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

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. Outline
What?
When?
Who?
How?

3. What?
When?
Who?
How?

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. 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. What?
When?
Who?
How?

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. 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. 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. Figure: Estalmat in Spain

11. Main objective
The contents promote students’:
critical thinking

12. Main objective
The contents promote students’:
critical thinking
their engagement with scientific methods.

13. Propose
The purpose is not to train students for their future school
years, but to introduce them into:

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. 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. 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. 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. What?
When?
Who?
How?

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. 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. 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. What?
When?
Who?
How?

23. The identification of students is carried out beyond
the school curriculum through tests.

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. 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. 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. 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. 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. 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. 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. 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. 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. The process selection
In order to be (more) objective:
Among 8-10 teachers will correct them.

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. 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. 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. 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. The lectures
First course:

39. The lectures
First course:
An initial camp in the third weekend of September.

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. 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. 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. 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. 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. 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. 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. 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. Sponsors and money
Budget: 96 000 euros per year.
Government of Andaluc´ıa.

49. Sponsors and money
Budget: 96 000 euros per year.
Government of Andaluc´ıa.
Fecyt (Spanish Foundation for the Science and
Technology).

50. Sponsors and money
Budget: 96 000 euros per year.
Government of Andaluc´ıa.
Fecyt (Spanish Foundation for the Science and
Technology).
Casio

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. 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. 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. Figure: Camp 2015

55. Figure: A lecture: Volume

56. Figure: A lecture: Volume

57. Figure: Closing ceremony

58. Figure: Closing ceremony

59. Figure: Closing ceremony

60. More in www.estalmat.org
Thank you!
Merci!
Bedankt!
¡Gracias!