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Joint Mathematics Meetings

Call for MAA Contributed Papers

The MAA Committee on Contributed Paper Sessions solicits contributed papers pertinent to the sessions listed below.  Contributed Paper Session presentations are limited to fifteen minutes, except in the general session where they are limited to ten minutes.  Each session room is equipped with a computer projector, an overhead projector, and a screen.  Please note that the dates and times scheduled for these sessions remain tentative.

Contributed Paper Sessions with Themes

Actuarial Education, organized by Robert Buck, Slippery Rock University, and Thomas Wakefield, Youngstown State University; Friday afternoon. Interest in actuarial science has increased tremendously over the past few years, with many institutions trying to start programs or upgrade existing programs. This session invites papers/talks that focus on starting an actuarial science program, sharing ideas on various ways to structure actuarial science programs, describing how institutions can adjust to the constantly changing requirements of the actuarial organizations, and outlining specific and/or unique details of your actuarial science program.

Also appropriate would be information on helping students find jobs/internships and the expectations of actuarial employers as well as discussion of VEE credit, the SOA/CAS exam structure, meeting Associate or Fellowship requirements, and approaching the new CERA designation. In addition, information on available resources for actuarial education is always welcome as well as ideas for motivating student interest in actuarial science, such as actuarial science club activities or other outreach.

Many institutions are interested in offering actuarial science as an option for their students, and these types of papers/talks would help them get started. The session will focus primarily on what the SOA refers to as Introductory Undergraduate Actuarial Science Programs or Advanced Undergraduate Actuarial Science Programs, as opposed to Graduate or Research Programs. Sponsored by PRIMUS: Problems, Resources, and Issues in Undergraduate Mathematics Studies. Papers from the session may be considered for a special issue of PRIMUS on actuarial education.

Adding Modern Ideas to an Introductory Statistics Course, organized by Brian T. Gill, Seattle Pacific University; Scott Alberts, Truman State University; and Andrew Zieffler, University of Minnesota; Friday afternoon. Modern introductory statistics courses have evolved to place much greater emphasis on conceptual understanding, active learning in the classroom, use of real data, and use of technology. We invite submissions that provide details about learning activities, new technologies, resources, or new teaching methods that have proven successful in teaching introductory statistics courses. We particularly encourage submissions related to the use of (1) big datasets in introductory statistics, (2) randomization or bootstrap methods, (3) modeling, or (4) open source software. We encourage submissions related to a variety of types of intro courses, including face-to-face, online, or hybrid as well as courses for specialized audiences such as business, engineering, or biology. Submissions related to introductory courses for math and statistics majors are also welcome. Sponsored by the SIGMAA on Statistics Education. Presenters will be considered for the Dex Whittinghill Award for Best Contributed Paper.


Assessing the Effectiveness of Online Homework, organized by Jason Aubrey, University of Missouri; John Travis, Mississippi College; and Joanne Peeples, El Paso Community College; Saturday morning. Online homework systems such as open source systems WeBWorK and WAMAP, commercial systems such as WebAssign, MapleTA and others have matured over the past decade to the point where the use of such systems has become mainstream within the service curriculum in mathematics. Anecdotal evidence indicates that there are significant benefits.

This session provides an opportunity to report on efforts to assess the effectiveness of online homework. Instructors will have an opportunity to share innovative uses of online homework systems and to report on how successful these new approaches have been. Papers will focus on the use of metrics for assessing changes in student learning and behavior, including factors such as persistence, self-efficacy, and retention. Sponsored by the MAA Committee on Technologies in Mathematics Education (CTME), MAA Committee on Two-Year Colleges (CTYC), and the SIGMAA on Mathematics Instruction Using the Web.

Bridging the Gap: Designing an Introduction to Proofs Course, organized by Sarah L. Mabrouk, Framingham State University; Thursday afternoon. This session invites papers regarding the creation of “bridge” and introductory proofs courses and the effects of such courses on students’ abilities to read, analyze, and write proofs in subsequent courses such as number theory, abstract algebra, and real/complex analysis courses in addition to numerical and applied mathematics courses. Information about textbooks, assignments/projects, and activities that help students to read and analyze statements as well as to understand when it is appropriate to use, for example, the contrapositive or proof by contradiction are of particular interest. Papers providing information about approaches that have not been successful are welcome as are those about how ineffective initial attempts were modified to help students to understand statement analysis, to recognize/write equivalent statements, to select appropriate rather than inappropriate methods of proof, to realize when proofs are complete or incomplete, and to use meaningful language and terminology in good proof writing while minimizing student frustration and the student’s view that the instructor is being picky about sentence structure and diction. Papers providing evidence of course effectiveness in helping students to read, analyze, and write proofs are particularly encouraged.

