"“Mathematics Education in Europe. Common Challenges and National Policies” study by The Education Committee of the EU Mathematical Society (ECEMS), states that EU students often lack basic mathematical skills. According to a PISA (Programme for International Student Assessment) report, their achievement is below the average of the EU neighbouring countries and in developed countries, in general. Norway and Estonia are in positions 14 and 4, respectively, and are aware that innovation of the methodologies is required to reach better positions. Spain (PISA’s 25th position), however, needs to improve dramatically, in basic mathematical skills. ECEMS, the TEDS-M and the Dutch Royal Academy of Sciences, throughout their studies, blame the insufficient teachers’ mathematical knowledge, especially at the primary level, pointing out the need to enhance their mathematical and pedagogical content knowledge. This will improve the quality of elementary school mathematics and is particularly recommended: “in countries like Spain in which primary education programs prioritise teaching and learning of general pedagogical content”. ¨Current issues on Mathematics Education around Europe"" indicates that the right math foundations acquired at an early age, help students to understand and manage reality, develop their skills and performance, throughout their academic and daily lives. With all this evidence, it is clear the need for teachers to acquire innovative tools that will enable them to give their primary students a solid foundation. The EU Commission mentions in this study a number of measures to address the low achievement of students. Among them: -Connection of mathematics with everyday life and -Motivating students in education For this reason, Norlights Montessoriskole Stavanger (Norway) has decided to undertake the “MATH-OOLS” project, in collaboration with PASOS NGO (Spain) and SINDI School (Estonia). The project was aimed to create innovative tools to teach mathematics, in a more efficient, stimulating and successful way, for primary school students and make them more accessible to public education. These tools can be applied in countries seeking innovation, as well as in those that urgently need to improve their students' performance. Project Objectives: 1. Several teaching techniques and resources that are used by Norlights Montessoriskole Stavanger, PASOS and SINDI were researched. 2. Development of avant-garde methodology strategies for teaching Maths in Primary grades. 3. Transmitting the produced pedagogical strategies to the Primary faculty. 4. Boost each country’s educational system, by invigorating the relationships and cooperation with educational institutions, at all levels (regional, national and European). In order to achieve the above: Best Practices and Math Teaching Methodologies of each organisation were transferred, during each of the 2 planned 3-day Participatory Visits (Norway and Estonia).Norlights Montessoriskole Stavanger organised and led a Training Period, which was attended by 2 teachers sent by PASOS, to comprehend the methodologies and educational models used in Norway; they were upon the existing knowledge and evaluated their findings, in situ. During the 9 days-Course in Spain, PASOS transferred their Best Practices and methodologies and showed the 12 participants the educational model functioning in Cantabria and Spain.The Strategic Partnership used the activities listed above to gather new mathematics teaching methodologies and tools; that were transferred to primary school teachers, through the intellectual outputs developed: an interactive book, 21 didactic short films and an E-learning platform. Expected project impact: PROJECT PARTICIPANTS Better teaching quality, which in turn made our students’ learning process more efficient; Improved research, innovation and linguistic abilities to work in international environments. STRATEGIC PARTNERSHIP New tools and methodologies put the participating organisations at the forefront of mathematics teaching.Norlights Montessoriskole Stavanger Creating new methodologies and tools gave us the advantage of an innovative institution; which reflects not only in mathematics but in other subjects, too. PASOS They provided better service to math teachers (locally and nationally), who in turn were able to improve their students’ capabilities, performance and grades (especially those attending public schools). SINDI By familiarizing themselves with mathematics as a socio-cultural knowledge, their students improved their capacity for facing and solving daily problems. TEACHERS Their mathematics teaching skills and methods became more efficient and innovative; they were able to inspire and stimulate their students to achieve their goals SYSTEMIC Acquiring a strong mathematical foundation early in life granted students optimum academic performance, raising their confidence and reducing the risks of leaving school."