In line with the EU strategies for 2020 and the continuing and increasingly urgent priority in all Member States for developing the competences of teaching staff (EC, 2012), the project identifies key issues for which effective teacher education programmes should be developed. Taking into consideration the current reform in the Mathematics curriculum in Cyprus which focuses on innovating and improving the quality of teaching and learning in Mathematics, the project’s objectives regarding teaching staff are:(a) to develop skills for designing and implementing teaching situations that are based on inquiry-based instruction; this kind of instruction fosters the construction of mathematical concepts by the students and of problem solving strategies. (b) to improve skills for using ICT in order to provide their students with new learning opportunities and enable them to acquire knowledge and understanding in mathematics in a flexible way. (c) to deepen understanding of new mathematics curriculum areas and content, such as algebra in the primary grades.(d) to actively participate in designing, implementing, and evaluating mathematics lessons that incorporate innovative approaches to Mathematics teaching and learning. As recommended by the European Council (2014) and the European Commision (2012), the project’ participants will be:• new teachers in the context of initial professional development• teachers who have been in the profession for a long time in the context of continuous professional development• school education staff that is currently involved in writing the new mathematics textbooks in Cyprus and providing training regarding the reformed Mathematics Curriculum.The project will address the proposed objectives in an integrative way by combining staff training events and teaching assignments . Specifically, the following activities will be carried out:(a) Participation in a structured training course provided by experts in the field of Inquiry-based Learning at the University of Nottingham(b) Participation in a structured training course provided by experts in the field of ICT in Mathematics Education at the University of Athens(c) Participation in a structured training course provided by experts in the field of Algebra at the University of Utrecht(d) Organization of teaching assignments in two partner schools in Athens which aim to contribute in better understanding how the key innovations that are introduced by the new Mathematics Curriculum in Cyprus enhance high quality teaching and why these key innovations represent challenges and expectations that are placed upon all the schools of the Member States.The methodology that will be followed involves for each corresponding mobility four fundamental phases: (a) Preparation phase: Material for preparation will be provided to the participants before each mobility. Practical and logistic matters will be discussed. The sending and the receiving organizations will define the objectives and activities, and specify the rights and obligations of each party.(b) Mobility phase: During the period abroad, one representative from the applicant organization will monitor the work programme and progress.(c) Follow-up phase: After each mobility, school meetings and sessions will be organized in order the participants to inform other school staff about the learning outcomes of the activity. School Advisors will cooperate with teachers for implementing lessons based on Inquiry-based Learning and ICT. A Conference will also be organized by the applicant organization and the partner schools.(d) Evaluation phase: the learning outcomes will be evaluated through different methods, involving the implementation of lessons and the allocation of a questionnaire about teachers self-efficacy prior and after the project.The project will bring positive and long-lasting effects on the participants and participating organizations involved, in at least three specific ways:(a) The planned activities will produce high-quality learning outcomes which focused on the development of skills for designing and implementing innovative teaching situations in mathematics. (b) The project will contribute to the development of a European dimension in the participating schools. All parties of the project face the same calls for radical changes in mathematics education and for significantly reducing low achievers in Mathematics (EC, 2013). (c) The project will reinforce the capacity and international scope of the participating organizations. The mobility project will be the first step for strengthening the collaboration between the sending organization and the receiving organizations.The potential longer effect of the project is the development of a well-established project that sets the framework for effective strategies and practices for organizing teacher education programmes at local or European level.