Erasmus+ PUSE (Poly-Universe in School Education) project www.poly-universe.comThe Poly-Universe geometric skill development tool was invented by visual artist SAXON. The novelty of the game lies in the scale shift symmetry of the basic shapes, and in the colour combination system attached to it. Although the tool consists of truly simple elements and attributes (basic shapes, basic colours, proportions), it is at the same time also extremely complex, because by shifting proportions and changing colour combinations and their relationships, the number of possible solutions becomes virtually endless. That is why the Poly-Universe is more than play, more than art, more than maths, it includes all: synergy in education… The Erasmus+ PUSE project was the main step taken to map how Poly-Universe's artistic-scientific approach could enter the gates of mathematics education. Its necessity was proven by workshops held in dozens of countries, by the participation in math-art conferences and also by the research project of the Hungarian Academy of Sciences in 2015. The goal of the project was to develop a geometric-combinatorial educational method, primarily for mathematics education, based on a visual system. The outcome of the project is an educational methodology book and students' worksheets (EN, HU).PUSE METHODOLOGYVisual Experience Based Mathematics Education 2019ISBN 978-615-81267-0-0The original goal of the size of the methodology book was between 100-200 pages. Finally the printed PUSE teacher book & PUSE exercise book was put together to make the PUSE Methodology Book on 600 coloured pages with 500 graphic illustrations. The student worksheets target three different age groups: primary school early years, upper years, and high school students. The methodological part is divided into five chapters. Each chapter is made up of methodology sheets meant for teachers, paired with student worksheets:1 Geometry & Measurement2 Combinatorics & Probability3 Sets & Logic4 Graphs & Algorithms5 ComplexThe final output of our educational methodology is an interactive PUSE online system, where we can use the advantages of ICT based teaching, and how we can maintain it for a long time, however this is an interactive platform, with an expandable online source of exercises. The main goal was to develop an PUSE interactive surface for teachers, who use the methodology in their classes. Therefore to use the program with internet we published the online PUSE Teacher’s book and Exercise tasks (EN-HU). In the future, when the methodology book is translated into several languages in EU education systems we would like to constantly expand the editions...The PUSE Methodology was created by a group consisting of teachers, students, artists, an inventor, psychologists, a sociologist and external experts. The four partner school organizations (Finnish, Hungarian, Slovak, Spanish) come from different regions of Europe and operate in different educational systems. Thanks to the international partnership, we learned how students and teachers approach the passages between arts and maths, problem solving based on Poly-Universe's visual system in a Scandinavian-type educational system; in a Western-European environment based on the PISA method; in a strongly mathematically centred Central-European educational system and in the specific circumstances of minority schools. All participating schools gave valuable contributions to the development of the methodology and the exercises. Going beyond educational aspects, the need arose to map connections between the tool and psychology, so we included a game research expert in the project as well. The PUSE methodology facilitates the learning process and develops creativity, cognitive abilities, student motivation and attitude and it also provides equal opportunities for disadvantaged students. It can also improve the quality of teachers’ work.The PUSE Methodology doesn't claim completeness, i.e. it is not a closed collection of exercises. This couldn't have been its purpose. The Poly-Universe in fact is not simply a tangible tool or a closed-system puzzle, but an open math-art system which models the Universe, allowing a glimpse into its internal laws. The Poly-Universe, rooted in a special artistic vision, does not only inspire mathematics, but also triggers interdisciplinarity. The PUSE Methodology opens up the way for teachers and students, artists and scientists. We can all enter into Poly-Universe's spacious world, explore its complex realm and further discover its laws and regulations. While Poly-Universe offers scale shift, the methodology based on the tool offers a change of attitude for today's educational system – not in order to achieve small, medium or large bits of knowledge, but endless knowledge...(The project coordinator, Poly-Universe Ltd offers the license of the PUSE Methodology free of charge to the state and private school systems of EU countries)

CONTEXT: In September 2015, the General Assembly of United Nation adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals. Building on the principle of “leaving no one behind”, the new Agenda emphasizes a holistic approach to achieving sustainable development for all. If we do not adapt and enhance adults’ skills, they will be left behind. This challenge is at the heart of UNESCO’s global mandate, as reflected in the Education 2030 Framework for Action for the implementation of Sustainable Development; Goal 4. Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Annex I). The most recent document of the EU on education is Education and Training 2020. The main objective of the ET 2020 strategic framework is to support member states to further improve their education and training systems. In addition, within the strategic framework of the ET 2020, one of the common goals has been set is the improving the quality and efficiency of adult education in lifelong learning (epale.ec.eu).The adaptation of adult groups to technology and related scientific facts brings various problems. It is clear that the digital transformation experienced today will continue during the new normal period. This pandemic once again shown us that humanity needs more creative thinking and behavior. Especially adults who have not taken a formal or informal technical education in their lives more difficultly adapt to these processes. It is hard for these individuals to receive a formal education in terms of time, cost or life conditions. STEAM provide basic infrastructure, which becomes inevitable in the personal and social development of adult individuals, within the framework of creative applications, open a new way out at this point. Reconstruction of STEAM for adults will be able to prepare individuals for rapidly changing conditions quite quickly. The multidisciplinary understanding of STEAM present the difference in a systematic way, will open new doors for many adults who have employability problems, from retirees to low-qualified individuals and from disadvantaged groups. Creativity-based STEAM trainings will provide people new perspectives on their social lives, professional studies and problem solving skills.OBJECTIVES: Given that STEAM knowledge is constantly changing, it is critical that everyone, STEAM professionals as well as common citizens alike, is able to update their STEAM understanding. In fact, STEAM is a lifelong learning resource not only for children but for adults at all levels as well. Consequently, the objectives of the proposal for adults are: 1. To develop and practice lifelong learning skills in real world contexts.2. To learn and interact with family and other adults in increasingly meaningful ways, modelling adult thinking and social problem-solving including acceptance, self-confidence, self-monitoring and team play.3. To explore and experiment with efforts to be increasingly independent and responsible.4. To begin to master skills and interests, make initial decisions about the kind of life they hope to pursue, and to develop a sense of self.TRANSNATIONALITY: Transnationality has two main components. First, the phenomenon of globalization gains momentum with technology and the mobility of goods, services and labour increases. Each country within the STEAM concept develops various applications within the framework of universal criteria. The rediscovery of applications previously developed in different countries or regions carries an element of time and cost for other countries. Thus, the transfer of different applications can only be developed in transnational collaborations.Second, in recent years, the concept of localization has been gaining weight as a kind of opposition to globalization, especially in the context of the culture industry. In this phenomenon in which cultural differences and local elements are emphasized, local elements have started to take an important place in the goods and services markets.Sharing cultural differences is essential for the growth of creative industries, increase in product diversity and cultural diversity. In this respect, the transnational nature of the project is necessary in order to ensure intercultural interaction.TARGET GROUP: Mid-aged adults: 25-49 years old who are desired to be encouraged to participate in learning, have the potential to be employable and have low certified qualifications.Senior Adults over 50 years old who are long-term unemployed and/or who do not have the skills to meet the needs of the age and need to be supported towards active citizenship behaviour.INTELLECTUAL OUTPUTSiO1: Culture vs Creativity; STEAM Literacy QuestionnaireİO2.STEAM Module for Intergenerational LearningİO3. The Open STEAM plus Portal

MATHINA is based on STORY-DRIVEN ONLINE MATHEMATICAL EXPERIENCES, in which children and young learners encounter fictional characters that find themselves in mathematical adventures. The stories bring up concepts, challenges, and puzzles that the user can interact with, reflect on and learn from. Attractively portrayed content in an online MATHINA world can be used by parents to play with their kids, by teachers as a didactical tool or directly by young learners eager to discover more maths. The stories promote mathematical thinking by developing, implementing and disseminating open educational tools adequate to the digital age and thus CONNECTING NON-FORMAL AND FORMAL LEARNING of mathematics. MATHINA learning process is participatory & experience-based, stimulates OPEN EDUCATION AND INNOVATIVE PRACTICES IN A DIGITAL ERA and PROMOTES THE ACQUISITION OF SKILLS AND COMPETENCES of educators and young learners. MATHINA developed 4 INTELLECTUAL OUTPUTS: (1) INNOVATIVE MATHINA PROGRAMME, presenting quality non-formal educational materials on 4 topics: spatial visualisation, logical thinking, cryptography and symmetry in an easy understandable way through entertaining games mainly for parents, but also for educators. Link to Mathina`s Booklet: https://mathina.eu/documents/Booklet_Mathina.pdf?v=1584032400(2) MATHINA REPOSITORY FOR EDUCATORS leads educators (and parents) through MATHINA world explaining mathematical concepts, offering didactical knowledge and detailed instructions of how to use the apps. Link to Educator`s Repository: https://mathina-edu.netlify.app/. For active exchange of good practices between formal and non-formal educators MATHINA HUB was created, available on FB https://www.facebook.com/Mathinaland/, and You Tube channel @https://www.youtube.com/watch?v=zBKHA9GSfNE.(3) MATHINA REPOSITORY FOR YOUNG LEARNERS (and their parents) to learn math in an engaging and fun way with a girl Mathina and her brother Leo in a magical land Platonia. The repository is drawn by an illustrator and is highly INNOVATIVE: easy-to-use, easy-to-understand, easy-to-adapt and easy-to-include. Tools provide a combination of simplification, design, character, gamification, storytelling and educational background. Link to Mathina`s interactive world: https://mathina-hub.netlify.app/(4) INNOVATIVE MATHINA HANDBOOK FOR EDUCATORS (and parents) offers additional material, explanations, and resources on 32 pages. Link to Mathina Book for Educators: https://mathina.eu/documents/Handbook_Mathina_en.pdf. INTELLECTUAL OUTPUTS were tested&validated in FOCUS GROUPS (FG1-4) and presented in MULTIPLIER EVENTS (ME1-4) in 4 partner countries: in Germany, Finland, Italy and Portugal. All MATHINA materials stay free & open licenced. 