layer hidden off the screen

December 17, 2003

Teaching a History of Mathematics Course (MAA CP A1), Wednesday morning, Joel K. Haack*,, University of Northern Iowa; and Amy E. Shell-Gellasch, SIAM-Germany. This session solicits papers on the teaching of history of mathematics courses. Papers can address courses at all levels and types, from general history courses for educators to topic-specific courses for majors. Special consideration will be given to papers that present ideas on how to organize and develop history of mathematics courses. Other topics such as ideas for units or Web usage will be considered.

Teaching Operations Research in the Undergraduate Classroom (MAA CP B1), Wednesday morning, Dipa Choudhury*, Loyola College, MD,; and Steven M. Hetzler, Salisbury State University. This session seeks to highlight innovative teaching strategies in operations research in the undergraduate classroom. These strategies could include the construction of new teaching materials or creative use of existing materials. Submissions should provide specific learning objectives addressed by the use of these materials. In addition, potential speakers should provide some of the following information: (1) the syllabus of the course you teach, (2) a personal philosophy (with examples) of technology integration in the classroom, (3) interesting case studies, or (4) suggestions on textbooks and/or software.

Uses of the WWW That Enrich and Promote Learning (MAA CP C1), Wednesday morning and Saturday afternoon, Marcelle Bessman*, Jacksonville University,; Marcia P. Birken, Rochester Institute of Technology; Mary L. Platt, Salem State College; and Brian E. Smith, McGill University. This session seeks to highlight uses of the Web and its tools that engage students in the learning process. Tools such as course management systems, digital resources, tutorial systems, and hybrids that combine these functions on the Web can make a difference in student engagement, understanding, and performance. Talks should demonstrate how these technologies are being integrated into the learning process. The session is sponsored by the MAA Committee on Computers in Mathematics Education (CCIME).

Mathematical Experiences for Students outside the Classroom (MAA CP D1), Wednesday morning and afternoon, Laura L. Kelleher*, Massachusetts Maritime Academy,; and Mary S. Hawkins, Prairie View A&M University. Mathematics "happens" outside the classroom, and in fact many mathematics majors are drawn to the subject through an event sponsored by a student chapter or math club. This session seeks presentations by academic, industrial, business, or student mathematicians so that the audience will be encouraged to organize and run events for their students. Descriptions of nonclassroom activities could include, but are not limited to, special lectures, workshops for students, math days, math fairs, research projects for students, career days, recreational mathematics, problem-solving activities, and student consultants. This session is organized by the MAA Committee on Undergraduate Student Activities and Chapters.

Courses below Calculus: A New Focus (MAA CP E1), Wednesday and Thursday morning, and Thursday afternoon, Mary Robinson*, University of New Mexico, Valencia Campus,; Florence S. Gordon, New York Institute of Technology; Arlene H. Kleinstein, SUNY at Farmingdale; Norma M. Agras, Miami Dade Community College; Laurette B. Foster, Prairie View A&M University; and Linda Martin, Albuquerque T-VI. An unprecedented collaborative effort is currently being developed among members of the MAA, AMATYC, and NCTM to launch a national initiative to refocus the courses below calculus to better serve the majority of students taking these courses. The goal of the initiative is to encourage courses that place much greater emphasis on conceptual understanding and realistic applications via mathematical modeling than traditional courses that too often are designed to develop algebraic skills needed for calculus. For this session we specifically seek to address all of the college-level courses below calculus, with particular emphasis on offerings in college algebra and precalculus. We seek presentations that present new visions for such courses, discuss implementation issues (such as faculty training, placement tests, introduction of alternative tracks for different groups of students, transferability problems, etc.) related to offering such courses, present results of studies on student performance and tracking data in both traditional and new versions of these courses and in follow-up courses, discuss the needs of other disciplines and the workplace from courses at this level, discuss connections to the changing school curricula and implications for teacher education. This session is cosponsored by the MAA CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY), the MAA Committee on Two Year Colleges, and the MAA Committee on Articulation and Placement.


