For two years, students from two European schools will explore three themes in order to learn more about each other's cultures. The work will be based on the presentation of each environment and local culture, specific to the country of origin but also on collaborations between students and exchanges of ideas to better cooperate between inhabitants of European countries. The themes will be: - Sustainable development: how do we envisage and live on our territory sustainable development, concretely - Teaching: how is the teaching organized in our country - Our cultural environment: what is our cultural heritage, monuments, traditions, everyday life. This mobility project aims to promote the development of young people and develop their autonomy, to develop their sense of organization. This project will also develop socialization. Young people will be associated with other young people with a different culture, sometimes with prejudices to deconstruct.

<< Objectives >>Our project aims at addressing the digital transformation of schools through the development of digital capacity tointegrate new technologies and innovative teaching methods which would improve wellbeing at school: - support thesharing/transfer of best practices in teaching & school development, - promote the use of new technologies andinnovative teaching methods, - increase professional development of teachers & quality of teaching and learning, -increase wellbeing at school.<< Implementation >>Sociological research, training on innovative teaching methodologies, school project enhancing the use arts by the newtechnology to increase wellbeing at school, 1 day international conference, publication of a guide of best practices,dissemination of project results.<< Results >>- understanding the complexity of the digital education ecosystem and of the impact of the use of technology on thewellbeing of students & teachers; - evidence-based tools and resources to be used in school wellbeing review process, -review & improve wellbeing in both partner orgsanisations, - a guide of best practices in innovative & inclusive teachingmethods, - school project to enhance via new technologies the use of arts in extracurricular activities, - websitewww.welbeingatschool.eu.

<< Objectives >>The project will allow our pupils to open up to international cooperation on current social issues: sustainable development, inclusion, informal learning methods. It will provide multiple benefits: cultural, linguistic and digital.Pupils with different profiles will have equal access to European programmes and will be able to acquire good psycho-social skills as future citizens of the 21st century.<< Implementation >>Research and debate: identifying societal problems and major issues, proposing solutions through theatre and video as informal educational methodsWorkshops on creating sketches and videos: collaborative writing, dramatisation, video editingWorkshops on psycho-social skills: speaking, teamwork, self-esteemCreation of events: project presentations, forum theatre performances, information stand<< Results >>-4 PPT presentations with identified problems and possible solutions at school and in the community (environmental protection; support for pupils at risk of exclusion)-at least 6 short videos posted on etwinning and on the partner schools' websites-two performances with sketches that present the issue in a form that is accessible to young people, thus having a greater impact-a brochure with the sketches created by the pupils

MatLan built on the experience gained by the French partner in the MATh.en.JEANS (MeJ) workshops (http://www.mathenjeans.fr/historique-mej), which is currently being implemented in 224 schools in France, aiming to valorize students’ creativity and innovation by inviting them to discover and research mathematics. Mathematics in the classroom is too abstract for the students to feel attracted to, but in the workshops they get to mathematically investigate issues that no-one has an answer to yet. MatLan added to the MeJ experience a series of new dimensions:- the assessment dimension: we created guidelines for assessing students' competences developed through mathematical research in the MeJ workshops;- the intercultural dimension: we encouraged intercultural exchanges around mathematical issues;- the multi/pluri-lingual dimension: we created opportunities for language learning through collaboration in mathematical research activities;- the formal education dimension: we promoted the inclusion of MeJ workshop (non-formal education) into the school curriculum (formal education).The project objectives have been:- to provide opportunities for high-school students to develop their mathematical skills through conducting mathematical research and collaboration with students from an EU country;- to improve language learning (French in Romania and English in France);- to create guidelines for assessing students' transversal skills and mathematical competences developed through mathematical research conducted in the MeJ workshop;- to include the MeJ workshop into the school's curricular provision as an elective course;- to provide opportunities for mathematics and language teachers to share experiences and practices of supporting students in learning mathematics and languages and to collaborate with European colleagues to improve their teaching practices.The project participants have been 90 students from upper secondary schools and 15 teachers of mathematics, foreign languages and ICT/ technology from the two partner schools in Cluj, Romania and Briancon, France. The project activities included: - 4 transnational project meetings (2 in France and 2 in Romania) - 2 short-term student exchanges (one in France and one in Romania) - weekly MeJ workshops facilitated by teachers and professional researchers, run in both partner schools throughout the full academic year;- production and validation of pedagogical tools for mathematics teachers: Guidelines for assessing students’ skills developed through mathematical research; Curriculum of the elective/ optional course: Doing math as researchers do it.The methodology of the project included a stage of literature review concerning the mathematical and transversal skills formation during mathematical research. Based on the findings and on the MeJ facilitator teachers’ observations, the teachers’ project team decided to develop assessment instruments for the following competences: collaborative problem solving, written and oral skills for communication about the research results, and making use of aids and tools (IT included). Then the instruments were developed and sent to experts in the field for feedback. After the instruments were finalized, they were piloted and validated in the course of action research conducted by the teachers included in the project. In the course of the action research, the teachers a) tested the assessment instruments; b) collected evidence about the students’ skills formation during MeJ workshops. The curriculum of the elective /optional course was developed by the mathematics teachers based on their MeJ experience and incorporates the assessment methodology developed in the project. The results of the project have been: the participating students’ enhanced research skills, foreign language skills, transversal skills and intercultural competences; a set of assessment tools and procedures of mathematical and transversal skills and guidelines for teachers who use the assessment tools and procedures; a jointly developed elective course curriculum for secondary schools (Doing Math as Researchers Do It); teachers’ improved action research skills; teachers’ improved collaboration with colleagues from the partner country; enhanced capacity of the schools to engage in European projects. In the longer term, the expected impact is that more students would find mathematical research attractive and develop mathematical and transversal skills while engaging in such research; teachers are going to be more innovative in their methods of teaching and assessing students’ skills; more MeJ teachers would establish the effectiveness of the research workshops by assessing the students’ learning within the MeJ workshops; more young Europeans would choose a career in research; schools are going to adopt more attractive and innovative approaches to teaching/ learning; the formal education system is going to be better prepared to develop a broader set of transversal skills in their students.

