This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. Moreover, this intelligence allows us to use language as a means to remember information. Everyone is thought to possess this intelligence at some level, but poets, authors, attorneys and those with strong rhetorical and oratory skills exhibit strong Linguistic intelligence.

Students who have high verbal-linguistic intelligence find it easy to work with words and languages. These students learn and think most easily by discussing, arguing, debating and following spoken explanations. They are typically good at reading, writing, explaining, telling stories and memorizing words along with dates. They understand better when paraphrasing or verbalizing the task and remember best information that they have converted to a verbal code. Verbal learners absorb information easily from written material and benefit from well-written instructions and lessons. This type of intelligence is used when students convert numerical data to a verbal code, explain to each other or to themselves the meaning of number statements or the content of a particular diagram. When students talk to themselves or to their peers about mathematical ideas, they can use their verbal logic and reasoning more easily. These learners think in words rather than pictures, they freequently need to talk to themselves as they are learning. They often benefit from ‘process approaches to mathematics learning’. Students who represent ideas in this way sometimes exhibit having difficulties when using their knowledge to solve real-life problems and may need time to translate their ideas into actions.

**Pilish Literature**

The Pilish Literature online book is created collaboratively and comprises several types of works inspired by the number PI: piems (poems having the number of words on each line or the number of letters in each word according to the digits in the number PI), limericks, a sketch. Click on the image to read our book!

**Graph Stories**

Students are given a function graph and asked to interpret it and. write a story to describe what is depicted in the graph.

Every word problem begins with a story which needs to be interpreted and solved. It is easier to understand a picture (a graph for example) than a set of data. The advantage of a graph is that one can see the whole story at a glance.

**AIMS Math Magazine **In this activity, students’ task is to edit a weekly magazine devoted to math. They should:

- prepare an interview with a famous mathematician.
- illustrate
*mathematical motto of the day*either with one or more pictures. They can even prepare a mini comic book. - create a math crossword, rebus or magic square.
- prepare
*Mathematical Curiosities*section. - explain the meaning of the number, which is the number of magazine’s page.
- write a story to the equation given .

Click on the image or here to read our magazine created during the meeting in Myslenice!

**The axioms of Euclid in ancient Greek, modern Greek, Italian and English.**

In this activity the students present the axioms in ancient Greek, modern Greek, Italian and English, within different ways, by sketcing, writing and recording. The educational aim is the awareness of the relationship of geometric shapes with the correct terminology of geometric concepts in the languages above.

**Madmagz. Mathward Bound**

A digital magazine to publish common products created by all the participating schools in AIMS about the use of language when providing mathematical concepts. Click and read!

**CRIME STORIES involving mathematics**

**1 ^{st} step : Teamwork: **Organization of the teams made up by two students

**2 ^{nd} step : Brainstorming of the story: **Students have to think of a story split into 4 parts. The first part is the introduction which describes the characters (suspects and victim), the crime itself, the place where the crime takes place.

**3 ^{rd} step : Writing the story: **On a word document, write your story adding pictures or maths graphics.

*Collaborative way to work with partners :* The French team starts the story by describing the scene and the study of the first clue. The French team finished the stories as well. The Dutch team will give the answer if there isn’t an answer given The Dutch team wrote a story about a different subject, but with the same idea. Students had to learn about encrypted messages and use some quadratic formulas to support this. Students were divided into 9 groups all with a different role. The French team answered the Dutch crime story. The Dutch answered the parts where there isn’t an answer already given by the French team. **4 ^{th} step : Publishing the story: **With the help of your teacher, publish your story on a common document in the website madmagz. The final product can be seen on our project’s wiki.

**PICOMIX**

Students invent stories about PI and present them in the illustrated visual art of the comic medium.

**A WORLD WITHOUT MATHS**

Students invent stories about what the world would be like if Maths disappeared. As a result, they will have a better understanding of the role of Maths in their life using imagination and paradox and creating dystopian or utopian worlds

Merhodology:

1. WARMING UP The teacher introduces the concept of PI, presenting and solving a practical problem. Then assigns students riddles/problems similar to the solved one, and has them work on teams of 3-4. 2. RESEARCH ACTIVITY Teams with mixed skills are formed (ICT, Maths and English experts). They have to collect Maths and historical information about PI and create stories. 3. PIXTON ACTIVITY

Teams must adapt scripts to the PIXTON tool (image, language, dialogue, ballons, etc.)

The stories are published in our common magazine.

**Crosswords – puzzles**

The activity started with a presentation about mind games, effective thinking, intelligence, intuition and inventiveness. Several strategies for creating mathematical games are taken into account such as: crosswords, puzzles. Then the students chose the type of game to create and to solve in English, French or Italian.

**Thinglink. We explain Maths**

Students were told about the importance of getting skills to explain their opinions, their work in a linguistic way..

The video was chosen as a way to practice oral linguistic skills. Click here or on the image to go to the Thinglink page and see their videos!

The work is worthy of admiration

Thank you for everything!

O idee simpla si clara produce un brainstorming imediat in randul elevilor, atat de dorit si visat in fiecare zi de fiecare cadru didactic. Dna Vasilescu este, cel putin pentru atat un OM FERICIT. Dar sa vezi, apoi, ca elevii se iau la intrecere cu profesorii in domeniul inovativ, este deja un VIS SUPREM. Inca odata, FELICITARI!