A Mobile Multimedia Computer Laboratory Mentorship Approach to Improving Undergraduate Mathematics Education

这个项目是组装一个完全移动的，最先进的多媒体笔记本电脑实验室，通过无线红外技术联网。这个实验室被用于本科数学课程的专业，客户学科，和兼职教师。这种便携式实验室代表了一种非常通用的配置，使任何教室都可以用作普通教室，作为技术演示室和计算机实验室。 ACE教学循环使用移动的计算机实验室为不同的内容领域形成统一的主题。这种教学方法实施了当前建构主义学习理论研究的成果，通过在正式讨论材料之前，在合作学习小组中精心构建的计算机活动，为学生提供具有数学思想的经验基础。在第一阶段，每个合作PI的充分实施活动为先的数学课程使用移动的计算机实验室。这一阶段的五门课程中有两门是针对中小学职前教师的。其他课程包括微积分II，统计学导论和商业微积分。第二阶段涉及博士生使用移动的计算机实验室的共同PI的监督下教本科课程。（这些实习生在数学博士课程与浓度在大学数学教学可以同时参与他们的第二个研究为基础的课程在大学数学教学。最后一个阶段涉及到整个本科数学课程使用实验室与额外的研究生教师指导实习生在大学数学教学的本科课程的数量增加。 随着我们越来越多的学生，研究生实习生和教师在正式讨论材料之前获得动手计算机活动的经验，实习生应该从学习理论和教学法的角度来看待“改革”，而不是从“微积分”或“微分方程”的角度来看待，“等。无线便携式实验室和导师/实习计划是通过基于研究使用技术来改进本科数学教学的国家模式。

This project is assembling a completely mobile, state-of-the-art multimedia laptop computer laboratory, networked through wireless infrared technology. This laboratory is being used for undergraduate mathematics courses for majors, client disciplines, and preservice teachers. This portable laboratory represents an extremely versatile configuration that enables any classroom to be used as a normal classroom, as a technology demonstration room, and as a computer laboratory. The ACE Teaching Cycle forms the unifying theme for the different content areas using the mobile computer laboratory. This pedagogical approach implements the findings of current constructivist learning theory research by providing students with an experiential base with mathematical ideas through carefully constructed computer activities in cooperative learning groups before formal discussion of the material. During the first phase, each of the co-PI's fully implements activity-first mathematics courses using the mobile computer laboratory. Two of the five courses targeted during this phase are directed at elementary and secondary school pre-service teachers. Other courses include Calculus II, Introduction to Statistics, and Business Calculus. The second phase involves doctoral candidates teaching undergraduate courses using the mobile computer laboratory under the supervision of the co-PI's. (These interns in the mathematics doctoral program with concentration in the teaching of college mathematics can concurrently be involved in their second research-based course in the teaching of college mathematics.) The final phase involves an increased number of undergraduate courses throughout the undergraduate mathematics curriculum using the laboratory with additional graduate faculty members mentoring interns in teaching college mathematics. As more of our students, graduate interns, and faculty gain experience with hands-on computer activities before formal discussion of material, interns are expected to view "reform" in term s of learning theory and pedagogy rather than in terms of "calculus" or "differential equations," etc. Both the wireless portable lab and the mentor/internship program serve as national models for improving undergraduate mathematics instruction through research-based use of technology.