Thank you all so much for your dedication and hard work in disseminating our project! Every article, social media post, presentation, and promotional activity carried out in your countries helps increase the visibility of our project and shares our good practices with the wider educational community. Through your commitment and collaboration, we once again demonstrate the true value of the eTwinning community and the power of teamwork. Congratulations to each of you for your valuable contributions, and thank you for your professionalism, creativity, and collaborative spirit! I am truly proud to be part of such an amazing team. 💙
With appreciation,
Elisabeta & Feride
Gülsev GÜNEŞ - Yenişakran Primary School - Türkiye
Thank you all so much for your dedication and hard work in disseminating our project! Every article, social media post, presentation, and promotional activity carried out in your countries helps increase the visibility of our project and shares our good practices with the wider educational community. Through your commitment and collaboration, we once again demonstrate the true value of the eTwinning community and the power of teamwork. Congratulations to each of you for your valuable contributions, and thank you for your professionalism, creativity, and collaborative spirit! I am truly proud to be part of such an amazing team. 💙
With appreciation,
Elisabeta & Feride
EDICT – Education Journal”, ISSN 1582-909X
The project's results were disseminated through the publication of articles in EDICT – The Education Journal, ISSN 1582-909X, Issue 5 (May 2026), Issue 6 (June 2026), and Issue 7 (July 2026)the iTeach.ro blogand newspapers.
The project results were disseminated through the publication of articles in the journal“EDICT – Education Journal”, ISSN 1582-909X, Issue 5 / May 2026 and Issue 6 / June 2026. “
The iTeach Blog is an educational platform dedicated to teachers, promoting the exchange of good practices, educational resources, and successful teaching experiences. Through published articles, teachers disseminate projects, activities, and innovative teaching methods, contributing to professional development and collaboration within the educational community.
The visibility and dissemination of the project were also highlighted through the blog activity. Its statistics provide an overview of the interest generated by the project and the impact of the published materials.
📊 Total Page Views – The total number of blog page views reflects visitors’ interest in the activities carried out, the products created, and the results presented within the project.The blog recorded a total of 10,092 page views, highlighting the visibility of the project and the interest generated by the shared activities, collaborative products, and project outcomes.
👥 Interested Visitors – The number of people who accessed and followed the blog highlights the project’s impact and its ability to reach a wider audience beyond the participating teams.Throughout the project, a total of 31 blog posts were published on the main project page, distributed as follows:
🗓️ 9 posts in 2025
🗓️ 22 posts in 2026
Additionally, 32 pages were created to present the project activities, resources, and results.
These posts and pages reflect the main stages of the project, the activities carried out, the collaborative products created by students and teachers, as well as the moments of international cooperation and exchange of experiences among partners.
✨ The data presented demonstrate the importance of online dissemination and the contribution of the blog to promoting international collaboration, creativity, and the exchange of educational experiences.
🌈 The Mathematical Journey to the Treasure of Logical Thinking 🌈
The journey began with the story The Mystery of the Mathematical Treasure, where students embarked on a captivating adventure full of mathematical challenges, discoveries, and teamwork.
During the planning stage of the project, we analyzed and aligned the school curricula of the three partner countries – Romania, Turkey, and Poland, in order to identify common elements and the logical sequence of mathematical content addressed in school textbooks. Based on this analysis, the project Missions were designed in an order corresponding to the learning stages, respecting the natural progression of the mathematical skills developed by students.
Each mission was prepared taking into account the students’ age level, their learning characteristics, and the difficulty level of the tasks, which progressively increased from familiarization and consolidation activities to complex challenges involving application, collaboration, and logical thinking.
Throughout the five missions, the little mathematical detectives explored, learned, collaborated, and developed their key competences while searching for the Treasure of Logical Thinking.
🔑 Mission 1: Discover the beginning of the adventure! ✨
Mission 1 represented the initiation stage of the mathematical adventure, where students became familiar with the project story, met their international partners, and discovered the first clues needed to continue the treasure hunt. During this stage, presentation and communication activities between the partner schools took place, facilitating collaboration and the creation of connections between students.
🔑 Mission 2: The Magic Operations – Addition and Subtraction! ✨
Within Mission 2, activities were differentiated according to students’ ages: the Red Group (6–9 years old) worked on addition and subtraction operations with numbers in the range 0–20, while the Blue Group (9–12 years old) solved more complex mathematical challenges using numbers in the range 0–10.000.
🔑 Mission 3: The Magic Operations – Multiplication and Division! ✨
Within Mission 3, two types of challenges were proposed: the Team Challenge and the Student Challenge, with the aim of encouraging collaboration between partner schools.
The Team Challenge was created by each group (teacher together with their students) and then sent to another international team.
The Student Challenge was launched by one student to another student from a different country, facilitating the exchange of tasks and direct interaction between participants.
🔑 Mission 4: Detective in the World of Shapes – Tangram ✨
Within Mission 4, students worked in 8 international country groups, consisting of 3 members each (two groups had 4 members). Each group completed Tangram activities, developing spatial thinking and creativity.
Using Tangram pieces, students recreated five given models: 🔴 75 – the cat, 🔴 76 – the swan,🔴 77 – the dove, 🔴 78 – the fish, 🔴 79 – the camel
while respecting their shapes and orientations.
Finally, they created a creative Tangram (🔴 80), designing a free-choice shape and using their imagination.
🔑 Mission 5: The Treasure of Problems and Logical Thinking –The Final Challenge! ✨
Within Mission 5, 12 international teams were formed, consisting of 2–3 members, who followed a path of mathematical problems and exercises.
Each team solved the assigned challenge and received a letter as a reward.
The discovered letters were created and collected, contributing to the formation of the “Treasure of Logical Thinking”, and at the end, students managed to discover the hidden message by following the mathematical path and solving all the proposed tasks.
The treasure we discovered is: INTELLIGENCE! 🏆✨
The journey came to an end with the Creative Writing Workshop, where teachers reflected on the impact of the project and shared their experiences, achievements, and educational practices in a collaborative project book that received the ISBN 978-973-0-44185-7 from the National Library of Romania.
Through articles and creative materials, teachers shared their experiences, teaching strategies, challenges, and achievements, highlighting the impact of the project on students, the integration of mathematics with storytelling and gamification, the development of key competences, and the value of international collaboration.
The book reflects the diversity, creativity, and richness of the activities carried out throughout the project.
