The problem
Students aged 9 to 12 are at a critical stage of losing interest in Maths. How often do we hear students say, ‘What have these numbers to do with my real life’? Or ‘Why do I need to know algebra, geometry, calculus, even fractions and percentages’? See Mathematics Education in Europe; Eurodyce, 2011.

vidumath answer
vidumath is directed at teachers, who are the primary avenue to reach students. The project equips them with content and methods that are attractive and suitable in form and didactics. Good pedagogical frameworks, best practice examples and realistic classroom tasks are the vital ingredients in order to get teachers interested, build support and achieve results with students.

The key objectives

  1. Foster problem-based and independent learning. For example, video.
  2. Develop video-based teaching methods. Experience clearly shows that video is a very motivating factor for students of all ages.
  3. Offer clear pedagogical frameworks. The project clearly shows educators, why video offers real advantages and has realistic and pragmatic value for teachers.
  4. The need to work together across Europe. The project will motivate schools to work together across Europe.

The vidumath solution
There are thousands and thousands of maths videos online, like the Khan Academy’s or Jörn Loviscach’s, so it is important to understand where vidumath is different.

Vidumath is about the learners producing videos about maths, themselves. Vidumath provides creative ideas based on problem-based learning that are embedded in pedagogical frameworks. This will enable teachers to help learners to develop their own media.


The project includes:
1.Creative math concepts
vidumath collects and develops learner-centred ideas of how math content can be visualised.

2. A clear vidumath matrix
Entry task: Screen recording / one shot video: Simple screen recording / one shot videos explaining / showing core mathematical ideas. Each matrix theme includes pilot examples to give first ideas of what the video tasks could look like. For teachers with no prior experience in video production, the entry task will be most important.

  1. Developing creative support material
    Professional video tutorials guide educators within each matrix theme to get a first introduction of what a video task could look like. The video tutorials include subtitles.