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Estalmat: Est´ımulo para el Talento
Matem´atico
Mathematical Talent Encouragement
Ana Mart´ın Caraballo, Miguel L. Rodr´ıg...
Outline
What?
When?
Who?
How?
What?
When?
Who?
How?
What?
What is Estalmat?
The project aims to discover students with outstanding
mathematical skills (between 12 to 14 years...
What?
What is Estalmat?
The project aims to discover students with outstanding
mathematical skills (between 12 to 14 years...
What?
When?
Who?
How?
A bit of history
History
Estalmat was born in 1998 in Madrid. It was an
adapted idea of Miguel de Guzm´an and the Royal
Sc...
A bit of history
History
Estalmat was born in 1998 in Madrid. It was an
adapted idea of Miguel de Guzm´an and the Royal
Sc...
A bit of history
History
Estalmat was born in 1998 in Madrid. It was an
adapted idea of Miguel de Guzm´an and the Royal
Sc...
Figure: Estalmat in Spain
Main objective
The contents promote students’:
critical thinking
Main objective
The contents promote students’:
critical thinking
their engagement with scientific methods.
Propose
The purpose is not to train students for their future school
years, but to introduce them into:
Propose
The purpose is not to train students for their future school
years, but to introduce them into:
the possibilities ...
Propose
The purpose is not to train students for their future school
years, but to introduce them into:
the possibilities ...
Propose
The purpose is not to train students for their future school
years, but to introduce them into:
the possibilities ...
Propose
The purpose is not to train students for their future school
years, but to introduce them into:
the possibilities ...
What?
When?
Who?
How?
Estalmat in Andaluc´ıa
A group of teachers from all of Spain .... and we hope from
all Europe very soon. They really like ...
Estalmat in Andaluc´ıa
A group of teachers from all of Spain .... and we hope from
all Europe very soon. They really like ...
Estalmat in Andaluc´ıa
A group of teachers from all of Spain .... and we hope from
all Europe very soon. They really like ...
What?
When?
Who?
How?
The identification of students is carried out beyond
the school curriculum through tests.
The identification of students is carried out beyond
the school curriculum through tests.
These tests have been specifically...
The identification of students is carried out beyond
the school curriculum through tests.
These tests have been specifically...
The process selection
The process selection
After publicizing the project over time, there is less
need but we still send ...
The process selection
The process selection
After publicizing the project over time, there is less
need but we still send ...
The process selection
The process selection
After publicizing the project over time, there is less
need but we still send ...
The process selection
The process selection
After publicizing the project over time, there is less
need but we still send ...
The process selection: The test
The process selection
In order to be (more) objective:
There is no name in the tests. Only...
The process selection: The test
The process selection
In order to be (more) objective:
There is no name in the tests. Only...
The process selection: The test
The process selection
In order to be (more) objective:
There is no name in the tests. Only...
The process selection
In order to be (more) objective:
Among 8-10 teachers will correct them.
The process selection
In order to be (more) objective:
Among 8-10 teachers will correct them.
About 35-40 top scores will ...
The process selection
In order to be (more) objective:
Among 8-10 teachers will correct them.
About 35-40 top scores will ...
The process selection: The Interview.
We interview each family, together and separately (student and
parents).
Objective:
...
The process selection: The Interview.
We interview each family, together and separately (student and
parents).
Objective:
...
The lectures
First course:
The lectures
First course:
An initial camp in the third weekend of September.
The lectures
First course:
An initial camp in the third weekend of September.
Lectures of geometry, algebra, puzzles, mode...
The lectures
First course:
An initial camp in the third weekend of September.
Lectures of geometry, algebra, puzzles, mode...
The lectures
First course:
An initial camp in the third weekend of September.
Lectures of geometry, algebra, puzzles, mode...
The lectures
First course:
An initial camp in the third weekend of September.
Lectures of geometry, algebra, puzzles, mode...
The lectures
First course:
An initial camp in the third weekend of September.
Lectures of geometry, algebra, puzzles, mode...
The lectures
First course:
An initial camp in the third weekend of September.
Lectures of geometry, algebra, puzzles, mode...
The lectures
First course:
An initial camp in the third weekend of September.
Lectures of geometry, algebra, puzzles, mode...
The lectures
First course:
An initial camp in the third weekend of September.
Lectures of geometry, algebra, puzzles, mode...
Sponsors and money
Budget: 96 000 euros per year.
Government of Andaluc´ıa.
Sponsors and money
Budget: 96 000 euros per year.
Government of Andaluc´ıa.
Fecyt (Spanish Foundation for the Science and
...
Sponsors and money
Budget: 96 000 euros per year.
Government of Andaluc´ıa.
Fecyt (Spanish Foundation for the Science and
...
