MAA Panels, Posters, Workshops, and Other Sessions
Wednesday
National Science Foundation Programs Supporting Learning, Teaching and the Future Workforce in the Mathematical Sciences, organized by Jennifer Slimowitz Pearl, Division of Mathematical Sciences, National Science Foundation; 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. These programs will be discussed by the organizers along with examples of successful projects. Anticipated budget highlights and other new initiatives for the next fiscal year will also be presented. Cosponsored by the National Science Foundation.
A Survey of Quantitative Literacy Teaching Resources, organized by Caren Diefenderfer, Hollins University; Semra Kilic-Bahi, Colby-Sawyer College; Maura Mast, University of Massachusetts Boston; and Eric Gaze, Bowdoin College; Wednesday, 9:00 a.m.–10:20 a.m. Over the past decade or so, as more colleges and universities are offering QL courses, a number of new and different approaches to QL instruction have emerged in the textbook market. In particular a number of new texts are written specifically for the QL classroom, including texts on game theory, QL and the environment, and QL in the media. Panelists Jeff Bennett, Boulder, CO; Kay Somers, Moravian College; Eric Gaze; Andrew Miller, Belmont University; Bernie Madison, University of Arkansas; Judith Moran, Trinity College; and Maura Mast will focus on these different approaches, with discussion addressing the roles of technology, collaborative learning, and writing in QL courses along with the different instructional resources that are now available. Panelists will address issues of adapting material to diverse student populations and institutions, supporting professional development for faculty, conducting assessment of student learning, and navigating the growing market of QL textbooks and resources. Sponsored by the SIGMAA QL
Mathematicians Supporting the Implementation of Common Core State Standards for Mathematics, organized by Elizabeth Burroughs, Montana State University, and James King, University of Washington; Wednesday, 2:15 p.m.–3:35 p.m. Mathematicians have been active in projects that support state-level implementation of the Common Core State Standards for Mathematics (CCSSM). Panelists James King; Brynja Kohler, Utah State University; W. Gary Martin, Auburn University; William McCallum, University of Arizona; and Kristin Umland, University of New Mexico; will identify examples of such projects and highlight the role of mathematicians in each. The projects are varied, including projects aimed at restructuring undergraduate mathematics to better prepare mathematics teachers, projects focused on the professional development of practicing teachers, and projects designed to engage mathematicians and teachers in developing resources that support the implementation of the standards. Panelists will provide opportunities for discussion about how mathematicians can engage in the implementation of CCSSM.Sponsored by the MAA Committee on the Mathematical Education of Teachers (COMET)
Reporting Progress: 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, 2:15 p.m.–3:35 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 among Principal Investigators from selected CCLI/TUES projects will follow with an emphasis on scaling up impact. Sponsored by the National Science Foundation.
What Every Student Should Know About the JMM, organized by Jacqueline Jensen-Vallin, Slippery Rock University, and Lisa Marano, West Chester University of Pennsylvania; Wednesday, 2:15 p.m.–3:35 p.m. Navigating a large conference can be overwhelming, even for those who have previously attended such an event. Panelists, including Robert Vallin, Slippery Rock University, and others, will provide guidance for students attending the Joint Mathematics Meetings, including answers to the following questions: How do I get the most out of the program? What sessions are especially for students? What other events should I be on the lookout for? Will I understand any of the invited addresses or should I not bother attending them? If I am presenting a poster, where do I go to set it up? How can I get some cool, free math stuff? Students and their faculty mentors are encouraged to attend. Sponsored by the MAA Committee on Undergraduate Student Activities and Chapters.
The Paul R. Halmos Photograph Collection of the Archives of American Mathematics, organized by Amy Shell-Gellasch, Hood College; Wednesday, 2:15 p.m.–3:45 p.m. In 2011, several thousand photographs taken by Paul Halmos were donated to the Archives of American Mathematics at the University of Texas at Austin by his widow, Virginia Halmos. With funding from the History of Mathematics Special Interest Group of the MAA and Virginia Halmos, these photos have been digitally captured and now reside on the MAA’s Convergence online journal for the history of mathematics.
