Title : Awards 1988-1991 Curriculum Development in Mathematics-- Calculus and
the Bridge to Calculus
Type : Dir of Awards
NSF Org: EHR
Date : October 15, 1992
File : nsf92115
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This File has been updated 10/31/96 to reflect the proper address of the:
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230
For more information call: (703)306-1234
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Foreword
The National Science Foundation Directorate for Education and
Human Resources (EHR) is responsible for providing national
leadership, examples of model programs, and support for enhancing
the quality of education in science, mathematics, and engineering
at all levels of the educational system. Within EHR, the Division
of Undergraduate Education focuses on ensuring that the best
possible undergraduate education is provided to meet the national
need for high quality scientists, engineers, and mathematicians,
dedicated and able teachers of precollege science and mathematics,
and scientifically literate citizens.
The purpose of the Curriculum Development in Mathematics:
Calculus Program is to support model projects which reform the
calculus curriculum and instruction. The 82 projects described in
this book were selected from the 311 proposals received in the
first four years of the program. These projects were selected for
their creativity, mathematical and educational quality, potential
for utility at other institutions, and promise of having a national
impact. Through the Calculus Program, NSF has provided a
leadership role in responding to the clear need expressed within
the mathematics community that the calculus curriculum and
instruction must be improved.
Collectively, the projects in the book provide a great
resource that should be of interest to science, mathematics, and
engineering faculty at all colleges and universities.
Luther Williams
NSF Assistant Director
Directorate for Education
and Human Resources
Introduction
The Curriculum Development in Mathematics: Calculus Program
is an integral part of the overall plan of the National Science
Foundation to strengthen science, engineering, and mathematics
throughout the United States. This publication describes the
projects initiated during FY 88 through FY 91, the first four years
of the NSF Calculus Program. It is hoped that this information
will be useful to faculty, administrators, and others concerned
about undergraduate mathematics education.
The program is managed by the Division of Undergraduate
Education (DUE) with the cooperation of the Division of
Mathematical Sciences (DMS). This partnership between DMS and DUE
has greatly enhanced the management of the program and strengthened
its impact. Most of the projects listed in this document were co-
funded by DMS. In addition, several projects were co-funded by the
Division of Elementary, Secondary and Informal Education; the
Division of Research, Evaluation, and Dissemination.
The goal of the program has been to support projects that
exhibit particular promise in contributing to the national effort
to invigorate calculus instruction. Coordination with other
disciplines in science and engineering and interactions among
different sectors of the mathematical sciences community in the
development of model curricula and prototypical instructional
materials have been emphasized. The program has provided support
for projects which deal with all the topics of a two-year calculus
sequence, including linear algebra and differential equations.
From an initial focus on planning projects and conferences, the
scope of the program has expanded to include extensive and multi-
year curriculum development projects. The use of technology has
been integrated into curricula to varying degrees. The revitalized
calculus courses typically place more responsibility on the
students, whether learning through discovery, projects, or group
interactions. Students are expected, in many projects, to
communicate through written expositions, as well as orally. In-
depth student projects which significantly model interesting
applications are a central component in many courses.
As a result of these efforts, there has been considerable
experience with renewing calculus curricula and instruction in
diverse institutional settings. Thus, the stage has been set for
large-scale implementation, involving students at both the
collegiate and secondary levels. To impact significantly in the
mathematics community, benefits are anticipated from forming
regional and national consortia involving universities, two- and
four-year colleges, and high schools. Important issues must be
addressed in large-scale revitalization in order to effectively
introduce the changes. Calculus also has a central role in the
training of the next generation of high school and collegiate
faculty, with graduate students frequently as instructors and
prospective high school teachers as students. Through NSF and the
calculus reform movement in general, efforts are underway to
reinvigorate the learning of calculus throughout the educational
system, developing dynamic curricula and instructional approaches
in which instructors and students are continually challenged to
think creatively.
The abstracts are divided according to the initial year of the
award, and listed by state. Indicated for each project are the
project director's name, institution, grant number, and amount of
the award. For standard grants, the duration of the grant as
awarded is given. For continuing year grants, the expected out
year amounts are indicated. The out year commitments are
contingent upon the availability of funds and progress of the
project.
The following chart provides program submissions and funding
data for the fiscal years 1988 through 1991.
[Chart omitted in this ASCII version. Please phone the NSF
Information Center, 202-357-1110, to obtain a printed copy
of this document.]
The title of the program has been changed to Curriculum
Development in Mathematics: Calculus and the Bridge to Calculus,
reflecting that the program has been broadened to include
preparation for calculus and the interface between the senior year
in high school and the freshman year in college. For further
information about this program, please contact:
Division of Undergraduate Education
National Science Foundation
1800 G Street, N.W.
Washington, DC 20550
(202) 357-7292
PROJECT ABSTRACTS: FY 1991 AWARDS
Calculus with Computers for the Mid-Sized University:
Adapting and Testing the Iowa Materials
Steven C. Leth Award No: USE 9153277
University of Northern Colorado FY 91 $ 45,000
Greeley, CO 80639 FY 92 $ 20,000
The Iowa materials and approach to teaching calculus are being
adapted, refined, and implemented throughout the calculus sequence.
A lecture approach is being integrated with an interactive computer
laboratory component centered around Mathematica Notebooks. Many
of the students are future mathematics teachers.
Integration of Computing into Main-Track Calculus
James F. Hurley Award No: USE 9153270
University of Connecticut FY 91 $ 41,723
Storrs, CT 06268 FY 92 $ 79,907
The three-semester calculus sequence is being revised to
integrate the computer as an active component of the learning
process. A pilot program is being expanded throughout the
three-semester sequence. A laboratory component is being
introduced in which students will modify computer code written in
True BASIC and apply the programs to a wide range of mathematical
problems is being introduced.
Connecticut Calculus Consortium
Robert J. Decker Award No: USE 9153298
University of Hartford FY 91 $100,000
West Hartford, CT 06117 FY 92 $70,000
Students are introduced to realistic problems and to the
technology (graphing calculators and microcomputers) that is
capable of dealing with them. Existing materials are adapted and
implemented on a state-wide basis. The laboratory materials and
the text materials are integrated into the new course.
The Georgia Tech-Clemson Consortium for Undergraduate
Mathematics in Science and Engineering
Alfred D. Andrew Award No: USE 9153309
Georgia Tech Research Corporation FY 91 $ 83,560
Georgia Institute of Technology FY 92 $ 85,991
Atlanta, GA 30332 FY 93 $ 24,417
A large scale adaptation, refinement, and implementation
project is invigorating the teaching and learning of calculus for
science and engineering students. Innovations being adapted have
been tested at the participating institutions. The three-year
effort is taking advantage of both modern supercalculator and
microcomputer technology and is incorporating group learning
through team projects. The project will affect some 20,000
students over five years.
Multivariable Calculus Using Mathematica
Dennis M. Schneider Award No: USE 9153249
Knox College FY 91 $ 45,431
Galesburg, IL 61401 FY 92 $ 42,569
Computer technology is being exploited to produce a "leaner
and livelier" multi-variable calculus curriculum supported by a
collection of Mathematica Notebooks and graphics packages that
provide material for classroom use as well as problems that invite
students to explore further the concepts of calculus. A text is
being produced which assumes that students have access to a
powerful computing environment, but not necessarily Mathematica.
Disseminating Calculus in Context
James Callahan Award No: USE 9153301
Five Colleges, Inc.
FY 91 $ 85,000
Amherst, MA 01002 FY 92 $ 120,000
The project is adapting and disseminating the Calculus in
Context curriculum. The group of mathematicians with experience
with this curriculum is being substantially expanded through
intensive workshops, and materials are being prepared that allow
instructors in high schools, two-year colleges, and four-year
colleges and universities to teach the course without special
training. Evaluation of the efficacy of the approach and of the
dissemination efforts are part of the project.
