Lesson Plans/Teaching Activities Lesson Plans Teaching activities. General Education Collections/Links Multivariable calculus in the Lab Maple Worksheets for calculus http://math.uww.edu/oldsite/mathlink/lessons.htm
Extractions: Magnet High Schools Appetizers and Lessons for Math and Reason http://www.cam.org/~aselby/lesson.html AIMS Education Foundation http://www.aimsedu.org AIMS Pattern-Based Math/Science Curriculum http://www.aimsedu.org/Documents/Pattern/pat.html CAIN Europe, Educational Material http://www.can.nl/Education/Material/material.html Digital Education Network http://www.actden.com EDU2 Mathematics http://www.wco.com/~ejia/EDU/math.htm Eisenhower National Clearinghouse for Mathematics and Science Education http://enc.org Explorer, K-12 Mathematical Searcher http://explorer.scrtec.org/explorer Instructor's Resources on the Web http://www.thomson.com/pws/resource.html#general Interactive Mathematics Online http://tqd.advanced.org/2647/index.html The Geometry Center - University of Minnesota http://www.geom.umn.edu http://www.ams.org/government Math Forum http://forum.swarthmore.edu MathMagic http://forum.swarthmore.edu/mathmagic The MATHMAN http://www.shout.net/~mathman
The Geometry Of Vector Calculus This workshop will introduce participants to the art of teaching geometric theory (the geometry of vector calculus) and practice (using group activities http://www.maa.org/prep/vectcalc.html
Extractions: Registration: $250.00 Geometric reasoning is the key to bridging the gap between mathematics and the physical sciences. This workshop will introduce participants to the art of teaching geometric reasoning, emphasizing the teaching of multivariable calculus, and especially vector calculus. The geometric content of (single variable) calculus, trigonometry, and linear algebra will also be briefly addressed. This workshop is aimed primarily at college and university teachers who use multivariable calculus in their courses. The workshop is suitable not only for mathematics faculty teaching multivariable calculus, but also for faculty in related disciplines, such as physicists teaching electromagnetism or engineers teaching statics. While prior familiarity with the content would be helpful, the workshop is equally appropriate for faculty who have taught this material for years and those who are about to teach it for the first time. Junior college faculty looking to expand their course offerings are especially welcome.
AMATYC Phoenix - Workshops W6 A Top Ten List of Fresh Ideas for Traditional calculus 1030 1230 Thursday W22 Teaching Introductory Statistics with Data and activities Off-site http://www.amatyc.org/Phoenix/Workshops.html
Extractions: Instructions on How to Do an Internet Presentation Without an Internet Connection A workshop includes active attendee participation, an in-depth treatment of a skill, and significant handouts. Assignments are made on a space available basis, as conference payments are received. Attendees may register for two workshops. The workshops listed as Off-site will be held in a computer lab at City Colleges Center Campus of Phoenix College. All participants should schedule at least 30 minutes each way for travel. The conference program will have a more detailed bus schedule. AMATYC is not responsible for the transportation of anyone who misses the bus. W1 Awesome Activities for Future Teachers
Workshops W6 Teaching an ActivityBased College Algebra Course Sharon North W19 Group activities in Applied calculus Francis Foster, Judy Mee http://www.amatyc.org/Toronto/miniprogram/workshops.html
Extractions: Workshops, and Commercial Presentations A workshop includes active attendee participation, an in-depth treatment of a skill, and significant handouts. Alternate workshops may be indicated on the registration form in case your first choice is closed. AMATYC is continuing to offer workshops FREE to persons who register as conference participants. To enable as many conference registrants as possible to participate, each registrant is strictly limited to two workshops. Seats will be reserved on a first-come, first-served basis as completed registration forms are received by the AMATYC Office. Registration is not complete until ALL fees associated with the registration have been received in the AMATYC office. Exhibitors who are not also registered as conference participants are invited to attend any one-hour session, but will need to register as a conference participant if they wish to attend workshops. AMATYC MAKES NO GUARANTEE THAT ANY CONFERENCE REGISTRANT WILL BE SCHEDULED INTO A WORKSHOP.