Communicating Mathematics, organized by Brian Katz, Augustana College, and Elizabeth Thoren, University of California Santa Barbara; Saturday afternoon. Increasingly, college graduates are expected to have a suite of communication skills in addition to the technical skills specific to their majors. Simultaneously pedagogy at many high schools, colleges, and universities is shifting towards student-centered methods that require students to write and speak more in their math classes. As a result, students are being asked to develop and use significantly more communication skills in these classes. In this session, we will explore the ways that mathematics instructors support students as they speak and write for our classes, as well as the ways we prepare them to communicate after they leave the classroom.

Ideally the session will include scholarly presentations on (1) successful methods or assignments designed to improve written or oral communication skills and (2) the consequences of using writing and speaking in class for the students’ skills, attitudes, and beliefs.

Computational Modeling in the Undergraduate Curriculum, organized by Kurt Matthew Bryan, Joseph Eichholz, and Jeffery Leader, Rose-Hulman Institute of Technology; Wednesday morning. The extraordinary growth of computing power is transforming how engineering, science, and mathematics are done. Math majors stepping into industry or applied graduate programs need to be proficient with the tools and modes of thought needed to exploit this power. This training often starts too late; however, inexpensive computing power is inspiring new undergraduate courses and programs in computational science, often within mathematics programs, and can and should change the way undergraduate mathematics courses like linear algebra, differential equations, and probability are taught.

We seek presenters to share examples illustrating the incorporation of high-performance computing into the undergraduate mathematics curriculum. Especially welcome are class activities and projects that illuminate how computing power is used to attack realistic problems previously inaccessible at the undergraduate level or lessons that use computing power to give a fresh take on traditional topics.


Developmental Mathematics Education, organized by J. Winston Crawley, and Kimberly J. Presser, Shippensburg University; Saturday morning. In recent years, the number of underprepared or math-anxious students coming to our colleges and universities has been growing. In order to help these students to be successful, we need to undertake new strategies for support services, courses offered, and perhaps even in our programs themselves. This session invites papers on all aspects of developmental mathematics education. In particular, what classroom practices are effective with such students and how does research in student learning inform these practices? For students interested in math-intensive majors such as the sciences, how can we best prepare these students for several subsequent mathematics courses? How can we best coordinate support services with the courses offered in our mathematics departments? We are interested in hearing presentations from across the spectrum of community colleges through four-year universities at this session.

Effective Strategies and Programs for Mentoring Women and Minorities in Mathematics, organized by Jenna Price Carpenter, Louisiana Tech University; Jessica M. Deshler, West Virginia University; and Elizabeth A. Burroughs, Montana State University; Thursday afternoon. Women (~45%) and minorities (ranging from ~6% for African American and Hispanic students to 0.4% for Native American students) have long been underrepresented in mathematics, from the B.S. to the Ph.D. level, as well as in the faculty ranks. There are, however, examples of initiatives which do successfully mentor women and minorities to success at all levels. This session focuses on strategies and programs (from one-on-one mentoring to funded programs) that effectively mentor these students or faculty in mathematics. Papers should refer to relevant research and include assessment where possible, share lessons learned, as well as focus on aspects that could be adopted by others. Sharing of example materials, brochures, websites, etc., are also encouraged.

Fostering Mathematical Habits of Mind, organized by Kien H. Lim, University of Texas at El Paso; Ayse A. Sahin, DePaul University; and Holly Hirst, Appalachian State University; Friday afternoon. The term “Mathematical Habits of Mind” (MHoM) refers to the need to help students think about mathematics the way mathematicians do. There has been considerable interest among mathematics educators and mathematicians in helping students develop MHoM. This session allows mathematicians and mathematics educators to share their scholarship, their teaching, and their perspectives related to fostering MHoM. We seek papers that focus on at least one of these areas: theoretical frameworks for analyzing MHoM, empirical studies on MHoM, pedagogical challenges and strategies for fostering specific MHoM, creating a classroom culture that is conducive to MHoM, or philosophical perspectives associated with MHoM. Sponsored by the MAA Committee on the Mathematical Education of Teachers (COMET).

