Calculus Reform: Experiences of a Two-Year College Collaborating with Universities.

Autor/inn/en	Schoonover, Marsha; Peterson, John C.
Titel	Calculus Reform: Experiences of a Two-Year College Collaborating with Universities.
Quelle	(1993), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Calculus; Community Colleges; Computer Assisted Instruction; Consortia; Differential Equations; Educational Change; Educational Technology; Institutional Cooperation; Mathematics Instruction; Mathematics Materials; Two Year Colleges + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Community college; Community College; Computer based training; Computerunterstützter Unterricht; Vereinigung; Bildungsreform; Unterrichtsmedien; Institute; Co-operation; Cooperation; Institut; Kooperation; Mathematics lessons; Mathematikunterricht; Mathematische Tafel
Abstract	As part of an effort to reform calculus instruction practices, Chattanooga State Technical Community College (CSTCC), in Tennessee, participates in two consortia. One consortium, the Chattanooga Calculus Consortium (CCC), is headed by the University of Tennessee at Chattanooga and involves one other four-year institution and three Chattanooga-area high schools. The CCC was funded by the National Science Foundation (NSF) in 1991 to adapt, implement, and evaluate calculus reform materials being developed at St. Olaf College; inform secondary schools about and involve them in calculus reform movements; prepare computer laboratory manuals; and prepare additional problem sets. The second consortium, the Western Appalachia Calculus Consortium (WACCO), is directed by the University of Kentucky and involves eight other higher-education institutions in three states. Funded by the NSF in 1992, WACCO was designed to share the identification, acquisition, and evaluation of reform approaches and materials through twice annual progress meetings; an Internet-accessible archive of materials; a journal; and workshops with high school educators. Additionally, CSTCC has been working to revise elementary differential equations to move students away from rote memorization to a meaningful understanding of differential equations. Participation in the consortia has benefited CSTCC in the following ways: theoretical and technological assistance has been provided with calculus reform and the college has been allowed input into the reform. The college has shared reform and technology with area high school teachers. (MAB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC