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    Scientific Visualization in Mathematics and Science Teaching
    ------------------------------------------------------------
                  edited by David A. Thomas
             1995, 288 pages; ISBN 1-880094-09-6


                  CONTENTS & INTRODUCTORY CHAPTER
                  -------------------------------
CONTENTS
--------

1  The Power of Visualization: The Impact of Graphing Technology
   on the Secondary Mathematics Curriculum
   Lee E. Yunker       1

2  Using Graphing Calculators to Teach High School Mathematics
   Larry Kaber and Karen Longhart      19

3  Advanced Technologies as Educational Tools in Science:
   Concepts, Applications, and Issues
   David D. Kumar, Philip J. Smith, Stanley L. Helgeson, and Arthur L.
   White   27

4  Videodisc Technology: Applications for Science Teaching
   Derrick R.Lavoie    45

5  Computer Visualization: New Window on Mathematics
   David A. Thomas and Mark Mitchell   67

6  Visualizing Computer Science
   Rockford J. Ross    99

7  Getting Started With Supercomputing: An Approach for High School
   Students
   Donald W. Hyatt     129

8  Scientific Visualization in Chemistry, Better Living
   Through Chemistry, Better Chemistry Through Pictures:
   Scientific Visualization for Secondary Chemistry Students
   Robert R. Gotwals, Jr.      153

9  The National Education Supercomputer Program
   Richard Enderton and Brian Lindow   181

10  New Mexico High School Supercomputing Challenge
    Marilyn S. Foster   201

11  Sharing Multiple Complementary Representations in the
    Teaching of Science
    Nora H. Sabelli and Igor S. Livshits        213

12  Education and Collaboration in an Evolving Digital Culture
    Donna  J. Cox      225

13  The Hypergraphics Honors Seminar at Illinois
    George K. Francis  237

14  A Syllabus For Scientific Visualization
    Alex Pang  261

Color Prints    285

                          INTRODUCTORY CHAPTER
                          --------------------

Not so long ago, educators prided themselves on the stability of their
programs and the traditions of their institutions. Formal education's
principal goals were to foster an appreciation for learning and to
develop citizens of sound moral character and judgment. For better or
for worse, today's fast-paced world is forcing educators and
educational institutions to refocus their goals to accommodate or even
anticipate change. For instance, as science and mathematics educators,
we are expected to use existing educational technologies effectively
and to keep informed about emerging technologies that might become
important educational tools in the not-so-distant future. This book
offers some help in that regard by highlighting a number of existing
and emerging educational technologies.  Chapters were contributed by
classroom teachers, university mathematics and science educators, and
specialists from the National Science Foundation (NSF), the National
Center for Supercomputing Applications, and a number of other
governmental agencies.

In chapters 1 and 2, the use of graphing calculators in high school
mathematics is discussed. This technology offers a low-cost
alternative to computer-based graphing packages. In what ways does
this technology support existing goals advanced by the NCTM Curriculum
and Evaluation Standards?  How should a school approach the problems
of cost and equity associated with this technology? What do parents
and students think about the technology? These and other questions are
addressed by three high school teachers who are also leading
proponents of this technology.

Two popular educational technologies are discussed in chapters 3 and
4, hypermedia and interactive videodisk. What distinctive advantages
do these interactive media offer science educators interested in tools
for enhancing concept development? What are the costs associated with
the use of these technologies? How do you get started? The authors of
these chapters are all university-based science educators with
extensive experience in the development and use of educational
materials based on these technologies.

In chapters 5-14, a number of emerging technologies and their
educational implications are discussed. The technologies range from
computer microworlds to supercomputing and scientific visualization
tools.  Here, a broad spectrum of classroom teachers, university
mathematics and science educators, and scientists explore exotic
technologies, the nature of collaborative and interdisciplinary
science in the information age, and opportunities for students and
teachers interested in high performance computing and communications.

If you are interested in current and emerging educational technologies
for science and mathematics education, this book will introduce you to
a group of teachers and researchers who share your interest and who
are developing and testing educational materials based on those
technologies.  On behalf of the authors of this book, welcome to the
future!

David A. Thomas
Montana State University