How do I do a math project

Mathematics - Methods

The three booklets have been used in schools across Austria for several years and are presented as part of advanced training courses.

The main message of this series can be seen in the ways and the basic understanding of how students can be accompanied to learn independently. This concept is experienced by the colleagues themselves through further training and applied at their own locations. It was also reported that colleagues from other subjects are interested in the brochures and concepts and are adapting them to their own subject.

Booklet 1: Enable methodical access for schoolchildren

"Method" has mathematics in its notebooksMethods different meanings, depending on whether the focus is on the view of the teacher or the view of the students. Teachers select suitable forms of teaching (methods) that open up or facilitate access to mathematics for the students.

The selection is based on the point of view of whether students can develop new learning content independently or relate them to known learning content. This makes teaching more process-oriented. The role of the teacher changes from teaching to learning coach, observation and feedback come to the fore. By linking different learning, working and social forms with mathematical content, students are prepared for their later life: The general skills (key qualifications) can be used in a variety of ways, while mathematical skills remain available in the long term.

Experiencing different methods opens up new opportunities for the pupils: Mathematics that appear abstract becomes more concrete because the pupils are allowed to discover, try out and decide for themselves. They autonomously determine learning processes and independently control their learning progress. They support each other and give each other feedback. In addition to professional skills, social skills are required and promoted. From the point of view of the students, it is about methodological competence. Pupils acquire working techniques (structuring, presenting, etc.), learning techniques, communication skills, the ability to work in a team and the ability to criticize. The basis for lifelong learning is laid in many ways.

Authors: Elfriede Alber, Christine Fischer, Heiner Juen

Download the methods presented in issue 1

Introduction and literature

1introduction.pdf (1.6 MiB)

Pythagoras museum tour part 1

1pythagoras.pdf (3.9 MiB)

Pythagoras museum tour part 2

1pythagoras_gruppenarbeit.pdf (7.0 MiB)

Learning equations stations

1equations.pdf (1.9 MiB)

Square double circle / relay presentation

1vierecke.pdf (1.0 MiB)

Book 2: Why we combine teamwork with math

Three forms of group or team work are presented in volume 2. The role of the teacher as learning coach, observer and feedback for the students becomes clear, the responsibility for the learning success lies with the students. The students learn to take on this responsibility and they recognize the importance of independent action in acquiring knowledge. Learning should be experienced as a very personal activity. In addition, by working in a group, the importance of the individual for a group, the responsibility of an individual for a team should be recognized and the ability to work in a team that is often required should be developed.

In the group, the students should experience that mathematics is something that needs to be actively pursued. Explaining not only helps you to recognize your own insecurities, it also strengthens your self-confidence. This is especially the case if the explanations are found helpful by other group members and thus answers to questions can be found more easily.

Authors: Elfriede Alber, Christine Fischer, Heiner Juen

Download the methods presented in volume 2:

Introduction and literature

2introduction.pdf (1.5 MiB)

Triangle construction group puzzle

2dreieckskonstruktionen.pdf (1.2 MiB)

Angle-Growing Group

2winkel.pdf (2.2 MiB)

Dimensions rally / carousel

2rallye.pdf (962.4 KiB)

Volume 3: Why we combine individualization with mathematics

The third issue is primarily about autonomous learning. Learning should be experienced as a very personal activity. Autonomous learning encompasses the process from independently processing documents to self-monitoring of the learning products created and the skills acquired. The importance of the teacher as a learning assistant is expressed even more strongly than in volume 2. The tasks are also largely integrated into practical contexts.

Authors: Elfriede Alber, Christine Fischer, Heiner Juen

Download the methods presented in volume 3:


3introduction.pdf (266.0 KiB)

Percentage / Fishbowl

3 Percentage Calculation.pdf (4.2 MiB)

Descriptive statistics

3statistik.pdf (769.8 KiB)

Time / dose mathematics_ relay presentation

3zeit.pdf (1.1 MiB)

Geometric figures

3geometricefiguren.pdf (1.8 MiB)

Order address for the print version of these brochures

Amedia service office, Sturzgasse 1 A, 1141 Vienna
Telephone: (01) 982 13 22 - 365
Email: office [at]