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16 July 2010 12:28

Here is our Stella certificate. I would like to thank all the participants in the project for their collaboration!

07 July 2010 13:04

We managed to answer to the Spanish team task, although we worked in a slightly different way, due to the size of out town.

Robert, our "ICT expert" was responsible for the Google Earth using and measurements, he was a big help!

It was nice comparing the data that came out, we were glad to find that Bucharest is doing fine as far as green areas are concerned, but it was even nicer seing the map of Jaca and finding out more about your town too.

We were impressed by the differences between our towns and happy to know that despite the distance and the different background, we could work together as a team.

07 July 2010 13:02

he Romanian task contains among many questions a grid to be filled by all partners. Specific words to mathematics are given with their definition in English and all partners give the corresponding terms in their native language. What a fantastic collaborative task to see our differences and mostly similarities!

We realise in this grid that our four Latin languages, Romanian, French, Italian and Spanish just use the same words for the same definitions.How interesting to observe that English, a non Latin language though, does take Latin words to describe mathematical concepts.

A funny counterexample is given in French in the case of a "rhombus", which is another word "losange". Then, the French language uses this same word to denote as "solide rhombique" any solid whose faces are rhombus. Isn't it strange?

07 July 2010 13:00

What is your classroom like This was the question that the French team raised some weeks ago to the rest of the students involved in the eTwinning project ‘4 countries 4 Maths'. Taking into account that all of them were embedded in a mathematical surrounding, the task proposed by the French team consisted in describing their classroom geometrically and then calculating its volume and the weight of the air that it contained.

The statement of the problem was easy enough for all the students to understand and that is what made quite a lot of pupils interested in approaching it. Soon the students realized that the task was not so easy and that, for efficiency, the activity required the distribution of tasks. First, the students had to identify the geometrical shape of their classroom (a big cuboid) and take measures of what they needed (length, width and height). Then, some of them started measuring, using a measuring tape or a rule. At the same time, some others were taking notes on a drawing they had previously sketched. Then they computed the different volumes and added or subtracted them to the volume of the main cuboid. Lastly, they calculated the weight of the air contained in the classroom. As the French team had already noticed, it is incredible how many kilograms of air surround us in every room we are in!

Finally, it was time to write a report of what they had done and the task would be accomplished. The students had enjoyed the experience so much that they did not want it to come to an end. For the teachers, it was really nice to check that all of them were enjoying with the sometimes hated Maths!

A cheer for the French task!

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