The goal of mathematics curriculum for primary and secondary schools in European Union is to help students apply their mathematical knowledge and skills to solve problems and make decisions. However, there is a large number of students that faces learning difficulties with mathematics. 6% of students lack of mathematical skills, and specifically lack of arithmetic ability which seems to rely on different cognitive processes. Technology might play an important role in overcoming the above difficulties. Actually we assume that technology and more specifically 3D printing technology could aim students understanding and adoring maths. 3D printing is an innovative technology. An emerging problem is the cost of the filament. In order to solve the above cost problem, recycle seems to be an answer. The procedure of use waste in order to transform it to a filament, could reduce environmental pollution and might contribute to decrease the 3D printing cost. According to European Strategy on Plastic Waste in the Environment signifies that “the inherent characteristics of plastic create specific challenges for waste management”. The aim of 3D-ReMath is to help students understand better maths and become familiar with technology and the procedure of recycling. More specifically students could collect plastic (plastics caps, or bags, or pens, etc.) and then by using a proposed framework for transforming plastic to filament, suitable for 3D printers, they can use this material to print 3D objects which help them to overpass difficulties that they face in mathematics. 3D-ReMath aims pupils to understand maths, to reduce-reuse-recycle products and finally get them familiarized with an innovative fabrication technology. Activities of this project include: • A map that identifying maths disabilities and group them to categories based the grade of each disability. • Nine (9) curricula for teaching maths to students with disabilities, for recycling procedure, for 3D printing. • A framework for converting plastics to filament suitable for a 3D printer. • Three (3) face to face trainee programs for teachers. • A portal will be developed in order to upload materials of the project a communication spot between all partners and all stakeholders. • An overall report, with evaluation results and proposals about learning education methods and tools. • One (1) international conference entitled “Overcoming learning disabilities using technology and ecology”. 3D-ReMath will encourage students to use maths in their rural lives, skip any possible “fear” concerning maths and understand much better the theory of maths. 3D-ReMath Project will increase their imagination and empower their skills of problem solving and creativity as long as increase their ability of thinking-designing and producing. Teachers will be encouraged to introduce a “new world” to their students, a world that include non-fearful maths, positive actions of re-using plastic and non-usable items and the feeling that they can produce a new item by themselves. Participant Universities will gain from the 3D-ReMath Project due to teachers’ training sessions and the participatory design. Universities will develop their collaborative and communication skills and they will actively interact with the members of the 3D-ReMath Project (students, teachers, researchers, etc.).

<< Objectives >>What we seek to achieve through this project is to create an educational program to help students with disabilities, such as physical and/or mental impairments to utilize 3D printing technology to cultivate basic and digital skills and encourage students to increase their imagination so they can participate equally just like all other students, and students in general schools will simulate their routine and try to implement the activities in the way that students with disabilities do.<< Implementation >>A map about opportunities and challenges in primary and secondary regular and special needs schools to identify the educational subject and the problems faced by schools with special needs from the 3 participating countries.Curricula of three different projects: a.3D printing technology, materials, and applications, b.3D modeling, design, and open-source software, c.Photogrammetry and 3D laser scanning. An educational learning and training program in 3D printing in primary and secondary school<< Results >>This project will make available the potential of 3D printing technology for students of primary educational level and aspiring to foster basic and digital skills, to motivate their interest in schooling and teaching procedures and to reform the educational system. By participating in 3D printing and other technology courses, all students are prepared for access to higher education, vocational training and lifelong learning without discrimination and on an equal basis with others.

<< Objectives >>To raise awareness of water literacy of the students between the ages of 13-16, to encourage them to have sustainable and responsible consumption habits, and to learn about being a world citizen.-. To have students obtain STEAM skills in accordance with the needs of the 21st century such as creativity, information literacy problem-solving, critical thinking and resilience.- To raise an understanding of water pollution, water shortage, water conservation, and sustainability of water resources.<< Implementation >>Project activities will contribute to the accomplishment of the objectives since they consist of the effective, innovative and creative practices of partner institutions and collaboration with stakeholders. Upon their return, participants will share their transnational experience and best practices with their colleagues and this will allow Project to be widespread thereby promoting its implementation in the institution. Contact persons will meet online every two months through Google meet.<< Results >>Concrete results:Water Literacy Toolkit for teachers, students and adults Project website, eTwinning projectPromotional productsInteractive posters, brochuresThe Future of Water PlatformInteractive story, infographic study

