Mathematics Education and Graphics Visualization Facility

佛蒙特大学（UVM）数学课程创新中心的基本原则是相信数学教学与数学用来解决的问题以及用于解决这些问题的工具的明显分离是人为的，必须被删除。 数学教育的不同组成部分-传统的讲座，广泛的计算机相关活动，项目导向的教学，有效的数学写作-必须整合成一个单一的无缝整体。根据过去的UVM教师经验与这一原则的特定方面，我们意识到，我们的创新努力的成功需要仔细注意数学课堂的设计。 这个项目将配备一个教室与13个工作站，并与额外的六个工作站的支持室，提供高水平的图形能力在两个房间。我们将实施大规模的微积分改革，并最终将这些修改扩展到所有数学课程。我们的实施基本上完成了国家数学教育行动计划的所有建议。此外，UVM的拟议改革允许个人教学风格的许多变化。事实上，几乎所有在启动微积分泵中提出的方法都可以在所提出的UVM框架内执行。这是UVM建议的主要观点：未来的数学课堂必须适应各种各样的教学活动，并具有足够的灵活性，以适应未来教学方法的改进和创新。 我们的设计在学生动手参与的需要和为大量参加数学课程的学生提供最先进的计算设施的费用之间取得了适当的平衡。教室也可用于传统的讲座和计算机演示，并将用于校园内的其他几个部门进行跨学科活动。预计使用该设施的大量学生接受的培训将渗透到UVM的所有数学和科学课程中。

The fundamental principle at the center of curricular innovations in Mathematics at the University of Vermont (UVM) is the conviction that the apparent separation of mathematics instruction from the problems mathematics is used to solve, and from the tools used to solve them, is artificial and must be removed. The different components of mathematics education -- traditional lectures, wide-ranging computer related activities, project-oriented instruction, and effective writing of mathematics -- must be integrated into a single seamless whole. Based on past UVM faculty experience with particular aspects of this principle, we realize that the success of our innovation efforts requires that careful attention be given to the design of the mathematics classroom. This project will equip a classroom with 13 workstations, and a support room with an additional six workstations, providing high level graphics capability in both rooms. We will implement broad-scale calculus reform and eventually extend these modifications to the full gamut of mathematics offerings. Our implementation accomplishes essentially all of the recommendations of national action plans for education in the mathematical sciences. In addition, the proposed reforms at UVM allow many variations in individual teaching styles. In fact, virtually all of the approaches presented in Priming the Calculus Pump can be carried out within the proposed UVM framework. This is the major point of UVM Proposal: the mathematics classroom of the future must accommodate a diverse spectrum of instructional activities, and be sufficiently flexible to incorporate future improvements and innovations in teaching methodologies. Our design strikes an appropriate balance between the need for hands-on student involvement and the expense of providing state-of-the-art computational facilities for the large number of students taking mathematics classes. The classroom can also be used for traditional lectures and for computer demonstrations, and will be use d by several other departments on campus for interdisciplinary activities. The training received by the large number of students using this facility is expected to percolate throughout all mathematics and science courses at UVM.