Across mathematical cultures within the partnership a desire exists to enhance the experience of math learners in the age group 11 to 19 in secondary schools. The partnership is 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 is 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 is 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 is needed. We seek to promote 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 will be involved in the project as advicers, part of steering groups and disseminators. It is hoped that through this projects three partners, representing three mathematical cultures, each with their specific skill set concerning each aspect of the pedagogy and research process, should work 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 will apply 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 will be facilitated by three educators working as a research triad. The research triad will consist of three math educators who will opt into the project and be guided by a project lead within each institution. Within each institution an Action Research approach will be taken as the methodology of research. A commonly agreed and collaboratively developed method will be applied at the start and end of each phase to measure attitudinal change of both students and teacher participants. The same process will be 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 will be carried out in the spring of 2017. The project will be widely disseminated through local, regional and national networks of the partners themselves, and through the networks of the associated institutions for higher education and national agencies for education. The project is expected to have an direct impact on the teaching and learning of Mathematics, which in turn will have an impact on the students results. It will impact the training of future teachers as well as the continuous professional learning of the teachers active in the European schools today. Through Questioning, teachers who put stimulating questions to their students, new innovative ways to use ICT tools, and the use of Assessment as Learning, comes increased interest in math and with that increased motivation and an elevated ability to manage advanced mathematical reasoning. This in turn will enhance the results. This is particularly the case for male leaners of math where all partners felt that the gap between the genders was a concern, but is also promoting the quiet girls ability to discuss, ask questions and express themselves. It is hoped that the report based on the findings of developing and applying variations of TEMP across two years and three mathematical cultures will be of value to a large range of interested parties. We hope that the ICT tools developed through the project, once made available through our project website and social media, will be of use to a range of educators. We also hope that due to the design of the project that further aspects may emerge which could generate initial reports and further collaborative projects.