MAA Panels, Posters, Workshops, and Other Sessions


What Do I Need to Know about Common Core and Common Core Assessments?, organized by Bonnie Gold, Monmouth University, and Genevieve Knight, Coppin State University; Wednesday, 9:00 a.m.–10:20 a.m. What are the policy implications of Common Core for higher education? How should mathematics departments prepare for the implementation of Common Core in the K-12 Schools?

Higher education cannot afford to ignore the most important school reform initiative of the past twenty years—the implementation of the Common Core Standards across 48 states. Common Core Standards reflect a national commitment to raising standards in U.S. public schools to invest in the next generation of citizens and increase global competitiveness. This session will describe why the success of this monumental reform effort depends on active support and advocacy from higher education.

Once this school reform effort is successfully implemented, better prepared students will enter our institutions, leading to lower remediation rates, higher retention rates, and higher college completion rates—all emerging accountability measures for higher education.

In order to take best advantage of the new standards, colleges and universities need to become informed about the content and progression of the skills, competencies, and knowledge that students will bring when they enter college. Panelists Nancy Shapiro, University System of Maryland; Bernadette Sandruck, Howard Community College; and Denny Gulick, University of Maryland, will also address the role and relationship between college placement tests and new Common Core Assessments that are designed to assess college readiness. Sponsored by the MAA Committee on Assessment.

Inquiry-Based Learning Miniworkshop: What is IBL and Why Use It?, organizeed by Stan Yoshinobu, Cal Poly San Luis Obispo; Matthew Jones, Cal State Dominguez Hills; and Carol Schumacher, Kenyon College; Wednesday, 9:00 a.m.–10:20 a.m. There exists a growing body of evidence that supports the use of active, student-centered instruction, such as Inquiry-Based Learning (IBL). The IBL miniworkshop provides opportunities for math faculty to discuss what IBL is in a mathematics classroom and the evidence why IBL should be used. This workshop is especially useful for instructors who have not used IBL or have just begun using it in their own classes, although all interested faculty are welcome to attend. Attendees of the workshop will be actively involved in discussions, and will also learn about methods that they can take back to the classroom for the upcoming term. Additional support and resources for IBL instructors will also be shared.

Assistive Technologies for Math Students and Faculty with Disabilities, organized by James Hamblin, Shippensburg University, and Bruce Yoshiwara, Los Angeles Pierce College; Wednesday, 9:00 a.m.–10:20 a.m. When creating instructional math content—whether traditional or online —it’s important to provide materials that are accessible to all participants, including those with disabilities who may use adaptive software or devices to access the materials. The challenge of making mathematics content accessible is greater than ever—especially for individuals with vision impairment—due in large part to the advent of interactive and dynamic content. Panelists Rick Clinton, Pearson Education; Gaier Dietrich, De Anza College; and Kyle Keane, Wolfram Research, will discuss factors that make creating accessible mathematics materials particularly challenging, and methods for identifying and delivering acceptable alternatives. Sponsored by the MAA Committee on Technologies in Mathematics Education (CTiME).

Access and Opportunities in STEM Education: The Challenges of Building an Equitable Diverse Society, organized by Carlos Castillo-Chavez, Arizona State University, Wednesday, 9:30 a.m.–11:00 a.m. The sense of urgency that the NAS’s report “Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads” places on the diversification of the work force in STEM demands increased access to colleges and universities, not only because it is the right thing to do but because it is in the best national interest. This has been carried out under the leadership of President Freeman Hrabowski of the University of Maryland at Baltimore County. President Hrabowski will share the national responses that this report has generated over the past two years. His presentation will be followed by the responses of two recipients of the Presidential Medal of Science: James S. Gates, University of Maryland, College Park, and Richard Tapia, Rice University. Cosponsored by the MAA Committee on Minority Participation in Mathematics, AMS, and SIAM.

