BackgroundLots of materials and ideas has been developed for doing realistic math tasks inside the classroom. The Istron Group (https://userpages.uni-koblenz.de/~istron/home/) provides real world tasks, but they are not really authentic ( P.Vos, 2013). There are only a few organizations and schools who do and organise math outside the classroom. We know not so much about the impact of outdoor activities to the mathematical knowledge. (K. Vogt, 2013) It is a wide but yet kind of untouched field. All mathematical concepts, are based in the perceptual motor system experiences we have while interacting with the world around us (E.Wittmann, 2012) We want to fill in the gap, because we believe in the complementary advantages of doing math in- and outdoors. In the project we bring together universities, foundations, teacher associations and the economy who are interested to build a strategic partnership for doing outdoor math with mobile devices. ObjectivesOur aim in this project is to develop mobile math trails in Europe (MoMaTrE) which provides materials and methodology on one hand for teachers to create outdoor math activities easily for their classes and on the other hand for lecturers to create courses for teacher student to teach them how to enrich their future classes with mobile math activities. Derivatives from the project are: - Two mobile applications, one for walking math trails and one for creating math trails. The mobile apps will be provided to students, teachers or people who like to discover math in their environment or foreign cities. - A long-term curriculum for a seminar/course for university students - A short-term curriculum for summer schools (mainly for in-service teachers) - Furthermore we will develop an interactive web portal which provides athoring tools to easily and fast create math trails. The web portal also allows interaction between users for a community aspect of working together and sharing tasks among the users.. - The catalogue of generic tasks, a collection of generic tasks which can be found outside and be adapted to the needs of the users. This supports the interactive webportal with lots of ideas for mathematical problems. Consortium The consortium contains 7 Partners from 5different countries (D, ES, F, P, SK). All of them will contribute to the project in different ways. We have experts for app programing, summer schools, for intensive study programmes, for validation and evaluation, for gamification, for dissemination, for public relations. We have universities, a research institute, a large teacher association and a company. Planned activities The consortium and its associate partners will develop math trails and corresponding things (like the Apps and the Web Portal), which will be validated and disseminated. Derivate from the rich material are a short term and a long term curriculum (students curriculum). Both curricula will be carried out at most of the consortiums universities. Our activities are: - Annual project meetings to bring together developed materials, share ideas and experiences, as well as planning the activities for the next year - Intensive programme which will bring together students from participating universities to develop and test new material as well as disseminating the idea of doing outdoor mathematics. - developing and carrying out long and short term curricula (summer schools for in-service teachers and seminars for students) to enrich and disseminate the project - launching an interactive web portal for the users which will will help to create own math trails and build up a community of outdoor mathematics users Results and impact At the end of the three year lasting strategic partnership we can provide to the inhabitants of the countries who participate a holistic concept of math trails. We will have results on three different levels. Frist we have developed a long term curriculum (3 ECTS) and short term Curriculum which concerned to outdoor math education. Second we have developed apps for going on a math trail, which can be used in schools, Universities and of course for popularization of mathematics over all Europe. Third we will provide research results about outdoor and mobile math. Longer term benefits Europe becomes more and more digitalized. Digitalization means not that everything is converted into bits and bytes, but it means that the digital technology is connected to the real world. We show with MoMaTrE that we understand that lifelong learning is the combination of the digital world (using an App) and the real world (walk around and find math in your environment). All students and teachers who are involved in this programme by short term or long term curriculum will be members of a big math trail community and they will get Information about new features. We will provide the app to European cities administration who are interested in an alternative city tour, a math walk. This is our lifelong learning idea.

"For many students' math is boring, abstract, lacking in creativity, complex and very difficult to understand. However, mathematical thinking is a competence, which equips young people for life. It is a powerful way of thinking about things in the world - logically, analytically, and with precision. In Spain, Portugal, Cyprus and Germany, 22%, 24%, 42.6% and 17.2%, students are low achievers in mathematics.On the other hand, according to the U. S. Department of Commerce, STEM occupations are growing at 17%, while other occupations are growing at 9.8%. STEM degree holders have a also higher income. It is also known that low performance and grade repetition are also critical factors to early school leaving (ESL). The Portuguese, Spanish, Cyprus and Germany ESL rate are 12.6%, 18.3%, 8.6% and 10.1% in 2017, respectively. In this project, we want to help all students to succeed in the learning of mathematics. Goals for the project:1) Improve motivation towards learning of mathematics, reduce inequalities and promote successful schooling for all, for children from 9 to 12 years. 2) Promote ""Bring Your Own Device"" technologies in the classroom. You can buy tablets starting at 50€. Schools can buy these devices for disadvantaged students.3) Extend the classroom to a virtual classroom where students can study autonomously. Math curriculum often requires daily practice and review for mastery. Therefore, the completion of daily assignments is essential to learning the material. 4) Promote autonomous work of students.5) Promote student self-assessment and self-regulation: to promote the ability of students to understand both learning intentions and success criteria.6) Promote students peer-assessment: to develop their capacity to reflect on and critically evaluate their own learning and skill development; to support the development of critical thinking, interpersonal and other skills, as well as enhancing understanding within the field of knowledge of mathematics.7) Promote the use of educational videos for learning; to provide feedback; when a student misses a math class; for flipped-classroom.8) Train teachers in using digital technology. The OECD emphasizes in all of its reports: well-trained teachers are the main key to success. Teachers will play a key role for the success and implementation of the innovative tools and methodologies. 9) Develop Communities of Teachers Creators of Contents that are shared and open to the everyone.10) Use Machine Learning to provide personalized learning to help all students to succeed in the learning process.11) Develop an international framework of mathematical certifications.This project involves four countries: Portugal, Spain, Cyprus and Germany. They are facing similar problems: a decreasing interest of students in learning mathematics and low achievement. The partners involved in this project complement themselves. There are Universities, Schools and National Associations of Mathematics Teachers. It was chosen Portugal and Spain to take advantage from the previous Erasmus+ project MILAGE. Cyprus is a small country, with 42.6% of low achievers where we can evaluate project implementation and results at national level. Germany performs better than other partners but far behind Singapore with only 7.6% students low achievers and with 34.8% top performers. Germany is a larger country where we have to start everything and this will help understand the best approach to replicate project results globally.This is a disruptive project that will change globally the pedagogical practices in the classroom towards the XXI century."

