CHISEL is a Duke VIGRE Program that sought to foster curricular innovation and help teachers develop new skills in education technology. In accordance with an NSF directive, CHISEL concluded at the end of the 2002--2003 award year, i.e., on 30 June 2003. To bring the program to a strong conclusion, (non-VIGRE) post-doc Peter Berman became managing director of the program in spring semester 2003. He organized a March workshop for teacher training, and he also organized a summer workshop for curriculum development.

The workshop, titled ``Materials for Applications of High School Mathematics for the Classroom,'' was conducted June 9-13. Seven outstanding high school math teachers from the Triangle Area (Raleigh, Durham, and Chapel Hill) were recruited to participate in the 30-hour workshop at Durham Academy, under the leadership of Jim Ebert. The workshop goal was open-ended: the participants were to produce innovative new teaching materials, for their own use and for dissemination throughout the math teaching community. Each participant received a \$650 stipend for the week, plus lunch and snacks each day. Textbook resources were provided by VIGRE funding, and computer resources were provided by Durham Academy.

Workshop participants formed three groups. One group worked with Geometer's Sketchpad, creating a set of over 25 demonstrations in topics including geometry, trigonometry, and calculus. Many of these demonstrations illustrate their topic in multiple ways: geometrically, graphically, and symbolically.

A second group focused on graph theory and election theory, two topics included in the Core-Plus Integrated Mathematics Curriculum currently in use in the Durham Public School District. These topics, and ``discrete math'' in general, are relatively new in core mathematics curriculum: teachers tend to be less familiar with these topics than they are with more traditional topics such as algebra and geometry. This group collected, edited, and developed a large number of source materials, activities, and exercises on graph theory and election theory.

A third group reviewed a large number of educational websites and created an annotated guide of recommended web resources for high school math teachers. Such a guide is useful to teachers because the World Wide Web includes an enormous number of sites of varying quality and applicability to the high school math classroom. This group organized their chosen resources by category: tutorials, lesson plans, search engines, worksheets, calculator materials, and link portals.

These materials generated by the workshop will be disseminated in the Durham public school system and in workshops and conferences at the state level.