Collaborative Development of Java Laboratories for College Algebra and Trigonometry

该大学一直在提供大学代数和三角学的试点课程，并设有实验室。还提供远程教育三角学课程，以补充该大学成功的WvEB代数课程。WvEB代数的使用已经增长到300名学生，WvEB代数预计将为7所高中的200名学生提供服务。这些课程的教学标准与校园课程相同，高中教师作为促进者积极协助，使用基于网络的视频，实验室和在线测验和测试。该项目建立在三角学实验室以前的工作基础上，这些实验室利用了其他机构的NSF工作成果- Java Sketchpad（NSF奖项编号：9561674& 9623018）和Mathematical Java Toolkit（NSF奖10950714）。该项目正在扩展和完善三角学实验室，使用Java重写大学代数实验室，使其具有与三角学实验室相同的外观和感觉，并与其他机构的促进者和大学教师积极合作。这些材料提供的额外结构使校园课程更具吸引力，并作为适当的教学实验室课程开始研究生助教。这些课程在高中实行双学分制，影响了西弗吉尼亚大学的许多学生，包括小学教育专业的学生。其智力优势在于，该项目利用现有技术提供了一套独立于平台的活动，这些活动以高中教师的实践经验为基础，并集成了通用工具。更广泛的影响包括促进教师作为促进者的数学发展，鼓励阿巴拉契亚农村学生攻读STEM大学学位。

The university has been offering pilot sections of college algebra and trigonometry in large sections with a laboratory component. A distance education trigonometry course is also being made available to complement the successful WvEB Algebra course at the university. The use of WvEB Algebra has grown to 300 students, and WvEB trig is expected to serve 200 students at 7 high schools. The courses are taught to the same standard as the on-campus courses, with the active assistance of high school teachers as facilitators, using web based video, laboratories, and on-line quizzing and testing. The project builds on prior work for trigonometry laboratories that utilize results from NSF work at other institutions - Java Sketchpad (NSF awards DMI-9561674 & 9623018) and the Mathematical Java Toolkit (NSF award DMI-9950714).This project is extending and polishing the trigonometry laboratories, and rewriting the college algebra laboratories using Java to give them the same look and feel as the trigonometry laboratories, with the input and active cooperation of facilitators and college faculty at other institutions. The extra structure that these materials provide makes the on campus courses more engaging and serves as appropriate teaching laboratory courses for beginning graduate teaching assistants. The courses are being given for dual credit in high schools and affecting many students at West Virginia University, including elementary education majors.The intellectual merit is that the project uses existing technology to provide a platform-independent set of activities grounded in the practical experience of high school teachers, with common tools integrated.The broader impact includes fostering mathematical development of the teachers serving as facilitators, and encouraging rural Appalachian students to pursue STEM based college degrees.