41. Freshman Calculus In The Foundation Coalition Integrated These activities are intended primarily to teach Maple and to reinforce the calculus concepts covered in lecture and in the homework. http://www.math.tamu.edu/~David.Barrow/retreat96.html

(Note: All the hot links on this page are to postscript files.) This is the syllabus used for the 1995-96 freshman calculus courses in the Foundation Coalition integrated curriculum. For a more detailed description of the syllabus, click here for the fall 1995 semester and here for the spring 1996 semester The syllabus above refers to the lecture classes, which typically meet for 50 minutes on Mondays, Wednesdays, and Fridays. In addition, on Tuesdays and Thursdays, there are Calculus Workshops and Maple (Computer) Laboratory classes, in which students work in teams on an assignment which typically involves using the computer algebra system Maple. These activities are intended primarily to teach Maple and to reinforce the calculus concepts covered in lecture and in the homework. In addition, we have found that the Tuesday/Thursday classes provide excellent opportunities for relating mathematics to the other courses in the integrated curriculum. Below we list several of these assignments which were in some way connected to material being covered in the other courses. Maple Lab, Weeks 2 and 3 - Writing Your Name Using Parametrized Curves

42. WHITMORE LAKE HIGH SCHOOL abacus/ Three sets of activities teach students to information on algebra, calculus, trigonometry, geometry curriculum connections, classroom activities, and a http://scnc.whitlk.k12.mi.us/~hs/media/math.html

43. Math Ideas And Activities M-Z a handson approach to teach geometry using with classroom paper folding activities for geometry Kalamazoo College provide interactive calculus study material http://www.nuatc.org/resources/weblinks/math/mathideasM_Z.html

projects articles resources people about nua ... contact This webpage contains links for websites related to math. If you have additions, corrections or further information please email NUA . Click here to return to the Weblinks Contents page The math pages are arranged by the following categories Ideas and Activities A - L Ideas and Activities M - Z Lessons Online Math Applications ... Return to Resources Ideas and Activities M - Z MacTutor History of Mathematics Archive. The MacTutor History of Mathematics Archive, provided by University of St Andrews in Scotland features a collection of more than 1,500 biographies of mathematicians, with snapshots arranged in alphabetical and chronological lists. This site, suitable for grades 6-12, also includes birthplace maps, history topics, an index to female mathematicians, and related Web resources. Harvey Heinz 's Magic Squares, Magic Stars & Other Patterns contains an extensive collection of `magic' number patterns, from the simple 3x3 square to the intricate five-in-one star for grades 7-12. The site includes other interesting patterns, such as narcissistic numbers and prime patterns. All the presentations are clearly illustrated and well explained. To find additional magic square resources, scroll to "Links to similar Web sites". Magic Squares.

44. Professional Activities Professional activities. the bete noire of many an undergraduate in calculus), enter the Mathematica into upper division courses in physics that I teach. http://www.sonoma.edu/users/g/greenes/Professional_Activities.html

Professional Activities Teaching Courses Mathematica Labview ... Extraterrestrial Intelligence Teaching Early in my physics career, I decided to use physics primarily as a way to make a living. Since I had many interests outside the field of physics, from river running and mountaineering to world travel, the career that appealed to me most was university teaching, as it would give me a lot of free time, which to me was worth a lot more than money. So, after I got my Ph.D. in Theoretical Physics, I started to look around for a teaching job in the San Francisco bay area. In 1966, I got an offer from Sonoma State University, and here-several decades later- (albeit partially retired)-I still am. When I came to Sonoma State, the campus was very young, and people were pretty much making things up as they went along. So, as the first chairman, I made up the physics and astronomy department, and had a great deal of fun doing it. For a while, there was nothing else like it in the world. Later, the dead hand of bureaucracy and conservative rigor mortis struck the university, and things had to be done differently, and much less creatively. But that's another story. Somewhat to my surprise, I found that I really liked teaching. What I didn't like was the bureaucracy associated with grades-I still haven't decided whether grades are a necessary evil. It is undoubtedly still true that the only real way to learn a subject is to get the hardest book you can find on it and then-by yourself-wrestle the stuff to a standstill. In this view-my view- a teacher can only be a tour guide. Some people still seem to hope that they need only settle back in a class and let the teacher pour the subject into their brains- and that learning the subject will thereby take place effortlessly and with no pain. Alas, not true. In learning as in weight lifting and other areas: no pain, no gain.

