Joint Mathematics Meetings

(For updated locations, see the timetable; All locations are subject to change)

MAA Panels, Posters, and Other Sessions


National Science Foundation Programs Supporting Learning and Teaching in the Mathematical Sciences, organized by Dean Evasius, Division of Mathematical Sciences, National Science Foundation; and Richard Alo, Ron Buckmire, and Lee Zia, Division of Undergraduate Education, National Science Foundation; Wednesday, 9:00 a.m.-10:20 a.m. A number of NSF divisions offer a variety of grant programs that support innovations in learning and teaching in the mathematical sciences. The organizers will discuss these programs along with examples of successful projects. Anticipated budget highlights and other new initiatives for the next fiscal year will also be presented.

Quantitative Support Center: Common Themes, organized by Michael E. Schuckers, St. Lawrence University; Wednesday, 9:00 a.m.-10:20 a.m. Quantitative Support Centers (QSCs) have arisen in the last 20 to 30 years and nearly every academic institution has some form of mathematics help or tutoring. Each QSC has some characteristics that are specific to its particular institution but there are some commonalities. Some QSCs simply provide drop-in help; others play specific roles in support of quantitative initiatives on their campuses. This panel will bring together the directors of several QSCs from a variety of institutions, including Grace Coulombe, Bates College; Cat McCune, Smith College; Mary O'Neill, Hamilton College, Tom Roby, University of Connecticut; and Michael Schuckers. Discussion will center on the issues that often arise in leading a QSC. These include staffing, training, scheduling, interactions with faculty and administrators, etc. There will also be a discussion of resources that are available for QSC directors.

Why is Transition from High School to College Important? Issues and Next Steps, organized by Gail Burrill, Michigan State University, Wednesday, 9:00 a.m.-10:20 a.m. What high school mathematics prepares which students for what courses at colleges/universities has been of concern in the past. Recent evidence indicates that transition from high school to post-secondary mathematics is becoming even more problematic. Panelists David Bressoud, Macalester College; Dan Teague, North Carolina School for Science and Mathematics; Art Benjamin, Harvey Mudd College; William McCallum, University of Arizona; Paul Zorn, St. Olaf College; and the session organizer will discuss this evidence, implications for transition policies and practices in light of the Common Core State Standards (CCSS), rethinking the goals of entry.level calculus courses, offer a spirited debate on whether statistics is more appropriate than calculus as an entry-level course for most students, and present recommendations from the Joint MAA/NCTM Mutual Concerns Committee related to these issues. Questions posed for the audience will include 1) Should the focus and goals of introductory calculus change? 2) Are current entry-level courses for potential STEM majors appropriate for all students given the foundation prescribed in the CCSS; and 3) What are your comments and input on the next steps proposed by the Joint Committee? Sponsored by the MAA/NCTM Mutual Concerns Committee.

Administrative Strategies for Dealing with Budget Cuts, organized by Al Boggess, Don Allen, and Jill Zarestky, Texas A&M University; Wednesday, 2:15 p.m.-3:35 p.m. This panel will give chairs of mathematics departments the opportunity to share strategies for dealing with budget cuts. Topics covered include: the effect of increasing class size on student learning, balancing teaching and research, differential teaching loads, the changing role of teaching assistants, the appropriate use of technology as an alternative or supplement to lecture, and the use of electronic textbooks. Our target audience will be public universities that have both teaching and research missions. We will first develop a survey of baseline data regarding responses to current budget cuts well before the meeting. The panel (members to be announced) will begin with a presentation of survey results. This will be followed by a discussion on the above topics with heavy participation by members in the audience. Sponsored by the MAA and the AMS.

