"According to TIMMS and PISA data, many countries in the world today are experiencing difficulties in teaching mathematics. Our country, which is constantly searching for teaching mathematics, has been trying to create a mathematical policy in EU standards for years. At this point there are many successful countries in Europe. Since we can not produce sharp, innovative policies at the point of mathematics teaching, the decisions taken by the central organization can not go beyond reflexiveness. We want to be one of the world's ten largest economies, we want to produce the technology, but when we look at the PISA 2015 mathematics literacy data, we see that Turkey is 50. In addition, success in children's math test in Turkey is below the average of the OECD countries. In short, our students receive mathematical knowledge, but they do not know how to use that knowledge. Our children simply can not adapt mathematics to their everyday lives. Because they fear mathematics and find mathematics repulsive. So even a child with a high math capacity and skill is failing because of this attitude and indifference to mathematics. There are dozens of these disruptions in mathematics teaching and learning. While preparing the project, I read a related article about this topic close to 1500 pages. We can list many reasons for this failure, such as teacher and curriculum that insists on traditional teaching methods and can not update itself according to the modern age's mathematical perceptions and needs, lack of motivation of the student, negative home history of the student, effect of the negative parent profile on learning process, problem based learning. We are focused on finding schools that are in common with us in teaching social mathematics at the same time as these studies, but which are in this creative and innovative pursuit. In doing so, we looked at countries' PISA 2015 data. We searched the countries that were higher than us in order. Poland and Portugal are far ahead of our country in mathematical literacy. As success in mathematics is a requirement that covers Europe, we want to come together to meet this need as schools looking for local solutions in mathematics. In this sense, we think that it is very much worthwhile for our partners to join them. Their project experience and the offer of cooperation in the teaching of mathematics are quite motivating. When we receive grantt support, we will go a long way in teaching mathematics as 5 partner schools. Because we care about collective reasoning, consultation and cooperation. In our Slovak partner, the math motivation of the students is low and the reason for their failure depends on it. Romania is looking for more creative and innovative, didactic applications. Our students are partially motivated, the teacher is lost in the curriculum. Our students need colorful activities, math games, and different teamwork. Türkiye'de matematik başarısı yerel ve ulusal sınavlarda sürekli test ediliyor. That's why our students have a constant exam pressure. This is a barrier to learning a healthy mathematics. Our most important philosophy in this project is that ""Mathematics is not a nightmare, failure is not fate."" The aim of the project is to love children and to fill the teacher's professional infrastructure, competence and creativity. Then raise children's math motivation. To give them concrete examples rather than abstract concepts and expressions. They will understand that mathematics is part of life, embodying mathematics and making connections between mathematics and everyday life. Children are most serious while playing games. For this reason, it is a big shortcoming not to use the method of play in mathematics teaching. We want to have a training fire starting from our own school and creating a mathematical awareness. Our goal is to remove the obstacles between the child and the mathematics offered by the curriculum, making math children love it. It is to ensure that our teachers are updated with the skills of this century. Another goal is to improve our readership so that our students can have a healthy learning. It is to create a joint mathematics program with the project countries, to implement this program as a pilot during the project and to monitor the results at the class level. It is to spread the project together with partner countries and to continue in different schools even if the process is over."