The Geometer's Sketchpad® - Sketchpad Links activities, and support materials for teaching and learning mathematics. calculus in Motion. Commerciallyavailable supplemental curriculum for http://www.keypress.com/sketchpad/general_resources/links.php
Extractions: Getting Started Product Information How to Order Curriculum Modules ... general resources links These links take you to other sites discussing Sketchpad or presenting Dynamic Geometry activities, lessons, and ideas. For information about print-based resources, consult the Bibliography Links to sites on external servers do not imply any endorsement by KCP Technologies or Key Curriculum Press. We have chosen sites (some of which are commercial) that are managed in a professional manner, and we try to ensure that links relate to the stated subject matter. As you know, Web site addresses do change. If you encounter a problem with any of these links, please let us know If you'd like to contribute a link to this guide, please send a message to sketchpad@keypress.com These links have been divided into the following categories: This is an arbitrary and selective list of online Sketchpad resources. Type "Geometer's Sketchpad" into your favorite search engine and you'll find thousands more! Many of the links here point to sites containing large sub-collections of Sketchpad material. These "anthology" sites are marked in the list with a red asterisk (
APSI: Courses Lori Edwards has been teaching math for the past 20 years. and activities, use technology related to the AP calculus curriculum and examine the scoring http://www.utexas.edu/cee/uex/apsi/math.html
Extractions: home contact us special accommodation uex University Extension Advanced Placement Summer Institutes home general information summer institute courses policies ... REGISTER fine arts math science foreign languages english social studies MATHEMATICS (July 18-22, 2005) Pre-AP Mathematics for new Pre-AP teachers (high school) *FULL* This course is targeted for new Pre-AP high school mathematics teachers. Topics to be covered include limits, optimization, rate of change, accumulation, piecewise functions, spiraling trigonometry through the high school curriculum, the rule of four, data collection with the CBL, growth and decay, adapting AP Calculus problems to your curriculum, what Pre-AP teachers need to know about the AP exams, some Pre-AP Statistics, and vertical teams. Participants will have an opportunity to explore mathematics Web sites and share a best lesson or activity with each other. Participants Should Bring:
Extractions: William McCallum ... wmc@math.arizona.edu The University of Arizona is one of the original consortium members. Informational Seminars about Reform Calculus were held at various universities that introduced the calculus curriculum to teachers, administrators, parents, and other interested parties at the college and secondary education levels. As college and university personnel and secondary personnel had different concerns on the implementation of the reform calculus separate sessions were held for each level. As an increasing number of schools adopted the CCH textbook, some of the difficulties that instructors had teaching from the new calculus material was brought to the authors' attention. The authors were interested in helping the instructors overcome these difficulties and they wanted to make sure the reform calculus was taught in a manner that would take advantage of its content. Thus, the University of Arizona Workshops on Teaching Reform Calculus were developed. The three-day Workshops on Teaching Reform Calculus are hands-on workshops for individuals who will be using the CCH textbook in their calculus classes (in the coming academic year). Approximately twenty workshops are given each year and are held at national meetings, at the University of Arizona, and on other university campuses. Workshop topics include: discussion of the philosophy of reform calculus, summaries of the topics and concepts of the course, problem solving (this forms the basis of the course and of the workshop), lesson preparation, use of technology, classroom dynamics, homework and tests, and any other issues of concern to participants.
Extractions: Introduction In his remarkable and beautiful little monograph entitled Liberal Education , Mark Van Doren [2] wrote '"Language and mathematics are the mother tongues of our rational selves"that is of the human race...'. We, teachers and practitioners of mathematics, are well aware of the capacity of mathematics to empower the human mind; but I believe that we often forget or ignore the potential power of language, especially written language, as a tool for investigation. Van Doren reminds us that language is coequal with mathematics in its capacity to enable our minds. It is the purpose of this note to discuss an application of written language to the task of teaching (and learning) mathematics. In Everybody Counts: A Report to the Nation on the Future of Mathematics Education [1], we read "Research on learning shows that most students cannot learn mathematics effectively by only listening and imitating...(and)...that students actually construct their own understanding based on new experiences that enlarge the intellectual framework in which ideas can be created." Let us first observe that writing about mathematics forces construction of understanding, because we cannot write coherently about something we have no understanding of. Professors of English tell us again and again of the deep interplay between language and thought.
A Reflection On The Past Role Of Technology to be promoted as a means of enhancing the teaching of such activities, For most of us who learned calculus as a pencil and paper based activity, http://ued.uniandes.edu.co/servidor/em/recinf/tg18/Jones/Jones-2.html
Extractions: If asked to multiply two hundred and thirty four by three hundred and forty six, in the pre calculator era, most students would have reached for a pencil and paper (or chalk and a slate); generally to record the two numbers, most probably in the form 234 346, and secondly to record the steps in the long multiplication algorithm in a similar manner to that shown below: Pencil and paper, as a recording device, and the long multiplication algorithm, as a device to reduce long multiplication to a sequence of single digit multiplications and additions, are both technologies which, in the pre-calculator era, were required by most of us to multiply multi-digit numbers accurately and reliably. If the numbers to be multiplied involved decimals, for example, 2.34 0.0346 the long multiplication algorithm became much more difficult to perform and it was usual to resort to another technology, four figure logarithm tables, to help with the task. Tables of logarithms enabled complex products to be transformed into less complex sums which could be systematically carried out with the aid of pencil and paper as shown in figure Figure 1.