Reporting Progress: A Minisymposium of Projects from the NSF Mathematics and Science Partnership Program, organized by Richard Alo, Ron Buckmire, and Lee Zia, Division of Undergraduate Education, National Science Foundation; and Dan Maki, Indiana University; Wednesday, 2:15 p.m.-3:35 p.m.  In this session selected projects from the NSF Division of Undergraduate Education’s Mathematics and Science Partnership Program will provide project updates and present major outcomes. A moderated discussion among principal Investigators from selected MSP projects of common development and implementation issues, including Amy Cohen,  Rutgers University; Sabrina Hessinger, Armstrong Atlantic State University; Jim Lewis, University of Nebraska; and Glenn Stevens, Boston University, will follow with an emphasis on opportunities for increasing the involvement of mathematical scientists

Statistics and Probability in the Common Core State Standards, organized by Nancy Boynton, SUNY Fredonia; Gail Burrill, Michigan State University; and Ann Watkins, California State University Northridge; Wednesday, 2:15 p.m.-3:35 p.m. The Common Core State Standards for mathematics in grades K-12 have been adopted by 41 states and the District of Columbia. The standards for the teaching of statistics and probability range from counting the number in each category to determining statistical significance. Soon, and for the first time, most of our entering students will have been taught some statistics and probability, so our introductory statistics course will have to change. In addition, we must prepare future K-12 teachers to teach this curriculum. Panelists Christine Franklin, University of Georgia; Joan Garfield, University of Minnesota; Roxy Peck, California Polytechnic State University San Luis Obispo; J. Michael Shaughnessy, National Council of Teachers of Mathematics; and Andrew Zieffler, University of Minnesota, will give an overview of the statistics and probability content of these standards, discuss how the research on learning statistics and probability relates to these standards, consider what should change in our introductory statistics course, and describe the knowledge needed by the future K-12 teachers who will be teaching using these standards. Sponsored by the SIGMAA STAT-ED and the ASA-MAA Joint Committee on Statistics Education

YMN/Project NExT Poster Session, organized by Mike Axtell, University of St. Thomas, and Kim Roth, Juniata College; Wednesday, 2:15 p.m.-4:15 p.m. This session is intended to highlight the research activities, both mathematical and pedagogical, of recent or future Ph.D.s in mathematics and related fields. The organizers seek to provide an open venue for people who are near completion, or have finished their graduate studies in the last five years, to present their work and make connections with other same-stage professionals, in much the same spirit as YMN and Project NExT. The poster size will be 48" wide by 36" high. Posters and materials for posting pages on the posters will be provided onsite. We expect to accept about forty posters from different areas within the mathematical sciences. To apply, send a poster abstract, when and where you have or will receive your Ph.D., and your current college or university affiliation to one of the organizers, Mike Axtell (maxtell@stthomas.edu) or Kim Roth (roth@juniata.edu). Sponsored by the Young Mathematicians Network and Project NExT.

Reporting Progress: A Minisymposium of Projects from the NSF Course, Curriculum, and Laboratory Improvement/Transforming Undergraduate Education in STEM Program, organized by Richard Alo, Ron Buckmire, and Lee Zia, Division of Undergraduate Education, National Science Foundation; Wednesday, 3:50 p.m.-5:10 p.m. In this session selected projects from the NSF Division of Undergraduate Education’s Course, Curriculum, and Laboratory Improvement/Transforming Undergraduate Education in STEM Program will provide project updates and present major outcomes. A moderated discussion of common development and implementation issues featuring Patrick Van Fleet, University of St. Thomas; Jerry Lodder, New Mexico State University; Lang Moore, Duke University; and Deborah Nolan, University of California, Berkeley, will follow with an emphasis on scaling up impact.

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MAA Session for Chairs: Timely and Timeless Aspects of Chairing a Mathematical Sciences Department, organized by Daniel Maki, Indiana University, and Catherine M. Murphy, Purdue University Calumet; Thursday, 9:00 a.m.-10:20 a.m. Some roles of chairs of mathematical sciences departments are timeless. However, how they are implemented is affected by the mission of the college/university and time-dependent financial and political pressures. Panelists Richard Cleary, Bentley University; Dennis Luciano, Western New England College; Catherine Roberts, College of the Holy Cross; and Sheryl Stump, Ball State University, will share their experiences, which range from a few years to a few decades. One will reflect on how his experience as chair will make him a better faculty member as he returns to the faculty. The Session for Chairs is a great social networking experience. Please participate by attending and contributing to the conversation.