Getting Students to Discuss and Write about Mathematics (MAA CP F1), Wednesday morning and afternoon, Sarah L. Mabrouk*, Framingham State College, This session invites papers about assignments and projects that require students to communicate mathematics through in-class oral presentations that they make or in-class discussions that they must lead and motivate and through written assignments and/or papers. These assignments can include analysis and applications of mathematics, presentations of and analysis of proofs, presentations about famous mathematicians and the mathematics that they studied, and assignments/projects that utilize creative writing. Each presenter is encouraged to discuss how the use of the assignment/project helped students to improve their understanding of mathematics and their ability to communicate mathematics. Of particular interest is the effect of such projects/assignments/presentations throughout the course on the students' understanding of mathematics, their communication of mathematics, and their attitude toward mathematics.

The Effective Use of Computer Algebra Systems in the Teaching of Mathematics (MAA CP G1), Wednesday afternoon and Thursday morning, L. Carl Leinbach*, Gettysburg College,; and Edward A. Connors, University of Massachusetts. Computer Algebra Systems (CAS) create an environment for the learning and teaching of mathematics. They can be used to encourage mathematical explorations and to affect the way in which we teach and what material we emphasize. Papers for this session are to discuss one of the following topics: classroom uses of CAS, student projects that use the CAS in a significant way, testing practices that allow the students to use a CAS, or evaluations of the overall use of CAS at a particular institution. It is expected that each presentation, in addition to explaining the use of the CAS, will address the effectiveness of this use in the teaching and learning of mathematics. While proposals for papers dealing with the use of a CAS in any mathematics course are welcome, preference will be given to papers dealing with the use of a CAS in courses other than the calculus sequence. In particular, papers on the use of the CAS in courses such as applied statistics, college algebra, quantitative methods, and the mathematics preparation of teachers are particularly welcome. Note that this session is focused on the use of a CAS, not technology in general. However, the choice of a platform (computer or handheld device) or CAS (Derive, Maple, Mathematica, or other CAS) is that of the presenter.

Placement Strategies (MAA CP H1), Thursday morning, Janet P. Ray*, Seattle Central Community College,; Susan L. Forman, Bronx Community College, CUNY; and Patricia R. Wilkinson, Borough of Manhattan Community College, CUNY. Proper placement of students into their first college mathematics class is important to students and faculty alike. This session invites papers that describe placement strategies and instruments that you are using or have used at your institution. Papers might deal with uses of homegrown or standardized instruments, non-test-based strategies, or innovative, multilayered approaches. Also invited are papers describing how the success of your placement strategy is measured. How do you know if it is working? Systems in place at any type of institution or at any mathematics level are welcome. This session is cosponsored by the MAA Committee on Two-Year Colleges and the MAA Committee on Articulation and Placement.

Chaotic Dynamics and Fractal Geometry (MAA CP I1), Thursday morning, Denny Gulick*, University of Maryland,; and Jon Scott, Montgomery College. During the past decade and a half, the areas of chaotic dynamics and fractal geometry have emerged as lively subjects not only for research but also in the undergraduate curriculum. One of the wonderful features of these subjects is that they are able to combine many of the fundamental undergraduate topics, among them calculus and analysis, differential equations, linear algebra, geometry, statistics, and computer science. This session invites papers that investigate the impact of these two fields on undergraduate mathematics. The papers, which should have an expository flavor, might include new developments in either chaos or fractals (or both), interesting or novel applications, undergraduate research experiences, or innovative approaches for exploring these topics in undergraduate mathematics.

Truth in Using the History of Mathematics in Teaching Mathematics (MAA CP J1), Thursday morning, Victor J. Katz*, University of the District of Columbia, vkatz@; and Eisso J. Atzema, University of Maine. The history of mathematics has long been accepted as a scholarly activity for its own sake. Increasingly, historical research is called upon by a wide variety of professionals within the mathematical community to serve a broad range of agendas. We seek contributions from mathematicians, mathematics historians, and mathematics educators at all levels that address the issue of "truth" in the use of the history of mathematics. In particular, contributions are welcome that consider three particular issues: (1) whether and/or how myths and legends can be effectively used as such in the mathematics classroom, (2) what role the examination of myths and legends might play in a history of mathematics course, and (3) how the mathematics history community can contribute toward the effective use of history by "consumers" of history. This session is sponsored by the MAA History of Mathematics Special Interest Group (HOM SIGMAA).


