The project targets 12-16 years old students. The working language is English. The duration of the project is six months. The goal of the project is to
increase students’ motivation and interest for Mathematics, to stimulate their investigative spirit
and curiosity by combining common mathematical contents of the curriculum with aspects of
day-to-day life in different parts of Europe, using concrete objects as well as representations of
mathematical concepts. It is also intended to facilitate mutual understanding through getting
knowledge on the historical and cultural contexts partners live in.
Posted by: Valentina Cuadrado Marcos
Our contributions to the MIXbook have already been added. Reading them carefully we can deduce a couple of things about students' ideas:
1. bread is wealth: labour in fields, mills and ovens
2. bread is heritage: tradition everywhere and everytime.
3. bread is democratic: it equals everybody.
4. bread is health: it nourishes.
We have added only the photos taken by us, it is one of the requirements in our collaborations as a way to acquire knowledge about visual representation and as a way to promote creativity.
Maths and Arts has been one of the project’s most interesting and at the same time most motivating actvities in our project so far, as anyone can see from its 20 blog posts to this day.
It started more like a game. On one hand, after finding some connections between Maths and poetry or tales, the teams agreed it could be fun to try to create Fibonacci poems. Bread, a common food as well as a cultural symbot, seemed a good topic that would allow us...
It is not always possible to meet deadline dates when there are many people involved, as you may very well know.
Although we know we are late with this task, we would like the other partners to know the way we decorate our houses for Christmas. This is why we have a new post in Cultural Flavours blog with photos from our own houses. It is like an invitation!
Students sent their photos to me and we have created this video to be uploaded in Vimeo. Due to safety reasons, we don't have the possibility to use YouTube at school. There is...
One of our most famous tale writer was Calleja, in fact there is a saying in Spanish: "Tener más cuento que Calleja" used when somebody pretends something that is not true. Cuento is tale.
For the section Cultural Flavours we chose him. We went through his bibliography and we came across The Queen's Fritters. The idea was for students to write an English version and then to go deeper into Spanish literature for children. Some of the students chose Gloria Fuertes, another great Spanish writer, others educational tales or proverbs. It was not an easy task because both tales and proverbs...
March 1st is an important date here because of the arrival of spring and the tradition that accompanies it: Martisor, the sping amulet we offer and wear, as a good-luck charm, as well as a sign of friendship, appreciation and affection.
We decided to share this tradition with our partners this year. We formed groups of 3 students, one student in each group made a drawing, the second picked an amulet and the third brought a card. It's not much, but it's heartfelt.
All our small letters are ready to leave for the partner schools tomorrow. We hope they bring you...
The part of our project with this title is approaching its end. We have used Maths and culinary traditions as a vehicle and a common instrument for mutual understanding. We have shared a wide aray of cultural productions illustrating or related to Math and/or to food: poems, tales, proverbs, songs, paintings. We challeged each other to find and decipher Maths on our plates, in our buildings, in our poetry, in our museums, in our books, even in the way we can portray ourselves.
But the last challenge is still going on: each team is writing a bilingual Fibonacci poem, a...
It took us three hours to write the short poem we have just published in the project blog, although I may have to change a little the look, because there are two lines that got split. But now, everybody knows, even me, what Fibonacci series are. Let me explain you how we did.
First, we had a brain-storming to gather ideas and we agreed on an order.
We have published in the blog a video created with photos taken of the drawings students made of themselves using Geometrical forms. The idea was to revise vocabulary connected with Maths as pupils have to describe the video in front of the classroom. It helps them in their Maths lessons, they are part of a group in an English Bilingual Section at shcool, doing Maths and Technology in English.