<< Objectives >>The DiToM project seeks to support teachers across Europe with the early identification of learners who struggle with learning mathematics. Since research-based diagnostic tools that help to monitor student learning at key transition stages of the mathematical learning process are not yet available, DiToM seeks to provide a set of five diagnostic tools (OER) ranging from Grades K – 8 in eight languages of instruction that identify those children who need immediate support.<< Implementation >>The DiToM activities address two levels:Activities that lead to the development, school-based trial and refinement of five diagnostic tools to be used by classroom teachers and their translation into seven European languages.Activities that lead to the dissemination of the five tests and accompanying materials, i.e. their provision as open education resources via the project website, their presentation at (inter-)national teacher conferences, in teacher journals as well as teacher seminars.<< Results >>The central outcome of the DiToM project is a website that provides European mathematics teachers with diagnostic tools for grades K - 8 in their national language, including teacher support manuals, assessment sheets and reinforcement activities for students who have difficulties with certain content areas crucial for further learning. Thus, the overall outcome of DiToM is to equip teachers with a tool to individually support vulnerable students with respect to their mathematics learning.

"BackgroundIt is indisputable that mathematics are a global cultural heritage which all countries try to educate their children. In order to manage the heterogenity in European classrooms in the mathematics education, it is necessary to teach mathematics by means of different forms. One perspective is that all human concepts, including mathematical concepts, are based in the perceptual motor system experiences that occur while interacting with the world around us (Wittmann, 2013). Based on this perspective, one can benefit through discovering mathematics in the real environment in an active way. So called Math Trails are one possibility to allow problem solving in a more realistic way. The system MathCityMap (www.mathcitymap.eu) is a digital tool that allows the preparation and organization of Math Trails by means of digital tools. It is already possible for teachers to create these math trails in a web portal and for students to run them on a corresponding smartphone app. It has been created and developed since 2012 and already counts more than 2000 active task creators and 5500 tasks in many different countries and languages all over the world and especially in Europe (Gurjanow et al., 2019). Studies show that the MathCityMap Math Trails have a positive effect on the motivation (Cahyono, 2017) and the long-term performance and memory effects of learning when they are carried out regularly (Zender, 2018). Nevertheless, experiences show that Math Trails are mostly used as a special learning form for excursion days without further relevance for the normal mathematics lessons.AimThe idea of this project is to close the gap between ""normal mathematics lessons"" and Math Trails as a ""special learning and teachning method"" through adapting them to the European curricula of mathematics education and combining the needs of teachers with the technical possibilities of digitization. Surveys among teachers and MathCityMap users show that they wish for methods to assess students, follow their learning progress while running a trail, that they have sorrows in terms of supervision and that the amount of work for the preparation of a Math Trail is one of the main reasons why teachers do not use Math Trails regularly. To reach the project's aim, three different components are addressed: (1) digital tool, (2) connect the running of Math Trails to the curriculum teachers have to use and (3) create different forms of teacher training on how to use the system regularly. These activities support teachers to regularly use Math Trails in their teaching and encouraged them to do so. Component (1) will be based on the needs of teachers as described above. Component (2) will be done for the mathematics education curricula for every partner country in the form of so-called theme-based and topic trails. At first, the curricula will be analyzed and topics which can be covered by a math trail will be collected. Afterwards, the topic trails are created with objects that can easily be found in many different locations (eg. at school yards). Finally, the topic trails will be connected to the curricula of the countries, whereby they are of course transferable to other European curricula as well. Component (3) will be done on the one hand in a digital and decentralized way as a MOOC, where European teachers have to complete different modules and create own tasks. On the other hand, we will develop a short-term curriculum for learning-by-doing courses which are conducted at school and universities to theoretically and practically educate teachers how to use the tool.ConsortiumThe consortium contains 8 partners from 6 countries (D, F, IT, P, EST, ESP). All of them will contribute to the project in different ways. It consists of experts for app coding, teacher trainings, MOOCs, tasks and outdoor education and dissemination covered by universities, a teacher association and a company. The associate partners include teacher associations and schools. The planned activities in the consortium are annual project meetings for coordination and to present current work results, the development and conduct of long (MOOC) and short term curricula to enrich and disseminate the project and technical and didactical developments of the application, webportal and tasks/trails.ResultsIn the end, European teachers receive a concept of math trails to be used in the regular maths lessons with results on a technical (advanced app, augmented trails), didactical (theme-based trails, long- and short-term curriculum) and practical (new tasks and trails) level. Hereby, the impacts are that teachers use digital teaching methods more frequently and students use mathematics outdoors regularly and benefit from its use.Nowadays in Europe the digital technology is connected to the real world. Within this project we will strengthen this connection and use the benefits of a digitalized Europe for improvements of European schools, curricula and educational context"

