Monitoring report 2020 - 2021 school year:

Portugal: We still monitoring the Improvement of the professional development of teachers, uniformly some activities shared will be postponed for the next school year because Covid situation. 12 project participants participated in the surveys, mostly math and technology teachers. All, without exception, mentioned receiving new ideas, and sharing good practices. Many plan to apply the experience of their partners in their work.

Lithuania - We, as coordinator have been monitoring the project's timetable. The first year was very difficult due to the affection of quarantine of COVID - 19 at different times, durations and people's behaviours rules. We are forced to make exceptions for partners due to unequal working conditions. 38% of project participants surveyed mentioned severe difficulties due to the pandemic, and 62% mentioned difficulties that slowed down project activities or made them impossible to complete. The main reasons were identified: distance learning in schools, restrictions on movement and small groups of students, which prevented teamwork. Students also mentioned isolation and emerging psychological causes.

Slovakia – At the end of the year, students and teachers answered several questions about their English development. We interviewed 64 project participants. From the answers, we can see that some teachers are still learning extra. All participants answered that their English language skills had improved (95%) greatly improved (5%).

Istek – Turkey - We first had the planning with Maths teachers to lead the students to mindful games. Though this is what we did before the pandemic situation. Actually, we have the mindful game class for this at school. Each class at school is given one hour to get to that class and play mindful games. Most probably that is because we had too many ideas and presentations. This is a kind of regular study at school.  There is only one difference they started storming their own games. ın the past they were playing with board games in that class only but now they are creating the games.

Italy: Teachers worked on: Interact in conversations or short dialogue simulated situations • Preparation of material to be presented to the project partners •         learn about the partner's countries • Direct observation of facts, mathematical phenomena in nature, considered as a whole and progressively analyzed in detail • Critical and analytical use of texts and other aids. • Preparation of material to be presented to.

85 students were interviewed and their answers were systematized. The survey was conducted remotely.

Ford Otosan – Turkey  - ???

Monitoring conclusions:

The results of the monitoring carried out by all partners were presented at the last teachers' meeting, in which we formulated the final conclusion.

This first year (2020 – 2021 school year) with quarantine around the world made countries work under different conditions.  In the general overview, we believe that the project made a good improvement in students’ activity and interest in math subjects. Pupils' communication in the international space has significantly improved, and their self-esteem and communication culture have clearly increased. We cannot talk about students' mathematical knowledge, because the schooling process was interrupted, and distance learning took place, which in our opinion is not equivalent to contact teaching. Experienced teachers see a lowering in students ’knowledge due to the uneven teaching process. The project team decided not to make any conclusions about knowledge of mathematics because they may be not clear and do not reflect the right situation.

We could not investigate awareness of our project due to restrictions on quarantine movement.

2021 – 2022 school year

Monitoring report:

1. Portugal: The activity has some problems to be done in the first trimester due to the covid situation. After 2^nd trimester the activities started to be performed and the results were very good. Students involved in the project as teachers as well evaluated the activities very good (100%).  The project allows seeing how math can be related to history, sports, arts and nature. The project involved a total of 15 teachers and more than 20 students directly. Both groups increased compared to last year. In the activities that we perform evaluation was Very Good (100%) for teachers and 95% for students.

The outcomes of this school year were great and we believed we have overcome our main goals. The results can be seen in the eTwinning platform and padlet of the project.

2. Lithuania –
   1. In the second year of the extended project, the partners worked according to the adjusted timetable. The partners sought to complete all planned activities, even though pandemic restrictions were still in place and worked differently in each country. The time table has become quite complicated. The biggest concern was the organization of mobility and the agreement between the countries. Before the start of the 2021-2022 academic year, the partners agreed to organize the first mobility in Lithuania, which was carried out in 2021.10. on days 11-15. All planned activities and preparations were completed on time and without disruption. The second meeting of the project was planned for March 2022 in Portugal. since there were particularly strict restrictions in Portugal at that time (without a vaccination certificate, everyone, without exception, had to undergo an additional test upon arrival in the country), the project working group decided to carry out mobility in Turkey at the time, at the private Osmani Istek secondary school. In Turkey at that time, the number of cases had subsided and only vaccination certificates were sufficient. So, we postponed the May meeting to March and moved the March meeting to May. This maneuver paid off very well, as the strict requirements were already lifted in Portugal in May and we did not experience any major inconveniences. The activities were performed excellently.
   2. We were able to avoid pandemic cancellations or other losses. But the Lithuanian partner suffered losses due to the cancellation of the joint flight by Turkish Airlines due to bad weather conditions at the Istanbul airport, and we did not receive any compensation for this cancellation. This event was reported to oroskundai.lt and skycops, but both times we received a negative response. When the flights were cancelled, we bought other tickets for which we paid twice as much because they were flights the next day. Slovakia's partners suffered similar losses for the same reason.