Please join us for a sampling of photos, some fun and games, and a discussion on the Halmos Collection and the AAM by archivist Carol Mead. Sponsored by the HOM SIGMAA
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. Abstract submissions, both mathematical and pedagogical, are invited for this poster session intended to highlight the research activities 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 degrees 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. 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 the organizers, Mike Axtell (maxtell@stthomas.edu) or Kim Roth (roth@juniata.edu). Sponsored by the Young Mathematicians Network and Project NExT
Placement Testing and the Common Core Curriculum, organized by Sheldon P. Gordon, Farmingdale State College; Wednesday, 3:50 p.m.–5:10 p.m. The new Common Core Curriculum, which has been adopted by at least 45 states, calls for some major changes in what mathematics will be emphasized in the secondary schools. These changes have significant implications for collegiate mathematics, including both the algebra through precalculus/calculus track and for statistics. One of the major issues we face is how placement testing will measure what students have learned under the new curriculum and how it meshes with college offerings. Too often, rather than being the bridge to a smooth transition from secondary to collegiate mathematics, placement tests tend to push large numbers of students into a remedial abyss from which vanishingly few ever emerge. The Common Core provides the opportunity for faculty and placement test makers to rethink the issues and so establish a new and better transition. Panelists include people working on the new generation of placement tests as well as mathematics and statistics educators familiar with the new curriculum: Zalman Usiskin, University of Chicago; William McCallum, University of Arizona; Roxy Peck, California Polytechnic State University, San Luis Obispo; Jonell Sanchez, The College Board (AccuPlacer); and Lavonne Mohn, ACT Test Development. The panel will be moderated by Bernard Madison, University of Arkansas. Sponsored by the MAA Committee on Articulation and Placement (CAP) and the Joint NCTM-MAA Committee on Mutual Concerns.
Published or Perished: Life After the Tenure Decision, organized by Michael Posner, Villanova University; Wednesday, 3:50 p.m.–5:10 p.m. Tenure is an important foundation of today's academy that has come under much scrutiny in the public media. But what does life after tenure look like? There are a number of potential career trajectories, depending on the tenure decision and professional interests. Panelists Gary Towsley, SUNY Geneseo; Tevian Dray, Oregon State University; Curtis Bennett, Loyola Marymount University; Dexter Whittinghill, Rowan University; and Rebecca Goldin, George Mason University; all from colleges and research universities with a variety of career paths—one with a “two body problem”, one who was denied tenure, an associate dean, and a nationally recognized teacher—will share their insights and stories on how to build a successful career after the tenure decision.
Bring your Lab to Work: Projects that Incorporate Instrumented Laboratory Devices into Mathematics Courses, organized by Ron Buckmire and Lee Zia, Division of Undergraduate Education, National Science Foundation; Wednesday, 3:50 p.m.–5:10 p.m. In this session principal investigators from selected NSF/DUE projects supported over the years by the NSF Division of Undergraduate Education will describe their work in bringing laboratory equipment usually found in physics and engineering courses into a variety of applied mathematics courses. A moderated discussion of common development and implementation issues will follow. Sponsored by the National Science Foundation.
Thursday
Career Options for Undergraduate Mathematics Majors, organized by Nyles Breecher, Hamline University, and Allison Oldham, William and Mary University; Thursday, 9:00 a.m.–10:20 a.m. There are a vast number 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?” Panelist Michael Dorff, Brigham Young University, along with representatives from other industries will showcase several options for career paths for students with an undergraduate degree in mathematics. These panelists will speak on their own experiences of finding a job and answer questions from the audience. Sponsored by the Young Mathematicians Network.
Session for Chairs: Transition from High School to College Mathematics, organized by Daniel Maki, Indiana University, and Catherine M. Murphy, Purdue University Calumet; Thursday, 9:00 a.m.–10:20 a.m. For the success of incoming students correct placement into mathematics courses is essential. Two specific issues are 1) methods of placement including placement tests, and 2) especially for STEM majors, calculus courses which meet the needs of today’s students. Two nationally known experts, David Bressoud from Macalester College and Bernie Madison from the University of Arkansas, will present findings on these issues from their research. Bernie Madison will address the broad issue of placement methods. David Bressoud will talk about the transition to college calculus and will include results from his current work as PI of the NSF grant Characteristics of Successful Programs in College Calculus. The Session for Chairs is a great social networking experience. Participate by attending and contributing your ideas and experiences to the conversation.
Benefits of Research with Undergraduates for Faculty, organized by Steven Schlicker, Grand Valley State University, and Zsuzsanna Szaniszlo, Valparaiso University; Thursday, 9:00 a.m.–10:20 a.m. Research with undergraduate students offers several benefits to the students, but faculty members might wonder what advantages it may hold for them. In this discussion, panelists will describe some of the benefits that research with undergraduates provides for faculty, including creating an intellectually stimulating department and campus environment, enhancing mentoring and teaching, invigorating or reinvigorating a research program, increasing job satisfaction, enhancing personal and professional development, and building a legacy for the future. Panelists will include mathematicians who have had several years’ experience mentoring undergraduate researchers and who are working as regular faculty or as administrators. Sponsored by the MAA Subcommittee on Research by Undergraduates.
Mathematical Outreach Programs Poster Session, organized by Elizabeth Yanik, Emporia State University; Thursday, 9:00 a.m.–11:00 a.m. This session is designed to highlight special programs that 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, Betsy Yanik, eyanik@emporia.edu. Sponsored by the MAA Committee on the Participation of Women
On-Campus Interview Survival Guide, organized by Nick Scoville, Ursinus College, and Jacob White, Arizona State University, Thursday, 10:35 a.m.–11:55 a.m. Your job applications are in and soon invitations for on-campus interviews will follow. Make the most of these opportunities by doing your homework. How do you prepare differently for an interview at a liberal arts school than for an interview at a research university? Panelists Sheldon Axler, San Francisco State University; Jeremy Martin, University of Kansas; Kristine Roinestad, Georgetown College; and Francis Su, Harvey Mudd College; who represent 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 an on-campus interview, and how to aim job talks at various audiences. Also on the agenda will be the types of questions one should ask during an on-campus interview, and “what not to do, but what many applicants do anyway.” Sponsored by the Young Mathematicians Network.
Proposal Writing Workshop for Grant Applications to the NSF Division of Undergraduate Education, presented by Michael Jacobson, Ron Buckmire, and Lee Zia, Division of Undergraduate Education, National Science Foundation; Thursday, 10:35 a.m.–11:55 a.m. The general NSF grant proposal process will be described as well as what are considered to be 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. Sponsored by the National Science Foundation.
Creating and Growing an Applied Statistics Minor Program, organized by K. Scott Alberts, Truman State University; Thursday, 10:35 a.m.–11:55 a.m. A statistics minor is an attractive option for some students majoring in statistically-driven fields including psychology, business, economics, and life sciences. Many of these students will be required to have a first course in statistics, and may have taken a discipline-specific methodology course as well. Panelists Scott Alberts, Truman State University; Robin Lock, St. Lawrence University; Daniel Kaplan, Macalester College; and David Nelson, Mercer University; will address these and other questions: How can we design courses for a minor to be attractive to a variety of these students? How can we work with our colleagues in these programs to ensure that we serve them well? What courses from those programs count for the minor? Is this minor possible with limited resources (can it make a “profit”)? How does it overlap with other math/stat program offerings? The panel will be moderated by Lisa Carnell, High Point University. Sponsored by the SIGMAA Stat Ed.
Graduate School: Choosing One, Getting In, Staying In, organized by Timothy Goldberg, Lenoir-Rhyne University, and Kristine Roinestad, Georgetown College; Thursday, 1:00 p.m.–2:20 p.m. You've made the decision to apply to graduate school. Now you must sift through all the available information, match schools to your academic and research interests, narrow down your list to a handful of schools, and submit outstanding applications. How do you accomplish all this and hopefully increase the likelihood of getting into your first- or second-choice program? Then, once accepted, how do you successfully complete the program and earn your degree? Panelists Richard A. Levine, San Diego State University; William Y. Velez, University of Arizona; Annalisa Crannell, Franklin & Marshall College; and Cynthia J. Wyels, California State University, Channel Islands; will discuss these and other important issues for those considering graduate school, transferring to a different graduate school, or switching graduate programs. Sponsored by the Young Mathematicians Network.
PRAXIS Mathematics Exams for Prospective Teachers: Responsibilities of and Reflections on Mathematics Departments, organized by William Martin, North Dakota State University, and Myron Rigsby, University of Arkansas Fort Smith; Thursday, 1:00 p.m.–2:20 p.m. Prospective school teachers are required to take and pass a variety of national or state exams prior to obtaining a teacher license. This session will provide information about the mathematics tests that are used by many states. One of the widely used suite of tests is the PRAXIS series produced by the Educational Testing Service (ETS). The specific requirements and tests are set by each state. Mathematics departments teach the mathematics and statistics content courses that provide preparation for the tests, so mathematics faculty need familiarity with the requirements. Conversely, results by program graduates provide departments with assessment data directly comparable to state and national norms. Panelists Barbara Weren, Educational Testing Service; Karen King, National Council of Teachers of Mathematics; William Martin, North Dakota State University; Angela Hodge, University of Nebraska at Omaha; and Jack L. Jackson, University of Arkansas Fort Smith; have expertise in mathematics content testing and accreditation requirements for mathematics majors in teacher preparation programs. Sponsorsed by the MAA Assessment Committee and the MAA Committee on the Mathematical Education of Teachers.
An Introduction to Inquiry-Based Learning, organizers/presenters are Stan Yoshinobu, California Polytechnic State University, San Luis Obispo; Matthew Jones, California State University Dominguez Hills; and Carol Schumacher, Kenyon College; Thursday, 1:00 p.m.–2:20 p.m. Inquiry-based learning in mathematics is a method of instruction that asks students to engage deeply in rich mathematical tasks without being given prescribed solutions or answers. Students are also required to collaborate (in some form) with one another to determine the correctness of other students’ presented solutions. Research suggests that students in IBL courses have better learning and attitudinal outcomes compared to peers in equivalent non-IBL courses.
Despite the benefits of IBL courses, implementing one, especially for the first time, can be a challenge, due to the initial startup work required to learn IBL teaching skills and concepts. This workshop addresses some of the main challenges of “getting started with IBL.” Specifically, participants will (a) investigate real-time video data from an upper-level IBL course, (b) discuss the core components of an IBL course, and (c) develop sample IBL tasks for a target course.
Poster Session of 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 program.
You Published Your Dissertation, Now What?, organized by Ralucca Gera, Naval Postgraduate School, and Rachel Esselstein, California State University Monterey Bay; Thursday; 2:40 p.m.– 4:00 p.m. Junior faculty members tend to struggle starting a new postdoctoral professional life. Panelists Chris Storm, Adelphi University; Nick Scoville, Ursinus College; Joyati Debnath, Winona State University; and Allison Henrich, Seattle University; will speak on their own experiences and address some of the issues a fresh Ph.D. encounters as he starts his tenure-track position, including finding a direction for future research projects, establishing new research relationships, and guidance in finding grants. Sponsored by the Young Mathematicians Network.
