"Outdoors education, which is the subject of the project, can be defined as an experimental learning method through all the senses by exposure to the natural environment (Lund, PM; Gaigher R., 2002). Today, it is not enough to educate children independently. Diversity should be provided in educational settings for children to interact with their environment throughout the educational process as from early ages. (Sobel, D., 1997) Through out-of-school instruction as a complementary model of in-class instruction, children have the opportunity to learn through their hearing in a comfortable environment. In addition, it can be said that outdoor games have a positive impact on Gardner's multiple intelligence theory and can be said to be based on studies in the literature that have created positive developments especially in the areas of natural intelligence, inner intelligence, social intelligence and bodily intelligence (Sahin, C. , 2007). We can show that children enjoy outdoor activities more than the classroom activities , have a higher motivation and more permanent learning because they learn by doing-living(Civelek, 2016). The objectives of our project are; * To learn and teach outdoor games belonging to different cultures from each other, *To learn ""how we can take learning outdoor"" from each other,enrich its implementation,examples of activities and prepare lesson plans, * To enrich the outdoor pedagogical infrastructure of our teachers by exchanging information with our partners and by observing the schools, * To make learning more permanent, creative and fun, * To enrich and diversify our educational environments, *To increase the sports/physical activities and make them more active, * To increase the love of nature and environmental awareness of our students, *To raise awareness of students about healthy living and healthy nutrition, * By exchanging our experiences and good practises,we can learn from each other transnationally. All of the partners are interested in outdoor pedagogy and share their knowledge. We are 7 primary schools from partner countries, Turkey (coordinator), Finland, Greece, Italy, Portugal, Poland and United Kingdom. 42 students and 55 teachers will actively participate in the transnational mobilities. We will do 4 Transnational Meetings and 3 Learning/Teaching/Training events. With the help of our project, we will learn different and cultural outdoor games and enrich our educational life of the students crossculturally. We will have an exchange of ideas about taking learning outdoors, the sample activities and lesson plans for teaching maths, science, social sciences, language, arts, physical education, etc. outside the classroom. We will also create a school atmosphere with the students playing and learning at the same time. We will increase the awareness of healthy students, healthy children, healthy life styles and healthy nutritituon. We aim at creating a holistic approach of teachers and students through outdoor pedagogy. Students will both learn and play at school. They will acquire the knowledge about environmental consciousness and healthy living (nutrition and physical activity). The students will spend more time outside the classroom and again they will learn through experience. We will prepare a ""Handbook for Outdoor Games and Taking Learning Outdoors"" and publish it in English and every partner's language. Also, we will distribute its e-book format in our project's blog page and in our eTwinning project. The teachers will learn new outdoor games and activities to take learning outdoors from there. We will show some photos and videos in the blog page and social media through facebook, twitter,etc. Every partner will organize a seminar in their countries to the school principals about the project, its targets, results and the outputs will be run. Then, the school principals will present them to the primary school teachers. They will motivate their teachers to use these methods at schools. As a conclusion, Our students will both learn and have fun at school with outdoor games, and love spending their time at schools more. As we will enrich and diversify our educational environments, our students will also learn peripherally and experience different subjects in different and enriched outdoor places/gardens as classrooms. Students will be more active, do much more sport/physical activities and be healthier. We aim at our students have beneficial habits throughout their entire upbringing and in their lifetime."

