The ability to detect patterns, to reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. It has to do with both inductive and deductive logic, abstractions, reasoning, numbers and critical thinking, but it is also connected to having the capacity to understand the underlying principles of some kind of causal system and can refer to an individual’s ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. It was studied and documented by Piaget. Students with this type of intelligence like working with numbers and patterns, excel at drawing conclusions from gathered data, to ask questions and conduct experiments. They are good at using symbols such as mathematical symbols, scientific symbols and by using ‘scientific logic’ or reasoning to link ideas, they look for logic, order and consistency. Such an individual would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems, to draw conclusions and formulate hypotheses as well as to apply general rules to particular situations. These pupils are usually analytic learners, they prefer to break mathematical ideas to be learnt into small parts and work on each part at a time, and finally reconnect the parts to each other in a logical manner into a mental picture.

This type of intelligence often implies great scientific ability. Teachers can empower this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, science-fiction scenarios, logic puzzles, and the use of logical/sequential presentation of subject matter.The challenge when teaching these students is avoiding boredom.

**Encrypted Messages**

This common activity consisted of encrypting and decrypting messages using different coding methods: the transposition code. Caesar’s code, Vignere code, ATBASH code, Pigpen code, Affine code etc. Explanations were provided to students regarding the use of codes as well as on some coding and decoding methods. Then, they were asked to encode/decode messages. As a variation, they can challenge their classmates/project partners. A common booklet was created as a result.

An animated presentation and a video illustrate our results and work process.

**Treasure Hunts**

The main goal is to make our students visit the city through maths games or riddles. The students have a roadbook, a calculator and their brain to follow the path and to discover the town by solving “problems”.The students must overcome maths problems with a lot of communication. Beyond the difficulty of the exercises, the students must talk together, and the teachers help them in coordinating their ideas altogether.

Here is a list of some of the treasure hunts in our project:

Treasure hunt in FRANCE :

Photos : http://bit.ly/1d5rZbV

Documents :http://bit.ly/1G9ImfI

Treasure hunt in ITALY :

Photos :http://bit.ly/1Bs0Z1S

Documents :http://bit.ly/1LjaUKo

Treasure hunt in SPAIN : http://bit.ly/1K1JjLN

Treasure hunt in ROMANIA : http://bit.ly/1Bo8R4B

**SMARTPHONE APPS**

Students are learning how to create a smartphone application to be downloaded on their android device, and to be shared with friends. The educational goals are:

- Developping a program to run an app
- Working under an android environment
- Brainstorming the steps of the program in a logical and efficient way
- Sharing an app thanks to a QR code

The work is visible here, and the app can be downloaded using the QR code below.

**Numbers Webquest**

A webquest activity on interesting categories of numbers. The teacher creates a webquest activity using zunal.com or any other similar tool. The webquest task will include the work process, the recommended web sources and the evaluation grid. Students are split into groups of four and asked to find information about specified categories of numbers, using some predetermined websites as well as their own sources, create a presentation with the most relevant facts and examples and share it with their colleagues. In each group, every student has a different role and task: mathematician, ICT expert, information expert, language and communication expert. They are to give account of sharing the work at the end of the presentation. The results are brought together in a Thinglink image.

**Logical Games**

A Time Line showing three Logical Games being played by students: The Tower of Hanoi, The Camels and the Gallows.

Once the objectives of games are been explained, students will play on the basis of trial and error.They will take down the moves they make in order to find the recursive pattern. Players will decide on the way to present the games to their partners. Videos will be recorded and a Time Line with Google Spreadsheets will be created.

Click on the image below to go to the timeline and watch all the videos!

**Magic Squares**

Students explore the history of magic squares and create a collaborative presentation using mixbook.com or other similar tools. During the lesson, the teacher and students discuss the topic using the presentation. The teacher splits the class in groups/pairs and asks each group to analyse the properties of one of chosen magic square. The students should note the properties they observed. Then, using this properties, students create their own magic square. Students should complete three magic squares in groups and share their magic squares with the class.

The last task for students is to prepare magic squares for other students to solve.

**Games Competition**

In this competition a variety of logical games are used (such as Smartgames, Thinkfun games and more). Students have to solve one particular task from each game and the time needed is written down for each game. All students play all games and the one with the least amount of seconds will be the winner. Here you have the instructions sheet:

**International Kangaroo Competition**

Taking part in the international Kangaroo completion for mathematics joining 55 different countries with a total amount of participants of over 6 million! Make sure to sign up to this competition (middle of March every year). Then you will need 75 minutes to complete the test. It might be wise to practice with old tests which can be found at the website of the organisation. Tell students in advance that it can be a hard test and that the main goal is to have fun and to score as good as possible. Click on the image below to see an example of test in English!