Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. These types of intelligence** **are connected to interaction with peers/ with oneself.

Interpersonal intelligence is the core capacity to notice distinctions among others, particularly contrasts in their moods, temperaments, motivations and intentions (Gardner, 1993, p 42). Students with this type of intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They have the ability to interpret and respond to the moods, emotions, motivations, and actions of others, as well as good interaction skills. They typically learn best by working in collaboration and enjoy discussion and debate, they are great at organizing. This type of learner also benefits from understanding learning in terms of historical, social, cultural or religious knowledge, comparing learning outcomes from a cultural perspective, for example, analyzing how students from different cultures, when exposed to the same mathematics teaching, may attempt to learn it in different ways, or how gender stereotypes can affect girls’ performance in Math.

Intrapersonal intelligence has to do with introspective and self-reflective capacities, as well as with having a deep understanding of the self. It can be seen as the internalized version of the interpersonal intelligence. This kind of student is an effective self-directed learner and is aware of his/her own strengths and weaknesses. Drills and skill games as well as self-guided projects are great ways to stimulate an intrapersonal learner. They like to work alone, at their own pace, make their own choices and reflect on their own work, to keep records of their activities – scrapbooks, journals, photo albums etc., as well as to talking about themselves and their feelings. They have a strong sense of fairness. In order to involve them, teachers should connect everything they learn to their own life.

Here are our selected activities for these intelligence types. All the activities can be seen on our Twinspace page.

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**Statistics on Students’ Preferences**

**Thessaloniki, the city of the Greek team
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Click on the image to see the presentation!

**Timeline of Greek Mathematicians**

The **QUIZ GAME** about mathematicians and general math was created jointly and played in France, during the first project meeting.

**1 ^{st} step : Slideshow**

Pupils work on the biography of mathematicians, and create a few questions about them. They also create questions using riddles. They create videos about calculations and equations.

Pupils log in the quizrevolution.com. They create questions, adding 4 different answers, and either image or video to illustrate it.

**3rd step : The buzzer**

Pupils create a buzzer in the electronic lab. Then, students will be able to play one team vs one team, using this buzzer and two joysticks.

**4 ^{th} step : The game**

All students in different countries can play to the quiz, answering questions about math, winning points, and challenging themselves.

Students create “intelligent sequences of numbers” resembling Fibonacci sequence. In groups, they form the sets of puzzles with this sequences and then exchange the tasks between groups . They have to find missing numbers in sequence or sum of several terms. Before that, they have to find the rule. Finally create on-line quiz for other students.

At the start of our project all students from all countries had to fill in a questionnaire about the Multiple Intelligence system. The test was devised by the Dutch team. This produced an outcome where students could see how they score at the different parts of the intelligence system. Here are the overall results for all the countries.

**Math Curriculum in the Netherlands**

Students had to describe the subjects given in each year for mathematics for the pre-university education. In small groups they had to describe the math of one year (in the higher grades they had to do it only for math A or B). After that they had to make one file out of it. And explain to each other what the subjects are in the different classes.The students learned a lot about math and the differences in the types of math they have to choose from in the higher classes. The cooperation in small groups and finally in the whole class was something they learned from as well. It was also nice to see some of the reactions from the partners as they had read the document.

**Spanish Mathematicians**

Glossi Digital magazine to publish Spanish Mathematicians’ biographies, interviews and other works related with Mathematics at school. Click on the image to read the magazine!

**The Survey.(Descriptive Statistics) **

Presentation of the work done for the unit Descriptive Statistics in 4^{th} Compulsory Secondary Education.

**Great Italian Mathematicians**