This short presentation is devoted to briefly introduce the InterGeo project and to present their most recent news, specially the search of country representatives and curricula decoders.

Abstract.
T-algebra is an interactive learning environment for exercises in four areas of school mathematics: calculation of the values of numerical expressions; operations with fractions; solving of linear equations, inequalities and linear equation systems; operations with monomials and polynomials. The student solves the task step by step. At each solution step the student selects the operation, indicates the subexpression(s) to be changed and enters the result of conversion. The program checks all three stages of the step, gives feedback and hints. T-algebra implements 61 task types.

The slides contain an introduction to the GF Resource Grammar Library, its usage in the WebALT project, and a call for a Summer School aiming to extend the library to all 23 official EU languages.

Curricula changes in the Finnish school system have happened in ten year intervals. In mathematics they have followed the international trends. The most obvious changes are the following:

1. Mathematics at school became descriptive - exact definitions and proofs were largely omitted.
2. Geometry and trigonometry were neglected.
3. Computations were performed by calculators and numbers and not on a more advanced level.

Teachers and students at universities today are surrounded by diverse technologies, but the average profit got from them is not very high, and in addition it presents great variability too. The effects of technology on the curriculum seem to be rather peripheral, even for the new Bologna degrees, and for most people it is not clear, at least in the case of Mathematics, how curricula could be modified to optimize learning with the help of the available technologies. In this talk these issues will be analyzed by first presenting the current situation and then advancing possible ways forward.

The study of Mathematics has always been particularly difficult for blind individuals. Indeed we can observe that a large majority of blind pupils do not succeed in maths studies, while the average mainstream pupil succeeds more easily. As maths is crucial in most science disciplines, this limits study options and future job opportunities for blind people. We assert that there is no reason that mathematical semantics can not be understood because of blindness; rather the biggest barrier is access to mathematical content, which can only be through speech or Braille.