A Mobile Multimedia Computer Laboratory Mentorship Approach to Improving Undergraduate Mathematics Education

该项目正在组装一个完全移动的、最先进的多媒体笔记本电脑实验室，通过无线红外技术联网。本实验室主要用于专业、客户学科和职前教师的本科数学课程。这个便携式实验室代表了一个非常多功能的配置，使任何教室都可以用作普通教室，技术演示室和计算机实验室。利用移动计算机实验室，ACE教学周期形成了不同内容领域的统一主题。这种教学方法在正式讨论材料之前，通过在合作学习小组中精心构建计算机活动，为学生提供数学思想的经验基础，从而实现了当前建构主义学习理论研究的成果。在第一阶段，每个合作项目负责人利用移动计算机实验室全面实施以活动为中心的数学课程。这一阶段的五门课程中有两门是针对小学和中学职前教师的。其他课程包括微积分II、统计学概论和商业微积分。第二阶段是博士候选人在联合项目负责人的监督下使用移动计算机实验室教授本科课程。（以大学数学教学为主攻方向的数学博士项目实习生，可同时参与第二门大学数学教学研究型课程。）最后一个阶段是在整个本科数学课程中增加本科课程的数量，使用实验室和额外的研究生教师指导实习生教授大学数学。随着越来越多的学生、研究生实习生和教师在正式讨论材料之前获得动手操作计算机活动的经验，我们希望实习生从学习理论和教学法的角度来看待“改革”，而不是从“微积分”或“微分方程”等角度来看待。无线便携式实验室和导师/实习计划都是通过基于研究的技术使用来改善本科数学教学的国家模式。

This project is assembling a completely mobile, state-of-the-art multimedia laptop computer laboratory, networked through wireless infrared technology. This laboratory is being used for undergraduate mathematics courses for majors, client disciplines, and preservice teachers. This portable laboratory represents an extremely versatile configuration that enables any classroom to be used as a normal classroom, as a technology demonstration room, and as a computer laboratory. The ACE Teaching Cycle forms the unifying theme for the different content areas using the mobile computer laboratory. This pedagogical approach implements the findings of current constructivist learning theory research by providing students with an experiential base with mathematical ideas through carefully constructed computer activities in cooperative learning groups before formal discussion of the material. During the first phase, each of the co-PI's fully implements activity-first mathematics courses using the mobile computer laboratory. Two of the five courses targeted during this phase are directed at elementary and secondary school pre-service teachers. Other courses include Calculus II, Introduction to Statistics, and Business Calculus. The second phase involves doctoral candidates teaching undergraduate courses using the mobile computer laboratory under the supervision of the co-PI's. (These interns in the mathematics doctoral program with concentration in the teaching of college mathematics can concurrently be involved in their second research-based course in the teaching of college mathematics.) The final phase involves an increased number of undergraduate courses throughout the undergraduate mathematics curriculum using the laboratory with additional graduate faculty members mentoring interns in teaching college mathematics. As more of our students, graduate interns, and faculty gain experience with hands-on computer activities before formal discussion of material, interns are expected to view "reform" in term s of learning theory and pedagogy rather than in terms of "calculus" or "differential equations," etc. Both the wireless portable lab and the mentor/internship program serve as national models for improving undergraduate mathematics instruction through research-based use of technology.