Innovations in Teaching Discrete Mathematics (MAA CP K1), Thursday afternoon, William E. Fenton*, Bellarmine University,; and Nancy L. Hagelgans, Ursinus College. Discrete mathematics is offered in many mathematics departments, at different levels, for different audiences, and with different expectations. This session seeks presentations on novel approaches to the teaching of discrete mathematics. These could be exploratory activities, application projects, interdisciplinary courses, etc. We particularly encourage presentations on the use of technology as a teaching tool or as a source of interesting problems and applications. Evaluation of the pedagogy is welcome though not mandatory.

Initiating and Sustaining Undergraduate Research Projects and Programs (MAA CP L1), Thursday afternoon, James A. Davis*, University of Richmond,; and Joel S. Foisy, State University of New York. Papers are requested describing undergraduate research programs. Of particular interest will be descriptions of innovative ways to get administrative support or other support that creates a sustainable program. Also of interest will be papers indicating where to find appropriate problems and how to gauge the right level. This session is sponsored by the MAA CUPM Subcommittee on Research by Undergraduates.

Mathlets for Teaching and Learning Mathematics (MAA CP M1), Thursday afternoon, David M. Strong*, Pepperdine University;; Thomas E. Leathrum, Jacksonville State University; and Joe Yanik, Emporia State University. This session seeks to provide a forum in which presenters may demonstrate mathlets and related materials that they have created or further developed. Mathlets are small computer-based (but ideally platform-independent) interactive tools for teaching math, frequently developed as World Wide Web materials such as scripts or Java applets, but there may be many other innovative variations. Mathlets allow students to experiment with and visualize a variety of mathematical concepts, and they can be easily shared by mathematics instructors around the world. The session is sponsored by the MAA Committee on Computers in Mathematics Education (CCIME).

Statistics Education Discourse on Inference (MAA CP N1), Friday morning, John D. McKenzie, Jr.*, Babson College,; and Carolyn K. Cuff, Westminster College. Since the introductory statistics courses have infused data-driven activities into the course, many learning difficulties related to data have been minimized. However, the area of inference, a major topic in the course, remains a stumbling block for students. Papers are solicited which demonstrate effective teaching on inference topics, including confidence intervals, hypothesis testing, power and the interpretation of results. Sponsored by the MAA Statistics Special Interest Group (STAT SIGMAA).

Math and the Arts (MAA CP O1), Thursday and Friday mornings and Friday afternoon, Ann Robertson*, Connecticut College,; John M. Sullivan, University of Illinois, Urbana; Reza Sarhangi, Towson University; and Nathaniel A. Friedman, State University of New York, Albany. This session seeks interdisciplinary abstracts related to mathematics and one or more of the following disciplines: archeology and related fields, architecture, dance, music, literature, theater, film, and the visual arts. Session objectives include: (1) to present topics or new findings relating mathematics to its artistic and aesthetic presentations and (2) to introduce innovative techniques and to demonstrate the use of technology in promoting connections and interdisciplinary work in math and the arts.

Applications of Mathematics in Computer Science (MAA CP P1), Friday and Saturday mornings, William A. Marion*, Valparaiso University, This session invites papers which illustrate examples of the application of mathematics or mathematical thinking to topics introduced in an undergraduate computer science curriculum. These examples should be presented in such a way that they can be used as a lecture example, an in-class assignment, a homework assignment, or a project by instructors who teach courses in computer science. Examples for use in the following categories of courses will be considered--discrete mathematics courses, CS I- and II-type courses, and all other computer science courses--and should be of a type which supplements the material in a standard text (or which presents a topic in a novel way). As a follow-up to this session, particularly interesting examples will be given consideration for entry into an online repository.


Mathematics Experiences in Business, Industry and Government (MAA CP Q1), Friday morning, Philip E. Gustafson*, Mesa State College,; and Michael G. Monticino, University of North Texas. This paper session will provide a forum for mathematicians with experience in business, industry, and government (BIG) to present papers or discuss projects involving the application of mathematics to BIG problems. BIG mathematicians as well as faculty and students in academia who are interested in learning more about BIG practitioners, projects, and issues will find this session of interest. This session is sponsored by the MAA Special Interest Group in Business, Industry and Government (BIG SIGMAA).