Taking the Long View: The Life of Shiing-Shen Chern, 6:00 p.m. on Thursday. George Csicsery, director of many films about mathematicians including N is a Number, about Paul Erdős will present his recent film about Chern, a poetic document that examines the life of this remarkable mathematician whose scientific achievements were matched by an approach and vision that helped build bridges between China and the West. The film follows Chern through some of the dramatic events of the 20th century, portraying a man who dedicated his life to pure mathematics with the style of a classical Chinese sage. (A short version was shown at the ICM in Hyderabad.)
Csicsery will also present excerpts from films he has made for the Simons Foundation “Science Lives” project, and answer questions about his work. Sponsored by the MAA and the AMS.
Friday
The Invigorating Experience of Mathematical Positions Abroad, organized by Deane Arganbright, Divine Word University, Papua New Guinea; Donald York, Pennsylvania College of Technology; Erich Neuwirth, University of Vienna; and Carol Shubin, California State University, Northridge; Friday, 9:00 a.m.–10:20 a.m. The organizers will provide a unique opportunity for members of both the U.S. and international mathematical communities to share insights obtained from their professional mathematical experiences in countries other than their own. Such experiences include regular full-time and limited-term academic positions, visiting and Fulbright appointments, faculty exchanges, research and industrial assignments, and others. They will illustrate how working in other countries allows mathematicians to obtain fresh understandings into teaching, research, and interdisciplinary collaboration, as well as how to interact and teach effectively in diverse cultures. They will inform those attending of the broad range of international opportunities that exist and how these can be discovered. They will also show how these involvements contribute to both host and home institutions. Audience participation through questions and briefly sharing from their own experiences will be encouraged.
Using Mathematical Archives and Special Collections for Research and Teaching, organized by Amy Shell-Gellasch, Hood College, and Janet Beery, University of Redlands; Friday, 9:00 a.m.–10:55 a.m. This panel presentation will introduce the audience to several special collections and archives available to the scholar and teacher of mathematics and its history. Panelists Carol Mead, American Archives of Mathematics; Fred Rickey, United States Military Academy; Dominic Klyve, Central Washington University; Victor Katz, University of District of Columbia; Peggy Kidwell, Smithsonian Museum of American History; and Shirley Gray, California State University Los Angeles; will introduce us to their collection or archive, explain how to access it, share ideas on how to use it in research and/or teaching, and answer questions from the audience. Sponsored by the HOM SIGMAA.
Training and Professional Development of Teaching Assistants, organized by David Carothers, James Madison University, and Delaram Kahrobaei, CUNY Graduate Center; Friday, 9:00 a.m.–10:20 a.m. This session will consider best practices for the preparation of graduate teaching assistants (GTAs) and for their ongoing support. Panelists Solomon Friedberg, Boston College; Karen Rhea, University of Michigan; Nathan Ritchey, Youngstown State University; and James Sellers, Pennsylvania State University; will consider the diverse needs of GTAs in a variety of programs and at differing institutions. Information about some model programs will be offered. The goals of the session are to provide participants with resources for design of their own programs and to continue and encourage an ongoing discussion in the mathematical community on how to best support current mathematics instruction while encouraging future members of the profession. A majority of graduate programs in the mathematical sciences have introduced orientation and training programs for GTAs. Nonetheless, the transition from student to teacher continues to be stressful for many graduate students, especially those with little or no background/preparation for teaching. Directors of graduate programs also feel time and resource constraints for support of GTAs while facing a shifting university budget. Sponsored by the AMS-MAA Joint Committee on Teaching Assistants and Part-Time Instructors.
Reporting Progress: Mathematical Modeling Across the K–16 Curriculum, organized by Richard Alo, Ron Buckmire, and Lee Zia, Division of Undergraduate Education, National Science Foundation; and Peter Turner, Clarkson University and SIAM; Friday, 1:00 p.m.–2:20 p.m. In this session we will report on initiatives being taken to incorporate more mathematical modeling in K–16 curricula at schools, colleges, and universities. Specifically, panelists Ron Buckmire; Katherine Socha, Math for America; Jeffrey Humpherys, Brigham Young University; and Rachel Levy, Harvey Mudd College; will discuss the following: a Modeling Across the Curriculum workshop held at NSF in 2012, the impact of the Common Core State Standards in Mathematics (CCSSM) on inclusion of mathematical modeling in K–12 curricula, the development of a multidisciplinary STEM undergraduate degree, and the incorporation of modeling in preservice and in-service teacher education. Sponsored by the National Science Foundation and the Society for Industrial and Applied Mathematics.