ODU Calculus Project - General Information environment that would be bettersuited for the purpose of teaching calculus. We have found that frequent computer activities (with students active http://www.math.odu.edu/cbii/oducpgen.html
Extractions: The Old Dominion University Calculus Project was initially developed under a grant from the State Council for Higher Education in Virginia (SCHEV). The original proposal, entitled "Development of a Computer-based Calculus Curriculum", was submitted to SCHEV in 1991, and the grant was awarded in 1992. From the very beginning, we set the following two goals: (This, and numerous other aspects of the early developments of the project, are discussed in the article "The Old Dominion University Calculus Project" which will appear in the proceedings of the Sixth ICTCM.) We believe our choice of Mathcad as the primary computing environment, has greatly contributed to what we perceive as a successful project. Our students overwhelmingly agree that Mathcad is easy to learn and use. It also is sufficiently powerful to handle most types of calculus problems, and flexible enough to allow for creating laboratory reports. Having taught numerous sections of computer-based Calculus I (through techniques of integration) and Calculus II (through multiple integrals), we now have sufficient data to compare students in the computer-based sections with students in the traditional sections of calculus. While the common final examinations, administered for both computer- and non-computer-based sections, revealed no apparent difference in regard to the students' analytical skills, students enrolled in the computer-based sections do gain skills that those in the non-computer sections do not, such as:
Laboratory Manual For Calculus Note that this includes using these materials in a class you teach. Activity Riemann Sums and the Fundamental Theorem of calculus (riemann.mcd) http://www.math.odu.edu/~bogacki/labman/
Extractions: This page provides access to the preliminary edition of the Laboratory Manual for Calculus, developed under the Old Dominion University calculus project We intended the manual to be useful to the students in several ways: as a lab assignment guide Activity sections are included in almost all the chapters. Nearly all the activities involve Mathcad (version 5.0 for Windows). Several activities also require Maple V (release 3 for Windows). as a self-study guide Homework Help sections are designed to allow the student to use technology while solving homework problems from the text (Calculus with Analytic Geometry, Larson, Hostetler and Edwards; D.C. Heath, 5th Edition). Some chapters also include a Questions section, intended to help the student assess the insight he or she gained into the visual and numerical aspects of the calculus concepts discussed. as a reference While this guide is not intended to be a software manual, it provides useful information to aid the student in the use of the software during the calculus course(s), as well as afterwards. Software-related information, most of which is given in the course of the activities, is fully indexed for convenience. Appendix A contains a summary of Mathcad operations and functions. Appendix B includes a list of common problems encountered by students while working with Mathcad.
Teaching Portfolio Other TeachingRelated activities. Invited Talks. calculus Reform at Iowa State University, Humboldt State Conference on calculus Reform, Humboldt State http://orion.math.iastate.edu/wagner/Teaching_Portfolio.html
Extractions: 1. Teaching Philosophy and Goals I base my teaching on the belief that the only way to learn mathematics is to do mathematics. While the process of reading examples and proofs in textbooks and from lecture notes is valuable, the real learning comes through one's own efforts at solving mathematical problems, either computational, theoretical, or both. This is achieved mostly through class assignments, but also through in-class discussions and exercises. I view my role as a facilitator for this process. I must design the framework in which learning can take place, and then stimulate and nurture the students' development, giving help in terms of knowledge, techniques, and encouragement. My goals in teaching are not just to promote learning of the subject matter. I also try to help the students learn to think logically, learn problem-solving methods and techniques, and improve writing skills (writing clearly and concisely, explaining step-by-step processes, providing valid reasons for logical arguments). In addition, I try to help students see the course material in a holistic context by requiring them to synthesize the various concepts of the course by applying them together.
