WORKSHOP REPORT, GRUNDTVIG-PITAGORA

WORKSHOP 1
PLACE: Mournies Comprehensive School DURATION OF ACTIVITY: 45 minutes PURPOSE: Welcoming. Getting acquainted OBJECTIVES: Correlation of school memory with maths through the Museum of School Life. First contact between trainers and trainees. Pointing out the interactivity of the actions. MEANS: The exhibits of the Museum of School Life, specially designed cards, a welcome song played on a guitar (with lyrics and music specially made for this first meeting). DESCRIPTION OF THE PROCEDURE: A short briefing on the Museum and the Association (Friends of the Museum of School Life) took place on the yard of the Museum. The participants wandered around the museum trying to recall in their memory moments from their school life and relate them to the exhibits. Five piles of cards, each pile of a different colour and containing ten cards, were placed on a table. Written on each card was one of the following phrases: Mathematics & Nature / Mathematics & The City / Mathematics & Games / Mathematics & Art / Mathematics & Life / Mathematics & The man. The participants were asked to choose any card they wanted in order to complete an experience or a thought of theirs on the card relevant to the topic they chose. They then took the card with them so as to use it in the next action, which took place in the amphitheater of Eleftherios Venizelos Comprehensive School amphitheater. The cards were then hanged on a special board. PRODUCTS: Recording of the impressions of the trainees, correlation between school memories and mathematics, first expectations. EVALUATION: The trainees were active; they showed good intention and expressed their feelings, which clearly shows that they enjoyed the first contact. ACTIVITY DURATION: 45 PURPOSE: Welcome, getting acquainted OBJECTIVES: Getting to know the program MEANS: A special modified Power Point Presentation DESCRIPTION OF PROCEDURE: A few minute presentation of Grundtvig program to the trainees. Getting acquainted with the objectives of the program and its demands. Classification of the expectations of the trainees from the program. PRODUCTS: Power Point Presentation EVALUATION: Some of the trainees may have not understood the full purpose of the program since they didnt speak greek at all. Despite that, they showed great interest and their responding and participation to the procedure was significant.

WORKSHOP 2
DATE: 29/5/2011 (18.00-21.00) PLACE: Mournies Comprehensive School PURPOSE: Orientation, Were I come from DURATION OF ACTIVITY: 45 minutes OBJECTIVES: Developing of orientation skills, vector relations of origin and direction, tightening of group relations, teamwork skills MEANS: Compasses, circle made of paper (here), cards indicating the origin. DESCRIPTION OF THE PROSEDURE: On the yard of the school we gathered round a black circle representing "here". Placed in the yard are four cards representing the four points of the horizon and written in all the participants languages. We then oriented ourselves in space with the help of the compass. Everybody headed for their country and left a card with the name of the country and their city / village at the correct point. On the way back we gathered in a circle in the interior of the school and every one of us states their origin and leaves some gifts from the place of their origin that they wish to share with others. PRODUCTS: The students had the opportunity to express themselves in writing (cards) and "talk", transfer and share experiences important to them. The same happened with the trainers, who also had the opportunity to "acquaint themselves" more with both the learners and with each other. EVALUATION: The element of communication and the reinforcement of group dynamics was successful, as well as the transition to the computer lab, where the process followed was the most appropriate and for both those who already how to use a computer and those who had less knowledge on that. Regarding the content, the issue was mainly "orientation" in all the actions (skein, compasses, discussion in groups of two or four persons, the use of google earth). The model unfolded was one in which everyone involved could be seen as the point of application of a vector communicational relation. Depending on the case, all these relations could be balancing, counterbalancing or different, but were eventually "led" to an objective, which in this case was defined as "orientation" towards a common place, the Comprehensive School of Mournies and the ongoing communicational process. ACTIVITY: The skein of our team DURATION: 30 minutes PURPOSE: Orientation, expressing who I am OBJECTIVES: Getting acquainted / communication between trainers and trainees, acoustic perception, attention DESCRIPTION OF THE PROCEDURE: The students formed a circle. A skein was place in the center of the circle. When everyone was ready, the trainer got the skein in his hands and explained that this was the skein of the group. Unwinding: One held the edge of the skein, said his/her name, something he/she liked doing and something he/she did not and then threw the skein to someone he/she wanted to get to know. The process continued until the last person in the cycle talked.