INGenIOuS: Workforce Preparation for Students in the Mathematical Sciences, organized by John Bailer, Miami University; Jenna Carpenter, Louisiana Tech University, William Jaco, Oklahoma State University, Peter Turner, Clarkson University; and Paul Zorn, St. Olaf College; Wednesday, 2:15 p.m.–3:45 p.m. Representatives of AMS, ASA, MAA, and SIAM met in July 2013, at the INGenIOuS workshop, to discuss positioning mathematics and statistics departments to create a workforce that is ready to meet the challenges of the 21st century. The goal is to ensure that the next generation of undergraduate and graduate students view the study of mathematical sciences as a vibrant path leading to many career options. Cosponsored by the AMS, ASA, MAA, and SIAM.

NSF Programs Supporting Learning, Teaching and the Future Workforce in Mathematics, organized by Lee Zia, Michael Jacobson, Ron Buckmire, and Jennifer Pearl, National Science Foundation; Wednesday, 2:15 p.m. –3:35 p.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 along with examples of successful projects. Anticipated budget highlights and other new initiatives for the next fiscal year will also be presented. Sponsored by the National Science Foundation.

Poster Session of Projects Supported by the NSF Division of Undergraduate Education, organized by Jon Scott, Montgomery College; Wednesday, 2:15 p.m.–4:15 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.

Career Options for Undergraduate Mathematics Majors, organized by Timothy Goldberg, Lenoir-Rhyne University, and Ralucca Gera, Naval Postgraduate School; Wednesday, 2:15 p.m.–3:35 p.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?” Panelists Emily Kessler, Society of Actuaries; Rebecca Goldin, George Mason University; John Workman, the Advisory Board Company; and Kim Sacra, National Security Agency, showcase several options for career paths for students with an undergraduate degree in mathematics and will speak on their own experiences of finding a job. Sponsored by the Young Mathematicians’ Network.

What Experiences Matter On Your Resumé? organized by Kristine Roinestad, Georgetown College, and Ralucca Gera, Naval Postgraduate School; Wednesday, 3:50 p.m.– 5:10 p.m. Whether you are looking for a fellowship, a scholarship, a professorship, or a job outside academia, making certain your curriculum vita (CV) stands out is critical for success. A CV is a key element of an application submission, and is an opportunity to concisely showcase your achievements and be shortlisted for an interview. Panelists Michael Bardzell, Salisbury University; Derrick Stolee, Iowa State University; Steve Horton, United States Military Academy; Robert Campbell, National Security Agency; and Glenn Lilly, National Security Agency, will discuss the type of CV that makes a great first impression and grabs their attention. Sponsored by the Young Mathematicians' Network.


Mathematics Awareness Month 2014, presented by Eve Torrence, Randolph-Macon College; Bruce Torrence, Randolph-Macon College; and Colm Mulcahy, Spelman College and American University; Thursday, 8:30 a.m.–8:50 a.m. The organizers of Mathematics Awareness Month 2014 offer a sneak peak at their plans for the April program. The theme for Mathematics Awareness Month for 2014 is "Mathematics, Magic, and Mystery." The program organizers have planned a full month of engaging topics, culled from some of our profession's best expositors. Each day in April a new topic will be unveiled on with an attention-grabbing video that demonstrates a mathematical magic trick, illusion, or mystery. The underlying mathematics for each topic will be briefly discussed in these videos. Additional information at varying levels of mathematical sophistication will be available for enjoyment by students, mathematicians, and the general public---anyone who seeks a deeper understanding of that day's topic. The MAM 2014 poster will be unveiled Thursday, January 16, 2014, at 11:30 a.m. at the MAA Pavilion in the exhibit hall.  

Undergraduate Internships and Research Experiences for Undergraduates, organized by Thomas Wakefield, Youngstown State University, and Ralucca Gera, Naval Postgraduate School; Thursday, 9:00 a.m.–10:20 a.m. It has become increasingly important for undergraduates to participate in internship or research experiences during their time in college. Panelists Emily Kessler, Society of Actuaries; Stephanie Edwards, Hope College; Krista Maxson, Shawnee State University, Saad El-Zanati, Illinois State University; Leslie Hogben, Iowa State University; and Cindy Wyels, California State University Channel Islands, will discuss various options for undergraduates as they look to apply to REUs or internships. Sponsored by the Young Mathematicians’ Network.