Extractions: Cumulative Subject Index for 1986-2000 Return to Subject Index Calculus An Abnormal Witch, Oct 1992, 584-586 Activities: Polygonal Numbers and Recursion, Oct 1990, 555-562 Advanced Placement Calculus Seminars for Teachers, Jan 1987, 76 Advanced Placement Examinations in Mathematics: Calculus AB and Calculus BC, Apr 1991, 322-324 An Alternative Perspective on the Optical Property of Ellipses, Nov 1986, 656-657 Analyzer, Mar 1992, 240 Ants, Tunnels, and Calculus: An Exercise in Mathematical Modeling, Apr 1994, 284-287 Applications of Calculus, vol. 3, Resources for Calculus Collection, Nov 1993, 691 Applied Calculus, Oct 1987, 593-594 Applied Calculus, Jan 1990, 72-73 Applied Calculus, Dec 1990, 749-750 Applied Calculus: An Intuitive Approach for Management, Life, and Social Sciences, Jan 1987, 69-70 Applied Calculus for Business, Economics, Life Sciences, and Social Sciences, Nov 1991, 674 Applied Calculus Second Edition, Oct 1988, 595 Approximation of Area Under a Curve: A Conceptual Approach, Oct 1987, 538-543 Archimedes' Pi-An Introduction to Iteration, Mar 1988, 208-210
Teaching Philosophy The goal of teaching is to let students learn about particular subjects as well Besides lecture and homework, I like to include some inclass activities http://www.aimath.org/~thchan/teach.html
Extractions: Teaching Philosophy of Tsz Ho Chan The goal of teaching is to let students learn about particular subjects as well as to help them develop critical and independent thinking. The basic way to achieve this is through lecture and homework. To me, good lecture consists of concise exposition of a subject, idea or technique and working out examples. It is good to include historical developments and real-life applications. Lectures do not have to be too heavy and detail all at one time. After all, it takes time for students to digest. It may help to leave some gaps or questions in the lecture for students to think about. Also, working out examples in detail is important. They serve as models for writing down mathematical arguments clearly and logically. As for homework, it primarily serves to drill students on mastering a subject or technique. Clear mathematical writing should be emphasized as it helps claify the thinking process. Moreover, homework problems should be well-designed so that they can facilitate the understanding a concept or subject, and stimulate critical thinking. Word problems and open-ended problems are some examples for this purpose. Also, group homework or project can be assigned sometimes. They allow students to communicate, share ideas and learn from one another. Besides lecture and homework, I like to include some in-class activities (either individually or in groups). Through well-designed activities, the students can be led to discover new things on their own which would make a more lasting impression. Also, it provides time for them to think, discuss, communicate ideas and learn from each other. Furthermore, they give the teacher opportunities to assess various students' understanding and progress. Closely related to this is the use of technology like graphing calculators and computers. Often times they provide means for activities. I think that one can use them to facilitate learning but should not rely too much on them. For instance, students should be able to do simple calculations or graph elementary functions by hand.
Extractions: Projects-Based Calculus Reform at Cornell A Cross-referenced History (Others have brought Multivariable Calculus with Maple to Cornell) Spring 93: In his second consecutive semester of teaching second semester calculus (math 112), graduate student instructor Harel Barzilai introduces student activities in groups and oral exams (presentations at the board by students to him) in his class. (Also took students to Dept Seminar) Fall 93: Graduate students Harel Barzilai and Maria Gargova attend a talk at the Occasional Seminar on Undergraduate Teaching (OSUT) by Cynthia Woodburn of the University of New Mexico (UNM) about Student Projects in Calculus. Harel and Maria talk to Tom Rishel, Director of Undergraduate Teaching at the Math Department, about the idea of bringing calculus reform to Cornell.
Teach99 Teaching activities. Most of my efforts in the past several years have been to MA 132 is a single credit course, which uses spreadsheets for calculus http://www4.ncsu.edu/eos/users/w/white/www/white/teach99.htm
Extractions: MA 132 is a single credit course, which uses spreadsheets for calculus students in the life and management sciences. The second year course MA 325 has been approved in the spring of 2002. MA 302 is a single credit course, which uses MATLAB and its ODE suite for calculus students in the physical sciences and engineering. "MA 2yy" is a single credit basic matrix algebra course, which uses MATLAB and is under development. MA/CSC 583 was taught for the first time in spring 2003 and could be viewed as a parallel computing extension of MA 402. The book "Computational Mathematics: Models, Methods and Analysis with MATLAB and MPI" was published in September 2003 by CRC Press. This textbook is related to the material in MA 402 and MA/CSC 583.
Extractions: For the first time in my long teaching career, I can teach calculus the way I want. The TI-92 provides instructors with a broad array of new teaching options. You can de-emphasize algebraic manipulation and, at the same time, focus on more powerful methods of solving problems using mathematics and the TI-92. This guide is designed for instructors, but is also useful for students, since it contains scripts and activities for students. By reading sections of this guide, students can gain insights about learning mathematics that they would not obtain from textbooks. This guide can be a valuable resource for teaching and learning calculus and precalculus with the TI-92 Plus. Table of Contents View Sample Activity:
