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Children with complex communication needs who use voice output communication aids seldom engage in extended conversation. The "How was School today. . . ?" system has been designed to enable such children to talk about their school day. The system uses data-to-text technology to generate narratives from sensor data. Observations, interviews and prototyping were used to ensure that stakeholders were involved in the design of the system. Evaluations with three children showed that the prototype system, which automatically generates utterances, has the potential to support disabled individuals to participate better in interactive conversation. Analysis of a conversational transcript and observations indicate that the children were able to access relevant conversation and had more control in the conversation in comparison to their usual interactions where control lay mainly with the speaking partner. Further research to develop an improved, more rugged system that supports users with different levels of language ability is now underway.

This chapter describes the purpose of the Framework for the PISA surveys of mathematical literacy and its evolution from 2000 to 2012. It also describes some of the analysis and scholarship on which the key constructs of the Framework are based, and links to kindred concepts in the wider mathematics education literature. The chapter does not intend to present the Framework but instead to share insights into its creation by successive Mathematics Expert Groups. The main Framework concept is that of mathematical literacy which has its roots in recognition of the increasing importance of mathematical proficiency in the modern world. The chapter describes mathematical literacy, its evolving definition and the origin of the term within broadened notions of literacies and its relationship to other terms such as quantitative literacy and numeracy. It describes the central constructs of the Framework, which are used to describe what abilities make up mathematical literacy and are also used to ensure that the item pool is comprehensive and balanced. These are the real-world context categories that group the source of mathematical challenges, the phenomenologically-based content categories, the fundamental mathematical capabilities and a set of processes based on the mathematical modelling cycle. The way in which new technologies have expanded the view of mathematical literacy and how this has been assessed through the 2012 computer-based assessment of mathematics is also discussed.

Summarising georeferenced (can be identified according to it's location) data in natural language is challenging because it requires linking events describing its nongeographic attributes to their underlying geography. This mapping is not straightforward as often the only explicit geographic information such data contains is latitude and longitude. In this paper we present an approach to generating textual summaries of georeferenced data based on spatial reference frames. This approach has been implemented in a data-to-text system we have deployed in the weather forecasting domain.

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