Introductory Proposal Writing Workshop for Grant Applications to the NSF Division of Undergraduate Education, presented by John Haddock, Michael Jacobson, and Lee Zia, Division of Undergraduate Education, National Science Foundation; Thursday, 9:00 a.m.–10:55 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 workshop is geared towards those who have not submitted a proposal to NSF and are unfamiliar with the organization. If you believe you have an idea, project, or program worthy of federal support that will positively impact undergraduate education in mathematics you should attend this session. This workshop will provide information on the specific components of a NSF proposal, demonstrate the NSF peer review process, provide access to previously funded proposals and explicate the NSF merit review criteria by which proposals are evaluated. Participants should leave this workshop with a draft of a project summary. Attendance is limited to 50 persons; please sign up in advance on the JMM registration form. Sponsored by the National Science Foundation Division of Undergraduate Education.

Mathematical Outreach Programs, organized by Elizabeth Yanik, Emporia State University; Thursday, 9:00 a.m.–11:00 a.m. This poster session is designed to highlight outreach programs that have been developed to encourage students to maintain and interest 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, projects supported by MAA Tensor, SUMMA, and Dolciani grants would find this an ideal venue in which to share the results of their work. We encourage everyone involved with offering mathematical outreach activities to consider submitting an abstract to the session organizer, Betsy Yanik, Sponsored by the MAA Committee on the Participation of Women.

Math Days for High School Students at Local Colleges and Universities, organized by Deanna Haunsperger, Carleton College, and Rebecca Swanson, Colorado School of Mines; Thursday, 10:35 a.m.–11:55 a.m. Some colleges and universities host a day each year for local high school students to visit campus, participate in math activities, attend talks, compete in AMC or regional math competitions, listen to career opportunities in the mathematical sciences, and/or celebrate mathematics. These days not only provide exposure to the physical university campus, which some students would never have had before, but also introduce students to role models, beyond their teachers, for enjoying mathematics. Several colleges with established programs for Math Day-type events will share successful ideas and best practices. Panelists are Bob Devaney, Boston University; Justin Gash, Franklin College; Teresa Moore, Ithaca College; Angela Spalsbury, Youngstown State University; and David Strong, Pepperdine University. Sponsored by the MAA Council on Outreach.

Summer Research Programs, organized by William Hawkins Jr., MAA and University of the District of Columbia; Robert Megginson, University of Michigan; and Lloyd Douglas, University of North Carolina at Greensboro; Thursday, 10:35 a.m.–11:55 a.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 111 sites have been funded as of summer 2013. Panelists Noureen Khan, University of North Texas at Dallas, and Aprillya Lanz,  Norfolk State University will discuss their programs. There will be ample time for questions and discussion. It is expected that funding will be available for summer 2014. Additional information can be found on the NREUP website at  Sponsored by the MAA Committee on Minority Participation in Mathematics and the Office of Minority Participation.

Finding the Right Grant, organized by Josh Laison, Willamette University, and Jacob White, Texas A&M University; Thursday, 1:00 p.m.–2:20 p.m. Are you looking for a grant, and having trouble with the application process? The focus of this panel is on finding and applying for grants, whether they be for education, travel, or research. Panelists Lloyd Douglas, University of North Carolina, Greensboro; Florence Fasanelli, AAAS; Eric Gaze, Bowdoin College; and Frank Sottile, Texas A&M University, will discuss the different funding sources, as well as how to make a great application, and to avoid common pitfalls. Sponsored by the Young Mathematicians’ Network

College Board/MAA Mutual Concerns Panel on AP Calculus, Computer Science, and Statistics, organized by Roxy Peck, Cal Poly San Luis Obispo; Thursday, 1:00 p.m.–2:20 p.m. Across the nation, educators are investing much time and effort to understand and improve students’ transition from high school to college. To help provide deeper context in these discussions, this panel will address Advanced Placement programs in the mathematical sciences. Panelists Don King, Northeastern University; Paul Tymann, Rochester Institute of Technology; Allan Rossman, Cal Poly, San Luis Obispo; Serena Magrogan, College Board; and Lien Diaz, College Board, will provide updates on the status of AP Calculus, AP Statistics, and AP Computer Science and a report on a new computer science principles course that is under development. They will discuss the use of technology in AP courses, curriculum alignment with college courses, exam development and scoring, gender and ethnic diversity in AP mathematical sciences courses, success rates, and access to AP mathematical sciences courses. Sponsored by the College Board/MAA Committee on Mutual Concerns.

YMN/Project NExT Poster Session, organized by Kim Roth, Juniata College, and Mike Axtell, University of St. Thomas; Thursday, 2:15 p.m.–4:15 p.m. We 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. This poster session is intended to highlight the research activities, both mathematical and pedagogical, of recent or future Master’s/Ph.D.s in mathematics and related fields. Trifold posterboards measuring 48" wide by 36" high, plus glue, tape, tacks, etc. will be available at the session to post your material to the posterboard. 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. or master’s degree, and your current college or university affiliation to the organizers. Applicants should send a poster abstract to one of the organizers, Kim Roth ( or Mike Axtell ( The deadline for receiving applications is December 15, 2013.

Directing Undergraduate Research: How to Get Started, organized by Herbert Medina, Loyola Marymount University, and Rebecca Garcia, Sam Houston State University; Thursday, 2:35 p.m.–3:55 p.m. The number of undergraduates engaging in mathematical sciences research has increased dramatically the past few years. Indicators of this growth are the size of the undergraduate poster session at the Joint Mathematics Meetings (e.g., over 300 posters at the 2013 meeting), the number of mathematics Research Experience for Undergraduates (at least 65), and the recent creation of journals devoted to mathematics research done by undergraduates (e.g., Involve at UC Berkeley). This success is in contradiction to the view held by some today and many in the past that “undergraduates cannot do mathematics research because there is so much background needed to understand and successfully tackle a problem.”

Many mathematics faculty, some motivated by the success of colleagues with undergraduate research, want to begin their own undergraduate research program, but are hesitant, because they are unsure how to get started. i.e., how to find/choose tractable problems, how to recruit students, how to get funding or release time for the endeavor, how to guide students towards a solution without solving the problem for them, etc. Panelists Michael Dorff, Brigham Young University; Joyati Debnath, Winona State University; Angel Pineda, California State University, Fullerton; and Sandy Ganzell, St. Mary's College of Maryland, all having enjoyed success in directing undergraduate research, will address these questions and provide concrete advice on how to get started with directing undergraduate research. Sponsored by the MAA Subcommittee on Research by Undergraduates

Collaborations Between Two-Year and Four-Year Institutions that Create Pathways to a Math Major, organized by Elizabeth Teles, National Science Foundation, and Judy Ackerman, Montgomery College Rockville, Thursday, 2:35 p.m.–3:55 p.m. As more students start their college education at two-year colleges prior to transfering to a four-year program, it is increasingly important for two-year and four-year mathematics departments to collaborate to create student pathways to the mathematics major and for alignment of credit courses. Successful models that attract and retain community college transfer students in the major will be explored by panelists Debra Poese, Montgomery College; Nancy Sattler, Terra State Community College; and Eric Kostelich, Arizona State University. Sponsored by MAA Committee on Two Year Colleges.

The Genius of Srinivasa Ramanujan, Thursday, 6:00 p.m.–7:10 p.m. The Prime Minister of India declared 2012 the "National Year of Mathematics" to commemorate the 125th anniversary of the birth of Srinivasa Ramanujan. To honor the occasion, Nandan Kudhyadi produced this docudrama. The film features well-known number theorists from around the world associated with Ramanujan's oeuvre. Shot at various locations in India and Cambridge, it serves as a pilgrimage for those interested in the legend and legacy of the great Indian mathematician. The film also highlights the trajectory of Ramanujan's seminal work and its relevance today. Cosponsored by the MAA and AMS.

