1. MetaMath Project Overview Sergey Sosnovsky Saarland University

2. Project Profile Funded under Tempus IV program (6 th call) Overall budget: 1,144,862.55 € 10 partners: -2 from Germany -1 from France -1 from Finland -6 from Russia Start: 01/12/2013 Finish: 30/11/2016 -8 Universities -1 Research Institute -1 NGO

3. Project Motivation and Approach High-quality Science, Technology, Engineering and Math (STEM) education is crucial for economic development of Russia Deterioration of STEM education in the 90s Increasing demand for a new generation of engineers now Mathematics an Statistics are the fundamental cornerstones of STEM education EU and US are heavily investing in ICT-enhanced Math educational solutions and have promising results The project approach is two-fold 1.Structural improvements of Math curricula in line with the Bologna principles and best EU practices 2.Introduction of new educational technologies for new pedagogical scenarios

4. Project Objectives Implement a comparative analysis of the national math curricula for STEM disciplines Modernize math and statistics curricula for a selected set of engineering and sciences studies Localize the European TEL tools for partner universities Build a capacity in local universities to effectively implement, maintain and develop TEL for math education. Conduct pilot a evaluation of the impact of the new curricula on the quality of studies in math and statistics, as well as on quality of engineering and sciences education in general. Disseminate the results of the project.

5. Project Structure Phase1: Best practice exchange and pedagogical preparations Phase2: Curricula reforms and capacity building Phase3: Pilot implementation and evaluation

6. Phase 1: Best practice exchange and pedagogical preparations Define a methodology for Math curricula comparison Conduct a series of case studies between EU and Russian Universities on the compatibility of their STEP curricula Define recommendations for structural curricula improvements in line with the Bologna principles Identify the areas most suitable for the introduction of TEL tools.

7. Phase 2: Curricula reforms and capacity building Each Russian University will select 2 STEM curricula and develop updated versions Special attention will be paid to the introduction of TEL methods and tools eLearning math content and appropriate assessment material will be selected Math-Bridge platform will be localized and teachers will be trained to use it

8. Phase 3: Pilot implementation and evaluation Updated courses will be implemented within Math-Bridge Large-scale evaluation studies will be designed and conducted in order to verify the impact of the updated, Math-Bridge-enhanced curricula The results will be analyzed and disseminated

9. WP1: Math Curricula Comparative Case Study Activity 1.1 Case Studies methodology development Activity 1.2 Learning European experience Activity 1.3 National math curricula workshops Activity 1.4 Case Studies writing and evaluation Lead partner: USAAR Duration: M1-M12 Deliverables: – D1.1 Comparative Case Studies Methodology – D1.2 Series of study visits – D1.3 Comparative case studies

10. WP2: Math Curricula Modernization Activity 2.1 Curricula modernization Activity 2.2 Math teaching materials selection Activity 2.3 European expert evaluation Activity 2.4 National expert evaluation Lead partner: TUT Duration: M6 – M18 Deliverables: – D2.1 Revised Math teaching plans within STEM curricula – D2.2 Math teaching materials selected – D2.3 National curricula workshops

11. WP3: Tools and capacity building Activity 3.1 Technical capacity building Activity 3.2 Content localization Activity 3.3 Math-Bridge localization, installation and testing Activity 3.4 University teachers training Lead partner: DFKI Duration: M15 – M24 Deliverables: – D3.1 Localized Math Content – D3.2 Localized e-Learning tools for mathematics – D3.3 Training programme for University teachers

12. WP4: Math Curricula Pilot Implementation and Evaluation Activity 4.1 Evaluation methodology Activity 4.2 Two semester pilot implementation Activity 4.3 Processing and presentation of the evaluation results Activity 4.4 Post-evaluation update for the curricula and accreditation preparation Lead partner: NNSU Duration: M25 – M33 Deliverable: – D4.1 Evaluation methodology – D4.2 Evaluation Report – D4.3 Documents for curricula accreditation

13. WP5: Dissemination and Sustainability Activity 5.1 Regional website "Mathematics and Statistics for Technical and Engineering Education in Russia” Activity 5.2 Annual project workshops Activity 5.3 Traditional dissemination Activity 5.4 Final Project Conference Activity 5.5 Revision of national standards and accreditation Lead partner: USAAR Duration M1 – M36 Deliverables: – D5.1 Website "Mathematics and Statistics for STEM" – D5.2 Dissemination events report – D5.3 Promotional materials – D5.4 Inter-University Memorandum – D5.5 National accreditation applications

14. WP6: Quality control, Management and Coordination Activity 6.1 Quality Control Framework Activity 6.2 Project Management Framework Lead Partner: USAAR Duration M1 – M36 Deliverables: – D6.1 Quality Control Framework and Report – D6.2 Project Management Framework and Reports

15. Universität des Saarlandes (USAAR) Overall Project Coordinator (planning, coordination and monitoring, quality control, financial management, reporting, etc.) E-Learning capacity building programme in partner Universities Leading the case studies Developing the methodology for impact evaluation Assisting 4 Russian students to get enrolled for 1 semester at USAAR Steering the overall project dissemination

