The acronym “WWM” will be used to denote both “Ways with Maths” and “Worldwide Maths”.The “WWM” project, a trans-national cooperation, has broken new ground in its use of digital media and new technologies in everyday school life. The improvement in the quality of the educational processes as well as that of the forms of organisation in the participating institutions was of particular note. The results of the project have proven themselves to be very useful with regards to the distance learning currently in use and can be applied to the students’ self-study. Central to the work of WWM was the use of media and the media literacy seen in maths lessons. Thereby we mainly focussed on the open-source software GeoGebra and also used a Twinspace on eTwinning. One of the features offered by GeoGebra is applied modelling, which we used to recreate the mosaics of the Alhambra. Thereby short educational films were created by multi-national teams, to be used by future students.In the context of the European Year of Cultural Heritage in 2018 we examined cultural aspects of our respective countries alongside and amongst mathematical issues. To begin with we put together a timeline with the help of our students featuring well-known mathematicians of our and our partner school’s nationalities, in order to discover more about the historical development of mathematics in our respective countries.Throughout the duration of the project, we presented and examined notable examples of architecture in each other’s own towns, a task aided by presentations that were made available for all on Twinspace. With the help of the newly acquired information a Kahoot was produced, which we found to be an entertaining means through which to teach the school community about our partners in the project.For example, GeoGebra has helped to examine and model mosaics in Spain, to sketch amphorae in Greece, and to produce vibrant parquet in the style of M.C. Escher, as well as allowing boats to be wave tested and bridges constructed in the Netherlands. In this context trans-national aspects of the mathematics curriculum were covered, for example observing symmetries or classes of functions.One of the large positives of our project was the structural continuity with regards to how the work was organised. The respective host students would produce informational videos before the meetings, with which the other participants of the meeting could prepare themselves for the work in multinational teams. Moreover, these videos have and will be used as example solutions to mathematical problems in numerous courses and classes, as well as of course disseminating the results of the project work. Maths, as is the case with other subjects, finds itself in a time of upheaval with regards to media usage. There is now a plethora of new technologies and devices (Tablet PCs, Smartboards, educational software, internet) on the market, whose possibilities for implementation into the classroom appear to be endless. What forms do sensible implementations of technology take? What opportunities would be available to respond individually to students who require special support? Last but not least, the students should be taught how to think in the abstract in maths, without them feeling that it becomes too conceptual. The actual usefulness of digital media is largely dictated by the competence of the individual teachers and students. It was noticeable that those teachers and students participating in the “WWM” project during this period of distance learning greatly benefitted from the e-learning and blended learning experience. The project work has led to more familiarity and greater command in dealing with media such as online conferences, educational videos, and online courses.The results of “WWM” are available to view online, one such location being on eTwinning at: https://twinspace.etwinning.net/72066/home