Digital Video Analysis and Microcomputer Based Laboratory for Mathematics Understanding

该项目每学期提高400多名学生的数学理解和记忆力。一个基于微机的实验室正在建立10个站点，每个站点都配备了一台Power Mac 7600多媒体计算机，带视频卡和显示器，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，一个附加的视频摄像机和一个存储磁盘驱动器，以及一个TI Graph Link，用于将数据从实验室计算机传输到学生的个人TI图形计算器。便携式摄像机和三脚架被用于实验室内无法进行的实验。每门数学课每学期至少有两个MBL协作学习实验室，与他们的导师和几个额外的协作实验室作业。PI和全职数学教师在1998年和1999年夏天开发实验室材料，作为1996-97年开始的数学课程全面重新设计的一部分。这个项目的构想是由于在过去三年半的时间里，PI开发的物理项目中的MBL的成功。MBL和数字视频分析使视觉、触觉、协作学习成为可能，它们抓住了学生的注意力，减轻了数学焦虑，大大提高了大量学习风格不同于听觉的学生的学习能力。每学期都进行试点测试和修订。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。也收集了一些轶事数据。结果和实验室手册通过地区和国家会议、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.