Winding: The last person to get the skein returned it to the previous person trying to remember the information given before. The trainer advised the trainees to keep the thread strained so that they can feel the dynamics of the group. PRODUCTS: group dynamics, relations between mathematics and life. EVALUATION: Initial surprise and anticipated embarrassment. It was impressive that the process was a little more difficult for trainers We all found it difficult to be exposed and to present personal information even if it is something "we like" or "we do not like". Eventually those who sit in the chairs got exposed and they finally broke the ice... ACTIVITY DURATION: 45minutes PURPOSE: Help the trainees get acquainted and familiar with each other OBJECTIVES: Get to know each other better and develop comfortable communicational bonds among them. DESCRIPTION OF THE PROSEDURE: The trainees were encouraged to become couples of persons who knew each other at least a little bit and then open up and say more things about themselves. Then they formed groups of four or more. Afterwards each one presented his mate to the others. EVALUATION: I think it succeeded in achieving a degree of familiarity that was the goal, since the trainees were not used to working and socialising with ease in mixed teams of men and women.

WORKSHOP 3
DATE: 19/6/2011 ACTIVITY DURATION: 90 minutes PURPOSE: Become acquainted with simple geometrical shapes (square, rectangle, circle, triangle) and calculate the perimeter and size of these shapes. OBJECTIVES: Understand geometrical concepts with the help of special software MEANS: Educational software Geometers sketchpad DESCRIPTION OF PROCEDURE: After a few minutes introduction, the trainees got acquainted with basic functions of the educational software, which was already installed on the computers of the workshop. Afterwards they were asked to draw the geometrical shapes and find their perimeter and size using not mathematical forms, but just the three auxiliary leaflets and the choices of the program. EVALUATION: The trainees werent familiar with the software, so they found it hard to adapt to its demands even though the auxiliary leaflets included detailed steps. In the end, thanks to to the support of other trainees and the speakers they managed to reach the objective of the workshop within the context of the team.

WORKSHOP 4
DATE: 10/7/2011 (18.00-21.00) ACTIVITY DURATION: 90 minutes

A
During workshops 3 and 4 the trainees expressed themselves creatively by drawing squares that they used to prove and understand the Pythagorean Theorem in the 1 st activity of the 4th workshop. PURPOSE: To understand the Pythagorean Theorem. OBJECTIVES: Expression and creativity of the trainees through drawing, reference to the ancient Greek philosopher mathematician Pythagoras, proof of the Theorem with the help of surfaces sizes. MEANS: Arts classroom of El. Venizelos Comprehensive School, square pieces of cardboard, markers and pencils DESCRIPTION OF PROCEDURE: Fifty square sheets of paper 10cm x 10cm were distributed to the learners so that each would write their name in a special way and start creating according to their abilities and desires, using pencils or markers in various colors. Each trainee had to work with 3 to 5 sheets of paper in order to draw all sheets. At the beginning of the 4th workshop 50 sheets of papers were gathered to create three blocks (3x3, 4x4 and 5x5). The sheets of paper were placed so that every pair of sheets would have a common point and form a right triangle on the inside. The problem raised regarding the size of the squares was whether the sum of 3X3 and 4X4 equals the size of 5X5. The observation and the measurement of the smaller squares gave the answer that basically proved the Pythagorean Theorem. PRODUCTS: The trainees created a composition with three larger squares placed on a large cardboard in a suitable manner so as to prove the Pythagorean Theorem based areas. EVALUTAION: The trainees were involved with pleasure in the designing of the 50 blocks, a process involving actively the trainers as well. More time should have been given to make applications of the theorem through problems of everyday life, as well as calculations of sizes (land, fabrics, carpets, etc.)