Sponsors and money
Budget: 96 000 euros per year.
Government of Andaluc´ıa.
Fecyt (Spanish Foundation for the Science and
...
Other activities: Summer mathematics camps
In 2014 there was a summer camp. It was organized by the
Institute of Mathemati...
What we hope...
At the end, we think (and hope) that they will learn a lot
of mathematics but also and more more important...
Figure: Camp 2015
Figure: A lecture: Volume
Figure: A lecture: Volume
Figure: Closing ceremony
Figure: Closing ceremony
Figure: Closing ceremony
More in www.estalmat.org
Thank you!
Merci!
Bedankt!
¡Gracias!
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Scientix 8th SPNE Brussels 16 October 2015: Estalmat

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Presentation of the project "Estalmat"- Spain, held during the 8th Science Projects' Networking Event, Brussels, 16 October 2015

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Scientix 8th SPNE Brussels 16 October 2015: Estalmat

  1. 1. Estalmat: Est´ımulo para el Talento Matem´atico Mathematical Talent Encouragement Ana Mart´ın Caraballo, Miguel L. Rodr´ıguez anmarcar@upo.es miguelrg@ugr.es Andaluc´ıa, Spain Scientix, 15-17 October 2015
  2. 2. Outline What? When? Who? How?
  3. 3. What? When? Who? How?
  4. 4. What? What is Estalmat? The project aims to discover students with outstanding mathematical skills (between 12 to 14 years old) so as to en- courage their talent and create a space for them to develop a scientific vocation. We know that ... There are students with: special educational needs
  5. 5. What? What is Estalmat? The project aims to discover students with outstanding mathematical skills (between 12 to 14 years old) so as to en- courage their talent and create a space for them to develop a scientific vocation. We know that ... There are students with: special educational needs their exceptional skills cannot be easily developed in the context of the regulated school system, which has to respond to a wide variety of learners.
  6. 6. What? When? Who? How?
  7. 7. A bit of history History Estalmat was born in 1998 in Madrid. It was an adapted idea of Miguel de Guzm´an and the Royal Sciences Academy of Spain.
  8. 8. A bit of history History Estalmat was born in 1998 in Madrid. It was an adapted idea of Miguel de Guzm´an and the Royal Sciences Academy of Spain. Miguel de Guzm´an was inspired by a similar project of the Johns Hopkins University of Baltimore.
  9. 9. A bit of history History Estalmat was born in 1998 in Madrid. It was an adapted idea of Miguel de Guzm´an and the Royal Sciences Academy of Spain. Miguel de Guzm´an was inspired by a similar project of the Johns Hopkins University of Baltimore. Nowadays Estalmat is developed in nine regions of Spain.
  10. 10. Figure: Estalmat in Spain
  11. 11. Main objective The contents promote students’: critical thinking
  12. 12. Main objective The contents promote students’: critical thinking their engagement with scientific methods.
  13. 13. Propose The purpose is not to train students for their future school years, but to introduce them into:
  14. 14. Propose The purpose is not to train students for their future school years, but to introduce them into: the possibilities of scientific methods,
  15. 15. Propose The purpose is not to train students for their future school years, but to introduce them into: the possibilities of scientific methods, the critical value of science and
  16. 16. Propose The purpose is not to train students for their future school years, but to introduce them into: the possibilities of scientific methods, the critical value of science and the pleasure linked to creative problem-solving.
  17. 17. Propose The purpose is not to train students for their future school years, but to introduce them into: the possibilities of scientific methods, the critical value of science and the pleasure linked to creative problem-solving. The courses run parallel to the official scholarly activity, neither interfering with it nor isolating students from their educational and family environment.
  18. 18. What? When? Who? How?
  19. 19. Estalmat in Andaluc´ıa A group of teachers from all of Spain .... and we hope from all Europe very soon. They really like maths and teaching and we feel the responsibility to help these students with so much talent for mathematics. More specifically: About 80 teachers from Schools, High Schools and Universities in Andaluc´ıa.
  20. 20. Estalmat in Andaluc´ıa A group of teachers from all of Spain .... and we hope from all Europe very soon. They really like maths and teaching and we feel the responsibility to help these students with so much talent for mathematics. More specifically: About 80 teachers from Schools, High Schools and Universities in Andaluc´ıa. About 300 teachers in the whole Estalmat project in Spain.
  21. 21. Estalmat in Andaluc´ıa A group of teachers from all of Spain .... and we hope from all Europe very soon. They really like maths and teaching and we feel the responsibility to help these students with so much talent for mathematics. More specifically: About 80 teachers from Schools, High Schools and Universities in Andaluc´ıa. About 300 teachers in the whole Estalmat project in Spain. And 50 new students per year in Andaluc´ıa.