45. TeachersFirst - Subject Search Results ExploreMath, Grades 7 to 12, Explore Learning. This is a collection of interactive activities that teach mathematical concepts from algebra up through calculus. http://www.teachersfirst.com/tchr-subj.cfm?subject=math&lower=9&upper=12

46. Projects-Based Calculus Reform At Cornell: A Cross-Referenced History but also learn more, with activities and projects syllabus for Math 111 (first semester calculus), as well a resource for instructors wanting to teach a reform http://barzilai.org/cr/calc-reform-hist.html

Projects-Based Calculus Reform at Cornell A Cross-referenced History (Others have brought Multivariable Calculus with Maple to Cornell) Spring 93: In his second consecutive semester of teaching second semester calculus (math 112), graduate student instructor Harel Barzilai introduces student activities in groups and oral exams (presentations at the board by students to him) in his class. (Also took students to Dept Seminar) Fall 93: Graduate students Harel Barzilai and Maria Gargova attend a talk at the Occasional Seminar on Undergraduate Teaching (OSUT) by Cynthia Woodburn of the University of New Mexico (UNM) about Student Projects in Calculus. Maria and Harel discuss, during office hours, their positive impressions of Cynthia's talk, and whether these ideas can be brought to Cornell. First Email. (Nov 4 93) Fellow graduate student and math 112 instructor Lisa Orlandi and others interested are sent a report about Maria's and Harel's activities... ...and about the problems with the current math 112 Harel writes up and sends the First Draft Proposal to reform math 112 Harel and Maria talk to Tom Rishel, Director of Undergraduate Teaching at the Math Department, about the idea of bringing calculus reform to Cornell.

47. Curriculum And Staff Development Catalog will be involved in new activities using reading for mathematics, and connect technology to teach mathematics more George Kvernadze MATH 1210 – calculus 1 Time http://www.jordandistrict.org/depts/curriculum/staffdev/courses/math.htm

MATH Elementary This professional development session will focus on teaching the content of Standard IV: Focus on Measurement IV 6th Grade Level. The activities will be taken mainly from the summer Core Academy Training binder. Teachers will receive activities from the binders that are correlated to the core content of each session. Many teachers have requested materials from the summer training sessions. This is an opportunity to walk through these activities, receive copies of them, and receive instructional strategies to implement the core. Dates: Wednesdays, April 28, May 5 Time: Place: Mount Jordan Middle School, 9360 South 300 East For: 6th Grade Educators Administrator: Pam Giles Instructor(s): Vicki Smith, Linda Sabey Credit: 0.5 semester hour JSD inservice credit and state approved inservice Cost: $15 registration fee Deadline: April 26, 2004

48. Texas Public Education Portal: Mathematics (Teacher's Tool Bag) for using targeted websites to teach math subjects Games, activities, teaching strategies, and worksheets for in popular US textbooks, algebra through calculus. http://lucas.tea.state.tx.us/PAI/TTB/links/1,2096,36,00.html

Reports Teacher's Tool Bag Curriculum Resources Business Education ... Curriculum Resources Mathematics Mathematics Lesson Plans/Activities Teach R Kids Math Grades Pre-K - 5 Online activities and interactive worksheets that allow kids to practice basic math skills. Also includes timed-tests, which are graded on-line. http://www.teachrkids.com/ AAA Math Grades K - 8 A variety of activities to review basic math skills. Each page includes interactive practice and an explanation of the skill being reviewed. http://www.aaamath.com/index.html PBS Teacher Source - Math Grades Pre-K - 12 Hundreds of ready-to-use lesson plans correlated to state and national standards. http://www.pbs.org/teachersource/math.htm Max’s Math Adventures Grades K - 2 Math problem-solving activities that revolve around central K-2 math concepts such as shapes, counting, addition, measurement, patterns, estimation, graphing, and subtraction. http://teacher.scholastic.com/max/index.htm CanTeach - Math Grades K - 6 Math activities and lessons. http://www.canteach.ca/elementary/math.html KidsBank.com! Grades K - 6 A great interactive site for primary students to learn about money and banking. Students can learn about why we use money, denominations, savings, interest, ATM's and more.

