About OWOM



an eTwinning Project 2022-2023

Founders
 Julianna SZABÓ & Hacer CAN BİLGİN 
Romania - Turkey

Social Media Accounts

Pinterest 》

Short Description

According to Multiple Intelligence Theory, it is aimed to increase the diversity of life of students and to enable them to learn mathematics in a way that suits them by designing activities for different types of intelligence in the mathematics course. Thus, each student's dominant intelligence types will be discovered and their competencies will be developed in many areas by supporting other intelligence types.

Goals For Students

 Students will be able to use their 21st century skills in their daily life. These are creativityrenewal, critical thinking-problem solving, communication and collaboration, informationmedia-technology, information literacy ICT/ICT literacy, flexibility and adaptability, entrepreneurship and self-direction, productivity and responsibility skills.
 Different competencies will be gained to students in the process of mathematical literacy. These competencies are; estimation, mental processing, number intuition, representing information, reading and understanding tables and graphs, using measurement-drawing tools, accessing-organizing-presenting information, mathematical communication and problem solving skills.
 According to the Multiple Intelligence Theory, he learns the types of intelligence that he is dominant and finds the appropriate mathematics learning method in appropriate ways.
 Researches scientists related to the field of mathematics.  Knows and uses the importance of mathematics in daily life.  Knows that mathematics is a universal language.  Seeks solutions to real life problems.  Relates mathematics to multiple intelligence types and designs appropriate activities.  Knows and researches that mathematics is used in every field.  Participates in math tournaments and competitions.  Gains a positive attitude towards the mathematics lesson.

Goals for Teachers

 Examines the Theory of Multiple Intelligences and develops examples of appropriate activities.
 He knows which intelligence type his students are dominant in and designs activities suitable for him.
 Designs different activities for the competencies to be gained in the mathematics course.  Designs activities to support 21st century skills.  Gains knowledge of real life (Non-routine) problems and applies them in the classroom.  Searches and uses online tools for teaching mathematics.  Follows the practices in the country and abroad in teaching mathematics.  Contributes to their professional development by participating in various seminars and courses on Mathematics Teaching
 Makes different designs for students to gain positive attitudes and basic math skills regarding the mathematics course.

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