Mount Holyoke's Laboratory in Mathematical Experimentation

从1996年和1997年6月开始，这个本科教师增强项目将使32名教师从其他学校到蒙特霍利奥克学院为期一周的讲习班和为期两天的后续会议之前，联合数学会议18个月后。该项目将传播在美国国家科学基金会的支持下在霍利奥克山开发的数学实验实验室课程的材料和方法。 课程材料的探索将向参与者介绍本课程所需的数学教学的互动，对话模式。 参与者还将探索实验室课程提供的机会，以提高学生理解的方式大幅重组本科数学专业。 六月的研讨会将有五个要素。 首先，参与者将通过实际进行计算机实验来模拟学生在实验室中的学习体验。 第二，研讨会的讲师将示范教师作为教练的作用。 第三，通过阅读学生的论文，参与者将既解决教学和评估写作的问题，也有一种检查学生思维发展的方式。 第四，参与者将有机会与参加实验室的学生交谈。 最后，与会者将讨论他们的观察和经验，并相互比较。 这些要素将使参与者不仅加深对数学和教学问题的理解，而且开始想象自己以新的方式教学。 1月份的后续讲习班将专门讨论实施问题、评估和研究开设数学课程的战略。

Starting in each of June of 1996 and 1997, this Undergraduate Faculty Enhancement project will bring 32 faculty members from other schools to Mount Holyoke College for a one week workshop and to a two day follow-up meeting preceding the joint mathematical meetings 18 months later. The project will disseminate materials and methods from the course, Laboratory in Mathematical Experimentation, which was developed at Mount Holyoke with NSF support. Exploration of the course materials will introduce participants to the interactive, conversational mode of mathematics teaching that the course requires. Participants will also explore the opportunities the laboratory course affords for dramatically restructuring the undergraduate mathematics major in ways that enhance student understandine. The June workshops will have five elements. First, participants will model the learning experience of students in the Lab by actually carrying out computer experimentation. Second, the workshop instructors will model the role of the teacher as coach. Third, by looking at student papers, participants will both address issues of teaching and evaluating writing and also have a means of examining some of the ways students' thinking develops. Fourth, participants will have an opportunity to talk with students who have taken the Lab. Finally, participants will discuss their observations and experiences and compare them among themselves. These elements will allow participants not only to deepen their understanding of the mathematical and pedagogical issues but also to begin to imagine themselves teaching in new ways. The January follow-up workshop will be devoted to implementation issues, evaluation, and a study of strategies for opening the mathematics curriculum.