The purpose of the study that I'll describe at JEM was to evaluate the efficacy of an assessment for learning system named ACED (Adaptive Content with Evidence-based Diagnosis). We used an evidence centered design approach (Mislevy, Steinberg, & Almond, 2003) to create an adaptive, diagnostic assessment system in relation to the pre-Algebra topic of "sequences" (e.g., geometric and arithmetic sequences). ACED includes five main models: competency, evidence, task, presentation, and assembly (Shute, Graf, & Hansen, 2005).

In the time period from April 2001 to December 2004, the development of the web-based learning and teaching environment EMILeA-stat has been funded by the German Federal Ministry of Education and Research (bmb+f). During this period, a consortium of several German universities was involved in the design and programming of the environment as well as the creation of its contents. EMILeA-stat contains a wide variety of introductory texts, examples, exercises and interactive visualizations for different topics in statistics and probability.

In this talk, we will discuss three main issues: (a) the importance of ICT in the Portuguese Education System (PES), including new national initiatives and their impact in the New Curriculum for the Portuguese Basic Education; (b) the initiatives EECM, PmatE, TextMat, and IntBooks; and (c) our point of view regarding the current PES, the TERC reform in the US, and how the AA model may help to clarify some questions in Education.

In a virtual learning environment with contents that follow textual and graphic (image) formats the correct reading of formulas and mathematical expressions is not feasible. The students of such non face-to-face simply do not “hear” how the formulas are read and therefore they can not access that important competence.

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.

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.

This paper reports experiences in constructing web-based questions and assignments and delivering weekly exercises and formative tests in mathematics at upper secondary level in the Helsinki School of Natural Sciences.

During the WebALT project 2006-2007 and after it we have been constructing over 1000 algorithmic and interactive web-based questions for upper secondary level. The software we have used is MapleTA.

A hallmark of the traditional approach to teaching is the importance of practice. Computer aided assessment provides one mechanism to automate this, providing immediate feedback to students and relieving teachers from repetitive marking. This paper is a follow-up to the JEM presentation given in Lisbon in Feb 2007 in which we asked "what is a mathematical question?". In this talk we will provide our answer. In particular we shall demonstrate the concept of mathematical question which has been implemented as part of the STACK computer aided assessment system.

The generalized availability, and the abundance, of digital resources for mathematics teachers entail a complete metamorphosis of the curriculum material, still in progress. They also yield a deep change in teachers’ professional knowledge and development. This statement leads to study mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts, sharing recombined resources etc. This documentation work is at the core of teachers’ professional activity and professional development.

By exploiting synergies between available multi-purpose office machines and electronic document readers (with annotation capabilities), we can provide teachers with a mobile platform for exam reviewing. I will tell my experience on developing and using a system at my school for exams of about ninety students. As a bonus, we obtain automatic collection of grades and the possibility for the students to view their corrected exercises online.