41. Index We use a spiral approach in teaching the course, referring to a number notes on the activities and projects, and more information about our course http://www.ithaca.edu/hs/mathcs/calculus/

Calculus An Active Approach with Projects The Ithaca College Calculus Group Steve Hilbert, John Maceli, Eric Robinson ... About Workshops For other information, send us e-mail calculus@ithaca.edu About our Project Supported by grants from the National Science Foundation and Ithaca College, we have developed instructional materials for a projects-based curriculum in first-year calculus. Our course emphasizes graphical and numerical approaches throughout; a modeling thread begins early and continues throughout the first year. We use large problems, often open-ended, to drive the curriculum: students work on projects outside of class in groups of about three, spending two to three weeks on each project. In addition, students often work on activities in the classroom, sometimes individually and sometimes in groups. The broad goals in our curriculum are to: Emphasize the unity of calculus Focus clearly on the central concepts of calculus and have students learn them more effectively. Increase geometric understanding. Teach the students to be good problem solvers.

42. Educational And Professional Activities volunteered to lecture to a calculus class with 90 120 students, teaching beginning and intermediate algebra, precalculus, calculus - all three http://www.sonoma.edu/users/w/wilsonst/profact.html

Educational and Professional Activities Steve Wilson graduated from Montgomery High School, Santa Rosa, CA, 1963, attended Santa Rosa Junior College, Summer 1963, attended the University of California at Santa Barbara, 1963-1965 and 1968-1969, worked at a lumber mill in Timber Cove 1966, surveyed in national parks and forests for the U. S. Bureau of Public Roads, 1967-1968, received a BA in Mathematics from the University of California at Santa Barbara, 1969, attended graduate school at the University of California at Santa Barbara 1969-1972, received an NSF traineeship to attend graduate school at the University of California at Santa Barbara 1969-1972, received an MA in Mathematics from the University of California at Santa Barbara 1970, volunteered to lecture to a calculus class with 90 - 120 students, and supervised two teaching assistants each of the three quarters 1971-1972, co-authored a paper, "Structure of Rings Satisfying Certain Identities on Commutators", (with Mohan S. Pucha and Adil Yaqub) Proc. AMS presented a paper on the structure of finite rings at the joint winter meetings of the AMS and MAA in Las Vegas in 1972

43. Professional Activities Professional activities. Teaching. Courses. Mathematica. Labview bete noire of many an undergraduate in calculus), enter the integrand into Mathematica, http://www.sonoma.edu/users/g/greenes/Professional_Activities.html

Professional Activities Teaching Courses Mathematica Labview ... Extraterrestrial Intelligence Teaching Early in my physics career, I decided to use physics primarily as a way to make a living. Since I had many interests outside the field of physics, from river running and mountaineering to world travel, the career that appealed to me most was university teaching, as it would give me a lot of free time, which to me was worth a lot more than money. So, after I got my Ph.D. in Theoretical Physics, I started to look around for a teaching job in the San Francisco bay area. In 1966, I got an offer from Sonoma State University, and here-several decades later- (albeit partially retired)-I still am. When I came to Sonoma State, the campus was very young, and people were pretty much making things up as they went along. So, as the first chairman, I made up the physics and astronomy department, and had a great deal of fun doing it. For a while, there was nothing else like it in the world. Later, the dead hand of bureaucracy and conservative rigor mortis struck the university, and things had to be done differently, and much less creatively. But that's another story. Somewhat to my surprise, I found that I really liked teaching. What I didn't like was the bureaucracy associated with grades-I still haven't decided whether grades are a necessary evil. It is undoubtedly still true that the only real way to learn a subject is to get the hardest book you can find on it and then-by yourself-wrestle the stuff to a standstill. In this view-my view- a teacher can only be a tour guide. Some people still seem to hope that they need only settle back in a class and let the teacher pour the subject into their brains- and that learning the subject will thereby take place effortlessly and with no pain. Alas, not true. In learning as in weight lifting and other areas: no pain, no gain.