The History of Geometry, Its Applications, and Their Uses in the Classroom, organized by Amy Shell-Gellasch, Hood College, and Glen Van Brummelen, Quest University; Thursday afternoon. The roots of geometry go back before recorded time, and almost all cultures have used it for some significant purpose (astrology, navigation, architecture, ritual, etc.). Although the art of geometry is currently waning in the high school curriculum, its relevance to practical applications continues to grow in the sciences and beyond. This session solicits papers that address topics relevant to the history of geometry and its applications. This might include (but is not limited to) physics, chemistry, biology, astronomy, navigation and its devices, architecture, cartography, networks, and trigonometry. Papers may be scholarly or pedagogical in nature. Sponsored by the SIGMAA on the History of Mathematics

How Assessment Results Changed Our Program, organized by Miriam Harris-Botzum, Lehigh Carbon Community College, and Bonnie Gold, Monmouth University; Wednesday morning. One of the purposes of assessment in higher education is to improve student learning and to improve our programs. Is there evidence that program assessment has made a positive difference in student learning in mathematics?

This session will provide faculty teaching mathematics, statistics, or quantitative literacy/reasoning courses the opportunity to disseminate how they have “closed the loop” in program assessment, making changes that have resulted in improvements in their programs, in their teaching, and ultimately in student learning. Presenters may talk about changes that have already been implemented and their impact or changes that are under way and their plans to assess the impact. Sponsored by the MAA Committee on Assessment.

Innovative and Effective Ways to Teach Linear Algebra, organized by David M. Strong, Pepperdine University; Friday morning. Linear algebra is one of the most interesting and useful areas of mathematics, due to its beautiful theory and the enormous importance it plays in understanding and solving many real-world problems. Many valuable and creative ways to teach its rich theory and applications are continually being developed and refined. This session will serve as a forum in which to share and discuss these ideas and approaches. Innovative and effective ways to teach linear algebra include, but are not limited to, (1) hands-on, in-class demos; (2) effective use of technology, such as Matlab, Maple, Mathematica, Java Applets or Flash; (3) interesting and enlightening connections between ideas that arise in linear algebra and ideas in other mathematical branches; (4) interesting and compelling examples and problems involving particular ideas being taught; (5) comparing and contrasting visual (geometric) and more abstract (algebraic) explanations of specific ideas; and (6) other novel and useful approaches or pedagogical tools.


Innovative Ideas for Courses in the First Two Years, organized by Andrew Granville Bennett, Kansas State University; Wednesday afternoon. With the increasing focus on retention and completion and calls for sharply increasing the number of students who pursue STEM majors, many programs are looking at revisions to their introductory mathematics program. This session looks to share ideas for content, instruction, and assessment for courses taken in the first two years.

Talks should not be purely aspirational but should include a discussion of how at least some segment of the proposal was implemented and the impact on students, either for better or for worse. We particularly encourage submissions about (1) innovative instructional techniques that increase student success, (2) new approaches to pre-calculus courses that better prepare students for calculus, (3) changes in pedagogy and/or curriculum that encourage more students to pursue additional coursework in mathematics, (4) methods to identify and remediate holes in students’ knowledge, (5) better assessment techniques to identify conceptual understanding; and (6) other innovative ideas for teaching college mathematics. Sponsored by the MAA Committee on Calculus Reform and the First Two Years (CRAFTY).

Integrating the Mathematics of Planet Earth 2013 in the College Mathematics Curriculum, organized by Ben Galluzzo, Shippensburg University; Wednesday afternoon. Planet Earth is dynamic and complex; mathematics is a tool we can use to understand it. The NSF-funded North American Mathematical Sciences Institutes are sponsoring the theme of The Mathematics of Planet Earth in 2013 (MPE 2013) with the goal of showcasing the role that mathematics plays in recognizing, investigating, and solving planetary problems. In support of MPE 2013, this session seeks proposals that discuss methods for integrating Environmental Mathematics issues into the typical college curriculum. Accepted papers will be published on the SIGMAA EM website to increase awareness and encourage conversation about theme-related topics throughout the year. Sponsored by the SIGMAA on Environmental Mathematics and MPE 2013.