Calculus in a Real and Complex World, Year II
Franklin A. Wattenberg Award No: USE 9153266
University of Massachusetts FY 91 $ 34,205
Amherst, MA 01003 FY 92 $ 29,562
A new, two-semester sequence is being developed which includes
differential equations and linear algebra, and is based on the
philosophy and spirit of the first-year calculus course developed
under the Five Colleges Calculus in Context Project. Students gain
a better grasp of the concepts of calculus when they are presented
in the context of real and substantial applications that require a
combination of techniques involving open-ended problems that often
do not have clean, simple solutions. Writing and the use of
computers are an integral part of this approach.
Calculus Reform at a Comprehensive State University with
Project CALC
Charles C. Alexander Award No: USE 9153283
University of Mississippi FY 91 $ 60,000
University, MS 38677 12 months
The materials and approach to teaching calculus developed at
Duke University are being adapted and implemented. The revised
course emphasizes greater conceptual understanding through
extensive writing, collaborative learning in a discovery-based
microcomputer laboratory, and using mathematics for modeling real
world phenomena.
Project to Adapt and Refine Purdue Model for Teaching Calculus
for Liberal Arts and State Colleges
Carol L. Freeman Award No: USE 9153259
Nebraska Wesleyan University FY 91 $ 70,000
Lincoln, NE 68504 24 months
A consortium of institutions are adapting, refining, and
implementing the approach to teaching calculus. Issues of computer
anxiety and cooperative learning are being examined during the
implementation phase. The adaptation phase includes introducing
the use of graphing calculators.
Calculator Enhanced Instruction Project by a Consortium of NJ
Community Colleges
Jean Lane Award No: USE 9153258
Union County College FY 91 $ 77,415
Cranford, NJ 07016 12 months
Five community colleges are adapting a calculator-based
curriculum for calculus. Workshops are being conducted to
introduce the faculty to the new curriculum and to begin its
implementation. The faculty introduces the new approach to their
colleagues as it is implemented in all calculus sections.
A Problem-Based Restructuring of Calculus
Jacob Barshay Award No: USE 9153248
CUNY City College FY 91 $ 55,000
New York, NY 10031 12 months
Students are working collaboratively in small teams under the
guidance of advanced undergraduates on thought-provoking problems.
The collection of problems is being expanded and includes materials
for use with graphing calculators and guide books for the
restructured course.
The Rensselaer-Albany Regional Calculus Consortium - A
Curriculum Adaptation, Refinement, and Implementation Program
Timothy L. Lance Award No: USE 9153252
SUNY at Albany FY 91 $ 41,000
Albany, NY 12201 12 months
A revised calculus curriculum is being adapted, refined, and
implemented. The faculty are attending workshops and
computer-calculus classes.
Dissemination of Project CALC Methods and Materials
Lawrence C. Moore Award No: USE 9153272
Duke University FY 91 $
162,165
Durham, NC 27706 FY 92 $
97,294
Third-semester calculus materials are being completed for
teaching calculus as a laboratory course. The work includes the
expansion of the repertoire of classroom and laboratory projects,
development of versions of alternate software and hardware
environments, and completion of a high school version of the
course. The methods and materials for all three semesters are
being evaluated and widely disseminated by workshops for
college-level and pre-college faculty, by continued publication of
a newsletter, and by production of preliminary materials.
Calculus & Mathematica at Ohio State
William J. Davis Award No: USE 9153246
Ohio State University FY 91 $ 99,916
Columbus, OH 43210 FY 92 $ 91,277
The Calculus & Mathematica course is being extended to second
year calculus. The focus is on developing of materials, testing
them in the classroom, and revising them in light of the
experience gained. Student outcomes are being assessed and the
results reported to the community.
Complete Implementation of a Mathematica Laboratory for
Calculus at a Public Metropolitan University
Richard E. Mercer Award No: USE 9153300
Wright State University FY 91 $ 91,629
Dayton, OH 45435 24 months
Materials are being adapted and new materials developed to
implement a laboratory calculus course. The materials emphasize
extensive use of Mathematica programming, especially graphics
routines and conceptual questions that require written responses in
paragraph form. The curricular changes emphasize a systematic
treatment of the approximation of functions throughout the calculus
sequence.
Implementation and Adaptation of St. Olaf First-Year Calculus
in the Schools of the Chattanooga Consortium
Stephen W. Kuhn Award No: USE 9153285
University of Tennessee FY 91 $ 65,000
Chattanooga, TN 37403-2598 FY 92 $ 70,000
Faculty at the university, college, and high school levels are
working together to improve their curriculum by adapting and
implementing the model calculus program being developed.
Graphical, numerical, and algebraic viewpoints are brought to bear
on calculus ideas to improve students' conceptual understanding.
Gems of Exposition in Elementary Linear Algebra
Charles R. Johnson Award No: USE 9153284
College of William and Mary FY 91 $ 92,000
Williamsburg, VA 23185 24 months
Efforts are underway to collect and broadly disseminate gems
of exposition in elementary linear algebra. These include
especially insightful proofs, short and open-ended problems, longer
expositional items, and machine-oriented, computational exercises,
all of which are designed to communicate fundamental linear algebra
ideas to beginning students. Items are being solicited from a wide
range of individuals worldwide and are being published in a volume
designed to be available at low cost.
Multi-HBCU Calculus Project
Walter Elias Award No: USE 9153264
Virginia State University FY 91 $ 50,000
Petersburg, VA 23803 FY 92 $ 100,000
The calculus curriculum is being revised. A problem solving
approach that encourages experimentation and enhances the study of
calculus by minority students is being implemented. The primary
technical tool is the microcomputer running the computer algebra
system Derive.
The Washington Center Calculus Dissemination Project
Robert S. Cole Award No: USE 9153274
Evergreen State College FY 91 $ 80,062
Olympia, WA 98505 FY 92 $ 145,348
Faculty from a consortium of diverse institutions are
adapting, refining, and implementing approaches to teaching
calculus. A select group of about twenty faculty are being trained
in the new methods. This core of faculty trains faculty from
twelve additional institutions, and all those involved adapt and
implement one of the new approaches at their home institutions.
PROJECT ABSTRACTS: FY 1990 AWARDS
Software and Project Development for the Two-Year Calculus
Sequence
David O. Lomen Award No: USE 9053431
University of Arizona FY 90 $ 80,000
Tucson, AZ 85721 FY 91 $ 90,000
Calculus students at many institutions are benefiting from
integrated supplements: laboratory exercises, projects, problems,
and software packages. The laboratory exercises are modeled after
a typical chemistry or physics laboratory, projects involve the
student discovering and conjecturing results, and problems are
challenging and realistic. The software packages provide materials
and facilities, and run on MS-DOS or Apple Macintosh machines.
Implementing Calculus Reform: Conferences, Classroom Testing,
and Dissemination
Michael R. Colvin Award No: USE 9053404
California Polytechnic State University FY 90 $ 46,996
San Luis Obispo, CA 93407 12 months
A forum is being established for the dissemination and
classroom testing of innovative ideas, pedagogy, and technological
advances in teaching calculus. Classroom testing is taking place
on campuses under the auspices of the California Calculus
Consortium. Faculty are introduced to innovative approaches via a
summer workshop, and these approaches are reinforced through
follow-up activities during the academic year.
Computer Simulated Experiments in Differential Equations
David A. Horowitz Award No: USE 9053390
Golden West College FY 90 $ 36,000
Huntington Beach, CA 92647 12 months
Calculus students are improving their understanding of applied
mathematics with the help of computer simulation programs that
pictorially and graphically model real-life applications. The
package includes growth and decay simulations and harmonic motion
simulations.
Computer Projects and Software for the Introductory Linear
Algebra Course
Gareth Williams Award No: USE 9053365
Stetson University FY 90 $ 24,964
Deland, FL 32720 12 months
The introductory linear algebra curriculum that is typically
part of the two-year calculus sequence is being revitalized by the
introduction of computer projects and related material. The
projects are diverse in nature, ranging from those that explore
mathematical concepts to those that involve mathematical models.
Calculus and Mathematica
J. Jerry Uhl Award No: USE 9053372
University of Illinois FY 90 $ 87,501
Urbana, IL 61801 FY 91 $ 90,004
Students are discovering the concepts and ideas of calculus by
exploration and experimentation in a revitalized calculus course,
Calculus & Mathematica, that combines the concept of calculus as a
laboratory science with correct mathematical foundations. The
classroom/laboratory is equipped with Macintosh computers and the
text materials are presented via the Notebook feature of
Mathematica.
