Mathematics Education and Graphics Visualization Facility

佛蒙特大学(UVM)数学课程改革的核心基本原则是坚信，数学教学与数学用来解决的问题，以及与用来解决问题的工具之间的明显分离，是人为的，必须消除。数学教育的不同组成部分--传统讲座、广泛的计算机相关活动、以项目为导向的教学和有效的数学写作--必须无缝地整合成一个单一的整体。根据过去UVM教员在这一原则特定方面的经验，我们认识到，我们的创新努力的成功需要仔细关注数学教室的设计。该项目将为一间教室配备13台工作站，并为一间支持室配备另外六台工作站，为两间教室提供高水平的图形处理能力。我们将实施大规模的微积分改革，并最终将这些修改扩展到所有数学课程。我们的实施基本上实现了国家数学科学教育行动计划的所有建议。此外，密歇根州立大学拟议的改革允许个人教学风格的许多变化。事实上，在《启动微积分泵》中提出的几乎所有方法都可以在拟议的UVM框架内进行。这是UVM提案的主要观点：未来的数学课堂必须容纳多样化的教学活动，并具有足够的灵活性，以纳入未来在教学方法方面的改进和创新。我们的设计在学生实际参与的需要和为大量参加数学课的学生提供最先进的计算设施的费用之间取得了适当的平衡。这间教室还可以用于传统的讲座和计算机演示，并将被校园内的其他几个部门用于跨学科活动。使用这一设施的大量学生所接受的培训预计将渗透到密歇根大学的所有数学和科学课程中。

The fundamental principle at the center of curricular innovations in Mathematics at the University of Vermont (UVM) is the conviction that the apparent separation of mathematics instruction from the problems mathematics is used to solve, and from the tools used to solve them, is artificial and must be removed. The different components of mathematics education -- traditional lectures, wide-ranging computer related activities, project-oriented instruction, and effective writing of mathematics -- must be integrated into a single seamless whole. Based on past UVM faculty experience with particular aspects of this principle, we realize that the success of our innovation efforts requires that careful attention be given to the design of the mathematics classroom. This project will equip a classroom with 13 workstations, and a support room with an additional six workstations, providing high level graphics capability in both rooms. We will implement broad-scale calculus reform and eventually extend these modifications to the full gamut of mathematics offerings. Our implementation accomplishes essentially all of the recommendations of national action plans for education in the mathematical sciences. In addition, the proposed reforms at UVM allow many variations in individual teaching styles. In fact, virtually all of the approaches presented in Priming the Calculus Pump can be carried out within the proposed UVM framework. This is the major point of UVM Proposal: the mathematics classroom of the future must accommodate a diverse spectrum of instructional activities, and be sufficiently flexible to incorporate future improvements and innovations in teaching methodologies. Our design strikes an appropriate balance between the need for hands-on student involvement and the expense of providing state-of-the-art computational facilities for the large number of students taking mathematics classes. The classroom can also be used for traditional lectures and for computer demonstrations, and will be use d by several other departments on campus for interdisciplinary activities. The training received by the large number of students using this facility is expected to percolate throughout all mathematics and science courses at UVM.