Is to manage and develop virtual company by acquiring the input fields on the game board, under which hide quizzes with questions of mathematics, economics, physics, entrepreneurship, and many others, and after a successful response to gain knowledge and points for being increasingly entrepreneur. The game is also important strategy based on the steady development of 3 areas (marketing, economics, innovation). Specifically they provided for teachers account, where they can check the results of the quiz. Let us hope that such actions will change both slowly approach the students to the school, as well as the mechanisms that are used in schools for the transmission of knowledge “- says Magdalena Smolak with STARTER. For more information visit: play.inkubatorstarter.pl. The study was carried out based on a mixed model methodology. The first stage of the project was a quantitative questionnaire study, in which 572 students were used response (from the third graders and from classes I-III high school) from randomly selected schools in Gdansk. Including in the sample were student responses with 8 secondary and 15 high schools. Finally in the development of statistical account of the responses of 143 students each yearbook. The report was part of an international project implemented by SoBaTo STARTER in the past two years. Simultaneously with the release of a report prepared by STARTER started an educational game SoBaTo, the idea arose even during the TechnOlimpiady. The game is intended for young people who want to play the role of an entrepreneur and start your adventure with a virtual business. / ** / jQuery (document) .ready (function ($) {jac_init ();}); var JACommentConfig = {jac_base_url: ‘/ component / jacomment /’ SITEURL: ‘/ component / jacomment /? tmpl = component & view = comments’, minLengthComment:’ 10 ‘, errorMinLength:’ Your comment is too short. ‘, maxLengthComment’ 5000 “, errorMaxLength: ‘Your comment is too long.’ isEnableAutoexpanding: ‘1’, dateASC: ‘LAST top’, dateDESC ‘Latest comment in bottom’, votedASC: ‘Most voted on top’, votedDESC ‘ Most voted in bottom ‘, strLogin:’ https://www.studybays.me/ Login ‘, isEnableBBCode:’ 1 ‘, isEnableCharacterCounter:’ 0 ‘, isEnableLocationDetection:’ 0 ‘, commentFormPosition:’ 1 ‘, hdCurrentComment: 0, contentoption’ com_content ‘ContentID’ 2906 ‘, commenttype:’ 1 ‘, jacomentUrl’ https://edunews.pl/badania-i-debaty/badania/2906-diagnoza-szkoly-i-lekcji-oczami-gdanskich-uczniow ‘contenttitle: Diagnosis school and lessons eyes Gdansk students ‘hidInputComment:’ You must input comment. ‘, hidInputWordInComment:’ The words are too long you should add more spaces between them ‘, hidEndEditText:’ Please exit spell check before Submitting comment ‘, hidInputName:’ You must input name ‘, hidInputEmail:’ You must input email ‘hidValidEmail:’ Your email is invalid ‘, hidAgreeToAbide:’ You must agree that abide by the website rules ‘hidInputCaptcha:’ You must input the captcha ‘, textQuoting’ Quoting ‘textQuote’ Quote ‘, textPosting’ Posting ‘textReply’ Reply comment ‘, textCheckSpelling’ No writing errors ‘, mesExpandForm’ (+) Click to Expand ‘mesCollapseForm’ (-) Click to Collapse ‘theme’ default ‘, txtCopiedDecode’ Copied DCode ‘}; / ** / / ** / / ** // ** / / ** / / ** / / ** / / ** / function open_youtube (id) {jacCreatForm ( ‘open_youtube’, id, 400,200,0, 0, ‘Embed a YouTube video’, 0, ‘Embed video’); } / ** / / ** / window.addEvent ( “load” function () {var url = window.location.hash; c_url = url.split ( ‘#’); d = 0; tmp = 0; if (c_url.length> = 1) {for (i = 1; i -1) {tmp = c_url [i]. split ( ‘:’) [1]; if (tmp! = “”) {id = parseInt (tmp, 10);}}}} url = “? tmpl = component & option = com_jacomment & view = comments & contentoption = com_content & ContentID = 2906 & wound = 1108326590” ; if (d! = 0) {url + = “& currentCommentID =” + id;} var req = new Request ({method: ‘get’, uRL url onComplete: function (text) {$ jacJQuery = jQuery; $ jacJQuery ( ‘# Jac-wrapper’). html ($ jacJQuery ( ‘# Jac-wrapper’). html () + text); moveBackground (id ‘https://edunews.pl/’); jac_auto_expand_textarea (); jacJQuery $ ( ‘# jac-wrapper-.conversation avatar’). tooltip (); jacJQuery $ ( ‘# jac-wrapper and #jacTab: last’). it ( ‘shown’ function (e) {displayVotedComments ( ‘com_content’, ‘2906’); }); }}.) Send (); }); / ** / Mathematics still is one of those objects with which students have huge problems. Although we already have a number, including the Polish study, the problem does not go away, and you can even get the impression that he was still getting worse. The situation is not improved introduction of compulsory final exams because the measure neither the knowledge nor the skills no one arrives. Research shows that in the third grade National Research Skills (booted), the source of failures are bad methods of teaching mathematics, teachers and beliefs that block the use of the potential of children. These beliefs Alina Stansfield called myths and discussed in detail in the publication “Let the children act – myths and facts about the development of mathematical thinking.” The various myths are also chapters of the book. Students in the early grades may not themselves discover mathematical concepts. Rework the finished work cards ensures growth of mathematical knowledge youngest pupils. Counting on the specifics it is not real math. Students poorly cope with solving tasks text, because they can not read and understand. If we want the students mastered the skill of solving text, we need to convert them from a large number of typical sentences. The lesson does not have time to deal with math problems. Mathematics is not suitable for working in small teams. Ideally, when a child learning math, mainly listening carefully to the teacher and repeat his actions. Capable student develops mathematical thinking in school. A student only knows what was altered in school. Task “on six” are not for the weak students. Students at this age are not able to create their own clever methods of calculations. Student should know when to speak. Students in initial classes not yet know how to argue. The author in a very readable and clearly explains why the current formula of teaching mathematics is not good for any group of students. Applications that occur Alina Stansfield are zblieżne with the demands stemming from brain researchers. Learning is not a passive process and requires activity, synapses change only when they are active. Therefore, to expect students to sit, listen and repeat what the teacher said or demonstrated, blocking the learning process. However, many teachers consistently ignores students’ knowledge and their problem solving strategies and believes that students can only what has already been reworked in school. This conviction is based on the perception of the learning process as a derivative of the learning process. If a teacher teaches, the students learn, if anything explains that they understand. This approach results in increasingly formalizing teaching and bureaucracy. Teachers often equate mathematical knowledge of a specific set of algorithms that need to “convert”. This leads to the so-called. “Careless mathematical” (A. Stansfield, p. 5) and the learned helplessness. Students seeing a new job do not think, but look for the finished scheme, which could be applied in this situation. “The subjects of the third grade showed a very high level of efficiency tool limited to mechanical calculations (eg written), not at the same time coping with simple examples, referring to the strategy does not necessarily trained in the classroom.” (A. Stansfield, p. 5) In other words, students have a well-developed tools, which can not be used in new situations, and will meet just such a non-school realities. In other words, the knowledge learned in math class is practically useless, works for the tests, but only in tasks based schemes. PISA tests show that with unconventional tasks, Polish students can not handle. Alina Stansfield, like brain researchers and constructivists devotes much space to the meaning of concepts. “The understanding of mathematical concepts is rooted in logic operations derived from the action on objects. Especially at the youngest class quality understanding of mathematical operations or mathematical relationship between the volumes of text in the task it is determined by the quantity and variety of activities the child in the material space. It must act on reality, make changes to it that could then refer to it. “(A.Kalinowska, p. 10) in the role of rich educational environment stimuli and the possibility of entering into different relationships with the real world also indicate brain researchers (G.Hüther, J. Bauer, AK Braun, F.Hutzler, L.Eliot). Neuroscientists gradually discover the relationship between seemingly unfit school activities and school success. Studies show that playing the piano or keyboard develops in children of preschool age spatiotemporal reasoning. Musical scale is experienced by the brain as a model, so that after many hours of dedicated playing the instrument better copes well with other patterns. Neural structure, which developed in time music making, are also useful when dealing with fractions or geometry, according to the American neuroscientist Lise Eliot. (Lise Eliot, p. 176), brain researchers emphasize the diversity of the experience gained in early childhood, which stands up for Alina Stansfield. Therefore, parents and teachers working in kindergartens should try to create a learning environment providing a variety of stimuli and to allow various possible forms of interaction with the outside world. The more bodily experiences in childhood, the more possibilities to manipulate objects, including a better understanding of abstract concepts in later years. Building a hut, stalking in the woods, finding direction, estimating distance, ball games, climbing trees, fun origami or sharing cookies between several children, each of these activities leads to