Calculus, Concepts, and Computers
Edward L. Dubinsky Award No: USE 9053432
Purdue University FY 90 $ 220,000
West Lafayette, IN 47907 FY 91 $ 226,000
FY 92 $ 200,000
Students are learning both the geometric aspects of calculus
using computer graphics and the mathematical concepts via a
mathematical programming language that allows them to make standard
mathematical constructions using standard mathematical notation;
drill and practice are being reduced by using a computer algebra
system. Research into the process of learning the underlying ideas
of calculus is also being conducted.
Engineering/Physical Science Second Year Calculus and
Differential Equations: A Pilot Project
Leslie Hogben Award No: USE 9053428
Iowa State University FY 90 $ 48,241
Ames, IA 50011 12 months
Students in fourth semester calculus, differential equations,
and linear algebra are benefiting from a revised curriculum that
presents the underlying mathematics by introducing physical
problems which require mathematics for their solution.
Calculus with Computing: A National Model Course
Keith D. Stroyan Award No: USE 9053383
University of Iowa FY 90 $ 64,000
Iowa City, IA 52242 FY 91 $ 66,000
Students in the Accelerated Calculus Program are benefiting
from a new curriculum that treats beginning calculus as a
laboratory course with NeXT computers and Mathematica software as
the equipment. Students, in classes of 125, work on open-ended
projects with assistance from graduate teaching assistants,
upperclass undergraduates, and faculty.
A Reformed Calculus Program Based on Mathematics and Project
CALC
William H. Barker Award No: USE 9053397
Bowdoin College FY 90 $ 35,000
Brunswick, ME 04011 FY 91 $ 44,000
Students are learning calculus in a discovery-based laboratory
course using materials developed at Duke University and adapted for
use in a liberal arts college setting. The course and laboratory
materials are made available for Macintosh computers and exploit
the Notebook feature of the computer algebra system, Mathematica.
Computer Algebra System Workshops, New Series
Donald B. Small Award No: USE 9053427
Colby College FY 90 $ 84,875
Waterville, ME 04901 FY 91 $ 10,000
College and pre-college faculty are learning how to use
computer algebra systems in the teaching of calculus. Strong
emphasis is placed on using these systems in such a way that the
calculus curriculum is improved by introducing numerical and
graphical experimentation, and by focusing on problem-solving and
understanding of concepts.
A Workshop on the Undergraduate Linear Algebra Curriculum
David Lay Award No: USE 9053422
University of Maryland FY 90 $ 43,922
College Park, MD 20742 12 months
Mathematical Scientists are assessing the current state of
linear algebra instruction in the undergraduate curriculum, laying
a foundation for its improvement, and identifying priorities for
further and continuing study. This endeavor is being carried out
by means of a survey of linear algebra curricula, a workshop, and
a conference.
Video Applications Modules in Calculus
Frank R. Giordano Award No: USE 9053407
Consortium for Mathematics & Its Applications, Inc. FY 90 $ 101,851
Arlington, MA 02174 12 months
A calculus video applications library is being produced that
will expose students to exciting applications of mathematics, and
includes a printed teacher's guide. The modules can also be used
in faculty development activities and contain print packages with
special attention to showing how to introduce these ideas into the
classroom.
A Modular Calculus
William W. Farr Award No: USE 9053430
Worcester Polytechnic Institute FY 90 $ 56,981
Worcester, MA 01609 FY 91 $ 61,572
Students are benefiting from a new calculus curriculum that
features early development of multivariable functions and
derivatives, a less sequential approach to the calculus topics, and
the development of team projects with computer laboratories and
written laboratory reports.
Computers in Calculus, The Dearborn Project
David A. James Award No: USE 9053385
University of Michigan FY 90 $ 57,500
Dearborn, MI 48128 FY 91 $ 59,000
Calculus students are benefitting from a new curriculum
constructed from the best curriculum development efforts around the
country. After classroom testing, the results are being evaluated
and a package of computer laboratory materials and an instructor's
manual is being desktop-published and disseminated.
First-Year Calculus From Graphical, Numerical, and Symbolic
Points of View
Arnold M. Ostebee Award No: USE 9053363
Saint Olaf College FY 90 $ 49,977
Northfield, MN 55057 FY 91 $ 54,965
A new curriculum combining graphical, numerical, and algebraic
viewpoints on the main ideas and objects of calculus and SUPPORTED
by modern computing technology is helping students understand
calculus ideas more deeply and apply them more effectively.
A Model Program Using Student Research Projects in Calculus
and Differential Equations
David J. Pengelley Award No: USE 9053387
New Mexico State University FY 90 $ 120,000
Las Cruces, NM 88003 24 months
Calculus students are benefiting from a newly designed course
in vector calculus and differential equations that equips them with
the basic tools of modern mathematical modeling. As a result of
analyzing a sequence of discovery projects, students see how
real-world questions may engender theoretical tools and how these
tools may then be extended to new applications. The independent
experimentation, conjecture, and testing this fosters builds the
confidence needed for independent work or group leadership.
Several national workshops are being held on departmental
implementation of a projects-based calculus curriculum, as well as
a conference on using discovery projects to teach basic ideas in
calculus and differential equations.
Computer Enhancement Options for Second Year Calculus
George R. Livesay Award No: USE 9053426
Cornell University - Endowed FY 90 $ 93,000
Ithaca, NY 14853 FY 91 $ 97,000
Specialized software packages are being developed for the
differential equations and vector and multivariable calculus topics
typically included in a second-year calculus course. The new
software is modeled after the MacMath and Analyzer packages already
completed and classroom tested.
Developing a Projects-Based Calculus Curriculum
Stephen R. Hilbert Award No: USE 9053416
Ithaca College FY 90 $ 86,175
Ithaca, NY 14850 24 months
Students are achieving increased understanding of concepts,
seeing the unity of the important topics in calculus, obtaining a
deeper geometric understanding, and learning problem-solving skills
in a new calculus course that integrates large, open-ended problems
into the curriculum.
A Laboratory Approach to Calculus
L. Carl Leinbach Award No: USE 9053401
Gettysburg College
FY 90 $ 59,225
Gettysburg, PA 17325 8 months
College faculty are learning how computer algebra systems can
be used to improve calculus curricula and are designing new
curricula that integrates laboratories into the new courses. The
new designs being implemented are critiqued and redesigned at a
follow-up workshop.
Duke University's Project CALC Test Site
Alvin J. Kay Award No: USE 9053364
Texas A&I University FY 90 $ 17,664
Kingsville, TX 78363 12 months
Students are learning calculus in a laboratory setting and are
discovering for themselves the concepts and problem solving power
of calculus. The overall framework of the laboratory and the
course materials being used were developed at Duke University and
are being tested in this setting.
PROJECT ABSTRACTS: FY 1989 AWARDS
Curriculum Development Project: Calculus
David O. Lomen Award No: USE 8953930
University of Arizona FY 89 $ 104,806
Tucson, AZ 85721 12 months
Materials are being developed that complement the calculus
courses at major universities throughout the nation. Integrated
supplements are being developed that feature laboratories,
projects, problems, and software packages. Laboratories are
modeled after a typical physics or chemistry laboratory where the
student performs guided experiments independent of the present
class material. Projects involve the student discovering and
conjecturing results related to calculus. Problems are
challenging, realistic questions that might require modern
technology to solve. All problems are technology dependent, but
independent of a specific brand of computer. The software packages
will bridge this gap by supplying the appropriate materials for
MS-DOS and Macintosh machines.
Calculus and Computers: Toward a Curriculum for the 1990s
Marcia C. Linn Award No: USE 8953974
University of California FY 89 $ 42,898
Berkeley, CA 94720 12 months
Faculty from a broad spectrum of institutions, including
two-year colleges, are learning ways to use Mathematics and
exchanging ideas on how to use this powerful tool in the teaching
of calculus. The invited speakers at the conference and the PIs
are using Mathematica and other integrated symbol manipulation and
graphics systems in their calculus courses and are seeing exciting
possibilities for their use. The conference participants are
learning about these systems and are making suggestions about ways
to use these tools.