Birds of a Feather: CUPM Discussion Sessions, organized by Carol Schumacher, Kenyon College, and Martha Siegel, Towson University; Thursday and Friday, 7:30 p.m.–9:00 p.m. The MAA Committee on the Undergraduate Program in Mathematics (CUPM) invites JMM attendees to gather with colleagues to discuss recommendations for the 2015 CUPM Curriculum Guide for Majors in the Mathematical Sciences. Members of the writing teams will lead the discussions.  Choose your passion!

Rooms 345 and 346 are for program area recommendations (concentrations, double majors, minors and integrated minors) on the following topics: Teacher Education, Biomathematics and Environmental Science, Operations Research and Engineering (all in room 345); Financial Mathematics and Actuarial Science, Statistics, Computing, Mathematical Programming and Applied Mathematics (all in room 346).

Rooms 347 and 348 are for specific course area recommendations (broad umbrella definitions) on the following topics: Abstract Algebra, Geometry, Transitions to Proofs, Probability and Statistics (all in room 347); Linear Algebra, Differential Equations, Real and Complex Analysis, Mathematical Modeling (all in room 348).

CUPM welcomes your contributions and questions. See for pertinent details.


**SOLD OUT**Advanced Proposal Writing Workshop for Grant Applications to the NSF Division of Undergraduate Education, organized by John Haddock, Michael Jacobson, and Lee Zia, Division of Undergraduate Education, National Science Foundation; Friday, 9:00 a.m.–10:55 a.m. This workshop is geared towards people who have previously submitted a proposal to NSF for funding and intend to do so again. Participants are expected to register in advance and bring a one-page summary of a particular proposal they are intending to submit to NSF’s Division of Undergraduate Education in the near future. All participants will have an opportunity to verbally present a one-minute summary of their proposed project and receive written and verbal feedback on it in the presence of NSF program officers. A discussion of the current Transforming Undergraduate Education in STEM (TUES) solicitation and changes to the NSF merit review criteria will occur. Attendance is limited to 25 persons; please sign up in advance on the JMM registration form. Sponsored by the National Science Foundation Division of Undergraduate Education.

Maximizing Your Impact in the Classroom: Case Studies in Best Practices for Classroom Teaching, organized by Martha Abell, Georgia Southern University; Brigitte Lahme, Sonoma State University; Michael Oehrtman, University of Northern Colorado; and Karen Rhea, University of Michigan; Friday, 9:00 a.m.–10:20 a.m. The goal of the panel discussion is to address the importance of faculty involvement in student learning while acknowledging the changing times we face in education today. Panelists Lew Ludwig, Denison University; Stan Yoshinobu, California State University, and Michelle Zandieh, Arizona State University, will present case studies in best practices in the use of inquiry-based learning, active learning, and flipped classrooms. In addition, they will share their experiences and provide guidance to audience members in making the most of lecture/class time. The panel discussion also serves as an introduction to materials included in the Pedagogy Guide being developed by the CTUM. Sponsored by the MAA Committee on the Teaching of Undergraduate Mathematics.

Nonacademic Career Paths for Mathematicians, organized by Jennifer Bergner, Salisbury University; Lisa Marano, West Chester University; Phil Gustafson, Colorado Mesa University; and Ben Galluzzo, Shippensburg University; Friday, 9:00 a.m.–10:20 a.m. You’re about to earn a degree in mathematics, now what? You may be surprised to know that teaching isn’t your only option; in the “real world” mathematical knowledge is a valued commodity and there are many interesting job opportunities for mathematicians in nonacademic settings. So, whether you are a mathematics student looking for a job once you graduate or an advisor looking for advice to give to future job-seeking students, this session will help you gain new perspectives on nonacademic career experiences and what employers value in their employees. Panelists Greg Coxson, U.S. Naval Research Laboratory; Jim Fife, Educational Testing Service; Carla Martin, U.S. Government; and Katie Ford, NASA Wallops, will share their paths to their current positions and offer advice to others looking for employment in similar venues. The panel discussion will be relevant to all students, but there will be more emphasis on undergraduates than graduates. Sponsored by the MAA Committee on Undergraduate Student Activities and Chapters and BIG SIGMAA.