Learning Centers: Problems and Creative Solutions, organized by James M. Sobota, Karoline Auby, and Maighread McHugh, University of Wisconsin–La Crosse; Thursday morning. This session will deal with Learning Centers, primarily dealing with tutoring lower-level mathematics courses. We are looking to share creative solutions to Learning Center issues, such as the recruitment and training of quality tutors; how Learning Centers can help tutors develop their mathematical skills and understanding to better prepare them for careers in the teaching profession; how to deal with budget problems in these times of tight budgets; how to incorporate appropriate technology into the Learning Center; how to involve more faculty in the Learning Centers; and how to cooperate with various “special service” tutoring centers, possibly including those in other disciplines.

Learning Centers are becoming more and more important in the lower-level curriculum, especially with the increasing number of remedial students. This comes at a time when there are more and more demands on already tight budgets. Presentation proposals should focus on how your college or university has or is planning on dealing with some of these issues and how others can be helped by what you have learned.

Mathematics and the Arts: Practice, Pedagogy, and Discovery, organized by Douglas Norton, Villanova University; Thursday morning. This session provides the opportunity to share and learn from experiences at the intersection of mathematics and any of the visual, performing, musical, architectural, literary, fiber, sculptural, or other arts. Those who explore aesthetic consequences of mathematics, incorporate mathematical motivations or structures in their practice of the arts, teach modules or entire courses on math and one or more arts, or carry out investigations at the interface of the arts and mathematics are invited to share their experiences. Sponsored by SIGMAA on Mathematics and the Arts.

Mathematics Experiences in Business, Industry, and Government, organized by Carla D. Martin, James Madison University; Phil Gustafson, Mesa State College; and Michael Monticino, University of North Texas; Saturday morning. The MAA Business, Industry and Government Special Interest Group (BIG SIGMAA) provides resources and a forum for mathematicians working in business, industry, and government (BIG) to help advance the mathematics profession by making connections, building partnerships, and sharing ideas. BIG SIGMAA consists of mathematicians in BIG as well as faculty and students in academia who are working on BIG problems.

Mathematicians, including those in academia, with BIG experience are invited to present papers or discuss projects involving the application of mathematics to BIG problems. The goal of this contributed paper session sponsored by BIG SIGMAA is to provide a venue for mathematicians with experience in business, industry, and government to share projects and mathematical ideas in this regard. Anyone interested in learning more about BIG practitioners, projects, and issues will find this session of interest. Sponsored by the SIGMAA on Business, Industry, and Government.


Mathematics and Sports, organized by R. Drew Pasteur, College of Wooster; Thursday afternoon. Applications of mathematics are plentiful in sports, relating to probability, statistics, linear algebra, calculus, and numerical analysis, among other areas. This contributed paper session will feature various uses of mathematics to study phenomena arising from multiple sports. The expanding availability of play-by-play data for professional and some collegiate sports is leading to innovative kinds of analysis. This session will include both expository talks and presentations of original research; undergraduate students and their mentors are particularly encouraged to submit abstracts for consideration. With a broad audience in mind, all talks are requested to be accessible to undergraduate mathematics majors.

Mentoring Graduate Students: Pathways to Success, organized by Jenna Price Carpenter, Louisiana Tech University, and Molly Fenn, North Carolina State University; Friday afternoon. The goal of this contributed paper session is to share best practices, tips, resources, strategies, and answer questions about successfully mentoring graduate students. We will be looking for presenters who can share perspectives representing a variety of institution and degree sizes and types, as well as talks that focus on research-related issues and those that address larger professional development aspects of mentoring graduate students to become successful professionals. We hope to provide faculty with examples of multiple pathways that enable them to be great mentors. Sponsored by the MAA Professional Development Committee.

Philosophy, Mathematics, and Progress, organized by Thomas Drucker, University of Wisconsin Whitewater, and Dan Sloughter, Furman University; Friday afternoon. Mathematics as a discipline seems to make progress over time, while philosophy is often taken to task for not having made such progress over the millennia. When philosophy confronts issues related to mathematics, one natural topic is how mathematics succeeds in making progress while philosophy does not. One question to be addressed in this session is whether philosophy can help to explain the apparent progress displayed by mathematics. Another is whether the mismatch in progress between the disciplines is more apparent than real. As currents of mathematical change gather speed, perhaps a philosophical perspective is needed to make sure that contemporary practitioners do not lose their footing. Papers addressing issues of progress in mathematics and philosophical ways of understanding that progress will help to continue the conversation between mathematicians and philosophers. Sponsored by the SIGMAA on the Philosophy of Mathematics.