  22. 22. What? When? Who? How?
  23. 23. The identification of students is carried out beyond the school curriculum through tests.
  24. 24. The identification of students is carried out beyond the school curriculum through tests. These tests have been specifically designed to highlight the values of creativity and originality in relation to the way the problem is set out, the approach chosen, and the solution.
  25. 25. The identification of students is carried out beyond the school curriculum through tests. These tests have been specifically designed to highlight the values of creativity and originality in relation to the way the problem is set out, the approach chosen, and the solution. The contents of this project are framed to bring students closer to topics and mathematical tools with a high educational and training value.
  26. 26. The process selection The process selection After publicizing the project over time, there is less need but we still send the notice to all public and private centers of Andaluc´ıa.
  27. 27. The process selection The process selection After publicizing the project over time, there is less need but we still send the notice to all public and private centers of Andaluc´ıa. The registration process for the students is open for three weeks. It is free but must come availed by a teacher where the student is studying.
  28. 28. The process selection The process selection After publicizing the project over time, there is less need but we still send the notice to all public and private centers of Andaluc´ıa. The registration process for the students is open for three weeks. It is free but must come availed by a teacher where the student is studying. The test takes place in the first week of June, on Saturday and it is common test for all Spain. More specifically:
  29. 29. The process selection The process selection After publicizing the project over time, there is less need but we still send the notice to all public and private centers of Andaluc´ıa. The registration process for the students is open for three weeks. It is free but must come availed by a teacher where the student is studying. The test takes place in the first week of June, on Saturday and it is common test for all Spain. More specifically: In order to facilitate participation, the test could take place in some cities in Andaluc´ıa.
  30. 30. The process selection: The test The process selection In order to be (more) objective: There is no name in the tests. Only a code is on the top of it. We give to the students the test and a form that they fill and put in a envelope. When they finish they will give both to the teacher.
  31. 31. The process selection: The test The process selection In order to be (more) objective: There is no name in the tests. Only a code is on the top of it. We give to the students the test and a form that they fill and put in a envelope. When they finish they will give both to the teacher. The test has 6 problems. Each problem has about four-six questions of increasing level of difficulty.
  32. 32. The process selection: The test The process selection In order to be (more) objective: There is no name in the tests. Only a code is on the top of it. We give to the students the test and a form that they fill and put in a envelope. When they finish they will give both to the teacher. The test has 6 problems. Each problem has about four-six questions of increasing level of difficulty. More than 700 students in Andaluc´ıa did the test in 2015. In this step, we separate the tests between Oriental and Occidental regions because of the large extension of Andaluc´ıa. So, we have about 350 tests in each seat.
  33. 33. The process selection In order to be (more) objective: Among 8-10 teachers will correct them.
  34. 34. The process selection In order to be (more) objective: Among 8-10 teachers will correct them. About 35-40 top scores will be corrected in a common season again. Now, one teacher correct only one problem. We make the average of both corrections and ...
  35. 35. The process selection In order to be (more) objective: Among 8-10 teachers will correct them. About 35-40 top scores will be corrected in a common season again. Now, one teacher correct only one problem. We make the average of both corrections and ... finally we preselect the best 25 tests and 3 alternates. We open the envelope and ....
  36. 36. The process selection: The Interview. We interview each family, together and separately (student and parents). Objective: These interviews are usually just short meetings in order to know something about their interesting in the project, give them information about the project and learn more about the students: academic, emotional and social development. To keep in mind: If they live far away from the headquarter (200 km) it is a big sacrifice and we have not grants for the fuel....
  37. 37. The process selection: The Interview. We interview each family, together and separately (student and parents). Objective: These interviews are usually just short meetings in order to know something about their interesting in the project, give them information about the project and learn more about the students: academic, emotional and social development. To keep in mind: If they live far away from the headquarter (200 km) it is a big sacrifice and we have not grants for the fuel.... Some students has other activities on weekends (sports, concerts....), and Estalmat is a project of 40 Saturdays.... So it is a little bit (maybe not) complicated decision for them and for us.
  38. 38. The lectures First course:
  39. 39. The lectures First course: An initial camp in the third weekend of September.
  40. 40. The lectures First course: An initial camp in the third weekend of September. Lectures of geometry, algebra, puzzles, modelization, ”magic and maths”, gymkhanas, mathematical art, etc. The lectures are participative, manipulative, etc. Never ”academic” lessons.
  41. 41. The lectures First course: An initial camp in the third weekend of September. Lectures of geometry, algebra, puzzles, modelization, ”magic and maths”, gymkhanas, mathematical art, etc. The lectures are participative, manipulative, etc. Never ”academic” lessons. Two teachers for 25 students in order to give better attention and answer their multiply questions.