44. Mathematics You will find over 200 stepby-step activities to enhance geometry You teach for understanding introducing every fraction concept first at the concrete http://www.kaganonline.com/Catalog/Mathematics1.html

Mathematics Becky Bride (Grades 8-12) Look What's Inside High School Activities Dina Kushnir (Grades 8-12) Finally. A cooperative learning book specifically for high school mathematics teachers. Includes a rich array of activities for all levels of high school mathematics. You receive half a dozen Kagan cooperative learning structures: Line-Ups, Mix Pair RallyCoach, Mix-N-Match, Inside-Outside Circle, RallyCoach, RoundTable. For each structure you receive numerous activities and blackline masters for Pre-Algebra, Algebra 1, Geometry, Algebra 2, Trigonometry, and Pre-Calculus. Activities for fractions, geometry definitions, graphs, probability, algebraic expressions, word problems, slope, angle, proofs, equations, functions, parabolas, and much, much more. Nearly 300 activities in all! Your students will work together successfully with these proven cooperative structures. Working together, your students enjoy math more and learn more. 420 pages. Look What's Inside! Beth Andrini (Grades K-8) This classic includes 179 do-tomorrow activities and 23 complete step-by-step cooperative learning lessons to teach number, measurement, geometry, patterns and functions, statistics, probability, logic, and algebra. Blackline masters galore. The lessons emphasize manipulatives, calculators, performance assessment, creative thinking, problem solving and co-op structures. 142 pages. Look What's Inside!

45. Johan Van Benthem : Current Teaching Activities Issue determine PDL as fragment of the modal mcalculus. Here are Amsterdam notes from a course by Conor Wilson, evaluation games for the MU-calculus http://staff.science.uva.nl/~johan/AML-2005.html

Advanced Modal Logic Philosophy 359, Spring 2005, Stanford, T 3:30 - 5:30, 50-51P Abstract This course is a sequel to Philosophy 169, which was basically an introduction to modal logic emphasizing major techniques, plus a small tour of modern application areas. This time, we present the mathematical theory behind modal logic. You need some basic model theory for the results to be proved, but this will be explained as we proceed. (And please ask questions.) Preliminary schedule Week 1 Basic modal language, translation, bisimulation invariance, characterization theorem for the modal fragment of FOL. Week 2 Guarded fragment and hybrid logics: expressive power and decidability of suitable extended modal languages We did not get to the counterpoint: undecidability of tiling problems , and the sort of non-guarded quantifier syntax which typically leads to undecidability. For this, cf. e.g., Exploring Logical Dynamics , pp. 135-136. Week 3 Warm-up examples, first/second-order frame correspondence. Proof of the Sahlqvist Theorem in its correspondence version: the basic minimal substitution algorithm and its correctness.

46. Johan Van Benthem : Current Teaching Activities (mcalculus) allows explicit reasoning about moves and strategies. 2B (You have to find some exposition of MU-calculus for this, eg, in the http://staff.science.uva.nl/~johan/298-2004.html

Logic, Games, and Computation Spring 2004, Stanford, We 4:30 - 6:30 PM, 60-62J Johan van Benthem Abstract This course is a tour of current interfaces between logic and game theory. Logical argumentation or model checking can be cast as games between players trying to achieve purposes through optimal strategies. Such 'logic games' suggest new links between logic and game theory, including calculi of game equivalences, game-forming operations, and players' strategies. The resulting machinery can also analyze general games, using dynamic and linear logics for processes from computer science. But real game theory is also about knowledge, preferences, expectations, and rational equilibrium between social agents. We illustrate how key issues of imperfect information and future prediction during the course of games can be brought into play as well. Preliminary schedule Week 1 Introduction: interfaces between games, logic, and computation Week 2 Games as processes: modal logic, dynamic logic, MU-calculus Weeks 3, 4, 5