Graduate School: Choosing One, Getting In, Staying In, organized by Aaron Luttman, Clarkson University, and Kristi Meyer, Wisconsin Lutheran College; Thursday, 9:00 a.m.-10:20 a.m. With so much information about graduate schools available how do you narrow down your list of schools to apply to? How do you get into a program? How do you successfully complete a program? Panelists Richard McGehee, University of Minnesota; Kim Ruane, Tufts University; and Bogdan Vernescu, Worcester Polytechnic Institute, will discuss these and other important issues for those choosing a graduate school or considering switching graduate programs. Sponsored by the Young Mathematicians Network and the MAA Committee on Graduate Students

Are We Selling Mathematics As a Major?, organized by Steve Deckelman, University of Wisconsin Stout, and Mary Kay Abbey, Montgomery College Maryland; Thursday, 9:00–10:20 a.m. Are we selling mathematics as a major?  What brings a student to the mathematics major?  Why do some schools have a large number of majors while others are service departments to the sciences and business?  We mathematicians know about the ten best occupations website but do we share this with our students?  Panelists Michael Dorf, Brigham Young University; Sandy Ganzell, St. Mary’s College Maryland; Daniel Kaplan, Macalester College; and Theresa Anderson, Brown University; will highlight programs that have seen recent growth and will explain how minor changes such as renaming or linking courses, changes in the culture of departmental pedagogy, and letting students know they are important to us can bring more majors to the department.  The faculty panelists have tried many ideas and have succeeded – perhaps not with all – and will share their stories.  Finally, a graduate student will tell us what attracted her – maybe not what we thought!

Mathematical Outreach Programs for Underrepresented Populations, organized by Elizabeth Yanik, Emporia State University; Thursday, 9:00 a.m.-11:00 a.m.This poster session is designed to highlight special programs which have been developed to encourage students to maintain an interest in and commitment to succeeding in mathematics. These programs might include such activities as after school clubs, weekend activities, one day conferences, mentoring opportunities, summer camps, etc. This poster session encompasses a wide variety of outreach efforts for a variety of age groups. For example, programs might be designed to reach out to underrepresented groups. The projects supported by MAA Tensor and Summa grants will find this an ideal venue in which to share the progress of their funded projects. Another possible type of outreach might involve mathematical enrichment programs. For example recipients of Dolciani Mathematics Enrichment Grants might wish to highlight their programs. Other examples might include innovative programs to motivate undergraduates to study mathematics. We encourage everyone involved with offering mathematical outreach activities to consider submitting an abstract to the session organizer, Elizabeth Yanik, yanikeli@emporia.edu.

Improving College Mathematics Teaching Through Faculty Development, organized by Jerry Kobylski, Alex Heidenberg, Hilary Fletcher, and Howard McInvale, U.S. Military Academy; Thursday, 10:35 a.m.-11:55 a.m. From 12-17 June 2011, the Department of Mathematical Sciences at West Point hosted the second annual "Improving College Mathematics Teaching Through Faculty Development" workshop for collegiate educators from across the country. The workshop attendees were professors and leaders in faculty development at their respective schools. This one-week workshop, funded by a grant from the National Science Foundation and also sponsored by the MAA's PREP program, provided a framework that can be used for faculty members to create/improve faculty development and mentorship programs within their own departments/schools. The purpose of this panel session is to facilitate a discussion in a broader forum about effective faculty development programs. Panelists Molli Jones, Immaculata College; Laurice Garrett, Edison State College; Cindy Soderstrom, Salt Lake Community College; and Philip Darcy, Dutchess Community College, will share some of the best teaching practices from the two workshops and participants’ lessons learned in developing effective faculty development programs. The panel session is relevant to two-year and four-year programs, as well as developmental and traditional student populations.

Proposal Writing Workshop for Grant Applications to the NSF Division of Undergraduate Education, presented by Richard Alo, Ron Buckmire, and Lee Zia, Division of Undergraduate Education, National Science Foundation; Thursday, 10:35 a.m.-11:55 a.m. The presenters will describe the general NSF grant proposal process and consider particular details relevant to programs in the Division of Undergraduate Education. This interactive session will feature a mock panel review using a series of short excerpts from sample proposals.

