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Our aim was to support students with fewer opportunities and the teachers who prepare them for the 8th grade exam in the most challenging subject of mathematics. By exploiting the potential of ada...

Our aim was to support students with fewer opportunities and the teachers who prepare them for the 8th grade exam in the most challenging subject of mathematics. By exploiting the potential of adaptive e-learning and blended learning methodologies, we wanted to create an equal opportunities tool to help students who are disadvantaged by their family circumstances or geographical location to access quality education. In the context of the preparation for the school-leaving examination, we aimed at tangibly improving the performance of the target group and their chances of continuing their studies by broadening their knowledge and developing their competences. The project provided an equal opportunity for students to prepare for the exam successfully. In addition to the creation of a digital mathematics curriculum, we sought to develop an innovative way of preparing for exams that could be widely adaptable and support teachers' work and students' development in the long term. We wanted to contribute to ensuring equal opportunities and equal access by introducing a methodology to help disadvantaged pupils succeed in school.

We have assessed and analysed the curriculum of the Romanian "A-level" exam and identified the areas where improvement in exam results is most needed. On the one hand, the project developed an innovative digital mathematics content, using a differentiation-focused methodology based on adaptive learning paths, which addressed the mathematics topics of the low-achievement exam. On the other hand, a blended methodology was developed, whereby students on adaptive learning pathways are supported by the teachers leading the pilot lessons in online small group sessions. In the pilot session, the intellectual products were tested in a school setting over a 12-week period with 13 teachers and 115 students. The first 8 weeks were spent on the 8 topics covered in the A-levels, while the last 4 weeks were spent on the content, which was designed to address the learning difficulties experienced and to focus more on the critical areas. Based on the results of the input and output test, students' performance improved by an average of 9.6% during the preparation for the exam. The results were made available in Hungarian, Romanian and English to the interested professional audience.

The project has resulted in the creation of digital exam preparation content that can be navigated along adaptive learning paths, with tasks at different levels of difficulty. Each learner can progress through the content according to their individual ability and development level, with support in the form of helping tasks and explanations where necessary. A blended learning methodology has also been developed to help teachers support the preparation process effectively. It consists of two phases of learning that build on each other: on the one hand, the digital mathematics curriculum is mastered on the e-learning platform; on the other hand, the results of the first phase are used to further differentiate the development of the students through homogeneous small group online sessions based on performance-based group segmentation. The intellectual products created have been tested in the context of the pilot session. A multilingual document has been produced to summarise the project results and experiences, to provide technical and methodological suggestions to facilitate the adaptation of the methodology and results in practice.