Faculty Workshop on Computer-Aided Instruction in Linear Algebra and Differential Equations

线性代数和微分方程计算机辅助教学教师研讨会

• 批准号: 9054195
• 负责人: Lee Zia
• 金额: $ 7.17万
• 依托单位: University of New Hampshire
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1990
• 资助国家: 美国
• 起止时间: 1990-11-01 至 1993-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9054195&HistoricalAwards=false
• 关键词: Faculty; Workshop; Computer; Aided; Instruction

This three-week summer workshop at the University of New Hampshire targets undergraduate mathematics faculty who teach linear algebra or differential equations, but have minimal experience with computer-aided instruction (CAI) in their courses. These faculty seek to enhance their teaching by creating CAI materials, e.g. in- class demonstrations, problem sets, syllabi, and operational procedures, that effectively integrate computer technology into their instructional plans. Morning sessions survey and reinforce specific mathematical concepts, address the development of pedagogical strategies, and examine the design of curriculum materials. Each afternoon, participants work in teams to formulate, produce, and evaluate CAI materials appropriate to their individual courses. Guest visitors supplement these regular activities with talks and discussions on applications and broad pedagogical issues raised by CAI. The major impact of the program is the enhancement of the teaching of differential equations and linear algebra. Effective use of CAI in these subjects can increase the mathematical maturity of students without sacrificing course content. This objective is also with curricular goals in engineering and the physical science.

这个为期三周的暑期工作坊在新汉普郡大学举行，面向的是教授线性代数或微分方程式的本科生数学教师，但他们在课程中几乎没有计算机辅助教学(CAI)的经验。这些教师试图通过创建计算机辅助教学材料来加强他们的教学，例如课堂演示、问题集、教学大纲和操作程序，这些材料有效地将计算机技术融入他们的教学计划中。上午的课程调查和强化具体的数学概念，讨论教学策略的发展，并检查课程材料的设计。每天下午，学员以小组形式工作，制定、制作和评估适合各自课程的计算机辅助教学材料。嘉宾访客在这些常规活动的同时，还会就计算机辅助教学提出的应用和广泛的教学问题进行演讲和讨论。该计划的主要影响是加强了微分方程式和线性代数的教学。在这些学科中有效地使用计算机辅助教学，可以在不牺牲教学内容的情况下，提高学生的数学成熟度。这一目标也与工程学和物理科学的课程目标一致。