Visibility of eTwinning Projects Group July 2025 Newsletter
data and produce the chapters of the publication. Each group was responsible for a specific topic, on which they conducted a deeper investigation— collecting, comparing, and interpreting results. This division of tasks fostered not only responsibility and ownership but also an appreciation for teamwork, as each chapter became a collective expression of intercultural and interdisciplinary inquiry.
In the LifeModels project, students similarly engaged with real-world data but approached it through the lens of mathematical modelling. They drew on datasets from the Eurostat database to study the evolution of specific social or economic phenomena. By analysing indicators and trends, they deduced patterns over time, comparing the trajectories observed in their own countries, Portugal and Italy, with those of the broader European Union’ s 27 member states. This allowed students not only to develop mathematical reasoning, but also to reflect on how shared challenges, such as demographic shifts or environmental indicators, played out across different socio-political contexts.
A distinctive feature of LifeModels was its use of game-based learning strategies. This approach enabled students to
consolidate their understanding of complex mathematical and civic content through interactive and engaging methods. It also significantly supported remote collaboration, making it possible for learners from different countries to work together effectively despite geographic distance.
Importantly, students gained hands-on experience with ICT tools that they had not previously encountered and that were typically absent from their regular curricula, particularly in classrooms that did not integrate eTwinning methodologies. Through this experience, they enhanced their digital literacy and became more autonomous and confident in using technologies to explore, model and communicate civic issues.
EuroTeen and LifeModels demonstrated how Mathematics could move beyond abstraction and serve as a framework for active engagement with real-world questions, empowering students to become informed and responsible citizens in a data-rich and interconnected Europe.
Transversal competences and interdisciplinary learning These projects did not limit themselves to disciplinary learning. Mathematics was naturally interwoven with other domains, especially foreign language, technology and digital citizenship. The use of English as a working language reinforced communication skills in authentic contexts, particularly when students had to explain their mathematical reasoning or present their findings to international partners.
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