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.

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.

Within MathDox, an open source system for presenting highly interactive mathematical documents over the world wide web, we have developed an exercise system. This exercise system consists of an XML-format for interactive mathematical exercises, a player of these exercises and tools for using the exercises inside Learning Management Systems. We discuss the features of our system by way of an extended example.

In 2008, a small team of university and secondary school teachers in the Netherlands
jointly developed an e-class for students in their final pre-university year
(age: 17-18 yrs) about continuous dynamical systems. The e-class is an innovative way of
teaching and learning mathematics and science by way of web-supported instruction in a
blended learning approach. The e-learning ingredients are: an on-line instructional text,
Java applets for students' explorative work,
Java exercise applets, video clips of worked-out examples, and

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

This presentation, delivered at the ALE2009 JEM Workshop held on June 9, is aimed at describing the main features of the diagnostic assessment at the Mathematics and Statistics School and the Civil Engineering School of the UPC with regard to mathematics and physics.