47. Mathematics Resources For Educators Frisbie Middle School activities for teaching 7th grade math. Six unit team building AP calculus Final Poject Chaos in Mathematics By Ralph Bitter. http://falcon.jmu.edu/~ramseyil/math.htm

Internet School Library Media Center Mathematics Resources K-12 Welcome to the Internet School Library Media Center mathematics page. You will find mathematics history, organizations, puzzles and games, tutorials, lesson plans, math education and more on this page. Separate pages are devoted to geometry algebra calculus statistics . Be sure to preview all categories to find information you need since content will be distributed across different categories. You can search this site, use an index or sitemap Associations Journals Mathematics Education ... For Parents Associations National Council of Teachers of Mathematics (NCTM) American Mathematical Society Association of Mathematics Teacher Educators Mathematics Association of America ... [Back to Top] Journals American Journal of Mathematics Educational Studies in Mathematics; An International Journal Journal for Research in Mathematics Education (JRME) NCTM. Mathematics Teaching in the Middle School ... Practical Uses of Math and Science Home Page (PUMAS) From NASA. On-line journal of math and science examples for pre-college education. New York Journal of Mathematics Musings On-line journal based at St. Cloud State University; interested in mathematical

48. MSI We will illustrate with classical examples and activities that can be adapted Teaching Physics with calculus has always required the introduction of the http://ed.uno.edu/faculty/atalmadge/conference05/courses.php

49. Plan Of Operation Technology and activities. Sept 30. Teaching shifts and using notation activities. Nov 11. calculus and transcendental functions – things to come. http://www.math.tamu.edu/~dallen/precalculus/course_syllabus.htm

Pre-calculus Online for Teachers A Teacher Quality Institute Syllabus The schedule: Pre-calculus consists of six modules of material. The modules as prescribed by the TEKS included the topics of functions and operations with them, models of real-life problems, with regression, sequences and series, parametric equations and conics, and vectors. It is planned over the year to cover in detail each of these modules as described at the website http://distance-ed.math.tamu.edu/Precalculus_home/index.htm The production of these materials was funded as a part of the Teacher Quality Grant Type A funding, 2004. In addition, it is planned to present materials on technology, rubrics, pedagogy, assessment, and best teaching practices. Students will have opportunities at each step of the process to demonstrate their new skills. We plan to ask students to develop lesson plans based on various content levels, develop rubrics for assessment, analyze multiple-choice high stakes examinations for clues to their integrity, and to create assessments. Regular participant presentations will be required.

50. Annual Report 1998 -- 3 Post-graduate Training/teaching Activities 3 Postgraduate training/teaching activities. 3.1 Fellowship Programme Formal Software Development using RAISE and the Duration calculus, http://www.iist.unu.edu/home/Unuiist/newrh/I/3/7/page_3.html

Annual Report 1998 Contents 3 Post-graduate training/teaching activities 3.1 Fellowship Programme UNU/IIST Fellows are primarily selected by staff during visits to partner institutions, but also through off-shore training activities and participation in conferences and seminars. Potential candidates for Fellowships must satisfy a number of criteria: they must have an MSc - with a PhD being desirable they must be well-versed in the basics of software engineering and computer science the must have a relatively good level of English Basically, Fellows receive three types of training at UNU/IIST: Research training - whereby Fellows are trained in doing research, in asking relevant scientific questions, and in the techniques for solving these. During their Fellowship period, they are expected to write scientific reports and are encouraged to submit them to journals and scientific conferences. Development training - whereby Fellows are trained in advanced development of software - in methods, principles, techniques and tools. Fellows are also encouraged to produce technical reports for external publication. Curriculum Development - whereby Fellows spend typically 3-6 months at UNU/IIST, during which time they develop, together with UNU/IIST staff, course curricula and course material for post-graduate and post-doctoral courses. At the end of their Fellowship, they take home course material and software for the support of the methods being taught (see description of this activity above).

