Mount Holyoke's Laboratory in Mathematical Experimentation

从1996年和1997年6月开始，这项本科生学院强化计划将吸引32名来自其他学校的教员到曼荷莲学院参加为期一周的工作坊，并在18个月后的联合数学会议之前参加为期两天的后续会议。该项目将传播数学实验实验室课程中的材料和方法，该课程是在美国国家科学基金会的支持下在芒特霍利奥克开发的。对课程材料的探索将向参与者介绍本课程所需的交互、对话的数学教学模式。参与者还将探索实验室课程为大幅重组本科数学专业提供的机会，以增强学生的理解。六月份的研讨会将有五个要素。首先，参与者将通过实际进行计算机实验来模拟学生在实验室的学习体验。其次，工作坊讲师将示范教师作为教练的角色。第三，通过查看学生的论文，参与者将解决写作教学和评估的问题，并有机会检查学生思维发展的一些方式。第四，参与者将有机会与参加过实验的学生交谈。最后，参与者将讨论他们的观察和经验，并相互比较。这些要素将使参与者不仅加深他们对数学和教学问题的理解，而且还开始想象自己以新的方式教学。一月份的后续研讨会将专门讨论数学课程开放的实施问题、评估和策略研究。

Starting in each of June of 1996 and 1997, this Undergraduate Faculty Enhancement project will bring 32 faculty members from other schools to Mount Holyoke College for a one week workshop and to a two day follow-up meeting preceding the joint mathematical meetings 18 months later. The project will disseminate materials and methods from the course, Laboratory in Mathematical Experimentation, which was developed at Mount Holyoke with NSF support. Exploration of the course materials will introduce participants to the interactive, conversational mode of mathematics teaching that the course requires. Participants will also explore the opportunities the laboratory course affords for dramatically restructuring the undergraduate mathematics major in ways that enhance student understandine. The June workshops will have five elements. First, participants will model the learning experience of students in the Lab by actually carrying out computer experimentation. Second, the workshop instructors will model the role of the teacher as coach. Third, by looking at student papers, participants will both address issues of teaching and evaluating writing and also have a means of examining some of the ways students' thinking develops. Fourth, participants will have an opportunity to talk with students who have taken the Lab. Finally, participants will discuss their observations and experiences and compare them among themselves. These elements will allow participants not only to deepen their understanding of the mathematical and pedagogical issues but also to begin to imagine themselves teaching in new ways. The January follow-up workshop will be devoted to implementation issues, evaluation, and a study of strategies for opening the mathematics curriculum.