The art of mathematics with Erasmus+ project

Project details

Project details

The implementation of STEAM strategies and activities in the classroom is the main motivation of “Math and art walk together” project.

This educational approach to teaching and learning connects science, technology, engineering, the arts and mathematics and uses it to solve real-life problems and develop skills such as critical and imaginative thinking, lifelong learning, collaboration and creativity. It is said that contemporary teachers should prepare students for not yet existing jobs and how to use technologies that have not been invented yet or to solve now non-existent problems. We believe STEAM is the best educational approach to respond to the needs of today's students.

Our motivation for this partnership is to foster students and teachers' skills and competences necessary for better education, lifelong learning and thriving in the 21st century. We need to teach students how to integrate school subjects because the job market in the real world requires interdisciplinary knowledge. Students need to develop various skills and a passion for experiential work through creative processes. If students feel comfortable with STEAM strategies, they will benefit from them in any career. Nevertheless, the new approach to education in our institutions will not be possible without unique professional development for teachers.

According to our professional experiences the project-based learning is one of the most effective learning methods. We believe that during collaborative team work with peers in other countries students can understand cultural diversity and achieve new, better perspective on their own learning. The teachers will practice collaborative and active approach to teaching and learning and connect with teachers across Europe to share ideas and acquire new teaching tools.

The goals:

  • The primary objective of the project is creating and implementing professional materials for teachers in order to improve their STEAM teaching practice. All teachers involved in this project will be engaged in the process of creating various educational materials. We will produce posters, reports, infographics and mini scenarios of STEAM lessons. We will work not only during face to face meetings but also between subsequent mobilities. Finally, 30 teachers from four schools will become co-designers of new project materials which will become Open Educational Resources available for downloading from the project website.
  • Another target of the project is to improve teachers abilities for practice STEAM approach in their own classes. We are going to provide support for each school in areas which need special treatment and assistance. Integrating math and arts and use of ICT will improve the methodological approach. Teachers will develop computers skills and work with various interactive programmes or resources. As we know, STEAM in classroom is not spontaneous and simple and only really open-minded and experienced teachers are able to successfully meet a challenge.

Our next aim is to enhance students creativity and their passion of learning. Students who actively participate in STEAM learning think outside the box and feel comfortable to express their ideas. During collaborative project work they will develop understanding that science, maths, engineering, the arts and technology work together. They will learn to make high-quality infographics, presentations and animations, to create Geogebra applets and to benefit from using digital games as tool for creative learning. All results of students collaboration we will share and promote in our schools. Each school during the second year will organise a school STEAM day in order to promote the main ideas and strategies of STEAM teaching and learning. Students will also collaborate online through eTwinning and social media. It will enable them to practice English language and improve language and communication skills.

Students will gain knowledge and explore experiences in a direct way and will become curious about the world around them. We hope, that they will feel empowered to change it for the better.

Partner schools

Partner schools cooperating within the Math and Art Walk Together project.

Brief summaries of the meetings

Below are brief summaries of the meetings outlining the general points of each meeting and giving an overview of the events held at each mobility in the partner schools.

  • The first mobility of the project took place in Warsaw, the capital of Poland. Students from Italy, Spain and Cyprus came on the 2nd February and stayed with the host families for 5 days. All the participants had a chance to get to know each other during ice-breaking activities, workshops and trips. The students could find out about Polish cuisine, traditions and educational system. They also participated in various workshops, e.g. about photography, fractals, Nicolaus Copernicus, robots. The students visited the Fryderyk Chopin Institute , Central House of Technology and Copernicus Science Centre in Warsaw, where they saw interactive exhibitions and carried out experiments. During the stay, there was a one-day trip to Toruń - the most Gothic urban complex in Poland, one of the most important and crowded tourist centres. The teachers also participated in numerous workshops, e.g. ‘STEAM methodology’ and ‘Scientix – the community for science education in Europe’.

  • On 27th September the second stage of ‘Math and Art walk together’ project took place. For five days teenagers from four different countries: Italy, Spain, Cyprus and Poland met together in Naples – a picturesque city in southern Italy. Students were involved in some workshops, went on various sightseeing trips and finally showed their projects and presentations. Teachers had the opportunity to participate in a training on Clilstore. The most valuable for students was the chance to meet and spend time with each other after the difficult pandemic times. All of them are currently waiting for the next step in Cyprus in February 2022

  • The mobility in Cyprus took place in the last week of February. Our main destination was a seaside city Limassol, located in the south of the island. During our meeting the students showed their presentations which they had prepared at home, spent time with their host friends, participated in various workshops and visited some of the historical sites – the Castle and the Archeological Museum in Limassol, the ruins in Kurion, the Tombs of Kings near Pafos, the Timiou Stavrou monastery in Omodos. They also had a chance to attend classes at IMS Private School, and the teachers took part in a training session about Google Classroom. In the final stage of the mobility the students shared what they had noticed about the use of Maths in Cypriot art as well as their favourite memories from the trip.

  • The mobility in Spain took place in the last week of April. Our main destination was Girona, a city in northern Catalonia, Spain. We were hosted by the school Institut Carles Rahola i Llorens. During our meeting the students showed their presentations, went on sightseeing tours, played games and spent time with their host friends. We visited tourist higlights in Girona, as well as, went on trips to Dali Muesum in Figueres, Empuries settlement, Cosmocaixa science museum and Sagrada Familia in Barcelona. After 5 days togehter, the students cooperated in groups to prepare final presentations which were later displayed on the school’s corridors. The teachers participated also in a training session about an online platform Goosechase which was used for a Treasure hunt game for students during the mobility.

Photo gallery

  • Mobility in Poland
  • Mobility in Italy (no photos)
  • Mobility in Cyprus (no photos)
  • Mobility in Spain (no photos)

Mobility in Poland

Mobility in Poland

Mobility in Poland

Mobility in Poland

Mobility in Poland

Mobility in Poland

Mobility in Poland

Mobility in Poland

Mobility in Poland

Mobility in Poland

Mobility in Poland

Project outcomes