Parental and Family Leave for Graduate Students and Post-docs: Policies and Experiences, organized by Patricia Hale, California State Polytechnic University Pomona; Cathy Kessel, Berkeley, California; and Tanya Leise, Amherst College; Friday, 1:00 p.m.–2:20 p.m. Graduate school and postdoctoral work often occurs during family formation, yet policies that could enable women and men to balance family and career are often nonexistent or poorly understood, as noted in the 2012 report “A Forgotten Class of Scientists: Examining the Parental and Family Benefits Available to Research Trainees”. Changing departmental and institutional culture through mentoring, providing clear guidelines about how things work in the department, and implementing family-responsive policies can improve the climate, allowing departments to attract and retain students and faculty. Panelists Cathy Kessel; Sonja Mitchell, University of California, Santa Barbara; Kathryn Murphy, University of California, San Diego; Mary Radcliffe, University of California, San Diego; Ami Radunskaya, Pomona College; and Ruth Haas, Smith College; will discuss institutional policies and individual experiences of parental and family leave. The panelists include graduate students who have taken family leave, the co-director of the EDGE Program for Women, the director of the Smith Post-bac Center for Women, and an administrator from UC San Diego (where family-friendly policies are based on Mary Ann Mason’s pioneering work at Berkeley). Sponsored by the MAA Committee on the Participation of Women in Mathematics and the Joint Committee on the Participation of Women in the Mathematical Sciences.
Math Circle Poster and Activity Session, organized by Philip B. Yasskin, Texas A&M University; Sam Vandervelde, St. Lawrence University; Tatiana Shubin, San Jose State University; and James Tanton, St. Mark's School; Friday, 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.
The following participating math circles organizations and their presenters are intended to provide ideas for lessons to use at your own circle or school. Please note the presentation times for each.
San Francisco Math Circle: Keeping Safe: Lessons Learned Working with SFMC Elementary Students, Brandy Wiegers, Math Science Research Institute; 2:30 p.m. and 3:00 p.m.
Math Teachers' Circles Network: Research Update on Math Teachers' Circles, Diana White, University of Colorado, Denver; 2:00 p.m. and 3:30 p.m.
Navajo Nation Math Circles Project: Navajo-Related Math Circle Activities, Tatiana Shubin, San Jose State University, and Henry Fowler, Dine College, Tsaile; 1:30 p.m. and 2:30 p.m.
Riverbend Community Math Center: Exploring Lill's Method for Finding Polynomial Roots, Amanda Serenevy, Riverbend Community Math Center; 1:00 p.m. and 2:00 p.m.
Albuquerque Math Teachers' Circle: What is in that Can of Soda?, Michael Nakamaye, University of New Mexico; 1:00 p.m. and 3:00 p.m.
University of Wisconsin Milwaukee (UWM) Math Circle: Operation Cookie Jar, Gabriella Pinter, University of Wisconsin, Milwaukee; 2:30 p.m. and 3:30 p.m.
Fairfield County Math Teachers’ Circle: Pool Table Geometry, Hema Gopalakrishnan, Sacred Heart University, and Stephanie Furman, Darien, CT Public Schools; 1:30 p.m. and 3:30 p.m.
Richmond Math Salon: What's Up With Spot It?, Sue VanHattumm, Contra Costa College; 2:00 p.m. and 3:00 p.m.
Math Teachers’ Circle of Austin: Folding Polygons, Altha B. Rodin, University of Texas at Austin; 1:00 p.m. and 2:30 p.m.