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Summer Research Programs, organized by William Hawkins Jr, MAA and University of the District of Columbia, and Robert Megginson, University of Michigan; Thursday, 1:00 p.m.-2:20 p.m. The MAA has sponsored Summer Research Programs with funding from NSF and NSA since 2003. Each program consists of a small research group of at least four minority undergraduates mentored by a faculty member. About 85 sites will have been funded as of summer 2011. Panelists Min-Lin Lo, California State University San Bernardino, and Asamoah Nkwanta, Morgan State University, will discuss their programs. There will be ample time for questions and discussion. Funding will be available for summer 2012. Additional information can be found on the NREUP website at www.maa.org/nreup. The session is sponsored by MAA Committee on Minority Participation (CMPM) and the Office of Minority Participation.

What Can Colleges and Universities Do to Increase Student Success in Calculus?, organizerd by James R. Choike, Oklahoma State University, and Carl C. Cowen, Indiana University Purdue University Indianapolis; Thursday, 1:00 p.m.-2:20 p.m. Many colleges and universities experience DWF rates of 40% or higher in Calculus I [Bressoud, MAA Retiring Presidential Address, 2011]. In addition, AP Calculus AB scores over the last six AP exams show that 40.9% of the AB test takers score less than 3, the equivalent of a D or F [AP Report to the Nation, 2005-2011]. These data have a direct influence on the numbers of students that ultimately will major in the STEM areas in college. The fair assumption is that students enroll in calculus, in college or in AP, because they have the appropriate transcript prerequisites for calculus. But transcript prerequisites, as these data suggest, do not automatically translate into being ready for success in calculus. Panelists Alison Ahlgren, University of Illinois Urbana-Champaign; David Bressoud, Macalester College; Marilyn Carlson, Arizona State University; and Bernard Madison, University of Arkansas, will discuss what the indicators of readiness for calculus are and what colleges and universities can do to increase student success in calculus. Sponsored by The College Board-MAA Committee on Mutual Concerns.

Career Options for Undergraduate Mathematics Majors, organized by Ralucca Gera, Naval Postgraduate School, and Nyles Breecher, Hamline University; Thursday, 1:00 p.m.-2:20 p.m. There are a vast amount of options available for students in today's global market. A degree in mathematics continues to be a desirable asset, yet a common question for students to ask is "What options are available for someone with a math degree?". This panel will showcase several options for career paths for students with an undergraduate degree in mathematics. A variety of panelists, including Emily Kessler, Society of Actuaries; Michael Dorff, Brigham Young University; and Erin Corman, National Security Agency, will speak on their own experiences of finding a job. Sponsored by the Young Mathematicians Network,

Projects Supported by the NSF Division of Undergraduate Education, organized by Jon Scott, Montgomery College; Thursday, 2:00 p. m.-4:00 p.m. This session will feature principal investigators (PIs) presenting progress and outcomes from various NSF funded projects in the Division of Undergraduate Education. The poster session format will permit ample opportunity for attendees to engage in small group discussions with the PIs and to network with each other. Information about presenters and their projects will appear in the meeting program.

Successful and Diverse Models for Mentoring Research by Undergraduates, organized by Sarah Spence Adams, Franklin W. Olin College of Engineering, and Angel R. Pineda, California State University, Fullerton; Thursday, 2:40 p.m.-4:00 p.m. As the popularity of undergraduate research in mathematics has grown over the last several years, interesting and successful models for mentoring research by undergraduates have emerged. The models include short-term (summer) through multi-year programs, those which are targeted to attract underrepresented students and those in a range of mathematical fields (including pure mathematics, applied mathematics and statistics). In this moderated discussion panelists James Davis, University of Richmond; Gary P. Gordon, Lafayette College; Kathryn Leonard, California State University Channel Islands; Herbert A. Medina, Loyola Marymount University; Alison A. Motsinger-Reif, North Carolina State University; and Suzanne L. Weekes, Worcester Polytechnic Institute, will describe and compare a variety of models for mentoring undergraduate students in research. Sponsored by the MAA Subcommittee on Research by Undergraduates.