49. Read This: Student Assessment In Calculus The report is definitely a must if you teach calculus or related courses for instructors to use in developing assessment activities for calculus and related http://www.maa.org/reviews/sacalc.html

Read This! The MAA Online book review column Student Assessment in Calculus: A Report of the NSF Working Group on Assessment in Calculus Edited by Alan Schoenfeld Reviewed by Nkechi Madonna Agwu This report is a product of the National Science Foundation (NSF) Working Group on Assessment in Calculus, formed at the summer 1992 meeting of the NSF Calculus Program. The report is definitely a must if you teach calculus or related courses, or if you are interested in thinking about student assessment in order to gain a deeper understanding of student learning or to improve instruction. It outlines the state of the art of assessment in calculus. It provides valuable information on methods for assessing student understanding, illustrating these methods through examples of student work. It also maps out key areas in teaching, learning, and assessment that require further research. It is certainly a worthwhile reference for anyone who is interested in researching mathematical thinking, or who is concerned about student learning and ways to assess it. The framework for assessment which is described is handy for developing an assessment package for any mathematics program or course, or for examining the package that one has in place, in terms of the philosophical or pedagogical approach and the assumptions represented, content focus and balance, expected thinking processes and skill competencies, student exposure to a variety of problem situations, diversity, access and differential performance, circumstances that affect performance or production of work, and perceived value. Its application to calculus provides instructors with a good assessment package on which to model their calculus courses.

50. Math Resources Ed Link, Provides excellent activities, lessons, and probability, real world applications, calculus, trigonometry, and geometry applet to teach geometry concepts http://www.amphi.com/teachers/psteffens/math.html

Your browser has JavaScript turned off. You will be able to view the contents of this web site if you turn JavaScript on. Open your browser preferences and enable JavaScript. You do not have to restart your browser or your computer after you enable JavaScript. Simply click the RELOAD button. Steffens's Educational Resources Greenleaf's Page Art and Music Language Resources Language Arts ... psteffens Math Resources 21st Century Problem Solving A collection of ideas and information to help students solve problems using examples from algebra, physics, and chemistry. A+ Math Games A variety of games to practice addition, subtraction, and multiplication skills. AAA Math Provides hundreds of pages of basic math skills with interactive practice, explanations of the math topic, challenge games and more. All Math Provides math activities, career information, glossary, resources, lesson plans and more. ArcyTech Educational Java Problems Outstanding interactive math manipulative activities. Ask Dr. Math Provides the ability for students to ask Dr. Math questions, a Problem of the Week, a Project of the Month, and archives of previously asked questions. Cool Math Provides lessons on functions, tessellations, limit, fractals, careers in math, and more. Provides links for general math, algebra, geometry, and precalculus.

51. A DATA-ORIENTED, ACTIVE LEARNING, POST-CALCULUS INTRODUCTION TO STATISTICAL CONC course that introduces students at the postcalculus level to fundamental concepts of statistics and can teach the subject using activities focused on http://www.rossmanchance.com/iscat/ICOTSpaper02.htm

A DATA-ORIENTED, ACTIVE LEARNING, POST-CALCULUS INTRODUCTION TO STATISTICAL CONCEPTS, METHODS, AND THEORY Allan J. Rossman and Beth L. Chance Department of Statistics California Polytechnic State University, San Luis Obispo, CA 93407 We describe our project to develop of curricular materials for a course that introduces students at the post-calculus level to statistical concepts, methods, and theory. This course provides a more balanced introduction to the discipline of statistics than the standard sequence in probability and mathematical statistics. The materials incorporate many features of successful statistics education projects that target less mathematically prepared students.  The student audiences targeted by this project are particularly important because they have been overlooked by previous curricular reform projects. Most importantly, the proposed audience includes prospective teachers of statistics, introducing them to content and pedagogy that prepare them for implementing NCTM Standards with regard to statistics and probability and for teaching the Advanced Placement course in Statistics. BACKGROUND The past decade has seen the development of a reform movement in statistics education, emphasizing features such as statistical thinking, active learning, conceptual understanding, genuine data, use of technology, collaborative learning, and communication skills.  [See, for example, Cobb (1992), Cobb (1994), and Moore (1997) for overviews of this reform movement.]  A wide variety of materials have been developed to support this type of instruction [see Moore (2000) for descriptions of such teaching resources]:

52. Teach-At-Home Links and reading concepts from prek through college level calculus. 2001) Extensive, interactive program features online activities that teach spelling, phonics http://www.teach-at-home.com/Links.asp?whichpage=8&pagesize=30&sqlQuery=SELECT

53. University Of Michigan Department Of Mathematics: Calculus Instructor Guide 70% of what they discuss with others; 90% of what they teach someone else. Go to Michigan calculus Homepage. Go to Instructors Guide Index. Classroom activities. http://www.math.lsa.umich.edu/programs/calculus/instr.html