B
ACTIVITY DURATION: 90 minutes PURPOSE: Connecting Mathematics with Art (paintings of Vazarely) OBJECTIVES: Acquiring of skills through Geometers sketchpad software, the use of role play as a methodological means in adult education, the implementation of the Pythagorean Theorem, the studying of concepts such as surface, size. MEANS: Computers lab of the El. Venizelos Comprehensive School, sheets of paper with a heritage problem together with a black-and-white detail of a Vazarely painting, several riddles regarding its painting. DESCRIPTION OF PROCEDURE: The role-playing game with a will and its inheritance together with Vazarelys painting are transferred in the computers lab, where the trainees are aided in reconstructing the solution of the problem, this time on the computers screen using Geometers Sketchpad (a software already familiar to them

from the previous workshop). They were then instructed to represent a detail of a painting of Vazarely and paint it based on the solutions of some riddles. PRODUCTS: The trainees work on the Geometer's Sketchpad software as a method of geometrical problem solution and geometrical shape designing.

WORKSHOP 5
DATE: 18/9/2011 (18.00-21.00) PLACE: School life museum ACTIVITY DURATION: 120 minutes PURPOSE: Connecting maths with everyday life through mathematical games and riddles. These riddles used maths to become the vehicle of thought, speculation and learning. Each trainee would have to make speculations and discoveries, examine the accuracy of his/her solution and may need to try from the beginning, starting with a new assumption and so on. OBJECTIVES: To stimulate the imagination and the ability to perceive, to form mental representations, to familiarize the trainees with the concepts part-whole, to distinguish between what is significant and insignificant, to approach the heart of the problem. DESCRIPTION OF PROCEDURE: At first the students discussed on two riddles given to them through email and were then distributed three riddle cards. Then followed the projection of the film by Luis Piedrahita and Rodrigo Sopea La Habitacion de Fermat (Fermats room), 2007, in spanish with greek subtitles, which lasted about 90 minutes. Following the story of the film, four mathematicians, not acquainted with each other, are called from an unknown person at a summit on the pretext of resolving a great enigma. They meet in a room, into which they will have to resolve not only the riddles given to them, but also the events that seem to link them together. Applied mathematics lead to the scenario and to a deepening of human relationships. The projection of the film was interrupted three times in order to try and resolve the riddles given by the movie and make an overall discussion on them. EVALUATION: The trainees seemed to enjoy the workshop since they showed creativity, willingness to work; they expressed their sentiments and showed their critical thinking. Talking about the obstacles we met, the duration of the film did not allow for further discussion on the relation between mathematical riddles and everyday life or a wider analysis of those specific riddles. The language of the film was another disadvantage.

WORKSHOP 6
DATE: 16/10/2011 PURPOSE: Maths and Town (the first after Hania-Crete meeting) Routes in our city while heading west. Starting from the centre of the city every member of the team receives: A) A map of the city with the route to be followed marked on it B) A notebook with information about the sightseeing spots of the city C) A timetable of the history of the city D) Six groups of items referring to six specific sightseeing spots to be found on our way. The items that every member took created six subgroups of items. Reaching each sightseeing spot, the subgroup with the relevant to the spot item had to find an interesting way of presenting to the rest of team the information on the spot taken from a particular booklet. After the presentation by the subgroup, the rest of the team had to: A) Find the relation between the item their team presented and the info that concerns the spot was presented. B) To answer a math riddle associated with the particular attraction or the city in general.
More specifically... Start: MUNICIPAL MARKET OF CHANIA. Item: Cross Connection with the info: The shape of the Municipal Market is cruciform with 76 shops arranged in groups in the four arms of the cross. Question Riddle: The date imprinted on a board at the entrance of the building. Why is this related to the building? What is its meaning?

