Technology, Discovery and Communication in Secondary School Mathematics

摘要ESI 93-55567北佛罗里达州杰克逊维尔的伦纳德·利普金大学，佛罗里达州。中学数学中的技术、发现和交流这个为期两年的项目包括两个周期的一年专业发展计划，总共接触到北佛罗里达大学数学教育的52名在职数学教师和8名研究生/本科生。这些计划的重点是让学员准备好介绍：(1)计算机和图形计算器的课堂应用；(2)通过发现、解决问题和小组合作来学习；(3)将写作作为数学课程的重要组成部分。每个课程包括：(夏季1)为期4周的暑期学院，重点是代数/微积分预科/微积分；(学年)每月会议，讨论课堂上新课程和教学技术的实施，学生作业的批判性样本等；(夏季2)专注于普通数学/代数I/几何的学院。从第一年计划中挑选三名参与者担任第二个计划周期的兼职讲师。参与该计划的52名教师预计将影响到他们所在学校和学区的约200名教师；学生参与者预计将利用这些经验作为论文和/或研究论文的基础。费用分担是NSF捐款的30%。

ABSTRACT ESI 93-55567 Leonard Lipkin University of North Florida Jacksonville, FL. Technology, Discovery, and Communication in Secondary School Mathematics This 2-year project features two cycles of a 1-year professional development program, reaching a total of 52 in-service mathematics teachers and 8 graduate/undergraduate students in mathematics education at the University of North Florida. The programs focuses on preparing the participants to introduce: (1) classroom uses of computers and graphing calculators; (2) learning through discovery, problem-solving, and group effort; and (3) writing as an essential part of the mathematics curriculum. Each program consists of: (Summer 1) a 4-week summer institute focusing on Algebra/Pre- Calculus/Calculus; (School Year) monthly meetings to discuss classroom implementation of new lessons and teaching techniques, critique samples of student work, etc.; (Summer 2) an institute focusing on General Math/Algebra I/Geometry. Three participants from the first-year program are selected to serve as adjunct instructors for the second program cycle. The 52 teachers particpating in the program are expected to impact some 200 additional teachers in their home schools and districts; the student participants are expected to use the experience as a basis for dissertations and/or research papers. Cost sharing is 30% of the NSF contribution.