Rapid Dissemination of New Calculus Projects
Thomas W. Tucker Award No: USE 8953912
Mathematical Association of America FY 89 $ 41,540
Washington, DC 20001-0000 12 months
Detailed descriptions (syllabi, assignments, laboratories,
exams, sample text material, preliminary assessment) of eight to
ten new calculus projects are being prepared for publication.
Project summaries of approximately 50 additional projects are included.
Calculus Curriculum Development
J. Jerry Uhl Award No: USE 8953906
University of Illinois FY 89 $ 25,000
Urbana, IL 61801 12 months
A non-traditional, entirely new course is being developed
under this pilot project through live Mathematica notebooks.
Emphasis is placed upon individual student use of the Mathematica
program for instruction, computation, and symbolic manipulation
within the Mathematica notebooks. The goal is to motivate the
students to better understand the foundations and enable them to
execute calculations far beyond those expected of students in the
traditional course.
Calculus Redux
Judith H. Morrel Award No: USE 8953948
Butler University FY 89 $ 27,000
Indianapolis, IN 46208 12 months
Students are finding more excitement and making better
progress in calculus because of a revised curriculum that
emphasizes problem solving, building intuition, and improving
written mathematical expression. A data base consisting of
non-routine, open-ended, multi-step problems and discussion modules
emphasizing concepts, experimentation, and widely varying
applications is being created.
A Revitalization of an Engineering/Physical Science Calculus
Elgin H. Johnston Award No: USE 8953949
Iowa State University FY 89 $ 63,600
Ames, IA 50011 FY 90 $ 72,250
FY 91 $ 58,565
FY 92 $ 15,000
A four-year program is under way to revitalize the calculus
course taken by science, engineering, and mathematics students.
The revised curriculum stresses the modeling and problem-solving
aspects of calculus, and teaches students to use commercially
available symbolic and numerical software to handle the technical
aspects of the subject. The planning, testing, and implementation
of the new curriculum is being done under the guidance of a liaison
committee made up of faculty from the physical sciences,
engineering, and mathematics departments.
Calculus with Computing: A National Model Course
Keith D. Stroyan Award No: USE 8953937
University of Iowa FY 89 $ 65,000
Iowa City, IA 52242 12 months
The curriculum is being developed to present calculus as the
language of science. Beginning calculus is being treated as a
laboratory course with modern computers and scientific software as
the laboratory equipment. The development is built on a long
history of successful use of computers in a calculus laboratory and
will make use of new software so that students have a serious start
on their education in scientific computation.
Core Calculus Consortium: A Nationwide Project
Andrew M. Gleason Award No: USE 8953923
Harvard University FY 89 $ 346,245
Cambridge, MA 02138 FY 90 $ 570,283
FY 91 $ 335,223
FY 92 $ 418,372
FY 93 $ 337,500
A National consortium of institutions is developing an
innovative core calculus curriculum that is practical and
attractive to a multitude of institutions. The refocus of calculus
uses the "Rule of Three" whereby topics are explored graphically,
numerically, and analytically. The consortium is led by Harvard
University and consists of the University of Arizona, Colgate
University, Haverford-Bryn Mawr Colleges, the University of
Southern Mississippi, Stanford University, Suffolk Community
College, and Chelmsford High School.
Calculus Reform in Liberal Arts College
A. Wayne Roberts Award No: USE 8953947
Macalester College FY 89 $ 199,203
Saint Paul, MN 55105 FY 90 $ 215,168
FY 91 $ 148,500
A calculus curriculum is being developed that stresses
understanding rather than techniques, contains realistic
applications, and promotes the ability to write coherent arguments.
This development is being carried out with the participation of
twenty-six liberal arts colleges in the Midwest and takes the form
of five Resource Collections containing fundamental materials that
can be used in part or in total for curriculum development in
calculus at any institution. These collections are to be published
as five separate volumes.
The St. Olaf Conference, October 20-22, 1989
Paul D. Humke Award No: USE 8955091
Saint Olaf College FY 89 $ 1,500
Northfield, MN 55057 6 months
Mathematicians experienced in using computer algebra systems
in teaching calculus are meeting to discuss their past experience
and their plans for future use. The focus is on how these systems
have changed, can change, and will change the teaching of calculus.
Utilization of Technology in Non-traditional Calculus
Wanda Dixon Award No: USE 8953931
Meridian Community College FY 89 $ 25,000
Meridian, MS 39301 18 months
The calculus curriculum is being revised to place more
emphasis on learning the concepts, solving realistic problems, and
improving estimation of skills. Materials are being developed to
utilize the HP-285 hand-held calculator.
Calculus: Restructuring and Integration with Computing
Richard H. Crowell Award No: USE 8953908
Dartmouth College FY 89 $ 289,171
Hanover, NH 03755
The calculus curriculum is being restructured by integrating
into the syllabus student use of a personal computer as a working
tool. A substantial body of new courseware is being created that
enables the students to use a personal computer as a regular part
of their homework to explore, analyze, or verify the central
concepts of the calculus, is being created. Students are expected
to write some of their own software and/or to modify existing
software as an integral part of the course. The course materials
are being substantially restructured in order to incorporate the
advantages which the presence of the computer affords. The
ultimate goal is to produce a new computer-based calculus text.
C4L Calculus Computers, Calculators and Collaborative Learning
Patricia R. Wilkinson Award No: USE 8953959
CUNY Borough of Manhattan Community College FY 89 $ 50,000
New York, NY 10007 24 months
The collaborative learning project is providing students,
especially those from minority groups, a better chance to achieve
success in calculus. The students are working in informal study
groups with the assistance of specially trained tutors.
Calculus in the Liberal Arts Curriculum/Multidisciplinary
Resources for College Calculus
Ronald W. Jorgensen Award No: USE 8953926
Nazareth College of Rochester FY 89 $ 78,232
Rochester, NY 14610 24 months
A calculus curriculum that uses the computer algebra system
MAPLE in conjunction with writing assignments that are designed to
promote student learning is being developed. The courses are
organized in diagnostic learning units and require students to keep
a journal which is regularly evaluated by the instructor. This
system of ongoing feedback between student and teacher enhances
self-evaluation on the part of the student.
The Computer Revolution in Calculus: Innovative Approaches to
Concepts and Applications
William E. Boyce Award No: USE 8953904
Rensselaer Polytechnic Institute FY 89 $ 55,000
Troy, NY 12180-3590 12 months
A new calculus course that exploits the power of a computer as
an integral part of teaching and learning is being designed.
Advantage is being taken of a computer's capacity to perform
numerical computation, produce sophisticated graphics, and carry
out extensive symbolic manipulations. Students are provided with
powerful and versatile problem-solving tools and simultaneously
gain a deeper understanding of the underlying mathematical
concepts.
Project CALC: Calculus as a Laboratory Course
Lawrence C. Moore Award No: USE 8953961
Duke University FY 89 $
198,522
Durham, NC 27706 FY 90 $
217,773
FY 91 $
134,570
FY 92 $
39,999
Students are benefiting from a completely restructured
calculus curriculum. The new curriculum features an integrated
computer laboratory for exploration and development of intuition,
and emphasizes writing to promote student comprehension and
expression.
Calculators in the Calculus Curriculum
Thomas Dick Award No: USE 8953938
Oregon State University FY 89 $ 84,219
Corvallis, OR 97331-5503 FY 90 $ 75,371
FY 91 $ 87,918
FY 92 $ 15,000
Calculus students are benefiting from the joint effort
involving universities, two- and four-year colleges, high schools,
and high technology industry to develop and implement a new
calculus curriculum which makes integral use of symbolic/graphical
calculators. Text materials appropriate for the equivalent of
three semesters of calculus are being produced and classroom-
tested in a variety of instructional settings. Workshops provide
continuing instructional support for teachers using the curriculum
materials and symbolic/graphical calculator.