Texas A&M Math Circle: Hyperbolic Soccer Ball, Frank Sottile, Texas A&M University; 1:30 p.m. and 2:00 p.m.
The presentations will be followed by a reception in the same room, 4:00 p.m.–5:00 p.m. Sponsored by the SIGMAA on Math Circles for Students and Teachers.
Using Technology to Develop Mathematical Understanding, organized by Gail Burrill, Michigan State University; Friday, 2:40 p.m.–4:00 p.m. Although technology is often used as a powerful tool for doing mathematics—creating graphs and crunching numbers—it can also be a powerful tool for developing understanding of mathematical concepts. Interactive dynamic algebra or geometry software can play a central role in helping students grapple with ideas in courses from introductory algebra and remedial courses at community colleges, to calculus, introductory statistics, linear algebra, and differential equations. CAS technology offers the potential for students to explore sophisticated and subtle mathematics concepts as well as providing opportunities for students to make and test conjectures that set up mathematics. Panelists Tom Dick, Oregon State University; Wade Ellis, West Valley Community College; Al Cuoco, Educational Development Center; and Gail Burrill; will share examples from a variety of content areas, discuss the affordances and limitations of technology and offer suggestions from research about how technology can be used effectively. The discussion will focus on interactive dynamic technologies but will also include a broader perspective on technologies available for use in teaching.
Current Issues in Actuarial Science Education, organized by Robert Buck, Slippery Rock University; Bettye Anne Case, Florida State University; Steve Paris, Lebanon Valley College; and Kevin Charlwood, Washburn University; Friday, 5:00 p.m.–7:00 p.m. Panelists Robert Buck; Kevin Charlwood; and Jim Daniel, University of Texas Austin; are a diverse group of actuaries, publishers, and actuarial educators. 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. CUPM is forming a Program Area Study Group concentrating on undergraduate programs in actuarial science. This will be one of the topics for discussion.
Poetry Reading, organized by Gizem Karaali, Pomona College; Mark Huber, Claremont McKenna College; and Sue VanHattum, Contra Costa 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! The reading is sponsored by the Journal of Humanistic Mathematics (http://scholarship.claremont.edu/jhm) and will be hosted by the organizers. Though we also encourage interested meeting participants to simply come to the reading and share as they like, those who wish to contact the organizers ahead of time to inquire about the session or to add their name to the program can email Gizem Karaali (gizem.karaali@pomona.edu).
Mathematically Bent Theater, presented by Colin Adams and the Mobiusbandaid Players; Friday, 6:00 p.m.–7:00 p.m. This event includes a small collection of humorous short mathematical pieces that ask questions like, “How did Pythagoras discover his famous theorem?”, “What happens when a 19th century mathematician is thrust into the 21st century?” and “What would you see if you looked in ‘The Book’?”
Darwin’s Extra Sense, Friday, 6:30 p.m. Charles Darwin famously wrote that he wished he had worked harder at mathematics, so as to possess the “extra sense” he believed mathematicians had in approaching the problems of science. In this 40-minute film, filmmakers Wendy Conquest and Bob Drake and mathematician Dan Rockmore show just how right Darwin was as they survey some of the ways in which mathematics is making possible many of the great new discoveries in the life sciences. Through an engaging style and informative animations, augmented by interviews with a diverse set of working mathematicians and scientists, “Darwin’s Extra Sense” communicates the excitement and possibilities of twenty-first century applied mathematics. Sponsored by the MAA and the AMS.
Saturday
Randomization and Bootstrap Methods in the Introductory Statistics Course, organized by Andrew Zieffler, University of Minnesota; Saturday, 9:00 a.m.–10:20 a.m. George Cobb (2007), in a landmark paper based on his 2005 plenary talk at the United States Conference on Teaching Statistics, argued for a 21st century approach to teaching introductory statistics. He advocated for the instruction of statistical inference through the use of randomization and simulation methods, rather than the traditional formula-based approach using methods such as the t-test and ANOVA. Since that time, several grants have been written and funded to develop, implement, and evaluate these computational approaches to teaching statistics. In addition, more and more textbooks at the introductory level are being written that include randomization and bootstrap methods.
