"In the questionnaires conducted by our school consultants, 80% of our students found the Mathematics lessons boring, 75% said they did not know what they would do with what they learn in life and that they found it unnecessary and 60% said they were afraid of the lessons. Following these results, in the interest surveys applied to our students by our school consultants, 85% of our students expressed that they did not like this course, they found it frightening and abstract. We have shown that this is usually learned from the elders, the parents, and has a negative impact on the students' academic achievement.In our school, we know that mathematics is full of abstract concepts. By making the students take parts actively in classes, by using concrete materials, by using outdoor activities mostly, by using games and activities which students may correlate Maths with daily life, we wanted to put into practice a process of education that students overcome their fear or negative attitude towards Maths. In order to determine our insufficiencies, to resolve the mistakes made by different views, recognize European union values and to develop positive course of actions towards these values and above all, in order to share experience, we wanted to carry out this project with foreign partners.We included two partners in the project: one from Poland (Niepubliczne Gimnazjum ""Keglik"") and the other from Romania (Scoala Gimnaziale ""Ion Creanga""). Another thing that we paid attention in the partnership was that the curriculum of our partner schools included the selected topics in the project. ""Keglik"" developed teaching materials in mathematics education and had a lot of experience in Erasmus + projects. One of our project goals was to make it easier for teachers to develop educational material in the field of mathematics education. Both schools are dynamic and innovative schools that have successful students nationwide in the field of Mathematics.Throughout the project, two teacher and three student mobilities were carried out.At the end of our project;Our teachers developed an alternative to traditional classroom teaching methods, which will attract the attention of students.Our parents are aware of the prejudices and using frightening language about mathematics lessons that negatively affects their students.Negative attitudes of our students towards the Mathematics lesson and the fear towards the Mathematics lesson decreased.Our teachers collaborated with the teachers of different countries to design games and drama so improved their linguistic skills.A positive change has been observed in the success criteria of our school administrators.Teachers from different branches of our school came together to develop new teaching methods by cooperation.Multiple intelligence theory methods were applied to create a school environment in which our students could be directed to mathematics lessons in according to their abilities.Our students have been given the opportunity to improve their math skills by sharing information with their peers in our school and partner schools.Our students are more successful in Maths examinations.Our teachers had the opportunity to communicate and collaborate with colleagues in Europe.The linguistic skills of our students have improved.The the negative attitudes of our students towards the mathematics lesson decreased.Our students have increased self-confidence.Our students' use of information and communication technologies has increased.We have increased the confidence that our parents have about our school.In the following years;We will add our learning by games activities to our schools' plans.Activities such as cartoon exhibition, Pi day festivities, cake making using recipes containing fractional numbers, learning through drama will be held every year and included in the annual plans of our teachers.Math games Olympics and Pi day celebrations will be become traditional in our school.Students will be encouraged to continue publishing our math magazine.Drama texts and costumes prepared during project will be available for further use.The prime number tree will continue to be used as teaching material by our new students since it will be permanent in our school.The mathematics and intelligence games workshop created in the project process will be available for further use."

I. The project YEMA , Young European on the move by active learning and teaching, is a strategic schoolpartnership among five schools in Germandy, Latvia, Poland, Portugal and Slovenia. Our goal was to bring more action in school lessons. YEMA started on September 1 2016 and lasted till June 30, 2018. During these 22 months there has been an intense exchange with 24 teachers and about 400 students participating in core activities. II. Our goalsWith YEMA we intended to:raise our students interest in mathematics and natural sciencesraise our students environmental awareness regarding the resources soil, air and waterimplement cross-curricular teaching improve English skills of all participantsIII. The partnersAll partner schools are schools of general education which lead till year 9 or year ten. The Ingolstadt Johann-Michael-Sailer-Schule is a Montessori School and specialist in free activity and project work. Pumpuri Vidusskola in Jurmala is a public school specialised in natural sciences. The Portuguese partner school, Agrupamento de Escolas de Sernancelhe is a public school in a rural area. Healthy lifestyle and healthy food is particularly important to them. Osnovna sola Valentina Vodnika Ljubljana is the largest school of our partnership, their cores being languages, sciences and physical education.The Polish partner, Niepubliczne Gimnazjum w Sarbicach, is the smallest school in a rural area and is specialist in Badminton. Sarbice students are very successful in national and international Badminton competitions. IV. The activitiesThe main activities of the project comprised in six project weeks on particular topics: soil, air, water, climate, plant, seasonal and regional food, three international learning and teaching activities, a short term exchange for teachers and two international project meetings. At the