The Calculus Companion: A Computational Environment for
Exploring Mathematics
Edmund A. Lamagna Award No: USE 8953939
University of Rhode Island FY 89 $ 161,535
Kingston, RI 02881 36 months
The calculus curriculum is being revised to provide students
with more complex, real world problems, to help them develop the
skills involved in performing multi-step reasoning, and to help
them learn to express mathematical ideas precisely and coherently.
A unique computational environment is being developed in which
students use the computer as both a tutoring device and a
computational aid. The system, called the Calculus Companion,
consists of a user-friendly interface to the computer algebra
system MAPLE and numerical computation and graphical display
routines.
PROJECT ABSTRACTS: FY 1988 AWARDS
An Integrated Program in Calculus and Physics
F. Richard Yeatts Award No: USE 8813784
Colorado School of Mines FY 88 $ 74,517
Golden, CO 80401 FY 89 $ 47,451
FY 90 $ 83,058
An integrated calculus and physics course is being developed
and tested. A unique feature is the well-planned
laboratory/workshop session where much of the integration of the
subject matter occurs. The sessions provide students with the
opportunity to explore and discover the relationships between a
physical situation, its graphical or geometric representation, and
the corresponding analytical representation. The workshop
exercises consist of physics experiments, numerical simulations,
symbolic manipulations, computer programming, and formal reasoning
exercises. Study guides, problem sets, and modular materials are
being developed. The students' progress is being evaluated
internally as well as externally by a National Advisory Committee.
The Design of a Computer Algebra System to Effect a More
Relevant Mathematics Curriculum
J. Douglas Child Award No: USE 8814048
Rollins College FY 88 $ 73,436
Winter Park, FL 32789 FY 89 $ 43,126
FY 90 $ 44,076
The focus of the three-year project is the construction of a
computer environment consisting of a computer algebra system,
MAPLE, a specially designed interface to MAPLE, a hypertext system,
and other software that is more suitable for teaching and learning
calculus for the average student. The computer algebra system
demonstrates the reasoning processes of experts. The intent is
that students will learn how to think about solving calculus as
well as how to solve problems with the help of a computer algebra
system. The computer environment is suitable for pre-calculus,
science, and engineering curriculum designs. A computer algebra
system, both to do and to teach calculus with MAPLE, is being
developed along with curriculum and interfaces for computer algebra
systems. The calculus topics are being reordered introducing
differentiation and integration early in the course via applied
problems. Emphasis is being placed on logic, precise use of
language, numerical methods, approximations, and mathematical
modeling. Experimental use of materials is taking place at
colleges and local high schools which have classes of approximately
thirty-five students. National dissemination is in the form of
text to be published by Wadsworth/Brooks-Cole Publishers.
Calculus Workshops and Conferences
Shair Ahmad Award No: USE 8813860
University of Miami
FY 88 $ 45,000
Coral Gables, FL 33124 12 months
The project is developing a monthly series of two-day
conferences and workshops on calculus to be attended by university
and community college faculty members, high school calculus
instructors, and industrial representatives. The seminars
concentrate on the role of computers and calculators, textbooks,
relevance to other disciplines, conceptual understanding, and the
development of exercises that stress current technology.
Discussions are led by small groups of well-prepared individuals
familiar with existing literature on the subjects. Participants
are encouraged to carry on similar discussions in their own
institutions.
Calculus Planning Project
Nagambal D. Shah Award No: USE 8813792
Spelman College FY 88 $ 50,000
Atlanta, GA 30314 12 months
The project is planning a series of seminars focusing on the
special needs that women have in the study of calculus and
mathematics, and culminating in a faculty retreat and the writing
of a report on the faculty members shared experiences. The project
is being held at a black institution for females with strong
academic traditions and includes formal participation by the
chairman of the mathematics department at Agnes Scott College, a
female institution with equally strong academic traditions. The
program starts with three seminars lead by consultants with special
expertise in the area of female studies in mathematics. The
presentations and consultations should sensitize the faculty
participants to the special elements of females studying
mathematics. Three additional consultants will assist with three
later seminars that concentrate on the role of computers in the
study of calculus. A pilot section of calculus uses and
investigates computer software specially designed to assist in the
study of calculus. Three undergraduate students help with the
evaluation of the materials. With the help of the specialized
consultants, the faculty becomes sensitive to the issues involved
in the instruction of female student.
Calculus Curriculum Development
Gerald J. Janusz Award No: USE 8813873
University of Illinois FY 88 $ 40,785
Urbana, IL 61801 12 months
Mathematicians are investigating methods by which the teaching
of calculus can be made more effective in conveying to students an
understanding of calculus as a powerful problem solving tool.
Course material planning focuses on the development of the problem
sets that lead students through the central ideas and methods of
calculus and enhance their ability to read and write mathematics.
The project consults with user departments in science, engineering,
and other areas; develops and tests course material for Calculus I
based on an approach of Artin; focuses on computational and problem
solving; and develop student capacity to read and write
mathematics correctly and coherently. A weekly Calculus Seminar
trains teaching assistants and discusses content among faculty
within and outside the mathematics department. A Calculus Workshop
for faculty and high school teachers is being held.
Calculus, Concepts and Computers
Edward L. Dubinsky Award No: USE 8813996
Purdue University FY 88 $ 30,000
West Lafayette, IN 47907 12 months
Three mathematicians are teaching three small (25-30 students)
prototype calculus courses based on computer, computer languages,
and algebra systems. The geometric and conceptual aspects of
calculus, solution of applied problems, and reduction of routine
drill by using symbolic manipulation is emphasized. These courses
include both mainstream and non-mainstream calculus. The extent of
the use of computer labs and the use of the ISTEL and Maple
software packages varies. A consulting board of 25 experts from
the various academic disciplines will suggest applications from
science and mathematics from the latter third of the 20th century.
A unique component of the project is research on how students come
to understand the underlying ideas in calculus. Theoretical
analysis, observations, and experiments on the teaching and
learning of calculus are being formulated.
Planning for a Revitalization of an Engineering/Physical
Science Calculus
Elgin H. Johnston Award No: USE 8813895
Iowa State University FY 88 $ 49,954
Ames, IA 50011 12 months
Mathematicians are revising the engineering calculus sequence
by incorporating modeling and symbolic/graphical/numerical software
into the curriculum. The planning is done by a committee of
faculty from engineering, physical, and mathematical sciences. A
calculus network of high school, community college, and
college/university is being established. Over 90% of the calculus
students are from the client disciplines. The project initiates
change in a deliberate and timely manner with concurrence by the
client departments. One fourth of the first-semester
calculus courses are taught under the revised curriculum requiring
a small amount of programming, and stressing algorithms and sharply
focused real applications. The second and third semesters of
calculus are being revised within the same mathematical framework.
Dynamic Calculus
Robert L. Devaney Award No: USE 8813865
Boston University FY 88 $ 40,306
Boston, MA 02215 12 months
An expert fluid dynamicist is developing instructional
modules, which incorporate ideas from modern dynamical systems
theory into the standard introductory calculus course. The purpose
of the project is to augment the calculus with topics of current
research interest. Materials can be introduced early in a
calculus sequence so that students receive early exposure to topics
of contemporary research interest in mathematics, computer
experimentation in mathematics, and exciting mathematical visual
images. Several modules which show how certain topics in dynamics
may be integrated into calculus, and the role of dynamical calculus
in science are being developed.
Calculus in Context
James Callahan Award No: USE 8814004
Five Colleges, Inc. FY 88 $
141,707
Amherst, MA 01002 FY 89 $
190,845
FY 90 $
174,183
FY 91 $
129,392
FY 92 $
74,128
Mathematicians are restructuring the standard three-semester
calculus sequence. A new curriculum is being developed in which
the four mathematical themes of optimization, estimation and
approximation, differential equations, and functions of several
variables are stressed from the beginning. These major
mathematical concepts grow out of exploring significant problems
from social, life, and physical sciences. Dynamical systems,
discrete time models, Fourier series, and partial differential
equations are some of the concepts which are explored. The
computer is being integrated into the curriculum as a basic
conceptual device for structuring the way students think about
problems and what it means to solve them. Dissemination is in
the form of team-taught
courses, weekend retreats, summer workshops for area faculty and
high school teachers, and publication of the curriculum. These
instructional materials are used at universities, liberal arts
colleges, and high schools.
