Calculus Computer Assisted Instructional Approach
Calculus Computer Assisted Instructional Approach (CCAL) was a CTY math course that was coordinated with the Education Program for Gifted Youth (EPGY) and was the Calculus course, but was helped with the use of a computer. This course was only offered at Baltimore.
Course Description
From the CTY Course Catalog (1996):
This individually paced, computer-based course in Calculus is offered in collaboration with the Education Program for Gifted Youth (EPGY) of Stanford University. Studies demonstrate that computer assisted instruction is an effective approach for teaching mathematically talented students.
The basic instructional material in this course is delivered by computer. Students are presented with interactive lessons with digitized sound and graphics in which they solve problems, testing their understanding of each topic. Depending on their responses, students either proceed to the next topic or receive focused review until they demonstrate understanding. Frequent computer-generated quizzes and tests assess each student's grasp of the material. Students also read and work through exercises in a standard textbook both to give them more practice and to help them prepare for textbook examinations. Students work at a pace appropriate to their individual abilities, rather than at a pace set for a whole class. Because the bulk of instruction is delivered by computer, the instructional staff can quickly respond to individual students. In addition, the instructional staff provide supplemental lectures and guide classroom discussions and activities.
This course helps students prepare for the Advanced Placement Calculus AB and/or BC Examination(s) given in May, 1997. The choice of exam(s) will depend on how quickly the student covers the course material. Because of the significant time lapse between CTY's course and the 1997 AP examination, students interested in taking an AP exam should talk with their school officials before coming to CTY to ensure a strategy for maintaining mastery of the topics covered during the three-week summer session. In addition, students should arrange to continue studying calculus or to advance to the next appropriate level of mathematics in the 1997-1998 school year. Depending on the resources available to the students, these arrangements can be made either through their home schools, local colleges or universities, or through CTY (see notes).