Teaching and Learning of Undergraduate Mathematics (MAA CP R1), Friday afternoon and Saturday morning, Anne E. Brown*, Indiana University South Bend, abrown@; Marilyn P. Carlson, Arizona State University; and Draga D. Vidakovic, Georgia State University. Research papers that address issues concerning the teaching and learning of undergraduate mathematics are invited. Appropriate for this session are theoretical or empirical investigations conducted within clearly defined theoretical frameworks using either qualitative or quantitative methodologies. Of highest priority are proposals that report on completed studies which further existing work in the field. Sponsored by the MAA Research in Undergraduate Mathematics Education Special Interest Group (RUME SIGMAA).

My Favorite Demo: Innovative Strategies for Mathematics Instructors (MAA CP S1), Friday afternoon and Saturday morning, David R. Hill*, Temple University,; and Lila F. Roberts, Georgia Southern University. Mathematics instructors use a myriad of innovative techniques for teaching mathematical concepts. Technology readily available in colleges and universities has provided a means to boost creativity and flexibility in lesson design. Tools an instructor utilizes may include specialized computer applications, animations and other multimedia tools, java applets, physical devices, games, etc. This contributed paper session will focus on novel demos that mathematics instructors have successfully used in their classrooms. Rather than focus on projects or student group activities, this contributed paper session will focus on the instructor's activities to facilitate learning. Mathematical content areas will include precalculus, calculus, elementary probability, and selected postcalculus topics. This session invites 1) demos that introduce a topic,2) demos that illustrate how concepts are applicable,3) demos that tell a story or describe the development of a procedure, and 4) demos that lead to an activity that involves the class. Presenters of demos are encouraged to give the demonstration, if time and equipment allow, and to discuss how to use it in a classroom setting. Proposals should describe how the demo fits into a course; the use of technology or technology requirements, if any; and the effect of the demo on student attitudes toward mathematics.

Mathematical Models of the Environment (MAA CP T1), Friday afternoon, Karen D. Bolinger*, Clarion University,; William D. Stone, New Mexico Institute of Mining and Technology; and Ahlam E.Tannouri, Morgan State University. We invite presentations that deal with all aspects of using mathematics to model problems of the environment. Presentations are welcome that deal with exposition, pedagogy, or elementary modeling and that are suitable for college-level mathematics classes. Also welcome are presentations that deal with student research efforts, senior capstone experiences, group projects, and applications of higher mathematics, whether they fit within any course, weave through many mathematics courses, or stretch across departmental boundaries. Talks especially valued are those that make practical suggestions concerning how to establish fruitful communication between mathematicians and applied scientists and how to stimulate mathematics students into thinking about real world problems in terms of the mathematics they study. This session is sponsored by the MAA Environmental Mathematics Special Interest Group (ENVIRON SIGMAA) and the MAA Committee on Mathematics and the Environment.

Philosophy of Mathematics (MAA CP U1), Friday afternoon, Roger A. Simons*, Rhode Island College,; and Satish C. Bhatnagar, University of Nevada, Las Vegas. This session invites papers on any topic in the philosophy of mathematics except logic and set theory. Possible topics include the nature of mathematics, the nature of mathematical objects, the nature of mathematical knowledge, the relation between mathematics and the physical world, and the role of esthetics in the development of mathematics.


Focus on Integrating Graphic Handhelds into Collegiate Mathematics (MAA CP V1), Saturday morning and afternoon, Charles E. Hofmann*; LaSalle University,; and Joseph R. Fiedler, California State University Bakersfield. The appropriate use of technology, graphic calculators, algebra-capable calculators, and data collection devices in the mathematics classroom has been the center of much debate. Few are neutral regarding the use of these devices. The pervasive use by students complicates testing and opens the field to novel and focused assessment activities. This session invites papers about the full range of handheld devices and their classroom uses. Presenters are encouraged not only to share their classroom activities but also to discuss how these activities fit into the overall structure of their courses and curricula. Papers for this session are to discuss one or more of the following topics: classroom uses of handheld technologies, evaluations of their overall use at a particular institution, strategies for their effective incorporation into large lectures or into service courses, use of handheld technologies in significant ways in student projects and laboratories, and cross-disciplinary collaborations exploiting these technologies.

