The 10 math challenges project was registered by Monika Poľanská (Slovakia) and Agnieszka Samborek (Poland) on July 6, 2020. The students' project activities started in September 2020 and ended in May 2021. The active part of the project lasted 9 months.

23 schools from 10 countries were registered for the project in the beginning. Due to the difficult pandemic situation in all participating countries, many schools withdrew during the project. The project was successfully completed by 9 schools from 6 countries, in which 9 teachers and 80 active students worked.

During the work, we achieved all the set goals and met all the activities listed in the application for project registration, and we included many more activities.

Students created 4 common Wakelet collections, 8 common padlets, 4 e-books, 1 Flipgrid collection, and 2 wordclouds.

In the student questionnaire, 60 % of students stated that they considered the project to be moderately demanding. This result represents the fact that almost all students participated in all challenges actively and largely performed optional tasks. 53 % of students said that they would like to get involved in a similar mathematical project in the future. At the same time, almost 90% of parents who participated in the final evaluation of the project stated that mathematics became their child's favorite school subject during the project (goals 1 - 3: Popularization of mathematics, increasing students' interest in mathematics, breaking down prejudices).

The students' answers in the final questionnaire show that they often used Web 2.0 tools in their work not only for processing challenges but also for preparing documents and communication between project members (goal 4: Use of ICT tools in students' study and self-study).

Many students worked beyond the assignment and showed their creativity in other results and in solving optional tasks. In addition to mathematics and ICT tools, they also included their artistic and literary skills in the solution. 95 % of students and 100 % of teachers stated in the final questionnaire that they thought that the project more or less developed students' mathematical abilities. 71 % of parents also think that their children gained an educational benefit in the project (goal 5 - Developing creativity and mathematical thinking).

Students were active and used a computer/tablet, mobile phone, and internet in all tasks, used known and new applications for preparing presentations (74 %), editing photos (53 %), creating posters (46 %), evaluation (7 % + 26 %), for the creation of spreadsheets (18 %), videos (39 %), as well as video and audio recordings (goal 6 - Using ICT in a meaningful way).

The development of foreign language skills is evidenced by the fact that all published information, as well as all answers and solutions to the tasks that students added to the project, were in English. In the challenges 3 Geometry in my city, 7 Strange numbers, 8 Magic of simple numbers and 10 Math in our lives, which included work in international groups, they communicated with each other in English in writing or verbally offline and online (goal 7 - Improving language skills).

In most challenges, students worked in groups - national (challenges 4, 5, 8, 10) or international (challenges 3, 7, 8, 10) teams. For work in groups, we used a twinspace forum in the project, but also applications enabling collaborative activities (eg Google Docs, Google Slides, Wakelet, Padlet, Flipgrid, and others) (goal 8 - Improve collaborative work).

In addition to increasing digital skills (reported by 91 % of students and 89 % of teachers in the final questionnaire), Web 2.0 tools also increased students' communication level in English, group collaboration (More than 73 % of students said they liked working in international teams - survey of evaluation of 1 - 5 challenge by student), the level of critical thinking, flexibility, responsibility, self-direction and initiative increased (goal 9 - Skills expansion through the use of ICT tools).

During the work in each challenge, we reminded students of the agreed rules of netiquette, e-security, and copyright compliance (goal 10).

Throughout the project, we focused on the ongoing evaluation of work and evaluation of the fulfillment of project objectives. We used the questionnaire method - we evaluated using 11 questionnaires. In some challenges, we used quizzes (eg challenge 7) to verify students' new knowledge.

Teachers' dissemination activities were carried out continuously in each part of the project. In addition to publishing information on school websites and FB/Instagram school profiles, we also used WhatsApp groups, FB groups, various teacher forums, and publishing articles about the project in the local press.

Communication between the partners was intensive, taking place at different levels and through various applications outside the TwinSpace too. Good and friendly relations have developed between all partners.

We see the sustainability of the project in the fact that the assignments and work procedures used in the project can be used by the participating teachers in their work with other groups of students and with their help to motivate students in further study of mathematics. Extending or continuing the project in the next period is possible as a new eTwinning or Erasmus+ project, which will use the challenges that we had prepared in this project but were not implemented due to the pandemic situation, and by adding other challenges.

We thank all our partners very much for their contribution and cooperation. We hope to meet on new projects.

Monika Poľanská, Slovakia

founder and administrator

of the project 10 math challenges

BERNA ARSLAN -ÜNYE FEN LİSESİ