The Language of Change: A Project to Rejuvenate Calculus
Instruction
Andrew M. Gleason Award No: USE 8813997
Harvard University FY 88 $ 20,362
Cambridge, MA 02138 12 months
A group of mathematicians is designing calculus syllabi
outlines. They are investigating the use of computers/calculators
in opening up new topics and new ways of teaching. They are
completely rethinking the goals and content of calculus courses to
establish closer collaboration with representative of client
disciplines; to plan the creation of tests; and to plan the
development of materials to be used in workshops on pedagogy.
Calculus Reform in Liberal Arts College
A. Wayne Roberts Award No: USE 8813914
Macalester College FY 88 $ 62,650
Saint Paul, MN 55105 12 months
Mathematicians are developing a one-year mainstream calculus
course. The curriculum stresses basic concepts; numeric and
graphic experiments to better understand the power and limitations
of technology; the role that calculus plays in changing people's
world view; the art of writing a deductive argument; and applied
mathematics as a creative modeling process. Outlines of teaching
resources to create a lean and lively one-year calculus course
include sequences of laboratory style problems; textbook type
problems for computers/calculators; application modules; open ended
problems; and historical vignettes.
Calculus: Restructuring and Integration with Computing
Richard H. Crowell Award No: USE 8814009
Dartmouth College FY 88 $ 50,464
Hanover, NH 03755 12 months
Mathematicians are integrating computers into, and planning
the restructuring of, the calculus curriculum. The approach
emphasizes elementary functions and the use of the computer for
graphical displays and computation of tables of function values.
Student written programs are being used to investigate these
functions. Differentiation and integration are taught by means of
the difference calculus, making heavy use of the computer. These
concepts are used to solve "real-world" problems. Students are
expected to gain a deeper understanding of calculus concepts from
the combination of theory, applications, and computer
investigations. During the four-course calculus sequence, students
are developing the capabilities of doing their own numerical and
graphical investigations independently. Text and computer
materials, demonstration programs, and problems are being
developed. The new curriculum is being tested and evaluated.
From Euclid to von Neumann, an Activity-Based Learning
Experience in Calculus: Project ENABLE
Joan Ferrini-Mundy Award No: USE 8814057
University of New Hampshire FY 88 $ 40,487
Durham, NH 03824 12 months
Mathematicians, mathematics educators, engineers, scientists,
high school teachers, and Technical Education Research Center are
developing and refining mathematical, educational, and
technological perspectives for a three-semester calculus
curriculum. The project is first conducting a baseline assessment
of first-semester calculus students to determine their algebra and
trigonometry skills, as well as their understanding of essential
precalculus concepts. Implementation of the reorganized and
streamline curriculum requires a clear perception of the students'
knowledge base and misconceptions, as well as the students' active
participation in their own learning. The curriculum starts with
the concept of approximation, whose idealization will lead to
derivatives, integrals, and continuity. Biweekly seminars to
develop prototype materials, outline modules, and core units are
being held during the academic year. Some components are being
tested in high schools.
Student Research Projects in the Calculus Curriculum
Marcus S. Cohen Award No: USE 8813904
New Mexico State University FY 88 $ 83,572
Las Cruces, NM 88003 FY 89 $ 98,993
FY 90 $ 59,652
Mathematicians continue to develop and implement a plan using
student research projects in a broad range of calculus courses.
Three individual two-week projects are being used instead of hour
exams in thirty-five calculus sections. Almost one-half of the
students are minorities. A collection of four hundred problems,
many annotated with information on their success in the classroom
is being compiled. The projects require that students think
broadly and deeply, identifying background material, and
synthesizing an approach. Scientists, engineers, and economists
help design projects which demonstrate the mathematical
underpinnings of solutions to applied problems. Faculty workshops,
training of teaching graduate assistants, Advisory Committee
meetings, and an extensive evaluation which includes evaluating
long-term intellectual growth of students are all taking place as
part of the project.
Planning a Problems-Based Calculus Curriculum
Stephen R. Hilbert Award No: USE 8814177
Ithaca College FY 88 $ 50,193
Ithaca, NY 14850 18 months
Mathematicians are developing a problem-based mainstream
calculus curriculum. The complex problems will require a minimum
of several weeks to solve. The structure of the problems varies
from "case study" to "open-ended". Groups of students working
together will solve problems which develop essential parts of the
calculus, and use calculator/computers where relevant. In-depth
interviews with twenty-five faculty members from accounting,
biology, chemistry, economics, finance, management, politics,
psychology, and physics help identify realistic problems. Two
experimental course sections of Calculus I are being taught, and a
one-day conference on the "Future of Calculus" is being held.
Calculus and the Computer: Innovative Teaching and Learning
William E. Boyce Award No: USE 8814011
Rensselaer Polytechnic Institute FY 88 $ 50,000
Troy, NY 12180-3590 12 months
Applied mathematicians are developing a calculus course
sequence in which computer technology is used to equip students
with powerful and versatile problem-solving tools in order to gain
deeper understanding of the underlying mathematical concepts.
Content includes numerical computation, sophisticated graphics,
symbolic computation, relations between mathematics and the natural
world, and mathematical modeling. A team of mathematicians, a
physicist, an electrical engineer, and students are developing
instructional materials to support the use of the computer in
calculus. These materials are used in two or three pilot sections
of the calculus sequence.
Development of Calculus
Lawrence C. Moore Award No: USE 8814083
Duke University FY 88 $ 20,000
Durham, NC 27706 12 months
A detailed syllabus for a new calculus curriculum is being
developed in a cooperative venture with an area high school. The
schools are experimenting with the use of computer algebra systems
and preparing sample modules. A small prototype calculus
laboratory is being run for the development and testing of
interactive experiments and writing as a learning tool in
mathematics. Central themes include appropriate use of
mathematical and physical tools, identification of a concept and
its inverse, use of transformations, and relationships between
calculus and real world problems.
Toward a Conceptual and Captivating Calculus
Thomas A. Farmer Award No: USE 8813786
Miami University Oxford Campus FY 88 $ 48,595
Oxford, OH 45056 12 months
The project is developing a lean and lively calculus syllabus
for college students who have had calculus in high school. After
consultation with scientists from client disciplines on the current
uses of calculus, materials incorporating computers are being
developed to run a preliminary experiment. A large-scale,
controlled experiment with teaching and computing materials is
being prepared.
Plan for Calculators in the Calculus Curriculum
Thomas Dick Award No: USE 8813785
Oregon State University FY 88 $ 27,401
Corvallis, OR 97331-5503 12 months
A calculus curriculum which makes essential use of the HP285
symbolic/graphical calculator is being developed and implemented.
The objectives are: to identify calculus topics pedagogically
suited for use on symbolic/graphical calculators; to identify roles
of symbolic/graphical calculators in calculus; and the production
of curriculum/calculator materials to be tested during the academic
year. A calculus book based on the symbolic/graphical calculator
provides both technical advice regarding the calculator and
adaptation of the calculus text materials. A series of workshops
on utilizing the symbolic/graphical calculator in mathematics
classes is being presented.
Integrated Calculus Development
Alain Schremmer Award No: USE 8814000
Community College of Philadelphia FY 88 $ 40,124
Philadelphia, PA 19107 12 months
The project is developing a Lagrangian calculus program for
the students who are predominantly women, minorities, and returning
adults. Lagrangian calculus develops concepts via polynomial
approximations rather than limits. It reduces questions about
"any" function to the same question about a power function, which
appears in the approximating polynomial. The two-semester course
is equivalent to pre-calculus and one semester of calculus. The
first semester consists of linear approximations, quadratic, and
power functions. The second semester consists of the differential
study of polynomials, Laurent polynomials, and rational and
elementary transcendental functions by Lagrange's approach.
Revitalization of Calculus
Mary McCammon Award No: USE 8813779
Pennsylvania State University FY 88 $ 42,399
University Park, PA 16801 12 months
Mathematics faculty members are developing a lean and lively
syllabus for a freshman science and engineering calculus sequence.