Contex-This project is going to focus on results of PISA 2012 reports which means: it is a chance to compare situations causing differences in mathematics success. This project tries to find what the biggest reasons of these varities in mathematics education are, what the sources of these big diffrences. -During this project, collaborative activities, exhibitions and university visits, short films were organized.The project facilitated the active participation of students in each region, to give them the opportunity of using their skills, their free time and their energy to discover and promote. -The main aim of the project is to increase the success percentage in following PISA assessments and quality of learning and teaching the mathematics as higher as possibly.During the project, the key competences will be developed for students, which are essential in a knowledge-based mathematics. Objectives-To exchange knowledge and experience on mathematics teaching and learning within the people of the partner countries.-To discover new ways of learning that is not the traditional methods, by creating a learning environment where students can gain knowledge and experience at the local and European level. -To offer opportunities for future career for project participants.-To give the opportunity to young people to take initiative, to be creative, to use multimedia tools.-To perform the acquired knowledge and to exchange its using new technologies and ICT-To improve foreign language skills of the participants in a real context.ResultsProject web site www.mathsrising.com and Facebook Page https://www.facebook.com/The-Maths-Rising-All-Europe and in addition youtube channel(https://www.youtube.com/user/dekadesify).Maths Subjects thought between 6th Grades and 8th Grades - 3 Presentations.One Subject Four Comprehensions - 3 lessons in order to teach the most difficult subject that was called linear equations. All the partners presented linear equations subject in their countries.The teachers and students found oppurtunity different educational teaching methods during the lesson.They compared different mathematical methods.Maths Expressions We Have - 3 Presentation containing Maths expressions used in daily life.“My PISA” My PISA was a kind of assessment having questions like PISA prepared by partner countries teachers. Each country prepared 20 questions for this activity. In total there was 60 questions. Mini PISA assessment organised.Mathematics games. Students have learned the mathematics and mental games played in other countries.“Three M: (M)aths, (M)aterials and (M)athematicians” – 3 exhibitions of Maths materials used in lessons and famous Mathematicians that helped development of Maths in the world. “Mathenema” - videos showing how the students use Mathematics in their daily life.Discover the Teacher Training in other countries- 3 university visits to compare Maths educational department.Integration Technology to the Maths - 3 PresentationMaths in Science and Maths in Social studies - 3 PresentationPromoting higher level of education in order to prevent Early School Leaving.The studenst were tried to love Maths.3 Learning activities4 Transnational meetingsProject E-book. IT and technology student skilss were improved using Maths games and Maths videos.The project gave the teachers the opportunity to exchange knowledge and experience on Mathematics teaching and learning within the people of the partner countries.Project ImpactsThe target groups of our project are students and teachers. Students will get an international viewpoint to the Maths so that they can be more interested in this lesson.Students will get an international viewpoint to the Maths so that they can be more interested in this lesson. They will find out how they can use the maths subjects in their daily life. They will gain self-confidence by using their imagination and creativity by attending activities in the the project. Teachers will be aware of and eveluate the different teaching methods and material used in other countries. This impact helps their vocational developments.The most desired impact of the project is to increase the success of participant countries,Europe and all the world in PISA assessments.It helps young people develop the participation in and the understanding of mathematics.