The project emerged from the desire across mathematical cultures within the partnership to enhance the experience of math learners in the age group 11 to 19 in secondary schools. The partnership was composed by the administration for child and education in the Swedish City of Västerås, the Colegiul National A T Laurian in Botosani, Romania and the UCL- Academy in London, UK. It was well composed as the mathematical cultures represented within this project each approach the teaching of, the learning process of and the output of math slightly differently, yet all recognise a common need to address the three pedagogic themes, Questioning, ICT enhanced learning and Assessment as Learning. The project was therefore based on drawing these three elements together to enhance questioning, assessment and practices of blended learning. For this to be successful a new pedagogy needed to be developed. We have therefore promoted collaborative teacher development within Math pedagogy, through a shared approach to research, a shared project development and application, shared dissemination of findings and through a joint teacher training enabling math professionals to share practice across European boundaries. Each partner is associated with at least one institution for higher education that has been involved in the project as advicers, part of steering groups and disseminators. Through this projects three partners, representing three mathematical cultures, each with their specific skill set concerning each aspect of the pedagogy and research process, have worked together to devise, trial, apply, review a Technology Enhanced Mathematical Pedagogy (TEMP).
Between September 2015 and June 2016, working collaboratively to develop TEMP each partner has applied TEMP to a particular mathematical concept and cohort of students relevant to the context of each partner; for example underachieving boys learning algebra or functions. An application of TEMP within a partner institution has been facilitated by three educators working in research triads, the City of Västerås had two triads working in lower and upper secondary schools respectively. The research triad consisted of three math educators who had opted into the project and were guided by a project lead within each institution. Within each institution an Action Research approach has been used as the methodology of research. A commonly agreed and collaboratively developed method was applied at the start and end of each phase to measure attitudinal change of both students and teacher participants. The same process was applied with a new focus for TEMP, based on the results of the first run between September 2016 and the summer of 2017. To further facilitate the transnationality and improve the quality of the final results, the implementation and the sustainability of the project results a joint staff training was carried out in the spring of 2017.