As most of you know, there has been a national movement to "reform" the teaching and content of calculus. Michigan's Calculus is being used as a model for colleges and universities throughout the country. The syllabus and text provide a fresh and innovative approach to teaching and learning calculus. The main goals of the course are to help students learn how to think about mathematics and to broaden their experiences with the symbolic, numeric, visual, and vebal components of mathematics. The syllabus emphasizes problem solving, geometric visualization, and real world applications. It concentrates on the three basic concepts of calculus: the derivative, the integral, and the fundamental theorem which connects them. It de-emphasizes formal arguments, exceptions, and symbolic manipulation skills. The teaching style incorporates cooperative learning in the classroom as well as outside in homework teams. The emphasis will be on learning rather that teaching. The University is encouraging us in this endeavor by refurbishing some of our classrooms to make them more conducive to cooperative learning and by adding fudning to make smaller classes possible. You may find that the text, the syllabus and the teaching style are quite different from those you are familiar with. This will be a challenge for you, and for the students. We will do everything we can to assist you in this new way of teaching and learning calculus.

54. University Of Michigan Department Of Mathematics: Calculus Program History four experienced TA s all volunteered to teach the course the fiftynine sections of calculus I, we met regularly, and tried to coordinate their activities. http://www.math.lsa.umich.edu/programs/calculus/history.html

Planning and Change: The Michigan Calculus Project Morton Brown (University of Michigan, Ann Arbor) The Years Leading Up To Reform At the University of Michigan, Calculus I has a fall enrollment of some 1900 students in 55 sections (class size about 35, mostly entering freshmen) meeting four times per week. Calculus II has a fall enrollment of about 1000 students, many of whom are also entering freshmen but with advanced placement credit. The instructors for these courses are also largely new to Michigan. They are new graduate student teaching assistants (TA's) or new Ph.D.'s. Many of these are foreign-educated. Only a very few senior faculty members had ever taught in this standard first-year calculus sequence. For some years the Department has held a week-long training program for new TA's prio to the fall semester. In addition, the University requires all its international TA's to participate in an intensive three-week summer training workshop co-sponsored bythe Center for Research on Learning and Teaching (CRLT) and the English Language Institue. Beginning junior faculty got little orientation; a single one-hour introductory session a day or two before classes began. Often the TA's primary concern was (and is) with their own graduate programs, and the beginning faculty were (and are) deeply concerned with their research programs. Faculty instructors got a very small amount of undergraduate grader assistance. The TA's got no assistance with grading. Effectively, this meant that very little homework was collected and graded, and what was graded was seldom throroughly corrected. Teh students' uniform exam grade largely determined their final grades. As a result, instructors often found themselves teaching to the uniform exams.

55. Mathematics WWW Virtual Library [FSU Math] An online tutorial for first year calculus students with Lock Block Logic Hands on activities for children to Math Successful new program to teach Algebra 1 to http://www.math.fsu.edu/Virtual/index.php?f=4

56. Vector Calculus Bridge Project Workshop on what we are trying to teach in upper process one step further and wedding calculus and Physics of the two courses, then creating activities that intermarry http://dept.sccd.ctc.edu/fd/Faculty_Reports/Summer2003/BryanJohns.html

Faculty Development Seattle Community Colleges Professional and Educational Development Report Name: Bryan Johns Grant Number: Sm03I13 Activity Title: Vector Calculus Bridge Project Workshop (August 13-16, 2003) Summary: From August 13 through 16, I attended the 2003 Vector Calculus Bridge Project Workshop on the Oregon State University campus in Corvallis, Oregon. Math colleagues from as far as Virginia, Massachusetts, and Wisconsin as well as local two- and four-year instructors joined me in this interesting workshop. This stage provided me a chance to work with fellow Vector Calculus instructors and with instructors who have been successful at integrating Calculus and Physics courses on their campuses. My goals for attending this workshop were two-fold: 1) to get new ideas on how and what to present in my Vector Calculus course next Spring at SCCC and 2) to make contacts with people who have coordinated Math and Physics classes, something that I want to do at Central in the coming years. With respect to these goals, this workshop was an overwhelming success. The workshop centered around the reforming of Vector Calculus in the spirit of the past reform movement in Calculus and the current one in Quantitative Literacy. The thrust of this reform is to try to make a "bridge" from the math-taught Vector Calculus course to later courses in physics and engineering. Currently, vector calculus is very mathematically (and theoretically) based, presenting topics interesting to mathematicians but very rarely employed by engineers and physicists. This present approach is a disservice to most students who rarely pursue a mathematics major. The purpose of the workshop was to look at the traditional topics covered, compare these with topics that are really needed in later courses, and to find some unifying strands inside the material itself to create a better course.