51. Annual Report 1999 -- 3 Post-graduate Training/Teaching Activities 3 Postgraduate Training/Teaching activities. 3.1 Fellowship Programme Course on RAISE and Duration calculus, Lagos, Nigeria, 19-30 July 1999 http://www.iist.unu.edu/home/Unuiist/newrh/I/3/8/page_3.html

Annual Report 1999 Contents 3 Post-graduate Training/Teaching Activities 3.1 Fellowship Programme UNU/IIST Fellows are primarily selected by staff during visits to partner institutions, but also through Off-Shore training activities and participation in conferences and seminars. Potential candidates for Fellowships must satisfy a number of criteria: they must have a BSc - with a MSc being desirable they must be well-versed in the basics of software engineering and computer science they must have a relatively good level of English Basically, Fellows receive three types of training at UNU/IIST: Research training - whereby Fellows are trained in doing research, in asking relevant scientific questions, and in the techniques for solving these. During their Fellowship period, they are expected to write scientific reports and are encouraged to submit them to journals and scientific conferences. Development training - whereby Fellows are trained in advanced development of software - in methods, principles, techniques and tools. Fellows are also encouraged to produce technical reports for external publication. Curriculum Development - whereby Fellows spend typically 3-6 months at UNU/IIST, during which time they develop, together with UNU/IIST staff, course curricula and course material for post-graduate and post-doctoral courses. At the end of their Fellowship, they take home course material and software for the support of the methods being taught (see description of this activity above).

52. Vita Mathematics Lecturer and Teaching Assistant, Dartmouth College, 19921997. Math Jeopardy and Murder Mystery Two calculus activities, Project NExT http://newton.uor.edu/facultyfolder/tamara_veenstra/vita.htm

TAMARA B. VEENSTRA CURRICULUM VITAE EDUCATION Ph.D Mathematics, Dartmouth College Dissertation: Characterizing Siegel Modular Forms Advisor: Thomas Shemanske A.M. Mathematics, Dartmouth College, 1994 B.S. Mathematics, University of North Carolina at Chapel Hill PROFESSIONAL EXPERIENCE Assistant Professor, University of Redlands, 2001-present Structure classroom environment to encourage active learning. Pedagogical strategies chosen from collaborative activities (both in and outside of class), writing activities, and interactive lectures. Incorporate technology as appropriate. Abstract Algebra: An upper level course for mathematics majors with a heavy emphasis on writing proofs. Calculus I, II and III: Basic introduction to Calculus for both majors and non-majors using reform text and strong focus on collaborative learning. Conjecture and Proof in Discrete Mathematics: Cryptography: Designed a course to introduce mathematics majors and minors to the exciting applications of mathematics to cryptography. The Mathematics of Symmetry and Pattern: Designed a freshman seminar to explore connections between mathematics and art.

53. MMP Activities Mathematical Knowledge Needed for Teaching in K12 and Collegiate Mathematics Information based on interviews with calculus students and focus on http://www.uwm.edu/Org/MMP/_activities/IHE.html

Home Activities University Courses IHE Network Design Teams for Math Courses Transition to College Math IHE Network Milwaukee Mathematics Partnership 2005 IHE Network Conference August 25-26, 2005 Carroll College , Waukesha , Wisconsin " Mathematical Knowledge Needed for Teaching in K-12 and Collegiate Mathematics and The Role of Definition in Mathematics Instruction" with guest speakers Hyman Bass and Deborah Ball, University of Michigan Hyman Bass Professor of Mathematics and Mathematics Education, University of Michigan . A member of the National Academy of Sciences and past president of the American Mathematical Society. His mathematical research interests include algebraic K-theory, commutative algebra and algebraic geometry, algebraic groups, and geometric methods in group theory. Since 1996 he has collaborated with Ball and her research group on the knowledge and resources entailed in the teaching of mathematics. Deborah Ball Professor of Mathematics Education and Teacher Education, and Director of Teacher Education, University of Michigan. Her work focuses on studies of instruction and of processes of learning to teach. She also directs several research projects that investigate efforts to improve teaching through policy, reform initiatives, and teacher education. You are invited to attend a two-day IHE Network Conference where participants can share in the conjectures and observations of the work of Deborah Ball and Hyman Bass. In their quest to describe the mathematical knowledge needed for teaching, Ball and Bass have observed that teaching requires extensive mathematical problem solving, which occurs constantly as teachers:

