Proyecto final: MathEurope

Aquí os dejo mi proyecto final: MATHEUROPE

Título		MATHEUROPE
Tema		Matemáticas en Europa			Matemáticas
Edad		12-18	Asignaturas		Sociales (Geografía e Historia)
Duración		2 años			Lenguas (Castellano, Inglés y Francés)
Competencias básicas
X	Lengua materna		X	Aprender a aprender
x	Idiomas			Sociales y cívicas
X	Matemáticas, científicas, tecnológicas		X	Iniciativa y emprendimiento
X	Digitales		X	Expresión cultural
Objetivos y productos finales esperados
The main objective of MathEurope is to develop alternative ways to raise the student's competencies in Mathematics. Students will have to create, solve and evaluate mathematical problems related with different aspects of the culture and history of the European countries involved in the project. The project also aims to establish a foundation in which teachers and students alike are able to enhance their digital and linguistic skills through mathematical problems. An integral aspect of the project is to establish a framework in which collaborative approaches to learning are essential. Through partnership with schools from diverse regions of Europe, we hope to truly embrace the international character of mathematics. Objetivos: To build digital competency through the use of ICT. To develop analytic mathematical thinking through problem solving. To apply mathematical strategies to reach conclusions. To build linguistic ability while communicating with partners from different countries. To develop students’ sense of entrepreneurship by creating mathematical problems related with their own culture which require innovative thinking. Productos: CONCRETE RESULTS: a. The activities done by means of eTwinning. b. The creation of a website with the project contents. c. The creation of a library resource of mathematical problems. d. The creation of panels with relevant information about the project. e. Mathematical activities about different European countries’ culture and history. STRATEGIC RESULTS: a. Implementation of team work methodologies where each member takes over a role and accepts a responsibility. b. Implementation of work by means of projects, involving different pedagogic areas. c. Raising awareness about the European citizenship through the knowledge of the European countries’ culture and history.  d. Improvement of the Key competences.

Metodologías y procesos de trabajo

First of all, teachers involved in the project will compare the syllabuses and holidays calendar to decide on the common content to be used. Teams will agree on the tasks they will be in charge of. Teachers can communicate in any way they wish using Skype, e-mail or the TwinSpace. They will plan some ice-breaking activities that will include students’, teams’ and towns’ presentations, including historical aspects of partners’ towns. These activities are intended to help the pupils get acquaintance to the Twinspace tools. The presentations can be done using Prezi, Powerpoint or Powtoon as well as videoconferences or any other digital tools considered suitable for both the teachers and students involved in the project. The project will consist on working with different mathematical problems related with the history and culture of European countries.  For every problem at least three teams from different countries will be involved. One team will create a problem, another one (at least) will have to solve it and the last one will evaluate the quality of the problem as well as the results obtained and the information about cultural and/or historical facts it offers. A padlet will be created for every problem (it will show the problem, the different ways to solve and the evaluation of the results). The starting point to create a problem will be a historical fact, a tradition or cultural event suggested either by teachers or students.  Then students will decide the mathematical concepts that can be used to write the problem (geometry, algebra, statistics, etc.). Students will be rewarded with points for the proposal and solution of problems, which will be used to create a classification of teams. During the second year of the project the teams that solve problems will be formed by students from different countries. Consequently, they will have to discuss the alternative ways to solve it using Twinspace tools, Skype, e-mail etc.

Actividades principales y tipos de herramientas previstas

- Ice-breaking activities in the Twinspace. Students’, teams’, towns’ and countries’ presentations. - Proposal and resolution of Mathematical problems. A padlet will be created for every problem and it will include the problem, at least one way to solve it and an evaluation of its quality of the problem as well as the results obtained and the information about cultural and/or historical facts it offers. Every problem will be created by a national cooperative group of at least four members. First of all they will have to decide the historical fact, a tradition or cultural event they want to explain with the problem. In the case of the team of the Catalan secondary school it could be “Castells”, the human towers typical of Catalonia. The problem could describe two or three different “castells” and make students calculate the weight that those who are on the base of the tower have to support. After writing the problem, they will have to post it in a padlet. Teams from different countries will have to try to solve the problem within a month and they will have to post their answer in the same padlet. Afterwards, another team, different from those who proposed and solved the problem, will have to evaluate the historical and cultural information provided by the problem and the Mathematical resolution of it.   - Library resource of Mathematical problems: At end of the project a library resource of Mathematical problems will be created. All the teams will be involved in this task. During the project teachers and students can communicate in any way they wish using Skype, e-mail or the TwinSpace.

Evaluación, seguimiento y difusión

EVALUACIÓN Y SEGUIMIENTO Each team involved in the project will get points for creating good problems, for being able to solve problems created by other teams and also for evaluating the quality of the problems suggested as well as the results obtained and the information about cultural and/or historical facts it offers (teachers assessment). They will also have to evaluate their own results (self-assessment) and the results obtained by teams from other countries (peer-assessment). To do self-assessment and peer-assessment rubrics and checklists will be provided by teachers. The points obtained in teachers assessment and peer-assessment will be used to create a classification of teams. ETtwinning planned events will be used to monitor progress of the project. DIFUSIÓN Teachers will create a website to display key project results that will include a link to padlets for every Mathematical problem which was proposed. A library resource of mathematical problems and a web containing them will be created at the final part of the project. Each team will create panels with some of the problems proposed by them in the project that will be printed and exhibited in their schools. Finally, the schools involved in the project will also give information of the project in the local mass media and in the web pages of their school.

Para elaborar este proyecto he utilizado todo lo que he aprendido en el curso de eTwinning de INTEF y he procurado incluir todas la mejoras que me sugirieron dos de mis compañeras del curso.

En un futuro no muy lejano me gustaría intentar llevarlo a cabo, pero lo veo complicado ya que a pesar que actualmente trabajo en un centro muy interesado en proyectos de este tipo, mi plaza no es definitiva.

Probando los eventos en eTwinning Live

Probando los eventos en eTwinning Live

Una de las actividades del curso "Proyecta eTwinnig" era participar en una videoconferencia.

Se trataba de una actividad voluntaria que decidí hacerla ya que cuando realizo actividades de formación me interesa aprender todo lo que pueda para luego poder aplicarlo en las aulas.

Desgraciadamente la hora propuesta en mi grupo no se ajustaba a mi disponibilidad horaria (en el instituto donde trabajo las tardes de la tercera semana de octubre las reservamos para las evaluaciones iniciales). No obstante, como tenía la posibilidad de participar en las sesiones de otros grupos, me apunté a una de las sesiones de otro grupo.

Para asegurarme de poder asistir a la videoconferencia que me interesaba, unos días antes me descargué el programa necesario para poder conectarme y asistí a un evento abierto sin restricciones de asistentes. Era un evento en turco y no pude entender de lo que se hablaba pero sí que pude ver algunas de las posibilidades de esta herramienta.

Intenté entrar en la primera videoconferencia programada por el grupo E pero no aparecía la opción "Enter Meeting Room".



Para asegurarme que realmente estaba haciendo los pasos correctos intenté entrar en otro evento publico que tenía lugar en ese mismo momento:



Y conseguí entrar sin problema y hablar con los asistentes del evento.



Después de contactar con Josefina, quien organizaba el evento, me mandó un enlace y pude entrar. No obstante, abandonamos la videoconferencia porque parecía que había problemas técnicos.

Des de mi punto de vista, la funcionalidad más atractiva de la videoconferencia en mi práctica docente es la posibilidad de poder hablar con los participantes de un proyecto en directo. Creo que el hecho de poder intercambiar puntos de vista al momento puede ayudar a avanzar el proyecto más rapidamente que hacerlo a través de mensajes de mail o un chat escrito.

Por otro lado, una herramienta de este tipo podría ayudarme a interaccionar con docentes de otros países, ver nuevas maneras de trabajar y ampliar mis puntos de vista. Siempre es muy positivo ampliar conocimientos y encontrar nuevas manera de llegar mejor a los alumnos.