Involving Students in Maths eTwinning Projects
Due to the specific features of Maths projects and to the “arid” nature of the subject, they should have an incentive aspect, that can be achieved through the types of activities that are planned, the degree of collaboration and the tools that are used. Mathematics can thus become a “vehicle” for learning about the partners and for the mutual understanding of our cultural environment.
How many times have we heard from our students the question: “Why do we have to study this?
As opposite to the common perception of Maths as being an abstract, mechanic, repetitive and boring subject, by means of creative and imaginative projects, it can become interesting, helpful, surprising, flexible, intriguing, and fun. Students can become aware of Mathematics role in our physical and cultural environment as well as in our cultural heritage.
ETwinning can help teachers to significantly enhance the students’ motivation due to its features: it empowers collaborative and peer-to-peer learning, as well as learning communities, benefits the students’ different skills by a multiple intelligence approach and promotes a natural use of ICT.
This presentation is focused on a few ways to enhance the degree of students’ involvement in projects, as well as on specific examples of activities from several eTwinning Maths projects.
The teachers’ role is not the same for the entire duration of the project. Once the main preconditions are entailed (a good plan, based on clear aims and targeted competences, as well as on common syllabus content, and a safe and efficient environment provided by the eTwinning tools), the focus is on the participating students. From this moment on, the teachers' task is mainly to facilitate and stimulate the students’ involvement, while encouraging their independence and their responsibility for their own learning process. Students will be the main progress source of the project, because they are going to be achieving the transformation of effort into learning. New skills, experiences, knowledge will be developed as a result of their involvement throughout the project, starting from its earliest stages. Furthermore, it is important that this involvement continues even after the project is concluded.
Irina Vasilescu, School no. 195, Bucharest, Romania