33 STAKEHOLDERS were already included by signing the Associated Partnership (AP) before the project started while 5 new APs were attracted throughout the project along with 66 actively included stakeholders in ME1-4 as the 2nd RING OF STAKEHOLDERS. Stakeholders were targeted through one-on-one meetings and actively included in ME1-4 to link the non-formal and formal learning and to recommended MATHINA to teachers. LOCAL/REGIONAL COMMUNITY, GENERAL PUBLIC and were included through dissemination events in four partner countries and internationally.The following PARTICIPANTS were directly impacted: - 299 young learners through focus groups (surplused by 119 from promised 180), - 291 educators through focus groups and ME1-4 (surplused by 171 from promised 120),- 66 stakeholders through ME1-4 (surplused by 6 from promised 60),- 44 directly involved individuals from the general public on ME1-4, and additional general public through dissemination. MATHINA`s legacy is a digital online environment, guaranteeing TRANSNATIONAL use by a mouse click. The OVERALL DISSEMINATION AND SUSTAINABILITY IMPACT is focused on active use of project results, making the Erasmus+ Programme visible. The strongest international impact has been reached through the coordinator IMAGINARY’s existing network of partners in 55 countries. Project partners under the coordination of IMAGINARY (DE), namely EXPERIENCE WORKSHOP (FI), CURVILINEA (IT), ATRACTOR (PT) and BRAGI (SI) assure the existence of outputs after its closure on in MATHINA online world https://mathina.eu.

The aim of of our project Poly-UNiverse in Teacher Training Education (PUNTE) is to develop, test and disseminate new innovative, deeply trans-disciplinary pedagogical methods in teacher training of the fields of STEAM and beyond. Based on a recently developed Poly-Universe tool we intend to build a new, module-based educational framework of improving disciplinary and transversal skills of future teachers, and stimulate a kind of visual paradigm shift in teacher training higher education in various programme and partner countries. The consortium consists of 8 members from 7 European countries, and an associated partner from the United States. The aim of PUNTE consortium is to make a significant step towards establishing long-term impact of this approach through systemic introduction of this tool into the framework of teacher training higher education. Our specific objectives are to collect best teaching practices of applying Poly-Universe in various fields, with special emphasis on social inclusion and interdisciplinarity; to create and test a theoretical and practical methodical framework of reducing transversal skill-gaps of teachers and teacher training students by Poly-Universe; to promote excellence in teacher training through introducing the new pedagogical framework to regular teacher training higher education curricula and stimulate methodical paradigm shift through this method; to develop, adjust and publish open source teacher training materials supporting various forms and paths of teacher training higher education (distant learning, modular forms, blended learning etc.); and finally to isseminate and exploit the results in the European Higher Education Area and involve policy makers to further support long-term systemic change in this field.Among the field-specific priorities, in this project we are TACKLING SKILL GAPS AND MISMATCHES in teacher training education through developing new, module-based curricula that better meet the learning needs of teacher training students. Based on our approach students as future teachers will acquire a skill-set more relevant for this wide labour market and ultimately for the entire society through higher level of education system. Our approach is inherently trans-disciplinary: although the first applications of Poly-Universe tool have been associated to Mathematics, the primary objective of our project is extend the usage of this tool to a much wider set of fields, encouraging inter- and trans-disciplinary approaches. Our innovative pedagogical methods will be implemented in flexible and modular teacher training courses in several disciplines, extending the application of tools from Mathematics to various STEM fields, Humanities and Arts.We are also aiming at PROMOTING AND REWARDING EXCELLENCE IN LEARNING, TEACHING AND SKILLS DEVELOPMENT, through encouraging academic staff of teacher training higher education institutions in application of new and innovative pedagogical methods, including trans-disciplinary approaches in our new, modular curriculum design. The use of Poly-Universe tool evidently inspires creativity of academic staff and teacher training students, the two main target groups of our proposal. Moreover, our approach is widely based on recent pedagogical and methodical research results in the field of gamification, visual learning, story-telling and further new results of educational research, thus promoting excellence and up-to-date knowledge-transfer in learning, teaching and skills development.The third Priority addressed in this proposal is SOCIAL INCLUSION. This horizontal priority well fits into the philosophy and principles of our initiative. The projects is based on a novel pedagogical approach called Differentiated Development in Heterogeneous Student Groups, developed by a consortium led by the applicant organisation. This approach is specifically focused on the inclusion of students with socio-economically diverse background, whilst the method is highly appropriate to promote equality, to value diversity and to reduce discrimination still present in the European Education Area. Distant and blended learning approaches, fully supported by online materials planned to be developed in this proposal, will further help socially disadvantaged students to be involved in teacher training higher education. This is especially important in rural or otherwise hindered regions of the European Education Area, where the only way to preserve and support good quality regional education is to involve local people in teacher training, who will continue their career in that region. Poly-Universe is proved to be effective in formal and non-formal education as well, and the holistic approach is perfectly suitable to establish sustainable links between HEIs, local and regional schools, educational organisations and the wider society.