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Hit the Ground Running! Interview Like a Pro and Land the Job, organized by Kristine Roinestad, Georgetown College, and Nick Scoville, Ursinus College; Thursday, 2:40 p.m.-4:00 p.m. Your job applications are in and soon invitations for interviews will follow. Make the most of these opportunities by doing your homework. How do you prepare differently for an interview with a liberal arts school than for an interview with a research university? What about phone and short-list interviews? Our panelists, Eric Grinberg, University of Massachusetts Boston; David Cox, Amherst College; Betty Mayfield, Hood College; and Paul Dupuis, Brown University, representing schools that recently conducted job searches, will share what they look for in a candidate and discuss the differences in how to interview at primarily a teaching school versus primarily a research school. They will also discuss how to score well during a phone interview, a Joint Mathematics Meetings interview, and an on-campus interview. Also on the agenda will be the best ways to prepare for different types of interviews and "what not to do, but what many applicants do anyway". Coponsored by the Young Mathematicians Network.

Publishing with the MAA, organized by Zaven A. Karian, Denison University; Thursday, 2:40 p.m.-4:00 p.m. Since it began publishing books in 1925, the MAA has been dedicated to quality exposition. Today the MAA has nine book series that encompass wide areas of mathematics (textbooks, classroom resource materials, history, biography, recreational mathematics, problems, advanced monographs and notes on pedagogy). The MAA publishes about 20 new books each year. Panelists Don Albers, MAA, and Jerry Bryce, Hampden-Sydney College, will describe MAA's book publications, both traditional and e-publications. The discussion will include a description of the various book series that the MAA publishes, what prospective authors need to know to publish with the MAA, and the advantages of doing so. Time will be set aside for questions from the audience.

Math Circles Demonstration for JMM Participants, organized by James Tanton, St. Mark’s Institute of Mathematics, and Tatiana Shubin, San Jose State University; Thursday, 3:00 p.m.4:00 p.m. A math circle is broadly defined as a semiformal, sustained enrichment experience that brings mathematics professionals in direct contact with precollege students and/or their teachers. Circles foster passion and excitement for deep mathematics.  This demonstration offers the opportunity for you to observe and take part in Math Circle experiences, and enjoy the thrill the organic and creative process the conversational style of learning Circles offer. Seeing a circle in action, we believe, is the best way to generate enthusiasm to start one of your own. Come see why!  Sponsored by SIGMAA for Math Circles for Students and Teachers (SIGMAA MCST).


Getting Your Textbook Published, organized by James Hamblin, Shippensburg University; Friday, 9:00 a.m.-10:20 a.m. With the rising costs of textbooks and higher education in general, many faculty are considering their own low-cost alternatives to existing textbooks. However, many of these would-be authors will never get started simply because they think the publishing process is too difficult. Is working through a big publisher the only option? How much creative control do you have when working with a publisher? How difficult is it to publish a book on your own? How do open-source textbooks work? Panelists Doug Ensley, Shippensburg University; Thomas W. Judson, Stephen F. Austin State University; and Sheldon Gordon, Farmingdale State College, will answer these questions and discuss the advantages and disadvantages of each publishing method. Sponsored by the MAA Professional Development Committee.

Using Data from the Registrar's Office to Better Understand, Plan, and Change Your Undergraduate Mathematics Program, organized by Jack Bookman, Duke University; Friday, 9:00 a.m.-10:20 a.m. Gathering useful data for assessment purposes can often be a daunting and time consuming task but the answers to many questions we may have about our undergraduate mathematics programs, such what is the first math course that our majors take or what is the persistence rate from Calculus I to Calculus II, are readily available from data that can be provided by the registrar's office at each of our institutions. In this panel discussion including Bill Martin, North Dakota State University; Amy Cohen, Rutgers University; Jack Bookman; and Mary Callahan, Massachusetts Institute of Technology, we will hear from a registrar who will discuss what kinds of information the registrar's office can provide and how to clearly present your questions. We will also hear from mathematics faculty who have used registrar data to assess their program and to make better informed decisions about their department's course offerings. Sponsored by the MAA Committee on Assessment.