  42. 42. The lectures First course: An initial camp in the third weekend of September. Lectures of geometry, algebra, puzzles, modelization, ”magic and maths”, gymkhanas, mathematical art, etc. The lectures are participative, manipulative, etc. Never ”academic” lessons. Two teachers for 25 students in order to give better attention and answer their multiply questions. A final camp (Seville or Granada)
  43. 43. The lectures First course: An initial camp in the third weekend of September. Lectures of geometry, algebra, puzzles, modelization, ”magic and maths”, gymkhanas, mathematical art, etc. The lectures are participative, manipulative, etc. Never ”academic” lessons. Two teachers for 25 students in order to give better attention and answer their multiply questions. A final camp (Seville or Granada) Second course: Almost he same structure ...
  44. 44. The lectures First course: An initial camp in the third weekend of September. Lectures of geometry, algebra, puzzles, modelization, ”magic and maths”, gymkhanas, mathematical art, etc. The lectures are participative, manipulative, etc. Never ”academic” lessons. Two teachers for 25 students in order to give better attention and answer their multiply questions. A final camp (Seville or Granada) Second course: Almost he same structure ... Another two courses more (they demanded add these courses and their parents too) with only one lecture per month.
  45. 45. The lectures First course: An initial camp in the third weekend of September. Lectures of geometry, algebra, puzzles, modelization, ”magic and maths”, gymkhanas, mathematical art, etc. The lectures are participative, manipulative, etc. Never ”academic” lessons. Two teachers for 25 students in order to give better attention and answer their multiply questions. A final camp (Seville or Granada) Second course: Almost he same structure ... Another two courses more (they demanded add these courses and their parents too) with only one lecture per month.
  46. 46. The lectures First course: An initial camp in the third weekend of September. Lectures of geometry, algebra, puzzles, modelization, ”magic and maths”, gymkhanas, mathematical art, etc. The lectures are participative, manipulative, etc. Never ”academic” lessons. Two teachers for 25 students in order to give better attention and answer their multiply questions. A final camp (Seville or Granada) Second course: Almost he same structure ... Another two courses more (they demanded add these courses and their parents too) with only one lecture per month. So, 40 mandatory lectures (plus 14 if they want..almost all of them).
  47. 47. The lectures First course: An initial camp in the third weekend of September. Lectures of geometry, algebra, puzzles, modelization, ”magic and maths”, gymkhanas, mathematical art, etc. The lectures are participative, manipulative, etc. Never ”academic” lessons. Two teachers for 25 students in order to give better attention and answer their multiply questions. A final camp (Seville or Granada) Second course: Almost he same structure ... Another two courses more (they demanded add these courses and their parents too) with only one lecture per month. So, 40 mandatory lectures (plus 14 if they want..almost all of them). At least...there is no homeworks!!
  48. 48. Sponsors and money Budget: 96 000 euros per year. Government of Andaluc´ıa.
  49. 49. Sponsors and money Budget: 96 000 euros per year. Government of Andaluc´ıa. Fecyt (Spanish Foundation for the Science and Technology).
  50. 50. Sponsors and money Budget: 96 000 euros per year. Government of Andaluc´ıa. Fecyt (Spanish Foundation for the Science and Technology). Casio
  51. 51. Sponsors and money Budget: 96 000 euros per year. Government of Andaluc´ıa. Fecyt (Spanish Foundation for the Science and Technology). Casio University of Seville and Granada that allow us to use their installations on Saturdays and for the closing course.
  52. 52. Other activities: Summer mathematics camps In 2014 there was a summer camp. It was organized by the Institute of Mathematics of the University of Seville (IMUS), the Andalusian Society of Mathematical Education Thales, Estalmat and with the collaboration of the Euler Foundation and Saint Petersburg State University. The two preceding editions were held in Saint Petersburg (2012, 2013), as a part of the initiative Formulo de Integreco. The original idea come from Intergreco and the camps has been held in: Saint Petersburg (2013, 2014, 2015) Sevilla in 2014 There are 20 places for all students from Estalmat Andalucia who want to participate and they have a reduced price.
  53. 53. What we hope... At the end, we think (and hope) that they will learn a lot of mathematics but also and more more important things: culture aspects, social aspects, collaboration between them and we hope that they will be better people for our society with critical thinking and helping that to improve.
  54. 54. Figure: Camp 2015
  55. 55. Figure: A lecture: Volume
  56. 56. Figure: A lecture: Volume
  57. 57. Figure: Closing ceremony
  58. 58. Figure: Closing ceremony
  59. 59. Figure: Closing ceremony
  60. 60. More in www.estalmat.org Thank you! Merci! Bedankt! ¡Gracias!

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