1st stop: FOUNTAIN SQUARE. Item: coal Connection with the info: In 1936 the north side was completely destroyed by a fire and so took its present form. Question Puzzle: Calculate the size of the square. 2nd stop: FIRKAS. Object: Small chain Connection with the info: A chain from Firkas to the base of the lighthouse used to close the port in case of siege. Question Puzzle: Calculate the size of the chain. 3rd stop: YALLI JAMISSI Object: shell Connection with the info: Yalli Jamissi in the Turkish language means a temple by the sea. Question Puzzle: Without peaking, how many domes do you remember on the building? 4th stop: LIGHTHOUSE BREAKWATER. Object: A rock

Connection with the info: The breakwater was constructed from the Venetians with gigantic rocks that were transferred there with rafts Question Puzzle: Without peaking, which geometrical forms make up the lighthouse? 5th stop: KASTELLI - EXCAVATIONS. Objects: piece of a vessel. Connection with the info: In recent years over the hill of Kastelli excavations of archaeologists unearthed an important Minoan center. Question Puzzle: Since when is the hill of kastelli inhabited? How many years have passed since it was first inhabited? During which other periods was it inhabited? 6th stop: NEORIA (shipyards) Object: A paper boat. Connection with the info: In the Neoria the Venetians were keeping and fixing their galleys during the winter. Question Puzzle: If the greatest of the shipyards was the first one built and today we can see 7 of these shipyards, how many shipyards were demolished in the years of Cretan State? 7th stop: OLD CUSTOMS. Objects: coins. Question Puzzle: If the one side of the building has 8 windows and the other has 4, how many windows are there in total? 8th stop: GREAT SHIPYARD. Objects: A ruler. Connection with the info: The second floor of the great shipyard was built during the Ottoman period and was destined to be a greek school. Question Puzzle: Size its height. 9th stop: SPLANTZIA SQUARE MINARET. Object: A small sword. Connection with the info: In this Muslim temple the Turks retained up to 1919 the sword of the dervish, who was the first to enter the city and the temple and ascended to its belfry. When in 1919 the temple was turned into an orthodox temple, the sword of the dervish was transferred to the Turkish temple of Yousouf Pasha (todays museum in Halidon Street). The Turks thought that the sword had supernatural healing powers and for that reason it was carried around to the houses of sick people. Question Puzzle: Game of shadows

Before leaving, each member of the team would leave a note somewhere in the square writing an emotion, a thought about the city and the time they had going round it. PURPOSE: Bring the participants in contact with characteristic spots monuments of the cultural heritage of the city in order to meet the facts of the local history associated with them in an experiential and playful way.

OBJECTIVES: The cultivation of the ability of the trainees in decoding and reading comprehension performance through the spoken word in authentic communication conditions. The cultivation of social skills such as cooperation between smaller and larger teams. The exploitation of alternative media: expression, communication and fostering creativity. The exercise of mathematical thinking and the acquiring of familiarity with terms related to mathematical concepts. MEANS: Cards with informative texts for features monuments. Cards with puzzles related to the monuments. A city map with the route proposed. Various small items referring to historical monuments of the city. Small sticky notes.

WORKSHOP 7
DATE: 6/11/2011 (18.00-21.00) PLACE: School life museum ACTIVITY DURATION: 120 minutes PURPOSE: Maths and Statistics DESCRIPTION OF PROCEDURE: Video projection: Greek everyday life in numbers taken from Google The trainees after the show form teams of two trying to discuss about what those numbers in the video meant and if it was easy for them to remember them. After discussing the teams of two become teams of four. The game taboo followed with key-words associated with your main theme A person responsible for each team had the cards in his hand and asked the rest to guess the key-word. He/She helped as much as possible the team with descriptions, gestures, etc. We didnt expect them to find every single word. The objective of this activity was for the trainees to reach an understanding of the key-words. The duration of the activity was estimated at 15 minutes. Then followed the third activity with 3 tasks. Each task was written on a card, behind of which the solution was also put down, so as to help the trainees if needed. The first task was common for all teams. The second was different but easy. The third and most important, different for every team, was accompanied by a task which required the creation of a diagram in excel. WORKSHOP CLOSING: Since the trainees had been acquainted with the different forms of statistical representations (design of the same diagram on the cardboard and sticking the cards with the words), they were asked to choose any representation they desired and wished to transform, being inspired by images of their homeland.