STEAM in Motion is a KA2 project- Cooperation for Innovation in the field of school education, lasts for 36 months and involves 8 partners. The project supports cross-sectoral cooperation since it involves partners with different profiles and expertise. STEAM in Motion is a unique topic by itself and it is approached in a multidisciplinary way in order to ensure the best quality of project results and the highest impact. The partners are:Olde Vechte Foundation - FoundationRoes Cooperativa - Social EnterpriseSciCo - NGOExperience Workshop - Small/Med size EnterpriseFun Mathematics - Social EnterpriseIC Codogno - SchoolHU University of Applied Sciences Utrecht - University Scoala Gimnaziala nr. 20 - SchoolThe project’s impact is crucial to all partners and thus it functions as an indicator of the project’s success. As such the project’s build-up and carrying out methodology, took place with the Impact Tool as a guideline. (1) Looking at the impact we wish to create at the end, (2) we could define the outcomes. That was a great guide that leads us (3) towards the (Intellectual) Outputs needed. Accordingly, (4) we shaped the Activities, and then (5) we figured out what Input we need (in terms of resources and budget). Of course, that was not a one-way process, but we went through the circle between Impact, Outcomes, Outputs, Activities, and Input several times. (1) What we realised is that the impact we want and we are positive that we can create is: Το support educators when it comes to STEAM educationΤο increase the levels of achievement and interest in STEAM Το strengthen the profile of the teaching professions. (2) Our project contributes to this change by supporting the extended implementation of the innovative embodied methodology into STEAM education- we focus on Science, Maths, and Arts. The methodology has been developed through the (2017-1-NL01-KA201-035285) Maths in Motion project.(3) The results which are needed in order to achieve the above-mentioned Outcome are• Setting up a concrete base for multidisciplinary cooperation between partners, associated partners, and participants with different expertise• Development of 3 Training Courses about designing and implementation of STEAM in Motion lesson plans• Educators from the partner organisations trained on the innovative embodied methodology• Creating STEAM in Motion lesson plans• Written and Audiovisual Material on Embodied Methodology• Partner’s exchange of good practices through the Study Visits and Training Courses• Creation of the STEAM in Motion platform(4) The actions we need to implement in order to reach the results are the project’s Activities: 2 Transnational Meetings, 10 Learning, Training and Teaching Activities, 6 Intellectual Outputs, 8 Multiplier Events, and extra disseminative activities. The project’s objectives are:● Creating strong cooperation with partners, associated partners and stakeholders in local communities and abroad, in order to establish together the embodied methodology in the formal and non-formal STEAM education● The educators to acquire creative tools embodied methods and innovative approaches when it comes to STEAM education. The educators to be confident to apply them with their students. ● The educators to be supported in designing, developing, and delivering effective STEAM in Motion lesson plans through embodied learning methodologies and coaching techniques. ● Educators to enhance their initial education and continuous professional development in order to strengthen their teaching profile● To impact students so they’re more interested in STEAM ● To facilitate and significantly increase educators’ mobility in partner countries● To disseminate the project’s results within and beyond the partner’s countries● The partner’s to embed the project’s results in their organizations and as such to remain sustainable(5) The human resources needed are educators: STEAM experts, mathematicians, physicists, chemists, primary and secondary school teachers, PE teachers, university teachers, movement teachers, embodied experts, and art teachers. There is a total of 550 mobilities. These professionals will be the project’s participants and the STEAM in Motion ambassadors and we will continue dissemination after the project’s lifetime is over. The financial resources needed are 449.093,00€. We aim to reassure the wider dissemination and sustainability of the project’s results to educators who aren’t directly involved in the project. We'll digitalise all outputs and upload them on the platform so they can benefit from them. This is one of our top priorities: to create practically applicable Intellectual Outputs that educators all over the world can use them. Thus the long term benefits for educators are job satisfaction and strengthen their European identity. As for their students, higher engagement in the classroom and better achievements in STEAM-related subjects.