Classroom Microcomputer Laboratories for Calculus, Differential Equations and Linear Algebra

数学科学系在孟菲斯大学正在利用这个新的教学计算机实验室的教学课程的核心序列微积分I，II和III，微分方程和线性代数。这个序列有一个广泛的学生客户。数学和应用数学专业，包括所有职前中学数学教师，以及所有机械，土木，电气工程和工程技术学生采取整个序列。其他专业，其中采取至少两个序列中的课程包括计算机科学，统计学，物理学，化学和生物学。平均合并招生约为每学期500名学生。大约一半的学生是女性，20%是非洲裔美国人。 该项目的目的是使该部门整合技术与整个序列的指令，通过添加一个PC实验室组件到每个课程。两个计算机实验室的创建允许序列中的每个部分每周（或每两周，视情况而定）使用实验室，并确保最多两个学生共享任何一台机器。在整个课程序列中添加实验室组件，使系能够（i）更充分地将三的规则纳入微积分课程，（ii）沿着线性代数课程研究小组的指导方针沿着使线性代数课程现代化，（iii）采用模型方法，使微分方程式课程现代化;及（iv）为这一广泛的理科学生群体在学术生涯的早期提供坚实的技术素养基础。

The Department of Mathematical Sciences at the University of Memphis is utilizing this new instructional computer laboratory for instruction in the core sequence of courses Calculus I, II, and III, Differential Equations, and Linear Algebra. This sequence has a broad student clientele. Mathematics and Applied Mathematics majors, including all pre-service secondary Mathematics teachers, and all Mechanical, Civil, and Electrical Engineering, and Engineering Technology students take the entire sequence. Other majors which take at least two of the courses within the sequence include Computer Science, Statistics, Physics, Chemistry, and Biology. The average combined enrollment is approximately 500 students per semester. Approximately half of our students are women, 20% are African - American. The purpose of this project is to enable the department to integrate technology with instruction throughout the sequence, by adding a PC lab component to each of the courses. The creation of two computer laboratory rooms is allowing each section within the sequence to use the laboratory weekly (or bi-weekly, as appropriate), and ensure that at most two students share any one machine. Adding a lab component to the entire sequence of courses is allowing the Department to (i) more fully incorporate the Rule of Three in the calculus courses, (ii) modernize the linear algebra course along the guidelines of the Linear Algebra Curriculum Study Group, (iii) modernize the differential equations course through adoption of a modeling approach and (iv) provide a solid base of technological literacy early in their academic careers for this broad group of science students.