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.

A poster on the Diagnostic Test presented at the conference ALE2009. For a more detailed view, see Design and Implementation of Diagnostic Assessment at UPC

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.

MathML3 uses OpenMath Content Dictionaries to underpin the semantics of the elements in Content MathML. Mostly the existing "MathML CD Group" collection of dictionaries has proved sufficient for this task, however it has proved necessary, or convenient to extend some of the CDs with additional symbols, and to add a couple of new Dictionaries.

This talk, presented to the OpenMath Workshop, introduced these changes, and was followed by a formal vote of the society to accept the updated Content dictionaries.

In most European countries there is a high demand for tailored remedial teaching materials for
mathematics enabling the transition of students from schools to higher education, in particular
engineering students. As a rule, existing content for remedial mathematics is available in a single
language only, rarely online and badly accessible. Moreover, it is represented in multiple formats, in
various notations, and cannot be tailored to the learners' needs.

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.

We have presented several improvements in e-learning mathematics at UNED (Distance Spanish University) for which we have profited from cooperation with the JEM network.
More concretely:
- Mathematical editors for the platform Alf (e-learning platform of UNED)
- Remote Java laboratories
- Establishment of collaborations with other iberian distance
universities: UOC (Catalunya) and Universidade Aberta (Portugal)

In the Netherlands, a severe gap is felt between secondary and higher education when it comes to mathematics. For several years, a dispute is raging about causes and remedies. The gap in the mathematics transition was even a central topic in a parliamentary investigation into the problematic outcomes of educational innovations.

An overview of the teaching, innovation and research that people of the UOC have been doing during the JEM project period, with a special emphasis on how we have profited from participation and cooperation within the network. The main subject of the work presented is e-learning of mathematics for distance high education: methodologies, technologies and best practices developed in the JEM network project context.
- Mathematical E-learning Project (MEL): an study of the MEL best practices at the Spanish Universities
- Digital locution and automatic verbalization of formulae

Two tools addressing different aspects of educational mathematical documents have been developed in our research group and presented to the JEM community at previous occasions: SWiM is a semantic wiki for collaborating on such documents, and JOBAD is a framework that allows for reading documents interactively. In this paper, we outline a vision of an integrated educational environment for interactive learning and collaboration. Starting from an overview of the current state of both SWiM and JOBAD, we show how the vision can be achieved by integrating both systems.