Web page (in Spanish) of the Spanish founded project "Math-E-leaning", an study of the educational technologies and ICT used in teaching and learning mathematics at the Spanish Universities

In this article we present a review of the state of the art in mathematical e-learning and some personal experiences on this area developed during the last eleven years at the Open University of Catalonia (UOC), a completely online university located in Spain. The article discusses important aspects related to online mathematics courses offered in higher education programs, including: benefits and challenges, universities offering this type of education, methodological considerations, emergent technologies, learning projects and environments, etc.

This presentation introduces the thematic network JEM and its activities. JEM aims to promote the adoption of computer technologies for the improvement of the way mathematics is taught and communicated. The network portal has been the main vehicle to build a social community blending the expertise of developers, authors and teachers of mathematics and currently also offers a learning repository both for educational resources and for publication of case studies.

The MathDox format is an XML based language for interactive mathematical documents. MathDox documents can be transformed into web pages by the MathDox Player. These web pages are dynamic and interactive, support rendering of mathematics, offer easy access to computer algebra systems, and are equipped with a convenient mathematical input system making it for the user possible to create mathematical input in the semantically rich OpenMath language.

Web-based automatically graded exercises are presented and their various uses in education. For example for formative testing, practicing and gradebook. Also feedback from students that used the system is discussed. Finally a couple of case studies about results and benefits of using the system are presented.

The presentation is in Finnish.

I am glad to announce that the Proceedings of the 2nd Workshop on Scientific Communities of Practice are online now.

The workshop raised a lot of interesting discussion on scientific tools and methods that potentially can support the scientific community, in particular, the Science Technology Engineering and Mathematics disciplines.

See also http://arxmliv.kwarc.info/

Although outsiders may get the impressions that mathematical practitioners form a homogeneous, unified community and share the same practice all over the world, they actually form various sub-communities that differ in their preferred notations, basic assumptions, and motivating examples. This heterogeneity can even be observed when looking at the foundation of mathematics. Here very large and relatively stable communities have formed in the late 19th and 20th century that differ in their basic assumptions about the nature of mathematics.

We propose a series of methods to reconstruct and represent the evolution of a field of science at different levels: namely micro, meso and macro levels. We use a previously introduced asymmetric measure of paradigmatic proximity between terms that enables us to extract structure from a large publications database. We apply our set of methods on a case study from the complex systems community through the mapping of more than 400 complex systems science concepts indexed from a database as large as several millions of journal papers.