In consultation with other mathematicians, scientists, and
engineers, a core of essential material is being determined.
Existing software, computer technology, and placement tests are
evaluated and modified, as needed. A test which contains related
software and supplements for instructors and which covers the
central core of materials is being produced. Several aspects of
the experimental syllabus are being taught by the
instructors. Each participant experiments with only a small part
of the curriculum. In this way, several content areas and
approaches can be tested, while insuring that students are exposed
to nearly all of the traditional calculus.
Proposal for a Newsletter on Collegiate Mathematics Education
James H. Voytuk Award No: USE 8814683
American Mathematical Society FY 88 $104,413
Providence, RI 02901 FY 89 $ 66,675
FY 90 $ 9,358
FY 91 $ 9,358
A collegiate mathematics education newsletter is being
established. Its purpose is to stimulate greater communication
between research mathematicians and collegiate mathematics
educators. The newsletter provides a balance of short, timely
items directing readers to sources of further information, and
longer, more substantive articles presenting discussion of
important issues in collegiate mathematics education. The
newsletter includes the following: articles on mathematics
curriculum; innovative teaching methods; funding for collegiate
mathematics education; outside classroom activities; profiles of
successful mathematics programs; information on conferences,
workshops, courses, and use of technology; review of international
activities; review of information in other publications; and a
column for queries.
The Calculus Companion: A Computerized Tutor and
Computational Aid
Edmund A. Lamagna Award No: USE 8814017
University of Rhode Island FY 88 $ 51,350
Kingston, RI 02881 12 months
The project is creating a computational environment in which
calculus students use the computer as both a tutoring device and a
computational aid. The system consists of two components: (1) a
powerful user interface to a symbolic mathematics package and
graphical display routines; and (2) tutorial modules. A study on
how the computer can be best integrated into the calculus
curriculum, and a prototypical course module on the topic of
integration are being completed. Students are introduced to
important techniques using symbolic computation facilities. The
graphical and numerical capabilities demonstrate several numerical
integration techniques. Real world examples from several client
disciplines are used to motivate topics.
Restructuring One Variable Calculus within a Modeling and
Computer Oriented Environment
Daniel C. Sloughter Award No: USE 8813781
Furman University FY 88 $ 22,476
Greenville, SC 29613 12 months
Mathematicians are developing and testing an experimental one
variable calculus course which builds and analyzes realistic models
of dynamic processes, including "chaos". The course restructuring
starts with sequences of real numbers and difference equations, and
ends with differential equations. Global and qualitative behavior
is stressed by use of the computer. There is modeling with symbol
manipulation, discrete mathematics, and numerical mathematical
packages.
Development of Computer-Based Curriculum Materials for
Calculus: A Planning Project
Michael E. Moody Award No: USE 8814131
Washington State University FY 88 $ 29,716
Pullman, WA 99164-3140 12 months
Mathematicians are developing, coordinating, and writing
multi-disciplined computer-based curriculum materials for calculus
to be implemented at two high schools, a community college, a
private college, and a public university. Generic curriculum
materials for engineering calculus, calculus for life sciences, and
business calculus are being developed by faculty from engineering,
biology, chemistry, business, and sociology. The materials include
laboratory exercises that use computing devices such as HP-28 and
microcomputers using symbolic manipulation programs. These
realistic problems use numerical methods that illustrate the power,
difficulties, and logic of computation and graphical solution to
problems. Electronic "slide shows" with both animated and static
computer graphics of classroom demonstrations and lectures are also
being developed.
INDEX BY STATE
INSTITUTION PROJECT
DIRECTOR GRANT NUMBER PAGE
Arizona
University of Arizona David O.
Lomen USE 8953930 13
Tucson, AZ 85721
Curriculum Development Project: Calculus
University of Arizona David O.
Lomen USE 9053431 7
Tucson, AZ 85721
Software and Project development for the Two-Year Calculus
Sequence
California
Cal Polytechnic State Univ Michael R.
Colvin USE 9053404 7
San Luis Obispo, CA 93407
Implementing Calculus Reform: Conferences, Classroom Testing,
and Dissemination
Golden West College David A.
Horowitz USE 9053390 7
Huntington Beach, CA 92647
Computer Simulated Experiments in Differential Equations
University of California Marcia C. Linn
USE 8953974 13
Berkeley, CA 94720
Calculus and Computers: Toward a Curriculum for the 1990s
District of Columbia
Mathematics Assn of America Thomas W.
Tucker USE 8953912 13
Washington, DC 20001-0000
Rapid Dissemination of New Calculus Projects
Colorado
Colorado School of Mines F. Richard
Yeatts USE 8813784 19
Golden, CO 80401
An Integrated Program in Calculus and Physics
University of Northern Colorado Steven C.
Leth USE 9153277 1
Greeley, CO 80639
Calculus with Computers for the Mid-Sized University:
Adapting and Testing the Iowa Materials
Connecticut
University of Connecticut James F.
Hurley USE 9153270 1
Storrs, CT 06268
Integration of Computing into Main-Track Calculus
University of Hartford Robert J.
Decker USE 9153298 1
West Hartford, CT 06117
Connecticut Calculus Consortium
Florida
Rollins College J. Douglas
Child USE 8814048 19
Winter Park, FL 32789
The Design of a Computer Algebra System to Effect
a More Relevant Mathematics Curriculum
Stetson University Gareth
Williams USE 9053365 8
Deland, FL 32720
Computer Projects and Software for the Introductory
Linear Algebra Course
University of Miami Shair Ahmad USE
8813860 20
Coral Gables, FL 33124
Calculus Workshops and Conferences
Georgia
Georgia Tech Res Corp Alfred D.
Andrew USE 9153309 2
Atlanta, GA 30332
The Georgia Tech-Clemson Consortium for Undergraduate
Mathematics in Science and Engineering
Spelman College Nagambal D.
Shah USE 8813792 20
Atlanta, GA
Calculus Planning Project
Illinois
Knox College Dennis M.
Schneider USE 9153249 2
Galesburg, IL 61401
Multivariable Calculus Using Mathematica
University of Illinois Gerald J.
Janusz USE 8813873 20
Urbana, IL 61801
Calculus Curriculum Development
University of Illinois J. Jerry Uhl
USE 8953906 14
Urbana, IL 61801
Calculus Curriculum Development
University of Illinois J. Jerry Uhl
USE 9053372 8
Urbana, IL 61801
Calculus and Mathematica
Indiana
Butler University Judith H.
Morrel USE 8953948 14
Indianapolis, IN 46208
Calculus Redux
Purdue University Edward L.
Dubinsky USE 8813996 21
West Lafayuette, IN 47907
Calculus, Concepts, and Computers
Purdue University Edward L.
Dubinsky USE 9053432 8
West Lafayette, IN 47907
Calculus, Concepts, and Computers
Iowa
Iowa State University Elgin H.
Johnston USE 8813895 21
Ames, IA 50011
Planning for a Revitalization of an Engineering/Physical
Science Calculus
Iowa State University Elgin H.
Johnston USE 8953949 14
Ames, IA 50011
A Revitalization of an Engineering/Physical Science Calculus
Iowa State University Leslie
Hogben USE 9053428 9
Ames, IA 50011
Engineering/Physical Science Second Year Calculus and
Differential Equations: A Pilot Project
University of Iowa Keith D.
Stroyan USE 8953937 15
Ames, IA 50011
Calculus with Computing: A National Model Course
University of Iowa Keith D.
Stroyan USE 9053383 9
Ames, IA 50011
Calculus with Computing: A National Model Course
Science Course
Maine
Bowdoin College William H.
Barker USE 9053397 9
Brunswick, ME 04011
A Reformed Calculus Program Based on Mathematics and Project
CALC
Colby College Donald B.
Small USE 9053427 9
Waterville, ME 04901
Computer Algebra System Workshops, New Series
Maryland
University of Maryland David Lay USE
9053422 10
College Park, MD 20742
A Workshop on the Undergraduate Linear Algebra Curriculum
Massachusetts
Boston University Robert L.