Preparing Elementary School Mathematics Specialists, organized by Steve Morics, University of Redlands, and Klay T. Kruczek, Southern Connecticut State University; Saturday afternoon. Over the last decade, there have been numerous calls for the use of mathematics specialists in elementary and middle schools. These specialists use their expertise to oversee the delivery of mathematics instruction in their schools by taking direct responsibility for classroom time and by mentoring their colleagues in their own mathematics instruction. Recently some institutions have begun degree or certificate programs to educate these mathematics specialists.

Papers will report on the preparation, placement, and support of mathematics specialists in the elementary grades. Papers may describe programs to prepare preservice or in-service teachers to become mathematics specialists, or may describe efforts with school districts to create positions and support for these specialists. Reports on the successful installation and implementation of mathematics specialists are also welcome. Papers should include evidence of success or the potential for application to other institutions or districts. Sponsored by the MAA Committee on the Mathematical Education of Teachers (COMET).

Projects, Demonstrations, and Activities That Engage Liberal Arts Mathematics Students, organized by Sarah L. Mabrouk, Framingham State University; Thursday morning. Many colleges and universities offer liberal arts mathematics courses (lower-level courses other than statistics, college algebra, precalculus, and calculus) designed for students whose majors are in disciplines other than mathematics, science, social science, or business. Students taking such courses have a variety of backgrounds, strengths, and levels of interest/comfort with mathematics.

This session invites papers regarding projects, demonstrations, and activities that can be used to enhance the learning experience for students taking liberal arts mathematics courses. Papers should include information about the topic(s) related to the project/demonstration/activity, preliminary information that must be presented, and the goal(s)/outcome(s) for the project/demonstration/activity. Presenters discussing demonstrations and activities are encouraged to give the demonstration or perform the activity if time and equipment allow, and to discuss the appropriateness of the demonstration/activity for the learning environment and the class size. Presenters discussing projects are encouraged to address how the project was conducted, presented, evaluated, as well as grading issues, if any, and the rubric used to appraise the students’ work. Each presenter is encouraged to discuss how the project/demonstration/activity fits into the course, the use of technology, if any, the students’ reactions, and the effect of the project/demonstration/activity on the students’ attitudes towards and understanding of mathematics.

Research on the Teaching and Learning of Undergraduate Mathematics, organized by Kyeong Hah Roh, Arizona State University; Stacy Brown, Pitzer College; and Mike Oehrtman, University of Northern Colorado; Thursday morning.

This session presents papers that address issues concerning the teaching and learning of undergraduate mathematics, including theoretical and empirical investigations that employ quantitative and qualitative methodologies.

Proposals for reports of Research on Undergraduate Mathematics Education are invited. The research should build on the existing research literature and use established methodologies to investigate important issues in undergraduate mathematics teaching and learning. The goals of the session are to share high-quality research on undergraduate mathematics education with the broader mathematics community. The session will feature research in a number of mathematical areas, including linear algebra, advanced calculus, abstract algebra, and mathematical proof. Sponsored by the SIGMAA on Research in Undergraduate Mathematics Education.


The Scholarship of Teaching and Learning in Collegiate Mathematics, organized by Jacqueline Dewar, Loyola Marymount University; Thomas Banchoff, Brown University; Curtis Bennett, Loyola Marymount University; Pam Crawford, Jacksonville University; and Edwin Herman, University of Wisconsin–Stevens Point; Friday morning. The scholarship of teaching and learning is a growing field of inquiry in which faculty bring disciplinary knowledge to bear on questions of teaching and learning that arise from classroom practice and use student-generated evidence to support their conclusions. Work in this area includes examination of the efficacy of pedagogical techniques, assignments, or technology, as well as probes of student understanding.

The goals of this session are to: (1) feature scholarly work focused on the teaching of postsecondary mathematics, (2) provide a venue for teaching mathematicians to make public their scholarly investigations into teaching/learning, and (3) highlight evidence-based arguments for the value of teaching innovations or in support of new insights into student learning.

Appropriate for this session are preliminary or final reports of postsecondary classroom-based investigations of teaching methods, student learning difficulties, curricular assessment, or insights into student (mis)understandings. Abstract submissions should have a clearly stated question that was or is under investigation and should give some indication of the type of evidence that has been gathered and will be presented. For example, papers might reference the following types of evidence: student work, participation or retention data, pre/post tests, interviews, surveys, think-alouds, etc.

