Students shall comprehend real live roots of an important mathematical concept. They will be confronted with inductive method in science which starts with collecting data and seeks for an abstract generalization, theory. Students may discuss issues such as: is the symmetry understanding learned or are we born with this concept. Why is the linear symmetry the most common, etc. The goals of the plan can be achieved with an inquiry-based, an active learning that starts posing questions, problems and scenarios, or project-based approach, e.g., an in-depth project on finding symmetry in architectonical objects in the given area or even in the school itself. Supervision and light guidance of discussions is required throughout the project.

Connections with e-platform ( general ideas):

On the platform, the teacher publishes the content that will be covered in the next week’s teaching, along with several models / methods offered for the implementation of the lesson (short videos, presentations,…). Students choose how they want to realize the contents of the lesson voting on the platform.

(For teachers/parents)For each of the offered methods, a checklist is also offered that every student should fill out and serves to find out why the student chooses the method or does not choose the method. There are students who cannot learn in any of the offered learning methods (visual, game, programmed, problem-based, etc.). There are students who will not initiate cooperation, nor will they accept cooperation with other students.

A part of the checklist will also include prior knowledge about the contents that will be implemented, so the student will be able to mark which of the prior knowledge they master, for which they need support, and for which they can, if they feel capable, provide support to another student. (What do I need to learn from the other / what can I learn from the other).

This information is vital for the teacher to be able to prepare activities and apply appropriate forms of work for the lessons and provide appropriate manipulatives and other teaching aids.

The teacher/s can organize work on a project (formative assessment, the conception favors it) in the class: “Students – tutors”, in which not all students must be involved, but those who need support. In this way, both successful students are motivated (they keep diaries about the specific instructions and directions they give to solve a specific problem) and those who need support (they are freer to collaborate with someone who has now gone through and overcome the same or similar difficulties). The work of the project is evaluated according to previously determined criteria. On the positive side, the project activities do not have to be carried out during class, and the platform can also be used for communication, journaling and tutoring. The teacher/s should provide links and tools that can help the tutors (videos, applets, applications, assignments, literature).

Another idea is to assign homework to pairs, but it is realized on the platform, so that a log of events is kept (it can also be in the form of chat communication) and “evidence” is attached to support the homework.

The platform can also be used as a Help Center, a place to post a question, a task that needs support (something like a forum), so that in order to stimulate students to answer and write answers, the answers will be counted and voted for best explanation through likes/stars. Perhaps the best incentive for activity on the platform will be the ranking list of students who have given the most support (TOP HELPERS), so that all offered answers to questions per student will be counted. You can also rank students who asked for help, but were also active helpers.