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Incorporation of the Mathematics of Climate Change and Sustainability into our Undergraduate Courses, organized by Robert E. Megginson, University of Michigan at Ann Arbor; Friday, 9:00 a.m.-10:20 a.m. The growing interest by undergraduates in climate change and sustainability presents a challenge to our mathematics courses and curricula, because we will be called upon increasingly to provide students with the mathematical background needed for careers in these fields that our courses have not traditionally addressed. However, with that challenge also comes the opportunity to bring more undergraduates into contact with interesting mathematics through their attraction to this subject matter. Panelists Mary Lou Zeeman, Bowdoin College; Thomas J. Pfaff, Ithaca College; Martin E. Walter, University of Colorado at Boulder; and Christopher Jones, University of North Carolina at Chapel Hill, will address the possibilities for our leveraging this interest in climate change and sustainability, and describe some of the mathematical materials already available.

A New Look at Math for the Non-STEM Students, organized by Joanne Peeples, El Paso Community College; Friday, 1:00 p.m.-2:20 p.m. The Carnegie Foundation for the Advancement of Teaching, the Dana Center, and AMATYC are creating new math pathways for non-STEM majors. Statway (a statistics pathway) and Quantway (a quantitative literacy pathway) are currently being piloted. Both pathways focus on the math that the students see in everyday life, active student learning, and reducing the number of "exit points" where students abandon their pursuit of a college degree. Panelists Bruce Yoshiwara, Los Angeles Pierce College (moderator); Kris Bishop, University of Texas Austin; and Karon Klipple and Jane Muhich, Carnegie Foundation, will give an overview of processes used in developing these courses, and share preliminary results. There will be time for discussion at the end of the panel's presentation. Sponsored by the MAA Committee on Two-Year Colleges.

Engaging Secondary Teachers in Doing Mathematics, organized by Gail Burrill, Michigan State University; Friday, 2:40 p.m.-4:00 p.m. Park City Mathematics Institute's Professional Development and Outreach (PDO) groups and other PCMI affiliated groups, organized by mathematicians for local teachers in a variety of locations around the nation, provide opportunities for teachers to investigate mathematical ideas and solve mathematical problems, often related to a real context. Each group is organized differently with different activities, but one commonality is a focus on mathematics. Panelists James King, University of Washington; Brian Hopkins, St. Peters College; Brynja Kohler, Utah State University; Roger Knobel, University of Texas Pan America; and Glenn Stevens, Boston University, will each present an interesting problem they have used with their teachers, discuss how the work is carried out, and what the mathematical "take-aways" are for the teachers. Participants and the panelists will discuss what is necessary in order to attract and retain teachers' interests in attending sessions and doing mathematics, what kind of problems seem to be the most successful, and what connections with the work in the PDOs, if any, might be made by the teachers to their own practice of teaching. Sponsored by the Park City Mathematics Institute.

Forum for Community Input on the Proposed NSF Division of Mathematical Sciences Name Change, Friday, 4:30 p.m.-6:30 p.m.  This session provides an opportunity for members of the community to provide their views to representatives of the National Science foundation on the proposal to change the name of the of the division of Mathematical Sciences to the Division of Mathematical and Statistical Sciences. Sponsored by the MAA, AMS, and SIAM.

Actuarial Science: Career Milestones and Choices, organized by Patrick Brewer, Lebanon Valley College; Robert Buck, Slippery Rock University; Bettye Anne Case, Florida State University; Kevin Charlwood, Washburn University; and Steve Paris, Florida State University; Friday, 5:00 p.m.-7:00 p.m. The pace of change in actuarial science is faster than in most academic areas, and this session aims to help faculty adjust curriculum and activities to meet student needs and expectations. Working actuaries, publishers, and actuarial educators will bring information about professional society initiatives, specialized publications, and academic department opportunities to help students.  All of the organizers will also serve as panelists, with Betty Anne Case and Robert Buck acting as moderators.