57. :: CSUSM - Extended Studies - Advanced Placement Institute :: biological topics, using the Internet to help teach AP Biology AB syllabus; activities and worksheets covering Slopefields; calculus activities with graphing http://www.csusm-es.org/apsi/workshops.php

The following workshops are open to any teacher who is new to the AP curriculum, interested in becoming an AP teacher, or is an experienced AP teacher. Please select a course of interest - Art Studio Biology Calculus AB Chemistry ... World History Art Studio This workshop is designed to help teachers organize and plan the Advanced Placement Studio Art course. Such topics as the portfolio specifications, scoring guidelines, standard settings and slide taking will be covered. Sessions will include mock readings, AP slides, student slides, hands-on art activities and tours of local museums. Teachers are asked to bring 2-3 student art examples to share with workshop participants. For more information, see the class agenda Instructor: Joyce Kobashi , Pallisades Charter High School, Los Angeles, CA Advanced Placement Studio Art workshop presenter 3 years; AP Table Leader, AP Studio Art Reader and Praxis Reader for 3 years. Art educator in the LA Unified School District for 13 years. Member of CA Teachers Assoc., National Education Assoc., and the LA County Museum of Art. You can e-mail Joyce Kobashi at jkobas2@lausd.k12.ca.us

58. AMATYC Phoenix - Workshops in this workshop will discover contextual activities, created for students not going on to Engineering calculus can be EXCEL labs are used to teach this course http://www.amatyc.org/Phoenix/Workshops.html

YOU'RE WANTED... FOR A PERFECT CONFERENCE 28th Annual AMATYC Conference November 14 - 17, 2002 Phoenix, Arizona Workshops The deadline for preconference registration has past. AMATYC 2002 Conference Page Local Conference Website Travel Information ... Phoenix Suns - AMATYC Night Miniprogram: Thursday Friday Saturday Sunday ... Special Events Information for Presenters: Presentation Policy and Fact Sheet Guidelines for Speakers Instructions on How to Do an Internet Presentation Without an Internet Connection A workshop includes active attendee participation, an in-depth treatment of a skill, and significant handouts. Assignments are made on a space available basis, as conference payments are received. Attendees may register for two workshops. The workshops listed as Off-site will be held in a computer lab at City Colleges Center Campus of Phoenix College. All participants should schedule at least 30 minutes each way for travel. The conference program will have a more detailed bus schedule. AMATYC is not responsible for the transportation of anyone who misses the bus. W1 Awesome Activities for Future Teachers Thursday Peter R. Wildman

59. Curriculum Vitae OBJECTIVE To teach mathematics and develop a college algebra, precalculus, business calculus, statistics, and Presented mathematics activities at several math http://www.math.umn.edu/~wittman/teach.html

Todd Wittman School of Mathematics 127 Vincent Hall 206 Church Street S.E. Minneapolis, MN 55455 Fax: 612-626-2017 Phone: 612-379-4094 E-mail: wittman@math.umn.edu WWW: http://www.math.umn.edu/~wittman/ OBJECTIVE To teach mathematics and develop a research program in applied mathematics. RESEARCH INTERESTS Industrial and applied mathematics, image processing, optimization algorithms. EDUCATION UNIVERSITY OF MINNESOTA, Minneapolis, MN Currently working towards PhD in Mathematics PhD expected 6/06 Advisor: Dr. Fadil Santosa UNIVERSITY OF MINNESOTA, Minneapolis, MN Master of Science, 8/99, Mathematics Specialization in Applied Mathematics Advisor:Dr. Fadil Santosa Thesis: "Pattern Recognition and Decision-Making in Railroad Maintenance" DARTMOUTH COLLEGE, Hanover, NH Bachelor of Arts, 6/97, Mathematics Minor in Computer Science / Operations Research Graduated magna cum laude in three years Rufus Choate Scholar RELEVANT EXPERIENCE UNIVERSITY OF MINNESOTA, Minneapolis, MN Teaching Assistant in Mathematics 9/97 - 8/99, 9/01 - present

60. Drake University with expert teachers, share lesson activities with educators They also prepare to teach by teaching — in lab, mapping out a calculus activity that utilizes http://www.choose.drake.edu/admissions/news/news_story.asp?iNewsID=289&strBack=/

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