Student Success in Quantative Reasoning, organized by Ray Collings, Georgia Perimeter College; Thursday afternoon. Quantative reasoning at the freshman/sophomore level is freshly emerging in new courses. Reports of developmental, management, teaching/learning outcomes, and success in serving other disciplines with these courses are encouraged. Sponsored by the MAA Committee on Two-Year Colleges (CTYC), and the SIGMAA on Quantative Literacy.

Touch It, Feel It, Learn It: Tactile Learning Activities in the Undergraduate Mathematics Classroom, organized by Jessica M. Libertini, University of Rhode Island, and Julie Barnes, Western Carolina University; Friday morning. This session invites presentations describing activities that use tactile teaching methods in any mathematics classes. Some examples of tactile methods could include props that students can touch to understand concepts better, projects where students create physical models that represent a concept, or in-class activities where students work together to create a hands-on demonstration of their understanding of a particular concept. This session seeks presentations that focus on engaging students through interaction with props, use of manipulative materials, or even inviting students to physically become a part of a function or concept; this does not include technology demonstrations such as computer visualizations. We seek innovative and creative ways for physically involving students in mathematics. Presentations detailing how to integrate a particular activity into class, student reactions, educational benefits, difficulties to avoid, and possible modifications of the activity are desired.

Transition from High School to College: Alternative Pathways, organized by Gail Burrill, Michigan State University; Saturday afternoon. Should all students be prepared to take a traditional sequence of calculus courses? If not, what alternatives provide a mathematically rich, useful, and relevant experience for students? The session will highlight different mathematical pathways by sharing concrete examples of courses that provide options for mathematical experiences closely tied to a variety of student interests and career aspirations.

The issue of what high school mathematics prepares which students for which courses at colleges/universities has been of concern in the past. Recent evidence indicates the transition from high school to postsecondary mathematics is becoming even more problematic. In addition, the Common Core State Standards describe the mathematical expectations for all high school graduates and identify additional topics as necessary for the preparation of students intending to take advanced mathematics. Consequently, high school graduates will enter college with different backgrounds. The MAA/NCTM Committee on Mutual Concerns and the MAA Committee on Articulation and Placement are seeking papers that address, from either the high school or introductory college/university perspective, this transition challenge, ranging from rethinking the calculus sequence to the role of statistics courses to mathematically challenging quantitative literacy requirements. In all cases, the goals, prerequisites, and intended trajectory should be made explicit. Sponsored by the MAA/NCTM Committee on Mutual Concerns and the MAA Committee on Articulation and Placement.


Trends in Undergraduate Mathematical Biology Education, organized by Timothy D. Comar, Benedictine University; Saturday morning. This session highlights successful implementations of biomathematics courses and content in the undergraduate curriculum, entire biomathematics curricula, efforts to recruit students into biomathematics courses, undergraduate research projects, preparation for graduate work in biomathematics and computational biology or for medical careers, and assessment of how these courses and activities impact the students.

Several recent reports emphasize that aspects of biological research are becoming more quantitative and that life science students, including pre-med students, should be introduced to a greater array of mathematical, statistical, and computational techniques and to the integration of mathematics and biological content at the undergraduate level. Mathematics majors also benefit from coursework at the intersection of mathematics and biology because there are interesting, approachable research problems, and mathematics students need to be trained to collaborate with scientists in other disciplines, particularly biology.

Topics may include scholarly work addressing the issues related to the design of effective biomathematics courses and curricula, how to gear content toward pre-med students, integration of biology into mathematics courses, collaborations between mathematicians and biologists that have led to new courses, course modules, or undergraduate research projects, effective use of technology in biomathematics courses, and assessment issues. Sponsored by the SIGMAA on Mathematical and Computational Biology.

Using Inquiry-Based Learning in Mathematics for Liberal Arts Courses, organized by Julian F. Fleron, Volker Ecke, Philip K. Hotchkiss, and Christine von Renesse, Westfield State University; Friday morning. One of the biggest challenges in Mathematics for Liberal Arts (MLA) courses is engaging the students with the mathematics, since these courses are generally terminal courses that, usually are not connected to their major. Inquiry-Based Learning (IBL), a student-centered approach to teaching where the students are encouraged to learn mathematics without reliance on direct instruction from an authority, has shown to be a successful way to engage this audience.