Poetry Reading, organized and hosted by JoAnne Growney, Silver Spring, MD; Mark Huber, Claremont McKenna College; and Gizem Karaali, Pomona College; Friday, 5:00 p.m.-7:00 p.m. All mathematical poets and those interested in mathematical poetry are invited. Share your poetry or simply enjoy the company of like-minded poetic-math people! If you who wish to contact the organizers ahead of time to inquire about the session and/or to add your name to the program, please email Gizem Karaali (gizem.karaali@pomona.edu); other interested meeting participants may simply come to the reading and share as they like. Sponsored by the Journal of Humanistic Mathematics (http://scholarship.claremont.edu/jhm).

Mathematically Bent Theater, presented by Colin Adams, Mobisubandaid Theater Company, Friday, 6:00 p.m.-7:00 p.m. What's funny about math? Come view these short, original, and humorous mathematical pieces and you will see.

Congressional Advocacy Training, organized by Joel Haack, University of Northern Iowa; Friday, 6:30 p.m.–7:30 p.m.  Participants will receive an advocacy toolkit that will assist them in representing issues to their legislators and learn about the MAA's interests in pending legislation.  Sponsored by the MAA Science Policy Committee.


Math Circles Demonstration for JMM Participants, Teachers, and Other Mathematical Enthusiasts, organized by  James Tanton, St. Mark’s Institute of Mathematics, and Tatiana Shubin, San Jose State University;  Saturday, 9:00 a.m.9:50 a.m. A math circle is broadly defined as a semiformal, sustained enrichment experience that brings mathematics professionals in direct contact with precollege students and/or their teachers. Circles foster passion and excitement for deep mathematics.  This demonstration offers the opportunity for you to observe and take part in Math Circle experiences, and enjoy the thrill the organic and creative process the conversational style of learning Circles offer. Seeing a circle in action, we believe, is the best way to generate enthusiasm to start one of your own. Come see why!  Sponsored by SIGMAA for Math Circles for Students and Teachers (SIGMAA MCST).

Math Circles Demonstration for Undergraduate Students, organized by James Tanton, St. Mark’s Institute of Mathematics, and Tatiana Shubin, San Jose State University; Saturday, 10:00 a.m.11:00 a.m. A math circle is broadly defined as a semiformal, sustained enrichment experience that brings mathematics professionals in direct contact with precollege students and/or their teachers. Circles foster passion and excitement for deep mathematics.  This demonstration offers the opportunity for you to observe and take part in Math Circle experiences, and enjoy the thrill the organic and creative process the conversational style of learning Circles offer. Seeing a circle in action, we believe, is the best way to generate enthusiasm to start one of your own. Come see why!  Sponsored by SIGMAA for Math Circles for Students and Teachers (SIGMAA MCST).

Math Circle Poster and Activity Session, organized by Philip B. Yasskin, Texas A & M University; James Tanton, St. Mark's School; Tatiana Shubin, San Jose State University; and Sam Vandervelde, St. Lawrence University; Saturday, 1:00 p.m.-4:00 p.m. Come join us for the chance to experience a math circle firsthand. Math circles vary widely in format and frequency, but they all bring groups of interested students or teachers together with professional mathematicians to investigate and discover mathematics. About ten math circles from around the country will display a poster describing that circle along with a live activity to try out. These activities are intended to provide ideas for lessons to use at your own circle or school. Activities will be designed to either restart every 30 minutes or run continuously.

Potential presenters should send the organizers (yasskin@math.tamu.edu) an electronic file (or files) of the sample lesson plan and handouts for their activity. The SIGMAA MCST will post those which are accepted at its website. Those that are not accepted will be automatically considered for future meetings. Sponsored by the SIGMAA MCST.

Math Wrangle, organized by Steve Dunbar, American Mathematics Competitions, 2:00 p.m.-3:00 p.m., Saturday. This demonstration will pit teams of math club students from Boston area schools against each other, the clock, and a slate of great math problems. This should be an interesting show, since both teams will have practiced their problem solving skills, their explanations and debating skills, and have their strategy ready prior to the demonstration.  They will be ready to wrangle!

The intention of SIGMAA-Circles hosting the demonstration Math Wrangle is to show how circles, clubs, and honoraries can get students started in this exciting combination of mathematical problem solving, public speaking, strategy, and rebuttal.  Join us for this fun-to-watch mathematical activity.

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