project is using. The pupils need to investigate all their facts thoroughly before they can publish it.
 Subjects: Art, Cross Curricular, Design and Technology, Drama, History, Mathematics / Geometry, Special Needs Education
 Languages: EN
 Pupil's age: 11  14
 Tools to be used: Chat, email, Forum, Other software (Powerpoint, video, pictures and drawings), Virtual learning environment (communities, virtual classes, ...)
 Aims:
Educational objectives
When this project is over the pupils’ will…
•… know more about other peoples’ way of thinking.
•… be... read moreEducational objectives
When this project is over the pupils’ will…
•… know more about other peoples’ way of thinking.
•… be able to use ICT more effectively
•… know more about browsing the internet.
• … know more about each others daily lives.
• … know more about expressing themselves in English regarding findings they have made.
• … increase their ability to decode and decipher (see) patterns.
•… hopefully pay more attention to mathematics in everyday life, around them.
•… get the opportunity to learn that mathematics is a satisfaction.
•… by using playing as a method we can also easier get all their parents involved in their children’s mathematics education and make them a part of the project.
•… improve their logicalanalytical thinking.
•… enable the pupils to discover and understand the connection between arithmetic.
•…know more about other peoples’ way of thinking.
•… come at a problem with patience, systematic work, independent logical thinking, using different strategies and think carefully before they jump into conclusions.
•…formulate their own problems.
•…think through the answer to see if it reasonable.
•…understand and can formulate and solve problems better with the help of mathematics, and interpret and evaluate solutions in relation to the original problem situation.
•…have tried outdoor mathematics
•…know more about other peoples’ way of thinking.
•…feel secure about mathematical words/expressions such as duplicates, half, fewer, same number, more than, every other.
•…be able to communicate, discuss and listen to other ways of solving the problems.
•… develop their social skills when working in groups.
•…develop their number comprehension
•…improve their understanding of patterns and relations.
•…have improved their number comprehension.
•…be able to express imagination and creativity in more ways
•…learn to critically examine both the facts and results
•…detect the use of mathematics in other school subjects
•…achieve a readiness to face and deal with everyday ”mathsituations”
•…Practice the ability to read and interpret text
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 Work process:
When we work with problemsolvings we will use this template to work by:
 What do you know
 What can... read moreWhen we work with problemsolvings we will use this template to work by:
 What do you know
 What can we find out
 Who can you ask
 How can you approach this problem?
 What you get in response?
Also always follow this organization as long as it is possible which means that you go from the practical work to an abstract thinking:
1) DO – TRY
2) THINK – TALK
3) VISUALIZE
4) UNDERSTAND – FORM AN ANSWER/SOLUTION
For every part we are working with there are optional assignements. Some of these are very fast others they can work with troughout the project if there is something special that someone think is very interesting and wants to investigate further. Make sure they are writing everything down so that anyone can follow what they have been doing. Maybe someone wants to take part within the investigation and cooperate.
1. We start of by writing a presentation of ourselves which also includes a little about how we feel about math. Tell us also about in what way you have math around you in your everydaylife. Tell us and draw some of the patterns you are surrounded by, both in school and at home. The purpose here is to get familiar with the project and with each other. Also remember the optional assignments.
2. After that first contact we continue by finding and writing riddles and simple problemsolving to each others. We can also, if we find the time use the optional assignments and present them on our site.To think logically has everything to do with math!
3. Then it is time to start working with mathwords – which ones do we need in both our own language and in English. It is now important that we create a preknowledge by working with the English words that are specific of mathematics so that the children can recognize them and improve their selfconfidence. Let the children create their own dictionary with the words in both English and your own language. Preferably they can illustrate the words to show what they mean. Collect them, practice them, learn them and write them down in our own common space. Fill in each others lists – make a common list together all of us. Remember the optional – they are optional but maybe someone in the class could do one or two of them?
4. Problemsolving – work with different problemsolving that you find yourself – use the weblinks I have provided. Work with problemsolving in groups. Use concrete materials and let them work together with open questions.
5. Choose a couple of different number systems and compare them with our own – how are they
similar? How do they differ? Why do they not exist anymore? Do they still exist? Write and tell about
which number system you have been working with. Do a couple of assignements for us to solve
according to your facts that you have been providing about the number system. Work with Mayan,
Egyptian, Greek, Babylonian Incan or other number systems.
6. The number line is the focus during this period. It is mandatory to work with it so everyone has been doing the same thing to begin with but I can also recommend to try the Naom Gabo patterns. Those are really challenging and fun and everyone can work according to their own ability.
7. Now it is time to work with the Fibonacci sequence. It is named after Leonardo of Pisa (1170 – 1250) . He was known as Fibonacci and was considered by some “the most talented mathematician of the Middle ages”. Find which is the next, and the next and so on. Try to find out the first 20 numbers. What happens if you divide two numbers that are next to each other and the next to and so on? What do you find? Are there anything else you can find out by laborating with the sequence. Put it on the website and let others go on if they like for as long as they are interested. By definition, the first two Fibonacci numbers are 0 and 1, and each remaining number is the sum of the previous two.
8. Now it is time to work with the Vedic square. In ancient Indian mathematics, a Vedic square is a special type of 9x9 multiplication table. Very little is known about the origin of the table – but it has been used in the Arab culture to construct geometric shapes of mosaics. The table is filled with numerous geometric patterns and symmetries.. Like the ordinary multiplication table in the decimal system, it is a square grid. If we introduce numerical sums of the numbers in the multiplication table from 1 to 9 you have an old multiplication – the Vedic square. If you remove the 9s the symmetry is easier to see. You can use it, for example, to make learning multiplication tables a lot more fun for children.
See the rest of the process on our etwinningspace. hide
 Expected results:
THat the children has, if not reached the goals, at least gotten closer to them. THat the children has a... read moreTHat the children has, if not reached the goals, at least gotten closer to them. THat the children has a greater selfesteem when it comes to Math and enjoys and appreicates Math a lot more. hide