BackgroundThe distance learning during the Corona pandemic was a major challenge for both, students and teachers (Meyer, 2020). For Germany, the JIMplus study (2020) shows that teaching and learning at secondary level during the Corona pandemic has been conducted mostly asynchronously regarding time and location. This separation presupposes a high degree of students’ self-organization due to the lack of face-to-face communication. However, the importance of personal support and feedback from the teacher for students’ distance learning is strongly emphasized (Meyer, 2020). Concerning that under-achieving students are already overstrained to self-organize their daily learning at home, respectively to deal adequately with the given tasks, a concept for distance education is urgently needed.One promising approach to reduce student’s self-organization of the individual learning is the synchronization of the teaching process by using digital tools: As in the classroom situation, students should be able to ask questions which can immediately be answered by the teacher and get a direct feedback on their solution. By implication, the usage of digital media should enable teachers to monitor student’s learning progress and to provide real-time support.The Digital Classroom of the MathCityMap (MCM) system allows precisely the described synchronous distance learning and thus meets some requirements of distance learning situations (Barlovits, Jablonski, Milicic & Ludwig, 2020). However, the MCM platform has been developed for the creation of outdoor mathematical learning paths, so-called math trails. The idea of the ASYMPTOTE project is to adopt this system to the needs of distance learning.Following the idea of the successfully MCM system, the ASYMPTOTE project consists of a web portal and an app. It will enable teachers to conduct synchronous and adaptive online education in mathematics with a low barrier for students - only a smartphone is required on their side. In the project, a webportal with a database of tasks (including task formulation, hints and sample solution) on different learning topics on secondary and university level will be created. In the web portal teachers can select prepared tasks or create their own tasks. By working on a digital learning path on the smartphone, students receive systemic and synchronous feedback on their entered solution and work on tasks adopted to their individual learning progress. In addition, it provides a Learning Analytics tool for an effective diagnosis and evaluation of their students' progress. It further allows assessment and the use of adaptive elements in online distance learning. Apart from this software and best practice material, the ASYMPTOTE project educates lecturers, university students and teachers in the usage of the tool so that they can use it in their (future) teaching in the best possible way. Aims and ActivitiesThe aims and activities of the project are reached by the following intellectual outputs:•IO1: ASYMPTOTE Web Portal•IO2: ASYMPTOTE App•IO3: Generic Tasks on University Level•IO4: Generic Tasks on Secondary Level•IO5: Long-Term Curriculum and MOOC•IO6: Research and ValidationConsortiumThe consortium contains six partners from five European countries. All of them will contribute to the project in different ways. We have experts for app programming, teacher trainings, university teaching, MOOCs, mathematics tasks, dissemination and public relations. The consortium includes universities, a teacher association and a company. Planned activities- Kick-off meeting and two project meetings to bring together developed materials, share ideas and experiences, as well as planning the activities for the next year- Final meeting including the project conference “Synchronous Online and Distance Learning in STEM Education” (IO6) to present the research outputs of the project and related research- Intensive Study Program and Multiplier Event (teacher training) to disseminate the project and educate lecturers and (future) teachers- Developing and carrying out a long-term curriculum and MOOC (IO5) to enrich and disseminate the project idea and resultsResults and impactAt the end of the two-year lasting strategic partnership, we provide a platform (IO1) and app (IO2) for synchronous online learning in different countries, which enables teachers and university lecturers to conduct mathematical online learning. While students work on the digital learning path, the adaptive system selects tasks that fit their individual learning level. Furthermore, a handbook (IO4) is created to support teachers and lecturers in conducting lessons within the ASYMPTOTE system. Tasks are available in the languages English, German, Spanish, Greek, Italian and Portuguese from secondary (IO4) to university level (IO3). They are the basis for the education of university students in their future online mathematics teaching (IO5).