Regina Suup

Narva Kreenholmi Gümnaasium, Estonia

Mathematical geography

General competencies developed during the lesson were transdisciplinarity, design-thinking and virtual cooperation. Design thinking is a process of using empathy, group ideation or brainstorming, prototyping, and testing to solve problems and create new products. As more teachers look for new problem-solving strategies, the experience of using the design thinking is quite important.

The lesson was in the 9^th form. Digital study materials for the lesson were created using platforms thinglink.com, purposegames.com, Google Docs and for students answers – Padlet.

Main objectives of this class project were as follows: students understand the definition of “percent, percentage”; students know the notion of a chart, they are able to apply basic formulas to calculate the percent and to analyze information and highlight the most significant information, generalize, systematize and present it.

The task for students was based on this example; make the analysis and synthesis of the received information, discuss in groups and make a development plan for your project. The discussion should lead to an understanding of what needs to be done and how it will look like.

In the first lesson students worked in pairs, which allowed them to discuss ideas, supporting and motivating each other. For the next lesson, they needed to make a plan for their project, and find the material.

Students presented the result of the group work through interactive tools like Google Docs or Padlet. And at the second lesson students created their own project. The project could had been prepared at home and completed in class.

For me as for a teacher these couple lessons were very good and students really liked to work in teams in order to plan, to create and to follow their plans.