The main goals of the project are to provide inservice opportunities to thirty high school mathematics teachers in the Pacific Northwest who have taught or will be teaching calculus in either a standard twelve grade course or an Advanced Placement course. The vehicle for the inservice experiences is a collection of "mathematical jewels" dealing with captivating approaches to calculus concepts that differ from those in ordinary textbooks. The jewels are to be collected in a Handbook of Conceptual Aides for Learning the Calculus. It should be emphasized that the approach taken in the Handbook is to offer enriching activities the teachers can use to provide motivation to their students so as to avoid a traditional way of teaching calculus which often "...is commonly reduced to a technical journey through a textbook, lacking that extra insight, example, illustration or application which brings the subject alive..."?Page 10, of the proposal narrative.! The schedule calls for development of the teacher handbook during the summer 1988 to be written primarily by the project staff and based upon previous work with teachers. In August, 1988 there is scheduled a conference for five teachers and the two principal investigators. The teachers have already been selected and will be instrumental in the field test efforts of the project. During October 1988 the staff and field test teachers will, at the Northwest Mathematics Conference, present ideas from the project work up to that point and recruit participants for the summer conference. During the following winter term the staff will visit the schools of the five pilot teachers and work extensively with students at that time. Later that Spring there will be a two day conference of the pilot teachers and the principal investigators to develop a detailed outline of the materials to be revised. During the following Summer, 1989, there will be an intensive conference for 25 participants in addition to the pilot teachers. The goal is to provide the teachers with a deeper understanding of the calculus by using classroom examples, illustrations, and applications that are compiled in the handbook. It is not the intention that the workshop is to be a course in calculus, as such, but rather an enriching and in-depth experience for the teachers with the goal that they in turn will be able to provide similar experiences for their students within the context of a full-year calculus course. Also, during that Summer, the handbook will be revised according to the reactions and input from the participants.