Mathematics and Sports (MAA CP W1), Saturday morning and afternoon, Sean L. Forman*, Saint Joseph's University,; and Douglas Drinen, University of the South. When applied to the sporting arena, mathematics can provide both compelling classroom examples and interesting research problems. Baseball has long been mined for interesting statistics examples, ranging from regression and probability to the game-theoretic aspects of in-game strategy. Recent books on jai alai, football, and a few other sports have studied those sports through a mathematical lens. The economics of sports is now covered by its own journal, and the statistics publication Chance routinely discusses statistical examples from sporting events. This session invites papers describing interesting classroom examples utilizing examples from sports and papers discussing the application of mathematics to sporting events.

Technology in Mathematics Teacher Preparation Courses (MAA CP X1), Wednesday morning and Saturday afternoon, Mary Ann Connors*, Westfield State College,; and Christine Browning, Western Michigan University, Kalamazoo. Preparing teachers to use technology appropriately is a challenging task for teacher-educators. Handheld computer algebra systems, graphing calculators, spreadsheets, and other computer software are popular tools for facilitating numerical investigations, connecting mathematics topics, and incorporating multiple representations of various meaningful problems. Such explorations lead to students' better understanding of mathematical concepts while empowering them to analyze practical problems. This session invites papers presenting ways in which we can prepare preservice teachers to use and develop meaningful activities that will engage their future students in mathematical thinking facilitated by technological tools. Papers that present curriculum revisions concentrating on meaningful technology use within courses that focus on mathematical content for preservice teachers are also encouraged. It is the hope that these curriculum revisions and/or activities will serve as a catalyst for class discussions of issues connected with K­12 curriculum and instruction, national and state standards, sequencing of topics, the role of technology, and assessment.

Strategies That Work to Positively Change Student Attitudes toward Mathematics (MAA CP Y1), Thursday and Saturday afternoons, Caren L. Diefenderfer*, Hollins University,; Janet L. Andersen, Hope College; and Elizabeth G. Yanik, Emporia State University. We solicit papers that describe strategies, both in and out of the classroom, which demonstrate a positive impact on student attitudes toward, and perceptions of, mathematics. These may be strategies incorporated in math courses that general education students are "forced" to take or strategies used in courses designed for majors. In addition, talks may emphasize departmental activities that have helped to create a positive esprit de corps and talks that address encouraging members of underrepresented groups are particularly welcome. Our concern is that many students (including mathematics majors) leave our programs with negative attitudes toward mathematics. We are also concerned that there are potential majors that we are not reaching, because we are not adequately conveying the benefits and satisfaction of doing mathematics. This may be particularly true of underrepresented groups. We would like the mathematics community to be aware of successful strategies that can be modified for use in our individual programs which will help students to learn, experience, and believe in the joy and magic of mathematics. We are also interested in the question of how to cultivate a mathematically appreciative society. In particular, how can such strategies be used to attract and retain more minority students in mathematics courses?


General Contributed Paper Session (MAA CP Z1), Wednesday - Saturday mornings, Wednesday, Thursday, and Saturday afternoons, Laura J. Wallace*, California State University San Bernardino,; Jacqueline Jensen, Sam Houston State University; Gary Townsley, SUNY at Geneseo, Michael Jones, Montclair State University, and Shawnee L. McMurran, California State University at San Bernardino . Papers may be presented on any mathematical topic. Papers that fit into one of the other sessions should be sent to that organizer, not to this session. Any paper that cannot be accommodated in one of the named contributed paper sessions will be diverted automatically to this session; therefore, papers should not be sent to more than one session organizer.

Audiovisual equipment available for MAA talks: Each session room contains an overhead projector and screen; blackboards will not be available. Persons needing additional equipment should contact, as soon as possible and definitely prior to September 9, 2003, the session organizer whose name is followed by an asterisk (*).


Join group of sponsors already signed up:

McGraw-Hill Higher Education

John Wiley and Sons
MacKichan Software
W. H. Freeman