Mathematics is not a collection of formulas, it is a way of thinking that can be used in any field.

The main purpose of this partnership is to raise awareness of the usefulness of maths. The partner organisations believe that students should be aware that maths is useful for both becoming a responsible citizen for the welfare of their countries, and for their personal development.

As the project is centred mainly upon the students' involvement, the project activities are mainly performed during regular classroom activities.

The project will encourage and enable students to:

  • recognise that mathematics is constantly present in the world around us;
  • appreciate the usefulness, power and beauty of mathematics;
  • enjoy mathematics and develop patience and persistence when solving problems;
  • understand and be able to use the language, symbols and notation of mathematics;
  • develop mathematical curiosity and use inductive and deductive reasoning when solving problems;
  • become confident in using mathematics to analyse and solve problems both in school and in real-life situations;
  • develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics;
  • develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others;
  • develop a critical appreciation of the use of information and communication technology in mathematics.

Through the activities included in the project and use of mathematical investigations, students are given the opportunity to apply mathematical knowledge and problem-solving techniques to investigate a problem, generate and/or analyse information, find relationships and patterns, describe these mathematically as general rules, and justify or prove them.

At the end of the project, when investigating problems, in both theoretical and real-life contexts, student will gain the following skills:

  • select and apply appropriate inquiry and mathematical problem-solving techniques;
  • recognise patterns;
  • describe patterns as relationships or general rules;
  • draw conclusions consistent with findings;
  • justify or prove mathematical relationships and general rules.

Basic information

Country: Bulgaria, Poland, Romania, Turkey

Coordinator: Secondary school Ivan Vazov www.suvazov.bg

Programme: Erasmus+

Project Acronym:

Target groups: secondary school students, teachers

Topic: Information technology, Maths

Start year: 2018

End year: 2020

Url: https://htfm-epbg.eu/home/

Contact person: Ariana-Stanca Vacaretu, ariana.vacaretu (at) gmail.com

Brief reports of each month’s maths activities are released. The reports include:

  • description of the maths tasks;
  • results;
  • conclusions.

The project's activities include four student exchanges (organised in each partner school) and monthly maths activities.

The student exchanges focus on:

  • IBL and maths games (in Bulgaria).
  • maths research for students and Inquiry-based learning – IBL (in Romania)
  • ICT for understanding and solving problems – GeoGebra, Google classroom (in Turkey), WebQuest (in Poland)
  • STEAM (in Poland)

The monthly maths activities are:

  • competition for the most original solution to a mathematical problem
  • designing dynamic star models using dynamic software
  • Kahoot competition on mathematics topics
  • contest for designing and building spirals
  • Rosette-themed competition: designing rosettes using dynamic software
  • embroidery themed competition: designing of dynamic embroidery patterns as elements of national costumes using dynamic software
  • applied mathematics problems
  • Easter egg-themed competition, using dynamic software
  • applied trigonometry


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