Implementation of “Budi i ti Pitagora” (SOI-HR-474)

 

Abstract/Introduction

Eighth grade students (ages 14-15), as part of the mathematics curriculum in Croatia, learn the Pythagorean theorem. At the same time, in addition to the mathematical concepts that students learn, they also develop other competencies such as problem solving, independent reasoning, logical thinking and argumentation.

Applying this learning scenario, students additionally researched the life and work of Pythagoras and through various activities developed their creativity and independence, especially mathematical communication and communication in general. Successful communication contributes to easier and faster adoption of new content and curriculum of the subject Mathematics, but also the curriculum of other subjects. By applying mathematical and language-communication skills, students express their ideas clearly and creatively, develop communication skills adapted to different situations, but also media literacy. 

By exploring food, language, writing, music and dance, the way the ancient Greeks dressed, the achievements of Pythagoras and the Pythagoreans, they strengthened self-confidence and awareness of their own mathematical abilities, perseverance, enterprise, responsibility, appreciation and a positive attitude towards mathematics and work in general. They also had the opportunity to recognize the historical, cultural and aesthetic value of mathematics as well as its indispensable role in the development and well-being of society.

When studying various social and historical phenomena, processes and structures, students communicate using different representations, conduct research and analysis, interpret data from various sources, which contributes to their critical thinking and opinion, understanding and prediction of social changes.

Diversity and variety of representations are important components of building mathematical concepts, but also the path from concrete and informal situations to formal and abstract mathematics. Mathematical representations are also applied in other subjects, other sciences, in the media and in various situations in everyday life.

I used this learning scenario with my 8th grade students – I teach math in two 8th grade classes (45 students) during 3 math lessons (3 x 45 min). The implementation of the learning scenario Budi i ti Pitagora (HR-CUR-691) – Teaching With Europeana (eun.org) has greatly contributed to the popularization of mathematics and the strengthening of the self-confidence of every student.

Stages of Implementation

1. Introductory part

1.  

In the introductory part, I wanted to interest the students in the life and work of Pythagoras and his followers and to motivate them to participate in the planned activities.

As an announcement of the topic, the students put together a puzzle, after which they researched Pythagoras and published their work on the Padlet board.

2. Main part

Students, as part of the teaching topic Pythagoras’ lesson, in the 8th grade mathematics class, researched the life and work of Pythagoras. Through group work, students researched the life and work of Pythagoras and his followers. In the main part, each group creatively presented its knowledge and expressed itself through posters, making costumes, acting, dancing, and preparing food.

Let’s count to 10 in Greek!
One group of students introduced the other students to the Greek alphabet and numbers up to 10, and very quickly we were all counting in Greek. The students of this group prepared a piece of paper with Greek letters and numbers for each student, which they would stick in the notebook. You can watch and listen to how we learned to count in Greek at the following link.

 

Let’s dress like Pythagoras – an interview with Pythagoras
A group of students studying the clothing of the ancient Greeks presented an interview with Pythagoras.

Mathematical achievements of Pythagoras and the Pythagoreans
A group of students studied the mathematical achievements of Pythagoras and the Pythagoreans and presented them through posters. This group also prepared a sheet for all the students, which
they pasted in their notebooks.   
In this video, the student presents the Pythagorean theorem.

 Dinner with Pythagoras
A group of students studying traditional Greek food made several Greek specialties and prepared dinner for all of us.

Let’s dance
A group of students presented the Greek dance sirtaki and we all danced.
You can see how it looked on the link 

3. Final part

In the final part, we had fun solving puzzles to prove the Pythagorean theorem and tested our knowledge by solving a quiz in Bookwidget.
I conducted the final evaluation in the same way as in the original scenario. In it, the students expressed their satisfaction with this learning scenario. https://forms.office.com/e/hDEN8gfk6P

 

Learning outcomes

By applying this learning scenario and using Europeana, students were able to connect their mathematical knowledge in a new, enjoyable, exciting and fun way that enhances their mathematics learning. The research on the life and works of Pythagoras encouraged cross-curricular connections. Students could explore how geometry intertwines with other subjects such as history, geography and languages.

Using the Europeana learning scenario, my eighth grade students improved their math skills as well as various 21st century skills. Working in a team enabled them to deepen their communication skills, cooperation and teamwork, and to develop the ability to learn how to learn.

In addition, during these lessons and through the implementation of this scenario, students were able to:
– describe Pythagoras’ lesson
– prove the lesson of Pythagoras
– explore the life and work of Pythagoras
– explore the achievements of the Pythagoreans
– get to know the Greek alphabet and numbers up to 10
– explore Greek food
– explore Greek dance and music
– develop a positive attitude towards mathematics
– develop creativity
– develop social and communication skills by working in a team
– develop critical thinking
– develop digital skills using different digital tools

Outcomes for the educator

For me as a teacher, the Europeana platform is a creative source of learning materials and scenarios that make my mathematics teaching even more interesting, challenging and stimulating for my students. I often find materials and excellent ideas on Europeana that stimulate my creativity, but also make it possible to connect and establish connections between different mathematical concepts as well as between mathematics and other areas of study, as well as connecting mathematics and everyday life.

With this scenario, I was able to motivate all the students to cooperate, so that their mathematics lessons were interesting and fun, which resulted in their greater engagement in learning mathematics and thus better achieved results.

As a mathematics teacher, it is my pleasure to see how students progress in learning, develop their skills, creativity and self-confidence. The use of learning materials and scenarios at Europeana also contributes to my professional development.

Link to the learning scenario implemented: Budi i ti Pitagora (HR-CUR-691) – Teaching With Europeana (eun.org)

Do you want to discover more stories of implementation? Click here.

PDM 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Austrian National Library.