Technology, Education and Culture form a knowledge triangle. Technology nowdays seems to be the accelerator of cultural education. Children at very early age are notice the existence of technology through personal computers, laptops, tablets, smart phones. According to Donohue (2015), technology and digital media, have become a part of the children’s world. Both teachers and educational researchers state that technology assist pupils to reveal new horizons, to understand concepts, beliefs, attitudes, easier than previous years. Culture is an ongoing learning procedure and based on statistics, is a difficult process. Ball (2010) notes that developing a cultural understanding of a person begins from an early childhood stage. The culture in each society is unique and it consists of language, norms, values, beliefs, religion, social gatherings, rules and methods, statements and sub cultures (Manohar,2008). The most important specification of culture is that it' s allocated to the society where it has been formed (Vidal,1926). Child culture is particularly defined as the knowledge shared by a large group of children in a specific society (Ibrahim, Younes,et al, 2007). Children are born into their society's culture and thus become participants in it (Thyssen,2003). Our children live in a digital world overflowing with information and communication technology tools. Pedagogical use of digital technologies in preschool and primary school acquires wide use. However, the current pandemic of the COVID has highlighted the urgent need, to take actions in terms of digital transformation of education and training systems throughout Europe. Additionally, the COVID crisis particularly affects the cultural and creative sectors. The impact of the COVID-19 on the cultural sector is social, economic and political and it affects the fundamental right of access to culture and the protection of a diversity of cultural expressions. The project also aims to support students a) on the development of the ability of research and invest on culture and knowledge and b) in the transition to digital education through the use and familiarization of new digital technologies.Project will take actions that will help raise awareness on the importance of European cultural heritage through education, learning and participation of pupils in activities of manufacturing 3D monuments using 3D printing technology. With the help of 3D printing, pupils will be able to learn and create on their own, various cultural heritage monuments from EU countries, thus contributing to the dissemination and the promotion of culture among the collaborating institutions. 3D printing is an innovative technology that will encourage pupils to increase their imagination and empower their skills and creativity as it increases their ability of thinking - designing and producing. Via 3D printing kids will learn the concepts of measure, scale, sketch, manufacture and they try to print small or large objects, identical objects, or objects with small differences from the initial objectFurthermore, in this project we will seek to keep alive aspects of culture, which are slowly disappearing. The absence of cultural aspects implies changes to social economic and environmental conditions. It is important to use 3D printing and to teach children about different aspects of art, different civilizations, different structure of societies.All above, implies to the implementation of a project based on the values and beliefs of STEAM concept (Science, Technology, Engineering, Art, Mathematics). Academians and school teachers will work together and develop a portfolio of educational tools, in order to teach their students Art (Cultural Monuments), Engineering (Manufacture 3D Monuments), Mathematics (measures and scales), Technology (3D Printing) and Science (Work and Think like a researcher)Activities of this project include: • Three curricula for the concepts of 3D printing and one for cultural monuments at education• Two face to face (or distance learning) trainee programs for teachers. • A portal will be developed in order to upload materials of the project as a communication spot between all partners and all stakeholders. • An overall report, with evaluation results and proposals about learning education methods and tools. • Organizing transnational (on line & face to face) meetings for: a) the acquaintance of students and teachers of the involved schools, b) the presentation of areas and the promotion of cultural monuments, c) the exchange of know-how regarding the integration of the concepts of culture and 3D printing in three different national primary education systems, according to the experience of the schools involved.3D4CE will increase pupil’s imagination and encourage them to learn about the monuments and the culture of the 6 European regions using digital tools adapting to the new post-COVID 19 era, promoting tradition and cultural heritage.

"Background and objectives:Our partnership started at a partner finding seminar in Oostende, Belgium in December 2015.The theme for the seminar was STEM education at primary level. During the seminar we got to know each other and we all had the same impression, that to many students STEM education could be theoretical and difficult to approach. We therefore all agreed that in our project we wanted to approach STEM education in a new way. Instead of teaching each subject as such, we wanted to approach the STEM subjects from a different angle, using outdoor learning activities, ICT, coding, games, story line, art, music and every day activities. In this way we would have a diversity in our STEM education which also would enable participation of those who didn't fancy these subjects at first, but would be positive because of the new methods of teaching.This was made possible by the joint talents of our partnership. We all found qualities in the others that could fill the missing gaps in our own school's teaching / curriculum. Each country / school brought valuable resources to the rest of the group to empower and broaden our common knowledge.Participating organisations:Kringsjå school, Kristiansand, Norwayhas experience in international projects, also as co-ordinators. The school is well aquainted with ICT as a tool in all subjects. There are teachers at school who are specialized in natural science and mathematics, and the school also has some experience in outdoor learning. The school has an active and frequently visited web page, which was used for publishing project results.Bodelschwinghschule, Münster, Germanyhas experience in international projects. Many arts and music projects take place at the school. There are good connections to local and national artists who come to the Bodelschwinghschule in order to do projects, workshops or other activities with the pupils, and the school has good relationships to the University of Münster and to the Academy of Arts. Thus the school has very good basic requirements for planning, organizing and conducting activities, seminars, workshops or (teacher) training courses combining STEM topics with arts and music.Kuressaare Gümnaasium, Kuressaare, Estoniahas experience in international projects, also STEM projects. The school has highly developed ICT skills and starts programming from 1st grade.Myrskylän kirkonkylän koulu, Myrskylä, Finlandhas experience in international projects. They activate their pupils in many ways using different learning environments, also outdoor learning, by projects with different content and by using ICT in a creative way.2nd Primary School of Chios, Chios,Greecehas experience in international projects. This is an innovative school, good at combining traditional teaching methods with stories framing problem solving in math and science. Rigas 22. vidusskola, Riga, Latviahas experience in international projects. They emphasize the importance of seeing the individuality of each child, giving them the opportunity also to take part in different creative classes like music, drama and art. New methods using different games to teach children basics of creative thinking, mathematics and other subjects and special computer games which develop mathematical, algorithmical and logical thinking of children show increased ability to think logically and the students are able to achieve excellent levels at different fields and professions.CEIP Costa Teguise, Costa Teguise, Spainis well-known for a long and strong experience in project – based learning and active methods. Teachers work together in the design and the implementation of different proposals focussing on interdisciplinary and cooperative learning.Visiting our web page will give you an impression of the results achieved. As our achievments are more in the field of teacher training, it is difficult to be spesific and point to a concrete result. Our main activities are our five learning, teaching and training activities. Here we shared the good practices with each other. Selected teachers from all schools visited a school and brought back valuable learning for the colleagues at home. The results are lesson plans and activities open to everybody.During the project all schools took part in a logo competition for the project and all schools also participated in a short introduction video. All schools made and filmed a ""chain reaction"" putting some of the STEM elements into practice.After the meeting in Greece, learning about the ""story line"" method, each school made their own ""story line"" - sharing their results and lesson plans at our eTwinning site.Coding and robotics have been a major activity at all of the schools as a result of the project. New equipment has been bought and used by the teachers as well as the students.All the schools have been better at using their environment in their daily education, having outdoor lessons more often."