In this session we are interested in seeing innovative ways of integrating IBL techniques into MLA courses. We are interested in presentations that model a successful activity that was used in an inquiry-based MLA course. In particular, presentations should illustrate the following: how the students were engaged in the mathematics; the specific questions/problems on which the students were working; how the class period was structured, and how the students responded to this type of instruction. Sponsored by PRIMUS: Problems, Resources, and Issues in Undergraduate Mathematics Studies. Papers from the session may be considered for a special issue of PRIMUS on Inquiry-Based Learning in Mathematics for Liberal Arts Courses.

Using Mobile Communication Devices for Mathematics Education, organized by Lawrence Moore, Duke University, and Lila Roberts, Clayton State University; Friday afternoon. The nature of communication has changed substantially in the last twenty years. In particular, the proliferation of mobile communication devices (cell phones, smart phones, tablets, laptops, etc.) has had a profound effect on the way people communicate. Many instructors view this proliferation as a challenge, for example, text messaging in class. This evolution of communication can also present new learning opportunities for our students. This session will give instructors who are using these communication systems in an innovative manner an opportunity to share their experiences using these new systems to enhance student learning and to report on their effectiveness.

Mobile communication devices can include cell phones, smart phone, tablets, networked calculators, or any other personal device having the ability to communicate wirelessly. The focus of the reports should be on how the use of these communication devices/tools improves student learning of mathematics inside or outside the classroom.

Depending on the number of papers submitted, all or some of the contributors will be asked to demonstrate their projects at an informal reception organized by the WEB SIGMAA. Sponsored by the Committee on Technologies in Mathematics Education (CTME) and the SIGMAA on Mathematics Instruction Using the Web.

Writing the History of the MAA, organized by Victor J. Katz, University of the District of Columbia; Amy Shell-Gellasch, Hood College; and Janet Beery, Redlands University; Wednesday morning. The session Writing the History of the MAA at the 2012 JMM provided opportunities for members to discuss their progress in writing histories of their sections or other aspects of the MAA. But as the MAA centennial approaches, it is important to complete these histories for publication. Thus, we invite section historians or individuals who have been researching this history to present more fully developed findings. We welcome section officers who presented in 2012 as well as members of sections not represented then. Furthermore, we invite those who have been working on other topics related to the MAA’s history to present, especially those who can deal with the history of any MAA-sponsored projects or the accomplishments of a particular committee. This session is sponsored by the History Subcommittee of the Centennial Committee and is a follow up to the contributed paper session of the same name at the 2012 JMM. Sponsored by the History Subcommittee of the MAA Centennial Planning Committee.

General Contributed Paper Sessions

General Contributed Paper Sessions, organized by Stephen Davis, Davidson College; Gizem Karaali, Pomona College; and Douglas Norton, Villanova University; Wednesday, Thursday, Friday, and Saturday mornings and afternoons. This session accepts contributions in all areas of mathematics, curriculum, and pedagogy. When you submit your abstract you will be asked to classify it into one of the following areas: Assessment and Outreach, Calculus, History and Philosophy of Mathematics, Interdisciplinary Topics, Mathematics Education, Mathematics and Technology, Modeling and Applications of Mathematics, Probability and Statistics, Research in Algebra and Topology, Research in Analysis, Research in Applied Mathematics, Research in Geometry and Linear Algebra, Research in Graph Theory and Combinatorics, Research in Number Theory, Teaching Introductory Mathematics, Teaching Mathematics beyond the Calculus Sequence, Assorted Other Topics (does not fit into one of the stated topical general sessions).


Submission Procedures for MAA Contributed Paper Abstracts

Abstracts must be submitted electronically at http://jointmathematicsmeetings.org/meetings/ abstracts/abstract.pl?type=jmm. Simply fill in the number of authors, click “New Abstract”, and then follow the step-by-step instructions. The final deadline for abstracts is Tuesday, September 25, 2012; it is highly advised that you submit your abstract well before the final deadline.

You may give at most two talks in the “topical” sessions. If your paper cannot be accommodated in the session in which it is submitted, it will automatically be considered for the general session. You may give at most one talk in the general session, and the general session is open only to those who are not already speaking in one of the topical contributed paper sessions. Each session room is equipped with a computer projector, an overhead projector, and a screen.

N.B. Laptops are not provided; speakers should bring their own, or contact your organizer.

The organizer(s) of your session will automatically receive a copy of the abstract, so it is not necessary for you to send it directly to the organizer. All accepted abstracts are published in a book that is available to registered participants at the meeting. Questions concerning the submission of abstracts should be addressed to abs-coord@ams.org.