Other funds are used purposefully and effectively to achieve the project's goals and results.

1. 3. the impact of the project on schools and  local communities Lekečiai school district is located in a rural area. the families living here are very socially vulnerable. We included students from socially vulnerable families and two students from a shelter in the mobility of the project. The greater the gap, the greater the impact of project activities is visible. After each trip, we bring back stronger and more confident children. we know of several cases where project activities have stopped students from leaving school. Project participants will change their approach to science, communication and planning their future. We didn't get the expected improvements in math exam grades, but here we realized that our expectations were too high. The number of students involved in the project activities is relatively small compared to the number of all students. we only observe improvement when we study the learning of individual students.

We publicized the project's activities on the school stand, in the district and national press, and the community is informed and positively evaluates the project's activities and our efforts. Surveys show that almost 85 per cent of parents would like their child to participate in the activities of the project, to go on mobility trips.

3. Slovakia

In the school year 2021 / 2022 we observed the development of the language skills after each stage of the project. During the meetings in Lithuania, Turkey and Portugal we interviewed participants face to face. According to the teachers – students´ listening comprehension improved significantly – it was obvious, especially when completing the tasks and problem-solving situations, that the communication in English among the participants was frequent and without serious complications. All the presentations made by students were comprehensible and in line with the given topics. We did not notice any significant grammatical or spelling errors. According to students – they enjoyed talking to their peers in English and all of them consider the English language a useful tool for cooperation during their stays abroad. From the point of view of language development, we evaluate work in mixed groups as the most effective. Certain room for improvement is seen in the area of mathematical vocabulary and authentic text reading.

4. Istek – Turkey

     The activities performed and the results were very good. Both students and teachers were involved in the project.  The project allows seeing how math can be related to history, sports, arts and nature. The project involved a total of 5 teachers and more than 20 students directly. However; The activity had some problems to be done due to the covid situation. There was also a serious lack of subject matter and activities. We first had the planning with Math teachers to lead the students to mindful games. Though this is  what we did before the pandemic situation. Actually, we have a mindful game class for this at school. Each class at school is given one hour to get to that class and play mindful games. Most probably that is because we had too many ideas and presentations. This is a kind of regular study at school.  There is only one difference they started storming their own games. In the past, they were playing with board games in that class only but now they are creating the games. We observed the development of the language skills after each stage of the project. During the meetings in Lithuania, Slovakia and Portugal we interviewed participants face to face. Students´ listening comprehension improved significantly. Students enjoyed talking to their peers in English and all of them consider the English language a useful tool for cooperation during their stays abroad.

5. Ford Otosan – Turkey 

We continue to monitor the progress of our students. Especially starting face-to-face education after 1.5 years has brought along many new problems. Abnormalities in students' behaviour within the school culture and academic reluctance were our top priorities. There was also a serious lack of subject matter and activity. That's why extra lessons, events and courses were organized at the school. An intensive mentoring activity was implemented. Our project was actively involved in this process and contributed significantly. 11 students were involved in international activities. Mathematics teachers were informed about the project objectives. In line with the project objectives, the teachers emphasized more on the relationship of mathematics with our environment and our life by making additions to the education plans they will implement throughout the year by making a joint decision. They applied homework and exercises to their students in this direction. These activities were exhibited on classroom boards and school boards.

It was learned that the studies made during the meetings with the students and teachers (mathematics) contributed significantly to academic development. The important benefits of these activities were added to the school group teachers (mathematics) meeting decisions held at the end of the year. It was decided to continue.