<< Background >>The Council’s Recommendations on key competencies for lifelong learning in 2018, emphasizes the importance of acquisition of competencies in Science, Technology and Engineering and Maths (STEM). Focusing on the Erasmus call 2021, the integration of ARTS in the STEM approach is one of the main objectives of the European Union in Education. Moreover, nowadays, most of the schools among Europe are multicultural with students coming from different cultural, socio-economic and religious backgrounds, a fact that intensifies the need of finding alternative ways of teaching curricular subjects to achieve better motivation of students, more inclusive education and better engagement of the students in the learning process. Another important aspect that enhanced the idea for the implementation of M2-Cm project is the Maths phobia that a lot of students (and also adults) experience. ”Math Phobia may be a feeling of tension, apprehension, or fear that interferes with math performance. An individual with math phobia doesn’t necessarily lack ability in mathematics; rather, s/he can’t perform to her/his full potential thanks to the interfering symptoms of anxiety..” Among the suggested methods that can be used as ‘remedy’ for the Maths Phobia is “....to be shown to children that math is a CREATIVE subject. Learning math is more almost like learning music or art than it’s to learning history or biology” (Mahapatra, P.K, 2020). The integration of Music and Creative Movement into Maths learning procedure will additionally bring more fun and interaction among students and teachers that will definitely lead to positive academic results.In Viksjöforsbaletten for more than a decade the local dance teachers have supported learning curricular subjects with cultural expressions in the dance school. AMusEd is an organization that gives special emphasis in the importance of integrating music in curriculum subjects. Both organizations acknowledge the importance of integrating arts into curriculum subjects, and they have experienced first hand the positive effects of it on students’ wellbeing and academic results. Music and Creative Movement are inseparable and they directly connect with the embodied cognition philosophy, since through Creative Movement and Music we can help learners receive and gain new knowledge through their engagement of their whole body (embodied cognition). TUC/MUSIC as a technological University it gives special attention in the development of STEAM competencies in young people, that will help them not only during their student life but also in their future life as adults for that it participated in several Erasmus+ projects and focuses on innovative pedagogical approaches integrating Arts and promoting STEAM in European Schools. Mavromataki Private school is also focusing on the STEAM approach and more specifically in the connection of Maths with the other school subjects since Maths is a foundation in all professions and activities in people’s lives. All involved partners bring a different expertise in this project and they all have special interest in promoting the STEAM approach, elements that will bring added value to the implementation of M2-Cm project. We strongly believe that the Production of Project Results will help teachers to gain new knowledge that will improve their teaching skills in STEAM approach and the students, who are the final beneficiaries, will be introduced to a more effective way of learning Maths.<< Objectives >>As mentioned above, teachers nowadays need to find alternative ways of teaching curriculum subjects that will enhance a more inclusive education for the multicultural classrooms they teach and also help students to overpass their often encountered Math Phobia feeling. Through this project we aim to achieve the following: > Enhance STEAM pedagogical competences in the field of integrating arts in mathematics; > Enhance skills and efficacy in music and creative movement; > Adopt innovative teaching methods by embracing the effective use of music and movement techniques; > Increase students motivation and engagement in the learning process, fostering creativity and critical thinking through a more experiential approach of learning; > Create a positive classroom environment, by enhancing team building and collaboration that contribute to learners wellbeing; > Increase awareness of the effective integration of music and creative movement in Maths across Europe.<< Implementation >>The duration of the project is planned for 30 months. During this time period the consortium foresees to schedule five transnational meetings that will enable the partners to have better communication and right planning of the activities. The transnational meetings will be progressive meetings among the partners and their goals will be to present the current status and main results of the PPR up to that date. Partners will discuss future activities and actions. Further they will discuss and clarify potential issues related to financial issues. Most of these meetings are combined with the training activities (see below) in order to avoid unnecessary mobilities of organizations’ staff for ecological reasons. Further, the combination of transnational partners meeting with the training activities will give the opportunity to the consortium to have the trainees during their progressive meetings who will be able to give their valuable insight for the future development of the project. Since, the project focuses on developing an online teachers’ training course to educate them in alternative methods of teaching Maths, three training activities will be organized. The first training activity will be delivered to the partners organization staff, in order to help them understand the importance as well as the ways that both music and creative movement can be integrated in Maths. This first Training (M9) activity will be really important for the future development of the project Results. The second and third training activity focuses on the training of school teachers and the direct involvement of students from partner countries. These 2 trainings (M15& M24) are planned in such a way to cover all the project results, get direct feedback from both teachers and students and produce material that can be used for the online training. The direct involvement of students and teachers from different cultural backgrounds will give the opportunity to the researchers and trainers to continuously improve the production of project results and to be more effective to teachers among Europe and beyond. Apart from the training activities, the consortium plans to have one multiplier event in each partner county that will focus on the presentation of the project to teachers and stakeholders in each country and try to establish local teachers communities who will be educated from the online platform and apply the suggested teaching techniques in their classrooms. This will help the dissemination but also the sustainability of project results. The final conference will be organized in the last month of the project, in Sweden and will contribute to the dissemination of the final project results towards target groups. The partners have planned the implementation of training activities and the final conference, that demand mobility of people, to be the same time with the transnational project meeting in order to minimize the travelling of involved staff members for ecological reasons.<< Results >>Through the implementation of this project, the consortium plan to produce the following project results: > PR1: Teachers Guide: This guide will include research done that proves the relevance as also the importance of music and creative movement in Maths within the overarching framework of STEAM teaching and learning. Further, it will transfer to the teachers the general theoretical knowledge of Music and Movement that matches the Mathematical concepts as well as the historical and intercultural connections of these three subjects. The PPR1 will be translated in partner's countries languages. PR2: Repository of activities and other useful sources for the teachers. Examples of activities that can directly implemented in real classrooms, step by step guides on how to create a song that will bring an added value to the class, sources where teachers can find similar examples from all over the world as also a repository of world music/dance that can be connected to mathematical concepts and examples that can be used for the purpose of enhancing the integration of arts in Maths. Translation in partner's countries languages will be applied wherever possible. PR3: Online Networking and e-learning Platform. Through this PPR we aim to bring and network teachers across Europe in order to enable them to exchange ideas and practices in Maths teaching and give them the opportunity to be educated in an online environment and see a lot of examples of activities in real classrooms. Apart from the planned Project Results, that are tangible, some intangible outcomes are expected to be achieved through M2- Cm. These outcomes are: > Expansion of the partners’ knowledge as it concerns didactic methods applied in Maths.> Improvement of management skills in European projects and possibility for future collaborations.> Increased motivation of students to learn.> Increased intercultural awareness. Through music examples participants will have the opportunity to learn about others’ countries' music culture.> Contribution to the professional development of participating educators.> Help students to cross barriers. Students who are not familiar with Music or Movement (dance) are given a route into these Arts or students who are shy with Maths will find a new way to experience it.> Improvement of students' reaction towards Maths subject.