MAA Session for Chairs: Planning for the Future with New Curriculum Guides, organized by Catherine Murphy, Purdue University Calumet, and Daniel Maki, Indiana University Bloomington; Friday, 1:00 p.m.–2:20 p.m. The soon to be released CUPM Curriculum Guide, the recent METS II, and the ASA guide for the statistics education of teachers are useful planning tools. A distinguished panel of authors of these documents, including Martha Siegel, Towson University; William McCallum, University of Arizona; and Christine Franklin, University of Georgia, will speak to their recommendations and discuss with attendees possible implementation strategies. This is a great opportunity for Chairs to ask questions of experts as well as to give and receive advice from our peers.

Interactive Dynamic Technology: Its Role in Teaching and Learning Calculus, organized by Gail Burrill, Michigan State University; Friday, 1:00 p.m.–2:20 p.m. Too often calculus courses engage students in procedures to the detriment of understanding. Carefully designed, purposeful activities using interactive dynamic technology can make a difference by helping students as they contend with fundamental calculus concepts. The panelists will discuss how such technology can help students develop key understandings, identify areas in which students need more practice in order to succeed in Advanced Placement Calculus, discuss the issues this raises for designing and scoring AP Tests, and consider what interactive dynamic links can bring to online texts. Panelists Tom Dick, Oregon State University; Wade Ellis, West Valley Community College; Steven Kokoska, Bloomsburg University; and Gail Burrill, Michigan State University, will focus on interactive dynamic technology but will also include a broader perspective on technologies available for use in teaching. Questions for the audience will include what they see as barriers to the use of interactive dynamic technologies, what might be done to overcome these barriers, and suggestions for other ways or uses of any types of technology that have been effective in promoting better student learning.

Designing and Implementing a Problem Based Mathematics Course, organized by Gail Burrill, Michigan State University; Friday, 2:35 p.m.–3:50 p.m. A problem based math course, where students spend most of the time in an interactive, collaborative environment, working on problems connecting various mathematical domains, can simultaneously engage a broad range of students and enlarge their understanding of what it means to do math. Panelists Darryl Yong, Harvey Mudd College; Bowen Kerins, Educational Development Center; and Mary Pilgrim, Colorado State University, will discuss the design of such a course, consider issues related to teaching the course, and describe its implementation in a mathematics program. Such courses were originally developed for teachers at the Park City Mathematics Institute but are applicable for undergraduate majors, prospective teachers, or as part of continuing education programs for experienced teachers. Discussion will be framed by asking what the mathematical goals of such a course might be, how these goals could contribute to a better student understanding of what it means to do mathematics, and how such courses might be part of the offerings in a typical math department.

The Changing Face of Calculus at the University Level, organized by David M. Bressoud, Macalester College; Friday, 2:35 p.m.—3:55 p.m. More than half the students who take mainstream Calculus I in college have already passed such a course in high school. At research universities, the proportion is over 70%. This is forcing us to rethink what and how we teach in college calculus. Panelists Larissa Schroeder, University of Hartford; Angela Kubena, University of Michigan; Elgin Johnston, Iowa State University; and Mariah Birgen, Wartburg College, will discuss how different institutions are approaching the restructuring of calculus. Cosponsored by the College Board and the MAA Committee on Mutual Concerns.

