This is the timeline of the project which was negotiated and co-created by all the participating teachers. The timeline was first drafted as a Google shared document with the teachers making comments, additions and improvements. When the project started, there were some more changes taking into account the students' opinions.

 

 

Timeline

November-December

1. Invitation of students

 a) Students complete their profile, present themselves using text, pictures or avatars for example voki, or recorded messages.

 b) They present their school and town using any presentational software they prefer such as Powerpoint, Prezi or other.

c) They use a Padlet to make group presentations and get to know each other by sharing comments.

2. Teacher videoconference.

 The teachers have a first personal contact, discuss and finalize details.

3. Each partner school creates a display in the school premises where the project’s activities can be presented and be visible to other students in the schools so that the project outcomes are disseminated to the whole school community.

 

 January - February

Module on mosaics

1. Student videoconference.(2 schools each time)

 The students meet, make a formal presentation of their school and town, present their team’s name and symbol, exchange opinions and expectations about the project and the first ‘treasure hunt’ is announced.

2. The students locate mosaics in their town. The first team of each school to upload a photo and details are the ‘winners’. The students analyze the mosaics in terms of geometry, history, artistic style.
3. They create drawings of the identified patterns using software like Geogebra or other.
4. All the teams upload their work. They compare their findings. Assessment of the module (questionnaire / discussion).
5. Students propose a logo for the project and upload them on the platform. There is a voting process using an appropriate application.
6. Creation of glossary with math terms.

 

February-March

Module on buildings.

1. The students are asked to locate and photograph unusual or innovative buildings exhibiting special features (symmetry or total lack of it, strange shape, colours, materials, style). The focus will be on creating a ‘profile’ for each building with details about its geometry/math nature, history, and significance for the local community. 
2. Videoconference to provide feedback and allow the students to express feelings and exchange experiences. (two schools each time but different pairs from the previous video conferences).
3. Celebration of Pi day (14/3) with the creation of posters or comic strips, Math games/riddles.
4. End of voting process about the logo.
5. Intermediate evaluation of the project using Google Forms.

April

Geometry and culture

The students discover the geometry aspects of customs or cultural elements e.g. the kite as a custom in different countries and the geometry involved in its construction. They prepare relevant presentations and construct their own kites. Completion of glossary with math terms.

 

May

Collaborative creation of a digital map with all the locations that have been used throughout the project.

Final videoconference. The students and teachers provide feedback on the last activities and discuss benefits and shortcomings of the project. Final evaluation of the project with questionnaires. Each school organizes an open event to disseminate the outcomes of the project to the local community.