Devaney USE 8813865
22
Boston, MA 02215
Dynamic Calculus
Consortium for Mathematics
& Its Applications, Inc. Frank R.
Giordano USE 9053407 10
Arlington, MA 02174
Video Applications Modules in Calculus
Five Colleges, Inc. James Callahan
USE 8814004 22
Amherst, MA 01002
Calculus in Context
Five Colleges, Inc. James Callahan
USE 9153301 2
Amherst, MA 01002
Disseminating Calculus in Context
Harvard University Andrew M.
Gleason USE 8813997
23
Cambridge, MA 02138
The Language of Change: A Project to Rejuvenate Calculus
Instruction
Harvard University Andrew M.
Gleason USE 8953923 15
Cambridge, MA 02138
Core Calculus Consortium: A Nationwide Project
University of Massachusetts Franklin A.
Wattenberg USE 9153266 3
Amherst, MA 01003
Calculus in a Real and Complex World, Year II
Worcester Polytechnic Institute William W.
Farr USE 9053430 10
Worcester, MA 01609
A Modular Calculus
Michigan
University of Michigan David A. James
USE 9053385 10
Dearborn, MI 48128
Computers in Calculus, The Dearborn Project
Minnesota
Macalester College A. Wayne
Roberts USE 8813914 23
Saint Paul, MN 55105
Calculus Reform in Liberal Arts College
Macalester College A. Wayne
Roberts USE 8953947 15
Saint Paul, MN 55105
Calculus Reform in Liberal Arts College
Saint Olaf College Paul D. Humke
USE 8955091 16
Northfield, MN 55057
The St. Olaf Conference, October 20-22, 1989
Saint Olaf College Arnold M.
Ostebee USE 9053363 11
Northfield, MN 55057
First-Year Calculus From Graphical, Numerical, and Symbolic
Points of View
Mississippi
Meridian Community College Wanda Dixon
USE 8953931 16
Meridian, MS 39301
Utilization of Technology in Non-Traditional Calculus
University of Mississippi Charles C.
Alexander USE 9153283 3
University, MS 38677
Calculus Reform at a Comprehensive State University with
Project CALC
Nebraska
Nebraska Wesleyan University Carol L.
Freeman USE 9153259 3
Lincoln, NE 68504
Project to Adapt and Refine Purdue Model for Teaching Calculus
for
Liberal Arts and State Colleges
New Hampshire
Dartmouth College Richard H.
Crowell USE 8814009
23
Hanover, NH 03755
Calculus: Restructuring and Integration with Computing
Dartmouth College Richard H.
Crowell USE 8953908 16
Hanover, NH 03755
Calculus: Restructuring and Integration with Computing
University of New Hampshire Joan
Ferrini-Mundy USE 8814057
24 Durham, NH 03824
From Euclid to von Neumann, an Activity-Based Learning
Experience in Calculus: Project ENABLE
New Jersey
Union County College Jean Lane USE
9153258 4
Cranford, NJ 07016
Calculator Enhanced Instruction Project by a Consortium
of NJ Community Colleges
New Mexico
New Mexico State University Marcus S.
Cohen USE 8813904
24 Las Cruces, NM 88003
Student Research Projects in the Calculus Curriculum
New Mexico State University David J.
Pengelley USE 9053387 11
Las Cruces, NM 88003
A Model Program Using Student Research Projects in
Calculus and Differential Equations
New York
Cornell University - Endowed George R.
Livesay USE 9053426 11
Ithaca, NY 14853
Computer Enhancement Options for Second Year Calculus
CUNY Borough of Manhattan Patricia R.
Wilkinson USE 8953959 16
Community College
New York, NY 10007
C4L Calculus Computers, Calculators and Collaborative Learning
CUNY City College Jacob Barshay
USE 9153248 4
New York, NY 10031
A Problem-Based Restructuring of Calculus
Ithaca College Stephen R.
Hilbert USE 8814177 24
Ithaca, NY 14850
Planning a Problems-Based Calculus Curriculum
Ithaca College Stephen R.
Hilbert USE 9053416 12
Ithaca, NY 14850
Developing a Projects-Based Calculus Curriculum
Nazareth College of Rochester Ronald W.
Jorgensen USE 8953926 17
Rochester, NY 14610
Calculus in the Liberal Arts Curriculum/Multidisciplinary
Resources for College Calculus
Rensselaer Polytechnic Institute William E.
Boyce USE 8814011 25
Troy, NY 12180-3590
Calculus and the Computer: Innovative Teaching and Learning
Rensselaer Polytechnic Institute William E.
Boyce USE 8953904 17
Troy, NY 12180-3590
The Computer Revolution in Calculus: Innovative Approaches
to Concepts and Applications
SUNY at Albany Timothy L.
Lance USE 9153252 4
Albany, NY 12201
The Rensselaer-Albany Regional Calculus Consortium - A
Curriculum
Adaptation, Refinement, and Implementation Program
North Carolina
Duke University Lawrence C.
Moore USE 8814083 25
Durham, NC 27706
Development of Calculus
Duke University Lawrence C.
Moore USE 8953961 17
Durham, NC 27706
Project CALC: Calculus as a Laboratory Course
Duke University Lawrence C.
Moore USE 9153272 4
Durham, NC 27706
Dissemination of Project CALC Methods and Materials
Ohio
Miami University Thomas A.
Farmer USE 8813786 26
Oxford, OH 45056
Toward a Conceptual and Captivating Calculus
Ohio State University William J.
Davis USE 9153246 5
Columbus, OH 43210
Calculus & Mathematica at Ohio State
Wright State University Richard E.
Mercer USE 9153300 5
Dayton, OH 45435
Complete Implementation of a Mathematica Laboratory for
Calculus
at a Public Metropolitan University
Oregon
Oregon State University Thomas Dick
USE 8813785 26
Corvallis, OR 97331-5503
Plan for Calculators in the Calculus Curriculum
Oregon State University Thomas Dick
USE 8953938 18
Corvallis, OR 97331-5503
Calculators in the Calculus Curriculum
Pennsylvania
Comm. College of Philadelphia Alain
Schremmer USE 8814000 26
Philadelphia, PA 19107
Integrated Calculus Development
Gettysburg College L. Carl
Leinbach USE 9053401 12
Gettysburg, PA 17325
A Laboratory Approach to Calculus
Pennsylvania State University Mary McCammon
USE 8813779 27
University Park, PA 16801
Revitalization of Calculus
Rhode Island
American Mathematical Society James H.
Voytuk USE 8814683 27
Providence, RI 02901
Proposal for a Newsletter on Collegiate Mathematics Education
University of Rhode Island Edmund A.
Lamagna USE 8814017 27
Kingston, RI 02881
The Calculus Companion: Computerized Tutor and Computational
Aid
University of Rhode Island Edmund A.
Lamagna USE 8953939 18
Kingston, RI 02881
The Calculus Companion: A Computational Environment for
Exploring Mathematics
South Carolina
Furman University Daniel C.
Sloughter USE 8813781 28
Greenville, SC 29613
Restructuring One Variable Calculus within a Modeling and
Computer
Oriented Environment
Tennessee
University of Tennessee Stephen W.
Kuhn USE 9153285 5
Chattanooga, TN 37403-2598
Implementation and Adaptation of St. Olaf First-Year Calculus
in
the Schools of the Chattanooga Consortium
Texas
Texas A&I University Alvin J. Kay
USE 9053364 12
Kingsville, TX 78363
Duke University's Project CALC Test Site
Virginia
College of William and Mary Charles R.
Johnson USE 9153284 6
Williamsburg, VA 23185
Gems of Exposition in Elementary Linear Algebra
Virginia State University Walter Elias
USE 9153264 6
Petersburg, VA 23803
Multi-HBCU Calculus Project
Washington
Evergreen State College Robert S. Cole
USE 9153274 6
Olympia, WA 98505
The Washington Center Calculus Dissemination Project
Washington State University Michael E.
Moody USE 8814131 28
Pullman, WA 99164-3140
Development of Computer-Based Curriculum Materials for
Calculus:
A Planning Project
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