NA-MA POTI – Scientific and Mathematical Literacy: the Development of Critical Thinking and Problem-Solving
The main purpose of the national project is to develop and test pedagogical approaches and strategies for Scientific and Mathematical Literacy with promoting Critical Thinking and Problem-Solving and efficient use of ICT. It focuses on comprehensive and sustainable vertical and horizontal development of scientific, mathematical and other literacy (financial, digital, reading, media, etc.) of pupils/students from kindergartens, primary and secondary schools.
Main goals of the project are:
- evolving and implementing pedagogical/didactic approaches and strategies (models) for developing scientific, mathematical and other literacy (financial, digital, media, reading, etc.) with the active participation of pupils
- equipping and supporting teachers to implement critical thinking and interdisciplinary solving of complex authentic problems by using ICT, gamification and programming through cross-curricular cooperation
- creating opportunities to develop students’ positive attitude to science and mathematics in a supportive environment (for students, teachers, heads of schools)
- fostering teamwork of practitioners and experts at all education levels (kindergartens, schools, etc.) in development and implementation
Basic information
- proven examples of good practices, developed didactic approaches and pedagogical strategies for developing scientific and mathematical literacy, that contribute to the development of critical thinking and problem-solving
- vertical (and horizontal) executive curricula for developing scientific and mathematical literacy within a single kindergarten or school
- methodology and instruments for monitoring, measuring and evaluating pupils’ progress in scientific and mathematical literacy
Development of supportive environments for kindergartens, schools, teachers, head teachers, students with:
- implementing team/study groups for teachers and head teachers and making a stronger connection between collaborative approaches for learning
- supporting and encouraging teachers to reflect and practice
- stimulating professional learning communities including teachers and head teachers of all levels of pre-university education in regional work sessions in which colleagues support colleagues.