Towards a Wiki for Interactive Educational Mathematics Christoph Lange Computer Science, Jacobs University Bremen, ch.lange@jacobs-university.de Abstract. Two tools addressing different aspects of educational math- ematical documents have been developed in our research group and presented to the JEM community on 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 pa- per, 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. 1 Vision We envision an integrated environment that is potentially open to all aspects of mathematics in education. The system would consist of a database of educational mathematical knowledge, but also be interlinked with external resources on the web. Both learners and teachers would collaborate in that system. Learners would mainly consume educational content. That does not only mean reading static documents, as they have been prepared by the teachers, but we envision interactive documents that invite the reader to explore additional information – inside the knowledge base, or involving external resources or web services –, and to modify the presentation of the knowledge according to their preferences. Teachers would mainly contribute content to the knowledge base, or maintain existing content. But learners would also be able to contribute – their homeworks, for example. All users of the system would be connected to each other by a commenting function: Learners would be able to comment on documents provided by teachers – e.g. giving them feedback on how well they understand them. Conversely, teachers would give learners feedback on their homework. The same feature could also be used for peer review – both among learners and among teachers. The system would support users to point out what exactly they consider wrong or improvable in given resources, and, possibly, how they would improve the content. Based on that information, the system would be able to assist authors. The system that we envision has the potential to blur the boundaries between readers and writers, learners and teachers. While we consider this technically feasible, we are aware of the fact that it may not always be socially desirable. Therefore, the system should have a comprehensive permission management, and we leave the decision on what collaboration features to enable to the teachers setting up the system.