In this talk, I summarize the goals and achievements of the JEM, Joining Educational Mathematics, project which has reached its conclusion after a three years lifetime.

Students can answer quiz questions by sending SMS messages to a server that grades students' answers automatically and keeps students' grade books. This is a very powerful tool in education. Using Real Times Quizzes completely changes the dynamics of the classroom. Students are more focused. Real time Quizzes support learning also in the way that, with proper use of these quizzes, it is possible to catch students' misconceptions before they have time to root into students' thinking.

Information and Communication Technology has the potential to make education more effective and more efficient. Various projects and persons have created sophisticated tools, like ActiveMath, MathDox, OMdoc, STACK. These systems incorporate very advanced tools that can revolutionize education. Yet they are not being widely used. In fact, all the efforts to develop systems, services and content have resulted to mere scratches on the surface of traditional education if measured by revenues of eLearning and those of traditional instruction.

The number of students studying sciences in Europe has steadily declined to such an extent that this is seen as a threat to the competitiveness of Europe. In France the decline has been about 5% each year during the past several years. Inquiry Based Study, IBS, is the paradigm that is generally seen as a possible way to increase students’ interest in sciences.

We present a Single Variable Calculus course that has been delivered purely online for the past three years at the University of Helsinki and partially online at Florida State University. We discuss its methodological and pedagogical design as a case study.

Problems that an instructor faces when using technology in his or her everyday work are discussed. Standards are crucial, but such is the ease of use as well. A consequence of the latter is that PowerPoint emerges as probably the most important tool facilitating the job of an instructor. In synchronous on-line teaching situations, there is almost no choice today. The development of instructional technology is very fast and current technical solutions may become obsolete in several months rather than years. Will PowerPoint still prevail?

This video is based on the talk given by M. Seppälä at the JEM Workshop in Barcelona on June 9, 2009. The video discusses the potential of Real Time Quizzes in class rooms, and describes the TSARQ system, developed by the WebALT Company, which allows the instructor to administer quizzes to which students respond by sending SMS messages with their cellular telephones. This is a very powerful notion, and allows one to integrate Assessment for Learning to instruction in a completely new way. The WebALT Team, Dr. Lebedev, Dr. Caprotti and Dr. Pauna, is responsible for the work presented here.

We present how to set up VLEs to accommodate mathematics learning. We concentrate on the popular open source Moodle platform and introduce input filters to conveniently write and display mathematical formulas. Moreover, we present techniques for doing interactive math questions in Moodle.

Workshop that concentrates on using automatic assessment in mathematics education in various school levels. We introduce the type of content that has been used in high schools, technical engineering schools and universities and different methodologies that are suitable in these environments. We provide teacher guide lines and case studies. We also discuss the new possibilities given by using the automatically graded exercises in mobile phones as quick "clicker" type tests in middle of lectures.

Electronic resources, that is eContent, produced for education ‘’travels well’’ when it can be reused across national borders and in different curricular frameworks. In this talk, we discuss what features of mathematical eContent contribute to making it travel well. In particular, we will talk about semantic markup such as Content MathML and OpenMath, and about metadata descriptions of the learning resources. We will look into ways of producing mathematical eContent and how it can be converted to ad-hoc formats, including those that are accessible.