Transforming Post-Secondary Mathematics Education, organized by Eric M. Friedlander, University of Southern California, Mark L. Green, University of California, Los Angeles, and Phillip A. Griffiths, Institute for Advanced Study; Friday, 4:15 p.m.–6:00 p.m. Leaders from outside the academic community of mathematical scientists, including representatives of other math-intensive and interdisciplinary subjects, government, industry, and other employers, will participate in a discussion of the challenges and prospects for systemic change in post-secondary mathematics education. This discussion should promote substantial, constructive responses to achieve goals which include: 1) creating and disseminating course content to meet the needs of today’s students, especially by emphasizing the roles that mathematics plays in the modern world; 2) strengthening the pipeline for prospective STEM graduates; 3) developing, adapting, and evaluating new teaching methodologies. Funded by the Carnegie Corporation of New York and the Sloan Foundation. Cosponsored by the MAA, AMS, and SIAM.

Poetry Reading, organized by Gizem Karaali, Pomona College; Mark Huber, Claremont McKenna College; and JoAnne Growney,; Friday, 4:30 p.m.–6:30 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 ( Though we do not discourage last-minute decisions to participate, we invite and encourage poets to submit poetry ( ≤ 3 poems, ≤ 5 minutes) and a biography in advance, and, as a result, be listed on our printed program. Inquiries and submissions may be made to Gizem Karaali ( no later than November 30, 2013.

Actuarial Science Education Session for Faculty, organized by Kevin Charlwood, Washburn University; Bettye Anne Case, Florida State University; Robert Buck, Slippery Rock University; Steve Paris, Florida State University; and Patrick Brewer, Lebanon Valley College; 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. CUPM has a Program Area Study Group concentrating on undergraduate programs in actuarial science. Their progress may be a topic for discussion. The next anticipated changes in the CAS and SOA exam series will also be discussed by panelists Patrick Brewer, Lebanon Valley College; Jim Daniel, University of Texas at Austin; Michelle Guan, Indiana University Northwest; Steven Armstrong, Plymouth Rock Management Company; and Stuart Klugman, Society of Actuaries.

Mathematically Bent Theater, by Colin Adams and the Mobiusbandaid Players; Friday, 7:30 p.m.–8:30 p.m. Why is it that math and humor are considered synonymous? Why do students laugh maniacally when they see their score on the calculus final? How did the Bernoulli Brothers bring down the house in their first comedy appearance? Who came up with the word "functor"? These are just a few of the questions we will not answer in this presentation of several short mathematically inclined, humorous performances.

Birds of a Feather: CUPM Discussion Sessions, organized by Carol Schumacher, Kenyon College, and Martha Siegel, Towson University; Thursday and Friday, 7:30 p.m.–9:00 p.m. Please see Thursday night’s description for more details.


Two Worlds Collide: MOOCs and the Ivory Tower, organized by John Travis, Mississippi College, and Martha Siegel, Towson University; Saturday, 8:30 a.m.–9:50 a.m. Massive Open Online Courses (MOOCs) have begun to stir up the academic playing field and force institutions to consider their impact on the usual collection of university course offerings. As students continue to discover MOOCs, the broader academic world should consider whether to embrace, eschew, or just endure them. The efficacy of such courses in mathematics and their impact on learning are currently unknown. This event will attempt to inform participants on the variety of available MOOCs and start a dialogue among all stakeholders.

The panel will include pioneers in MOOC development for mathematics to discuss how MOOCs have been used and how these courses can successfully encourage the cognitive skills unique to mathematics. Keith Devlin, Stanford University; Robert Ghrist, University of Pennsylvania; Michael Starbird, University of Texas Austin; and Marilyn Carlson, Arizona State University, will discuss their views on the potential for MOOCs to promote effective teaching and learning and the contribution of technology and social media to enhance student understanding. Sponsored by the MAA Committee on Technologies in Mathematics Education (CTME), MAA Committee on the Undergraduate Program in Mathematics (CUPM), and WebSIGMAA.

Demonstration Math Circles, organized by Paul Zeitz, University of San Francisco, and Tatiana Shubin, San Jose State University; Saturday, 9:00 a.m.–9:50 a.m. (session 1) and Saturday, 1:00 – 1:50 p.m. (session 2).  A math circle is an enrichment experience that brings mathematics professionals in direct contact with precollege students and/or their teachers. Circles foster passion and excitement for deep mathematics.  These two demonstration sessions, each directed by an experienced math circle leader, offer the opportunity for JMM 2014 attendees to observe and take part in math circle experiences, and to enjoy the organic and creative process of learning that circles offer. The first is directed towards professional mathematicians as participants, the second towards precollege students as participants. Both are for all to witness.  Sponsored by the SIGMAA on Math Circles for Students and Teachers (MCST).