WORKSHOP 8
DATE: 11/12/2011 (18.00-21.00) PURPOSE: Propabilities in every day life REAMINATORS: Antelina Gjoka, Eleni Farsari, Kostas Manolakis, Manolis Marinakis 1st activity PURPOSE: Introduction to the subject, clarifying concepts concerning the meaning of luck MEANS: Interactive discussion. Leaflets to work on the concepts of fate, chance, certainty. DESCRIPTION OF PROCEDURE: A few minutes discussion between trainers and trainees on games of luck (their knowledge and personal experience) in the countries of origin of the trainees. Correlation with the customs of Christmas in each country. Testification of personal experiences. Each group gives its own empirical definitions. Reading of a text with whos lucky-unlucky. Discussion. 2nd activity: PURPOSE: Approximation of probability relevant definitions MEANS: Video from you tube: The case of play-offs, coins, dice, boxes with prices and goats. DESCRIPTION OF PROCEDURE: Video projection. Definitions of the words possible, sample area. Approximation of the concept of probability though the theory of sums. Game with a coin: the probability of . Game with dice: the probability of 1/6 Games with dice: to explore various possibilities. Probabilities in Biology (XX-XY): various problems. Problem with choosing the right box (and not the ones with the goats). What are the chances that a change of box would be in my favour? Joker (gambling game): How probable is that Ill become rich? EVALUATION: Small participation from the part of the trainees. It was a pleasant workshop, relevant to the experiences of everyone. We concluded that probebilities are most useful in statistics, biology, chemistry and other sciences. Luck favours the organizers of the games, who always gain a safe profit.

WORKSHOP 9
DATE: 15/01/2012 (18.00-21.00) ACTIVITY DURATION: 180 minutes PURPOSE: Discovering Maths through music, food and dance MEANS: Music and traditional food from different countries DESCRIPTION OF THE PROCEDURE: Abstract Examining mathematical principles and forms through an intercultural meeting focused on music, dance and gastronomy. In detail The trainees exchanged foods and tasted flavours of New Years Day brought from their countries. They then danced traditional dances of their countries in teams representing different nations and even tried to teach each other their particular type of dance. They also exchanged recipes of traditional flavours of New Year Day. The trainers discussed and explained the common musical paths of the different countries of the trainees as well as the dancing forms followed by each type of traditional dance. Emphasis was placed on the mathematical side of music and dance and the algorithmic side of the recipes of each country. The trainees then tried to find similarities and differences between their music and dances. EVALUATION: Each one of the trainees participated in the workshop with a impressive enthusiasm. It was a very pleasant workshop, relevant to the experiences of everyone. We concluded that maths exist in food, music and dance in a particular way.

WORKSHOP 10
DATE: 15/1/2012 (18.00-21.00) THEME: Maths and calendars DURATION OF ACTIVITY: 90 minutes PURPOSE: Connecting mathematics to everyday life (The calendar and history) DESCRIPTION OF PROCEDURE: The trainees through a PowerPoint presentation try to understand the need of man to count time using a calendar and acquaint themselves with the historical evolution of calendars until today, as well as the problems that aroused and refer to counting time. A short video takes them to the wondrous world of calendars and time measurement problems. Then with the help of Microsoft Word software they are instructed to create a calendar with pictures of the different months taken from their homeland, selected so as to correspond to the different seasons of the year. They were also given a sheet with problems for calculating the leap years using an algorithm they got during the presentation. PRODUCTS: The trainees exercised on using Word software and its possibility to create calendars using a special guide and following simple steps. EVALUATION: The trainees responded with enthusiasm in all the activities of the workshop without any particular difficulty.