very beginning of the project we also started YEMA on eTwinning. eTwinning was our platform for communicating and publishing. The project week took place simultaneously in all partner schools according to a detailed timetable, which had been sent to all partners at the beginning of the project. During these weeks we implemented and trained the methods from our YEMA Toolbox: Inquiry based teaching, Learning with models, Free activity and School Outside. On this purpose we organized activities like experiments, field trips and presentations. All activities were documented in photos, video reports, PowerPointPresentations and exchanged via eTwinning. We met for international teaching and learning activities in Ljubljana in December 2016 and in Sernanchelhe/Portugal in May 2017. We were introduced to the schools, participated at lessons and made experiments. In Ljubljana we learned how to implement School Outside in every day school life. The most impressive experience we had in Portugal was the village festival. We were part of the community and learned how the Portuguese celebrated their village: with stunning hospitality, loads of traditional food, traditional music and dance. The last short term student exchange was in Sarbice/Poland in April 2018. We met to review and evaluate the activities of the project weeks and to celebrate the Final YEMA Festival and the YEMA Badminton Cup. We met for job shadowing in Jurmala, in October 2017. We were nine teachers as guests of our Latvian partner school and had an intense exchange about teaching methods, particularly IBL - Inquiry Based Learning. We also took part in a workshop on this topic at Riga University, had an interesting field trip to the marshes and practiced team teaching. The international project meetings took place at the coordinating school in Ingolstadt/Germany, at the beginning and in the end of the project. The first meeting was used for organizing matters, such as timetable, activities and introducing the YEMA methods. Slovenian, Latvian and German teams had prepared presentations and workshops to introduce the methods to their partners. Furthermore we had an eTwinning workshop, so that each partner was familiar with the platform. Die beiden internationalen Projekttreffen fanden zu Projektbeginn und -ende an der koordinierenden Schule in Ingolstadt statt. The second meeting in June 2018 had been organized to evaluate the entire project, to prepare the final report and agree upon the outlook of the project.V. Results and Effect of the projectOne of the most important long term results are the friendships we made during the project. Teachers and students have improved their English and were familiarized with new teaching and learning methods. We produced teaching material such as CLIL work sheets, videos and quizzes, which are available on eTwinning. Five project trees planted in each partner school and five YEMA school gardens will be looked after by future generations of students reminding them of the project. Dissemination of project results among our communities created awareness of European identity.

This project includes five primary schools from HU,RO,PL,IT,TR. It will be applied with the pupils aged between 9-15. The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion we will practice new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities.This application refers to the particular needs of students according to the needs analysis which took place at all the partner schools. As the project group, we discussed and defined 4 issues which prevent the school success.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs ). The needs analysis has been done in five schools by taking the observation of the teachers’ view, taking consultant teachers’ ideas into account, applying basic survey which evaluates those four obstacles. We came to the following conclusions: in IT, it seems they have no problem with 1 and 3 but they need to increase the level of basic skills and help some students who have problems with number 4. Other schools have problems mainly with number 4 obstacle. In Romanian and Italian schools, “lack of social inclusion and basic skills ” of the students are seen as the most important problems which prevent students from adapting an academic success. In Turkish and Hungarian schools “lack of basic skills, lack of parental support, lack of socio-economic needs” stands for the first reason for failure. Besides, each school has different good practices in their school curriculum (see related sections). They will be observed and followed by the teachers and transferred after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems. Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner will apply one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes will be discussed by all the partners and will be transferred to one another. At the end of 2 year time, 5 strategies will have been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools. OBJECTIVES-to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out-to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to give teachers different methods of education and share the good practicesNUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: there will be teams of 30 students at each partner organisation so 180 in total will take part actively in the project activities. Approximately 1200 students/teenagers will be indirectly affected. Teachers/Adults: there will be teams of 5 teachers at each partner organisation so 30 in total will take an active part in the project. There will be a teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly affected.Administrative staff: The head teacher/chairman and a deputy head will take part in the project, approximately 36 administrative staff will ibe ndirectly affected.Families: The number of the family members will be 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening. Local community: Local community including local press, municipality, directorate of national education and PTA will help to disseminate the project to a wider community.RESULTS AND IMPACTSThrough our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.