Panelists George Cobb, Mount Holyoke College; Jeff Hamrick, Rhodes College; John Holcomb, Cleveland State University; Kari Lock Morgan, Duke University; Rachel Dunwell, Rhodes College; Robert delMas, University of Minnesota; Robin Lock, St. Lawrence University; Soma Roy, California Polytechnic State University, San Luis Obispo; and Laura Ziegler, University of Minnesota; will give an overview of randomization and bootstrap methods, discuss how they fit into the current introductory statistics curriculum, how the curriculum might change to accommodate these methods, and describe the knowledge needed by the future K–12 teachers who will be teaching using these methods. Sponsoed by the SIGMAA on Statistics Education.
Active Learning in Mathematics, organized by David Taylor, Roanoke College; Lorena Bociu, North Carolina State University; and Robert Allen, University of Wisconsin La Crosse; Saturday, 9:00 a.m.–10:20 a.m. Active learning is the process whereby students engage in activities such as reading, writing or problem solving that encourage analysis, synthesis and evaluation of class content. It has been well known that active learning strategies increase student learning and have long time effects on student success (Braxton et al 2008). The goal of this panel is to promote and provide useful strategies for implementing active learning while teaching mathematics. Panelists Alina Duca, North Carolina State University, Susan Hermiller, University of Nebraska Lincoln; Jennifer Kosiak, University of Wisconsin La Crosse; Kal Nanes, University of Maryland Baltimore County; and Charlotte Zales, Moravian College; will focus on active learning techniques used specifically in math classes, at both undergraduate and graduate levels. We will bring together a group of people who are acknowledged promoters of active learning in mathematics. They will share their experiences and thus provide different useful tips on overcoming obstacles to active learning and successful strategies that they implement in their classrooms. We will close with an opportunity for the audience to ask questions of the panelists so that the active learning ideas promoted can be discussed and tailored for audience members' individual needs.
How a Placement Program Can Increase Success Rates in Preparatory Courses and the Calculus Sequence, organized by Alison Ahlgren, University of Illinois, and Marc Harper, UCLA; Saturday, 1:00 p.m.–2:20 p.m. An effective placement program can reduce failure rates in calculus and prerequisite courses. Colleges and universities often experience DWF rates of 40% or higher in Calculus I at great expense to the student and the institution. Prerequisite coursework and college entrance exams are generally available but often an insufficient indicator of success in Precalculus and Calculus. An effective placement program is based on accurate and comprehensive assessments paired with consistent enforcement and policy. In this session panelists Alison Ahlgren; Karen Rhea, University of Michigan; Pavel Sikorskii, Michigan State University; and Andrew Tonge, Kent State University; will discuss what additional measures may be necessary and the role of a placement program (particularly with the rapid increase of AP calculus) to increase student success rates. The panel will be moderated by Marc Harper.
SUMMA Session for Prospective REU Mentors, organized by William Hawkins, Jr, MAA and University of the District of Columbia, and Robert Megginson, University of Michigan Saturday, 2:30 p.m.—4:00 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 97 sites have been funded as of summer 2012, and funding will be available for summer 2013. Additional information can be found on the NREUP website at http://maa.org/nreup. The session presenters, Dennis Davenport, Howard University and codirector of a program at the Park City Mathematics Institute with NSF funding to guide and develop prospective REU mentors, and Lloyd Douglas, University of North Carolina, Greensboro, and Associate Director of the Office of Sponsored Programs at UNCG, will discuss their programs, with ample time for questions and discussion. See http://pcmi.ias.edu/REUWorkshop for more information. Cosponsored by the MAA Committee on Minority Participation and the MAA Office of Minority Participation.