In this one year planning grant, mathematicians, mathematics educators, engineers and scientists of the University of New Hampshire with high school teachers and Technical Education Research Center will develop and refine mathematical, educational and technological perspectives for a three semester calculus curriculum. The project will first conduct a baseline assessment of first semester calculus students at UNH and high schools, to determine their algebra and trigonometry skills, as well as their understanding of essential precalculus concepts. Implementation of the reorganized and streamlined 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 will start 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 will be held during the academic year. Some components will be tested in high schools during the spring semester, and at UNH in the summer of 1989. UNH is providing almost 55% of the project's costs.
