Digital Video Analysis and Microcomputer Based Laboratory for Mathematics Understanding

这个项目正在提高每学期400多名学生的数学理解和保持能力。正在建立一个有10个站的微型计算机实验室，每个站配备一台带有视频卡和监视器的Power Mac 7600多媒体计算机、一个将模拟信号转换为数字信号的接口、一套10个传感设备、一个连接的摄像机和一个存储磁盘驱动器，以及一个用于将数据从实验室计算机传输到学生个人TI图形计算器的TI Graph Link。便携式摄像机和三脚架正被用于实验室内不可行的实验。每节数学课每学期至少有两个带讲师的MBL协作学习实验室，以及几个额外的协作实验作业。作为1996-97年开始的数学课程彻底重新设计的一部分，PI和全职数学教师在1998年和1999年夏天开发了实验材料。这一项目是在过去三年半期间由国际联合会开发的物理MBL项目取得成功的结果。MBL和数字视频分析使视觉、触觉、协作学习成为可能，吸引了学生的注意力，缓解了数学焦虑，极大地提高了大量非听觉学习风格的学生的学习能力。每学期都会进行试行测试和修改。正在将项目实施前两年的基线数据与赠款活动两年期间的学生数据进行比较。此外，还收集了轶事数据。结果和实验室手册通过区域和国家会议、邮寄和互联网传播。

This project is improving the mathematics understanding and retention of more than 400 students per semester. A Microcomputer Based Laboratory is being set up with 10 stations, each equipped with a Power Mac 7600 multimedia computer with videocard and monitor, an interface to change analog to digital signal, a set of 10 sensing devices, an attached video camera, and a storage disk drive, and a TI Graph Link for transfer of data from the lab computer to students' individual TI graphing calculators. A portable camcorder and tripod are being used for experiments not feasible within the laboratory. Each math class has at least two MBL collaborative learning labs per semester with their instructor and several additional collaborative lab assignments. The PI and the full time math faculty are developing the lab materials during the summers of 1998 and 1999 as part of a complete redesign of the math curriculum begun in 1996-97. This project was conceived as a result of the success of the MBL in physics project developed by the PI during the past three and a half years. The visual, tactile, collaborative learning made possible by MBL and digital video analysis capture students' attention, allay math anxiety, and greatly enhance the learning of a large number of students whose learning style is other than auditory. Pilot testing and revisions are being done each semester. Baseline data from the two years prior to project implementation are being compared with students data during the two years of grant activity. Anecdotal data is collected as well. Results and lab manuals are disseminated through regional and national conferences, by mail, and via the internet.