The pilot at the University of Warwick was especially useful to us as the devlopment team in Birmingham as it involved a totally independent team who downloaded, installed and used the system for an academic year. Staff development took place to enable colleagues to learn the highly technical aspects of authoring their own learning materials in the STACK format.

We recieved detailed feedback from (i) their students and (ii) the colleagues authoring their own questions. Both have guided the further devlopment of the system from Jan 2007 onwards.

Convince teachers to use steplets as a tool in mathematics teaching.

We adopt the definition of algebraic modeling formulated by various authors in the Anthropological Theory of the Didactic as a basis to define ''functional-algebraic modeling''.

Analyze both the conditions needed to teach and learn this activity at the end of secondary level (16-18) and the constraints that hinder its development in the classroom.

The analysis is supported by a teaching experimentation carried out in a “workshop of mathematics modeling” centered on the study of a business situation (how to make money by selling T-shirts?) using the symbolic calculator WIRIS CAS.

The first challenge was the learning material. There wasn't any. There was only questions in the air. What kind of? How hard? How many questions?
The pupils are only 12-13 years old so the material should be in that level. I created the material according to a few course books and curriculum. After the course i can see if it was suitable.
There is a visually handicapped pupil in the test class. I'm really eager to see how she is doing in the course.

• Creation of semantically enriched educational content: creating semantically enhanced learning objects and documents.
• Provide added-value services based on the machine-interpretable content.
• Contextualize learning content by explicating information about learning objects as well as the relation to other objects.