16. German Research center for Artificial Intelligence (DFKI) Represents technological expertise covering broad range of ICT-enabled learning methods for Math education Maintains the largest repository of online learning resources for mathematics covering the University curricula in the majority of the EU countries (Math- Bridge) Leading localization of Math-Bridge and its content Technical support of the activities in WP4 and WP5, troubleshooting

17. Université Claude Bernard Lyon 1 (UCBL) Represents a classical example of European Math education with specific focus on school education WP1: Contributes to the Case Studies methodology development and evaluation; Provides its case description WP2: advising and consulting; quality control WP3: contribution to the teachers training WP4: consulting; assisting 4 students to get enrolled in Lyon for 1 semester WP5: participation in dissemination WP6: contribution to management and quality control

18. Tampere University of Technology (TUT) Represents a case of a European math curricula and application of TEL in math education in STEM disciplines WP1: Contributes to the Case Studies methodology development and evaluation; Provides its case description WP2: Leading WP2 WP3: contribution to the teachers training WP4: consulting; assisting 4 students to get enrolled in TUT for 1 semester WP5: participation in dissemination WP6: contribution to management and quality control

19. Association for Engineering Education of Russia (AEER) All-Russian public network with 63 regional departments The main goal of AEER is to facilitate the improvement and development of engineering education in Russia. WP1: contributes to the Case Studies overseeing quality aspects WP2: oversee quality assurance issues in all curricula modernization efforts WP3: ensuring "accreditability" of the modernized curricula WP4: contribution to the evaluation methodology, mainly in assessment methods aspects WP5: leads nation-wide dissemination WP6: contribution to the management

20. Saint Petersburg Electrotechnical University (LETI) Is an agenda-setting University in the Russian STEM education, house of the UMO - Academic-Methodical Unit - for STEM education (electronics, radiotechnics, biomedical technics, automation). It will define its additional role as a country-wide multiplier. WP1: oversee academic soundness and acceptance of the curricula reforms; participates in Case studies, leads one national case development, integration and translation of the resulting book into Russian; WP2: selects 2 STEM curricula and revise them using best European and national experiences, participate in the content selection for TEL introduction; WP3: builds eLearning capacity (purchase and installation of equipment, training of personnel); contributes to Math-Bridge localization in Russia; WP4: contributes to preparation and implementation of the evaluation; selecting 3 students for studying in Europe WP5: contributes to dissemination in Russia WP6: contribution to the management and quality control activities

21. Nizhny Novgorod State University named after Lobachevsky NNSU is an example of a large National Research University with a federal mission and visibility offering the spectrum of STEM studies (the central priority - Information and Communication Technologies), it will play a role of a local coordinator in Russia WP1: participates in Case studies, leads one national case development, integration and translation of the resulting book into Russian; WP2: selects 2 STEM curricula and revise them using best European and national experiences, participate in the content selection for TEL introduction; WP3: builds eLearning capacity (purchase and installation of equipment, training of personnel); leads Math-Bridge localization in Russia; WP4: contributes to preparation and implementation of the evaluation; selecting 3 students for studying in Europe WP5: contributes to dissemination in Russia WP6: contribution to the management and quality control activities

22. Tver State University (TSU) Represents particular case of a middle-size regional University focused on the regional needs. WP1: participates in Case studies, leads one national case development, integration and translation of the resulting book into Russian; WP2: selects 2 STEM curricula and revise them using best European and national experiences, participate in the content selection for TEL introduction; WP3: builds eLearning capacity (purchase and installation of equipment, training of personnel); contributes to Math-Bridge localization in Russia; WP4: contributes to preparation and implementation of the evaluation; selecting 3 students for studying in Europe WP5: contributes to dissemination in Russia WP6: contribution to the management and quality control activities

23. Kazan National Research Technical University named after A.N.Tupolev (KAI) One of the oldest and largest technical Universities of Russia with a particular area of specialization: Aeronautics and Space. It represents a particular case of a large technical University. WP1: participates in Case studies, leads one national case development, integration and translation of the resulting book into Russian; WP2: selects 2 STEM curricula and revise them using best European and national experiences, participate in the content selection for TEL introduction; WP3: builds eLearning capacity (purchase and installation of equipment, training of personnel); contributes to Math-Bridge localization in Russia; WP4: contributes to preparation and implementation of the evaluation; selecting 3 students for studying in Europe WP5: contributes to dissemination in Russia WP6: contribution to the management and quality control activities

24. N.P. Ogarev Mordovia State University (MSU) Represents a particular case of a large classical University (National Research University) serving a particular region. WP1: participates in Case studies, leads one national case development, integration and translation of the resulting book into Russian; WP2: selects 2 STEM curricula and revise them using best European and national experiences, participate in the content selection for TEL introduction; WP3: builds eLearning capacity (purchase and installation of equipment, training of personnel); contributes to Math-Bridge localization in Russia; WP4: contributes to preparation and implementation of the evaluation; selecting 3 students for studying in Europe WP5: contributes to dissemination in Russia WP6: contribution to the management and quality control activities