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Abstracts for Session 2
Friday, 10:30-11:15am

Dan Willis, Differential Equations on the TI-86, Room 125
The speaker will talk about how he has used the TI-86 to teach differential equations, including first-order equations and systems. The talk will cover: graphical solutions (including " slope fields" and "direction fields"), elementary analysis of the two fundamental methods that it uses (Euler and Runge-Kutta), and applications to dynamical systems (phase plane, equilibrium solutions, nonlinear oscillations, and stability).
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Julane Crabtree, Graphing Calculators - They're Tools for Developmental Mathematics Too, Room 203
Graphing calculators have become widely used in College Algebra and in upper level courses. How can we utilize them in developmental mathematics courses? Since most high school students now come to the community college with some knowledge of the use of these tools, can we now integrate them into the developmental curriculum? This presentation will look at ways to use graphing calculators to enhance learning in fundamentals of math, and elementary and intermediate algebra. Included will be activities and demonstrations that you can use in your classroom immediately!
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Mike Brown and Ken Eichman, Calculus II Projects Integrating Derive, Converge, Excel, and Word, Room 205 (Workshop - lasts till 12:15pm)
The presenters will give a general introduction to each of the software packages (Derive, Converge, Excel, and Word). Participants will be led through a sample student project. Ideas for additional classroom-tested projects will be demonstrated.
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John Beem and Ira Papick, Teacher Training: Technology in Mathematics Courses, Room 302
The use of technology in mathematics courses has been growing across the nation on pre-college levels as well as the college level. At the University of Missouri-Columbia there is extensive use of technology such as graphing calculators and computer software. The need for increased use of technology in teacher training is of special concern because of the new NCTM Standards-based materials. The use of technology in various mathematics courses taken by preservice teachers will be discussed and some examples of the technology will be demonstrated.
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Richard Delaware and Kim Wilcox, Stop, Go, and Actively Engage! College Algebra on Videotape in 1998, Room 306
In 1998, as the chosen instructor, Richard Delaware spent 8 months recording a College Algebra course on videotape for the VSI (Video-based Supplemental Instruction) project at UMKC, while Kim Wilcox acted as producer for the project. "Supplemental Instruction" in this sense does not indicate a remedial course, and no content or conceptual richness has been sacrificed. College Algebra is the first mathematics VSI course to be taped; but the VSI concept which has been in place at UMKC since 1992 is attracting national attention because of its success in 3 other taped courses taken by students at UMKC and at 30 other institutions in Missouri. Although video technology is commonplace, the pedagogy is fresh. Students view the tapes in the presence of a trained facilitator, and have control over the flow of information; lectures are stopped, started, and even replayed as needed. When the facilitator pushes the stop button, as cued on the tape, students have *time* to work problems, ask questions, make observations, resolve confusions, collect their thoughts, and more. This "time" is rarely available in classrooms today. In this talk, the speakers will discuss further the VSI aspects of the course, the College Algebra content, and how lectures were accommodated in a fairly low-tech manner to the video medium. Lastly, a short portion of the course will be played and discussed.
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