"As Aristotle says “… For the things we have to learn before we can do them, we learn by doing them”, our venture aims to encourage our students and school community to raise an environmental awareness and develop their knowledge and skills for real life. Students learn by doing so that the students will have a dynamic part in each progression of the Project.“Do Best With Waste” is a collaborative project among partner schools from Bulgaria, Turkey, Romania, Italy, Poland and Portugal. This project undertakes a key role of taking attention of contribution to sustainable waste management in the school.The ecological language allows students to learn the sustainable process through the reduction, reuse and recycling of materials. Through a concerted management of natural resources and a patterning of consumption habits, can contribute to the sustainability of the way of life and the environment. Students will have a multidisciplinary learning that contribute to the development of ecological skills, critical understanding of the world and of new technologies, improving the integral formation of ecological citizens.During the period of this school partnership projects, participants will know good environmental practice that exist in each partner country, they will understand that sustainable waste management are important for the preservation of the environment. Then, they will change habits in school, through the selection of waste and other activities that reinforce this propose, such as: logo projects; digital illustrated calendars; art works with recycling materials; eBooks; visual dictionary about the climate actions; pedagogical Video about reuse materials; introduction electric power generators at school; a webpage; eTwinning space; reports; posters and presentations.With this perspective, we ensure our students to take part in useful activities in different cultural perspectives and with different students from other countries. Our students, their parents, and all the elements involved in the project, can enrich themselves culturally and ecologically, knowing that it is necessary to change attitudes towards the environment, as well as through implement daily sustainability habits. It will foster in young people a greater knowledge of themselves and others, through the human dimension that only ecological footprint can bring. In this sense, they will be made aware of different cultures and of a sustainable world that is intended to be an inclusive place. Initially, highlighted the role of schools in raising awareness of their community in the process of sustainable management of waste. It is hoped that there will be a change in the attitudes and daily habits of the students, family and community.Students from 10 to 15 years old will be involved in the project ""Do Best With Waste"".Also, at this stage, tools of information research will be introduced, through an articulation with the school library, which will promote the interdisciplinary between the different disciplines and curricular contents. Students will be better acquainted with ecological and sustainable concerns, thus increasing their information literacy skills.Subsequently, change of habits and sustainable management, will be the basis for a sustainable school.For this to be a properly oriented work, collaborations will be made with waste management entities, universities and municipalities. In each LTT, specific training in a sustainable concern will be available.The contents produced will be shared, showing that the school can be a better place, where people think ecologically and take sustainable actions.Good ecological practices in the partner countries will be possible to apply in the day life of each element belonging to each school community. The promotion of sustainability will also be carried out in events like Eco-friendly festivals. This will be a cultural event open to the surrounding community, with the goal of disseminating ecological practices.All the work done will be regularly made available and commented by the project partners on a web page and eTwinning space created for this purpose.As we all know, our future is in the hands of our children, adults of tomorrow. Investments related to waste management, especially in children’ s education, should be regarded as investments made for the future."

Mathematics, besides having a significant history, is one of the oldest sciences in the history. From past to present, lots of developments have been occured, and this science has become an inseperable part of our daily lives. Mathematics, having this importance troughout history, is infamous for the concern and fear to which is felt by students in not only Turkey, but worldwide. Mathematics is considered to be a hard area for not only students to learn, but also instructorsto teach. (Öcalan, 2004)The purpose of this paper was to analyze the results of the Programme for International Student Assessment (PISA), which is an internationally standardized assessment that was jointly developed by participating economies and administered to 15-year-olds in schools. PISA, which is administered by the Organization for Economic Cooperation and Development (OECD), aims to find answers to the questions such as “whether students are well prepared for future challenges, whether they can analyze, reason and communicate effectively, and whether they have the capacity to continue learning throughout life”. In this paper, the performances of Turkish youngsters who took PISA exams were investigated. According to the results of this investigation, Turkish educational system was evaluated. The limited developments which are thanks to the positive individual participation of the partners can be observerd by checking the PISA results according to years. According to the academic research, the highly successful countries about mathematics are providing: firstly teacher raising programs (Simola, 2015), making the use of technology and information effective and studies of extensification of them and by means of regulations to make students feel at home, providing equal education opportunities. (Kivirauma & Ruoho, 2007) So as to give the countries the chance of making the necessary regulations of their educational programs, making up the deficiences, and seeing their success internationally; our project is to be conducted. Main purpose of the project is about success of students in mathematics.In our project, we have 3 national and 4 transnational partners. The national partners are Hacettepe University Informatics Institution, Necmettin Erbakan University Mathematics Department and FEDA Education-Informatics Corporation. The transnational partners are IDEA Education from Czech Republic, BragaMOB from Portugal, Pangeaeducation from Poland and Istituto Comprensivo Castel Frentano from Italy. In our project, there will be 5 TMs and 5 LTT activities. All the activities implemented in the project will be predicated on cooperative study method. The methods and the activities they will be implemented within the context of project can be listed like learning by practising and experience, case method, role-playing, brainstorming, snowball method…etc. The main purpose of the project is, by means of alternative approaches, to improve the partners' current mathematics education. Another effect that is to be reached with dissemination events is, in accordance with the aim of the project, creating regional awareness.By means of creating a web site, educational softwares with different learning enviroments and interesting learning activities and enviroments with game-basis in it; an open access output will be provided for all of the participants and those concerned.Moreover, with the activity handbook for teachers, instructors will have alternative mathematics book to implement in class. This book will consist of six chapters, and will be prepared by an academic editorial. This book will be an efficient educational source due to having gathered educational experiences of the participants, as well.