54. Teaching Activities Math 208, calculus III. Announcements Announcements about current class activities. Notes and FAQ Notes and answers to questions about class matters http://www.math.unl.edu/~tshores1/m208hF04.html

Department of Mathematics University of Nebraska Lincoln Teaching Home Schedule Teaching Research ... Contact Me Fall 2004 Math 208H Home Page Welcome to the Math 208H, Honors Calculus III, home page. You're probably here for information, so let's start with the vital statistics of the course. Essential Information Announcements Announcements about current class activities. Notes and FAQ Notes and answers to questions about class matters (exams, gateways, etc) that students have asked. Check this periodically for the most current information. Gateway Information Class Policy Statement Course Syllabus Home directory for Math 208H Some useful downloads for this course, including a printable copy of the Class Policy Statement, Syllabus and class Project. Course BB Eventually, this will become a discussion page for this course. Calculus III Course Resources Sample Exam 1 Sample Exam 2 Sample Exam 3 Sample Exam 4 ... Textbook Home Page Lots of useful information and study aids here. Department Computer Lab General information about Department computer resources.

55. Teaching Activities Welcome to the Math 208H, Honors calculus III, home page. You re probably here for Announcements Announcements about current class activities. http://www.math.unl.edu/~tshores1/m208hF03.html

Department of Mathematics University of Nebraska Lincoln Teaching Home Schedule Teaching Research ... Contact Me Fall 2003 Math 208H Home Page Welcome to the Math 208H, Honors Calculus III, home page. You're probably here for information, so let's start with the vital statistics of the course. Essential Information Class Policy Statement Course Syllabus Gateway Information Home directory for Math 208H Some useful downloads for this course, including a printable copy of the Class Policy Statement and Syllabus. Announcements Announcements about current class activities. Notes and FAQ Notes and answers to questions about class matters (exams, projects, etc) that students have asked. Check this periodically for the most current information. Course BB Eventually, this will become a discussion page for this course. Honors Calculus III Course Resources Sample Exam 1 Sample Exam 2 Sample Exam 3 Sample Exam 4 ... Textbook Home Page Lots of useful information and study aids here. Department Calculus Home Page General information about the course and other sections.

56. LII - Results For "mathematics Study Teaching" This site offers hundreds of math lesson plans, learning activities, and stories for kindergarten Subjects calculus Mathematics Study and teaching http://www.lii.org/search?searchtype=subject;query=Mathematics Study teaching;su

57. WWNFF Teacher Outreach The nstitute. s activities model a learning environment, teaching approach, The program will include ideas for precalculus and calculus that incorporate http://www.woodrow.org/teachers/outreach/math.html

2000 TORCH Workshop Descriptions Math Algebra Contact David Heckman for more information You are invited to experience with us an introduction to Algebra for the 21st century. Transportation will be provided by manipulatives, graphing calculators, computer algebra systems, and spreadsheets. Pedagogical strategies modeled include cooperative learning, writing across the curriculum, inquiry- and discovery-based learning and real-world modeling. Technology demonstrations include applications of graphing calculators and calculator based laboratories. Computer algebra systems and graphing spreadsheets will augment this excursion. Hand-held Technology: TI-80,-81,82,-83,-92 and CBL Computer Needs: Change Contact Allen E. Martin

58. Mathed Activities For mathematics majors who are considering secondary teaching, The calculus Readiness Test is used by the UCLA Mathematics Department to determine http://www.math.ucla.edu/~twg/mathed.html