rozoju other brain structures, and each can be useful when students will learn new mathematical concepts that deal with the relationship between them. Many teachers believe that students starting classes themselves are not able to discover mathematical concepts. Thereby they believe that we have to explain everything to them. Knowledge acquired in school do not treat as a continuation or extension of previous experience gained by the children, but as detached from real life concepts and content that can be explained with words and definitions. The effect of not recognizing the relationship between the school and the previous experience they know are serious flaws in the organization of science. Teachers focus instead on planning tasks allowing students to understand specific rules depending on whether, they explain everything. On a related danger of such an attitude he has already indicated Jean Piaget saying that everything we do for the child, deprives them of the opportunity to do it yourself. This is another translation by facilitating hindering. Gaining new knowledge or skills require a particular job, they must perform neurons. The lesson, which is active mainly teachers, students and the task is to listen and follow in his footsteps, not activates the brain. To fully exploit the potential of the students still need to put up new, intriguing tasks that, sometimes with the help of the teacher will be able to solve. Children who once tried to divide 18 sweets for five children discover relationships divisibility, but do not call it the rest of the division. “Children are infinitely many times make similar manipulations in which the share in the mathematical sense, for example, arrange the plates on both sides of the table and wondering whether it can be equally, if the table to sit 7 people. That experience, in turn, shape the concept of parity numbers. Children explore the world is the experimental field for the formation of mathematical concepts. “(A Stansfield, p. 14) Such experiences allow them to understand the meaning of sharing large better than even the best explanations of the teacher. People learning mathematics in grades I-III should know that the understanding of mathematical concepts formed the basis of a wide variety of experiences that children had gathered in previous years. Their brains are not empty buckets, which can transfer the relevant portions of knowledge. The school must ensure that the process of knowledge construction can develop harmoniously. The task is to combine the lessons terminology introduced the world gathered earlier bodily experiences. Too fast entry level symbols and abstract concepts is not conducive to the construction of connections between what was introduced in the school, and what the children experienced before. Therefore, you should not forbid children to make calculations on specifics when they themselves want to have to count in this manner. But do not force the child, which adds memory to dopełniało first full decade. Example: = 7 + 8 (7 + 3) + 5 = 15 Any schemes only hinder the work of the brain. Children have different experiences, and as a result their brains have a different neural network. Therefore, they use a variety of strategies to solve problems and understand a little differently discussed the lessons of mathematics concepts. One of the mistakes made by teachers to ignore these individual strategies and reasoning. If mathematics is to develop thinking, new concepts can not be, as it often happens today, in a vacuum. The fact that the child is able to repeat the definition given policy or mechanically apply the algorithm says nothing about whether understands the problem. Without understanding you can indeed do well on tests, but such “knowledge” is totally useless in extracurricular realities. Teachers who believe that students know only what has already been “reworked” lessons closes their path to success. Thinking can not be developed through the application of mechanical algorithms. If the purpose of mathematics is to be the development of thinking, you have to teach her otherwise! Students should not listen in school, but think for themselves and says Miroslaw Dabrowski, act. And the teachers should create an environment that will allow it. The aim, therefore, are not algorithms, but heuristics. But already I write about them another time. Continuing the theme I would like to also write a text about it, if you can overload the brain preschooler. Research neurobiologists provide an extremely interesting conclusions. Anna Katharina Braum, a professor of developmental neurobiology at the University of Magdeburg says that the real threat is underestimating the potential of children and bringing them to a level where they do not want to work. Teachers think seeing the miserable effects that tasks are to their students too hard, when in fact they are too boring. Alina Stansfield in his book provides numerous prykładów confirming the truth of this thesis.