Weird Ways to Work with Pi:  An Accessible and Interactive Workshop for Middle- and High-School Educators, presented by James Tanton, St. Mark’s School; Saturday, 10:00 a.m.–10:50 a.m. Many a mathematical scholar has contemplated the meaning and mystery of the number pi: The ratio of the circumference of a circle to its diameter. But I ask, who said the concept of pi should apply only to circles? What is pi for a square? What is pi for a right triangle?  What interesting noncircular problems can be solved with non-circular pi-values?

Let’s get weird and quirky and let pi loose on all kinds of wild shapes! Let’s strengthen our understanding of geometry by pushing concepts to the edge.  Be sure to bring pencil and paper: You won’t be able to resist jotting down thoughts, working through some curious ideas, and doing some weird calculations. Bring your students too! Sponsored by the MAA Council on Outreach and SIGMAA MCST.

Mathematicians Supporting Implementation of the Common Core State Standards for Mathematics, organized by Elizabeth Burroughs, Montana State University; Pari Ford, University of Nebraska at Kearney; and Debbie Gochenaur, Shippensburg University; Saturday, 1:00 p.m.– 2:20 p.m. Mathematicians have been active in projects that support state-level implementation of the Common Core State Standards for Mathematics (CCSSM). This panel will offer examples of such projects and highlight the roles of mathematicians in each. The projects are varied and will highlight collaborations between mathematicians and teachers, the use of classroom video in teaching mathematics, the development of mathematics tasks via the Illustrative Mathematics Project, and the use of resources developed by the National Council of Teachers of Mathematics. Panelists Sybilla Beckmann, University of Georgia; Sid Rachlin, East Carolina University; Alison Superfine, University of Illinois Chicago; Kristin Umland, University of New Mexico; and Rose Mary Zbiek, Pennsylvania State University, 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.

Math Wrangle, organized by Steve Dunbar, American Mathematics Competitions, and Tatiana Shubin, San Jose State University; Saturday, 2:00 p.m.–3:00 p.m. This Math Wrangle will pit teams of students against each other, the clock, and a slate of great math problems. The format of a Math Wrangle is designed to engage students in mathematical problem solving, promote effective teamwork, provide a venue for oral presentations, and develop critical listening skills. A Math Wrangle incorporates elements of team sports and debate, with a dose of strategy tossed in for good measure. The intention of the Math Wrangle demonstration at the JMM is to show how teachers, schools, circles, clubs, and honoraries can get students started in this exciting combination of mathematical problem solving, public speaking, strategy and rebuttal. Sponsored by the MAA American Mathematics Competitions and SIGMAA MCST.

The Environment, Mathematics, and Community Engagement,organized by Ben Fusaro, Florida State University; Charlie Hadlock, Bentley University; and Marty Walter, University of Colorado Boulder; Saturday, 2:00 p.m.–5:00 p.m. We have an opportunity—and an obligation—to show how mathematics can help avert an environmental-sustainability cliff. The three presenters (collectively) have been doing their part for over 35 years, working at every level—local to international—to sound the alarm about environmental challenges. Presentations in public forums typically use simple mathematics. A critical aspect is the format and tone of the presentation.

Consulting in industry is similar but uses more complex mathematics. This is an opportunity to conserve, or even increase, the momentum generated by Mathematics for Planet Earth 2013 at the San Diego JMM. It is also an opportunity to showcase how we can simplify, clarify, or solve environmental problems. This workshop will be a We-have-done-it, You-can-do-it, This–is-how activity.

If you would like to participate, please contact Ben Fusaro by email at or call him at 850- 297-2052. Sponsored by the SIGMAA on Mathematics and the Environment.