In the European context, a substantial proportion of students exhibit low performance in science —and especially in mathematics — despite significant disparities across national education systems. Enhancing students’ academic achievement in mathematics may be effectively supported by instructional approaches that prioritize fostering motivation and active engagement, and reducing anxiety throughout the learning experience. In this regard, research has begun to provide initial evidence about the effectiveness of integrating drama and theatre approaches and techniques into mathematics teaching on students’ motivation, engagement, and achievement.

In light of these considerations, the Teaching Mathematics Using Drama - TIM^2 Erasmus+ project is intended to implement and evaluate a methodology to foster students’ mathematics skills learning through strategies derived from drama and theatre practices. This approach is designed to reduce anxiety while fostering improved mathematical literacy in students from primary and early secondary education.

Aim of this paper is to summarize the core principles of the TIM methodology as well as the structure of the training program designed for teachers interested in implementing and benefiting from this methodology in their educational practice. Furthermore, the paper presents insights into participants' perceptions and levels of satisfaction with the training experience, along with their views on its effectiveness, gathered from a sample of European teachers who agreed to be involved in the project activities. These findings have important implications for enhancing student engagement and achievement, informing teaching practices, and guiding future research in mathematics education.

Keywords: Drama techniques, theatre, education, mathematics, learning.