The main objective of the Logifaces methodology project is to prepare a new visual mathematics and art educational system and adapt it for and spread it in EU-wide school education. The project is based on the Logifaces game, which is a spatial geometric, logic, and sensorimotor skill development game. The target group of the project are primary and secondary school students, ages 6-18. Schools and institutes operating in different educational systems of different countries were invited to develop and test STEAM exercises based on the game to cover a wide range of school education starting from elementary and reaching to high school students. [br][br]The introduction of the Logifaces pedagogical methodology aims at having a positive effect on school education because it involves the use of a game as a tool to switch dimensions, demonstrating spatial geometry, developing sensori-motoric, and art skills. Fun, motivation in early childhood, support for children challenged by mathematics, interdisciplinary exercises connected to mathematics and art education, and support for developing cultural skills. Further skills that should be fostered by this project and skills described in more detail:[br][br][list][*]Flexible thinking - developing problem solving skills by working on different solutions [br][/*][*]Creativity - Using one’s imagination by finding unique solutions with open ended tasks[br][/*][*]Spatial ability and visuospatial skills - Understanding the link between different objects and mental rotation of abstract objects - being able to imagine rotations in 2D and 3D[br][/*][*]Communication - Verbal skills and communication by planning and constructing projects together while using technical and artistic language [br][/*][*]Imagination - Most of the shapes built with Logifaces don't quite look like the real thing. The imagination must fill in all of the gaps. Imagination is a critical aspect of creative problem solving and abstract thinking[br][/*][*]Tactile senses - Logifaces is based on polygonal modelling  which helps getting a sense of virtual complexity at an early age by connecting virtual and physical[br][/*][*]Team building - Logifaces can be used freely or aiming to build a predefined shape. Leadership and project discussion happens naturally[br][/*][*]Artist inspiration - Exploring sculpture and design. The relief-like surfaces blend the ancient aesthetics with contemporary design. Logifaces blocks inspired artists, photographers, fashion designers[br][/*][*]Calculus - Exploration with simple blocks helps developing subconscious skills of mathematics and logic. Children train geometry and build an understanding of numbers and how units interrelate. [br][/*][/list]Play-based learning in the early years is fundamental as we learn communication and language skills in both early numeracy and literacy. This naturally leads to the acquisition of social skills, such as turn-taking and sharing, and a desire to discover more. Simple to play, magic and fun activities are vital ingredients. Later, during the years in primary education it is important for acquiring numeracy and literacy skills but above all for developing a desire to keep learning. At secondary school positive stimulation to learn and a vision of where this is all leading are primary. Hands-on, open-ended activities help stimulate constant reflection and inquiry-based thinking, and we believe Logifaces is a suitable tool for these goals.[br][br]Exercises are created and collected based on using a game as a teaching tool. The Logifaces project aims at creating a catalogue of exercises regarding different subjects in STEAM education using the Logifaces game and to investigate possible effects of such exercises. For this it is crucial to use the game in a teaching context to find different utilitarizations. Another core element within the goals of the Logifaces method is enhancing students’ spatial reasoning and three-dimensional thinking. Lieban (2018) gives the example of cube-puzzles, arguably a kind of manipulative, to improve spatial reasoning in students by addressing the problem in two as well as in three dimensions. Lieban (2018) discusses how knowing one representation of a problem can help to visualise and comprehend other representations. Not only switching between dimensions could be trained by the game, but more mathematical, artistic, and STEAM related subjects can be supported.[br][br]Mathematical concepts related to jumps between plain and volume, spatial geometry, combinatorics, algebra, figurating numbers and tessellation can be introduced and connected to artistic thinking such as analysing the light-shadow effect on different angles and slopes. Also graph theory can be explained connecting to for example computer related skills like network science and polygonal modelling. [br]Art education is connected by design thinking, relief structures, light and shadow effect, basic figurative forms. And also social skills can be trained such as problem solving skills, cooperation skills in peer learning and non-verbal communication. In addition, the game might help with inclusivity by collaborative activities with visually impaired children.[br][br][br]

Logifaces aims at helping teachers introduce and practise a variety of mathematical, scientific, artistic and more concepts. It was created by Daniel Lakos, a Hungarian architect and designer, assistant professor at Moholy-Nagy University, Budapest (MOME). A group of teachers, researchers and designers from Austria, Finland, Hungary, and Serbia joined forces to investigate and develop examples of educational activities in the project The Logifaces Methodology: analogue game for digital minds. Many activities revolve around using the game blocks as manipulatives such as the proposed workshop involving the creation of 3D models of the blocks themselves. Using the blocks as a point of inspiration and motivation to engage students in mathematical and multidisciplinary learning projects fulfils the recommended skill development of the European Council. The geometry of the blocks invites using them as manipulatives in various STEAM areas revolving around spatial, visual, and computational thinking. [br][br]The coordinator of the Logifaces project is Planbureau Kft situated in Budapest, Hungary. Further partners involved are the Akademische Gymnasium in Wien, Austria, the Experience Workshop in Jyväskylä, Finland, Johannes Kepler Universität Linz (JKU), Austria, Lauder Javne Zsidó Közösségi Óvoda, Általános Iskola, Középiskola és Zenei Alapfokú Művészeti Iskola in Hungary, and Osnovna i srednja skola sa domom ucenika Petro Kuzmjak in Serbia.