Theodore W. Gamelin: Math-Education Activities I could write a book about my adventures as a mathematician in math-education land. Maybe sometime I will. For now, here is a sketch of my involvement in the math-education scene. Mathematics Content Program for Teachers The Mathematics Content Program for Teachers (MCPT) is a Mathematics Department program that offers a series of professional development courses for elementary and secondary mathematics teachers. The MCPT courses can be taken for Mathematics x400 unit credit through UCLA Extension. The courses are offered on site, through arrangements with local school districts. Roughly 30 courses are offered each quarter, to about 350 participants. The Director of the MCPT is Shelley Kriegler, who has directed the program since its founding in 1999. My role has been to participate in the design of the courses and the writing of materials for the program, which is a large team project following a "lesson study" model. Occasionally I present material to various groups of teachers and math educators. I also serve as liaison between the MCPT and the Mathematics Department. A primary goal of the MCPT is to provide a series of courses that covers the mathematics content recommended for the mathematics subject matter preparation of middle school mathematics teachers. A suite of eight courses in the program was recently certified by the California Commission on Teacher Credentialing (CTC) as a program meeting the subject matter requirements for the Supplementary Authorization, which allows multiple subject credential holders to teach mathematics courses through algebra I.

59. ICTCM-8 Poster Abstracts On the Use of Mathematica Notebooks in Teaching Postcalculus Courses Interactively, calculus activities Using Calculator Lists, Dennis Pence http://archives.math.utk.edu/ICTCM/posters.EP8.html

Poster Presentation Abstracts These are the abstracts for the poster presentations conducted during the Seventh Annual International Conference on Technology in Collegiate Mathematics in November 1995, Houston, Texas. On the Use of Mathematica Notebooks in Teaching Post-Calculus Courses Interactively Raouf N. Boules M3: Functions: A Multimedia Math CD-ROM Larry J. Bowen Barry Brunson, Claus Ernst Using Technology to Improve Undergraduate Education Richard M. Grassl What Drives New Mathematics Curriculum Development? Alan Jacobs Erasing Computer Fear By Access to Computers Antonieta Kelly MATHWISE - Learning and Assessment in Mathematics Steve Kerr Calculus With Measuring Cups Caroline Labenski, Bruce Piper Testing With a Graphics Calculator Barbara Leitherer Calculus, Concepts, Computers and Cooperative Learning (The Purdue Calculus Reform Project) David Mathews, Ed Dubinsky, Keith Schwingendorf Utilizing Technology to Support Student Understanding of Concepts in Linear Algebra Tabitha T. Y. Mingus Calculus Activities Using Calculator Lists Dennis Pence Movie-type Programs and Animation on Graphing Calculators Constantin Pirvulescu Using CBL Technology to Improve Science Education in Puerto Rico Betty Ramirez Facilitating Student Projects With TI-Graph Link Janice S. Scott, Kathy V. Garrison

60. The CAS In Multivariable Calculus Probably the best spot of all that we ve found to use a CAS is to teach the concept While this is a valid activity, another way is to use the graphics http://archives.math.utk.edu/ICTCM/EP-8/C16/html/paper.html

The CAS in Multivariable Calculus John F. Putz Mathematics and Computer Science Department Alma College Alma, MI 48801 e-mail: putz@alma.edu Introduction Space curves Limits of real-valued functions of two variables Student survey results Introduction It was three years ago that my colleague, Tim Sipka, and I decided to begin incorporating computer algebra system (CAS) technology into our calculus program. We opted to use the CAS, not to supplant hand computation altogether as some good programs have done, but instead to supplement our existing traditional program. Our simple guiding goal, we decided, would be to try to find ways to use the new technology to help students understand the concepts of calculus better. After experimenting with a few systems, we chose Maple and began developing laboratory assignments which students would carry out in groups of two or three. Of the sixteen topics we've used Maple to teach, I've found that the ones which are most enhanced by the technology are the multivariable topics. In this paper, I share two of the laboratory activities we have used to teach them. Also, I share the results of a student opinion survey about our project. Space Curves The first of these is the topic of space curves. The purpose of the lab we wrote on this was to help students visualize three-dimensional curves by

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