Workshops by the JMM Partners

 

This workshops are open to the registrants of the Joint Mathematics Meetings.

ASL Workshop: Tropical geometry, logarithmic limits and o-minimality

Organized by Sergei Starchenko, University of Notre Dame, and David Reed Solomon, University of Connecticut, Part I, Wednesday, 9:00 a.m.–10:00 a.m.; Part II: 1:00 p.m.–2:00 p.m., Room 2A, SCC, Arch at 705 Pike.

Let $V\subseteq (\mathbb{C}^*)^n$ be an algebraic variety. 
For $t\in \mathbb{R}_{>0}$, let $\mathcal{A}_t(V)\subseteq \mathbb{R}^n$ be the image of $V$  under the logarithmic map $\operatorname{Log}_t\colon (\mathbb{C}^*)^n \to \mathbb{R}^n$ defined by
\[ \operatorname{Log}_t(z_1,\dotsc,z_n)= (\log_t(|z_1|,\dotsc,\log_t(z_n)). \]
Very often the set $\mathcal{A}_t(V)$ is called the tropical amoeba of $V$.</p>
The limit set $\mathcal{A}_0(V)=\lim_{t\to \infty}$ was first studied extensively by Bergman [2] and Bieri and Groves [3]  It has been shown that these limit sets are rational polyhedra.

By a result of Einsiedler, Kapranov and Lind [5] these limit sets are also  closely related to tropical varieties. Later, many properties of logarithmic sets were  extended to semi-algebraic sets by Alessandrini  [1] and, independently, by Starchenko, Aschenbrenner and Lippel.

The main goal of this tutorial is to demonstrate that main properties of limit logarithmic sets follow from  results of van den Dries and Lewenberg on tame pairs of o-minimal structures. [4].  We also consider logarithmic limits of semi-algebraic families and, in particular,  answer a question of  Alessandrini on semi-linearity of these limits.

[1] Alessandrini, Daniele, Logarithmic limit sets of real semi-algebraic sets, Advances in Geometry, vol.13 (2013), no.1, pp.155-190.

[2] Bergman, George M.,The logarithmic limit-set of an algebraic variety,Transactions of the American Mathematical Society, vol.157 (1971), pp.459-469.

[3] Bieri, Robert and Groves, John R.J., A rigidity property for the set of all characters induced by valuations, Transactions of the American Mathematical Society, vol. 294 (1986), no. 2, pp.425-434.

[4] van den Dries, Lou and Lewenberg, Adam H., $T$-convexity and tame extensions, The Journal of Symbolic Logic, vol.60 (1995), no.1, pp.74-102.

[5] Einsiedler, Manfred; Kapranov, Mikhai; and Lind, DouglasNon-Archimedean amoebas and tropical varieties, Journal für die Reine und Angewandte Mathematik, vol.601 (2006), pp.139-157.

AWM Workshop: EvenQuads Translate-a-thon

Organized by Oscar Vega, California State University, Fresno; Xavier Ramos Olive, Smith College; Monica Morales-Hernandez, Adelphi University; Friday, 8:30 a.m.–10:00 a.m., Room 4C-2 , SCC, Arch at 705 Pike. 

The Association for Women in Mathematics created EvenQuads in 2021. The double-sided deck allows for at least five different games to be played. One side of the cards has symbols representing four mathematical organizations. The other side features biographies and hand-drawn portraits of notable women in mathematics created by the larger mathematical community. The full project consists of four decks of sixty-four cards each. So far there are two decks available, and they are written in English. The reach of the project will be substantially larger if the biographies can be made accessible to Spanish-language readers. Translation is improved by collaboration, so we propose an event where Spanish speakers can work together to translate the biographies.

This event is inspired by the Wiki-thons that have been held at previous JMMs. All of the organizers are native speakers of Spanish, and one of the organizers has run Wiki-thons at prior JMMs. The organizers will assign biographies to pairs of attendees and have them draft translations in Google docs that will be sent to the EvenQuads committee for incorporation into the project after the event.

COMAP Workshop: Become a COMAP MCM/ICM Judge: Who, What, When, Where, & Why

Organized by Kayla Blyman, Saint Martin’s University & COMAP and Keith Erickson, Georgia Gwinnett College; Friday, 4:00 p.m.–5:00 p.m., Ravenna A, Sheraton Grand Seattle.

In this judge training workshop, members of COMAP's Mathematical Contest in Modeling (MCM) and Interdisciplinary Contest in Modeling (ICM) leadership teams will explain the judging process for the MCM and ICM contests. Participants will receive the information and training they need to sign up and be successful as a triage judge for the contests. Note: This session is not relevant to undergraduates or graduate students in their first two years of graduate study.

Every year, hundreds of professionals participate in the triage judging of COMAP's MCM and ICM. As the contests grow, COMAP is constantly recruiting new triage judges to score the tens of thousands of submissions the contests receive each year. The team of triage judges is diverse and immensely talented, and we are always seeking to grow that pool of talent. In this session, we will be getting to know interested individuals and providing them with the insights and training they need to feel comfortable joining our pool of triage judges for the 2025 contest.

COMAP Workshop: Modeling for Educators: Introducing All Students to Modeling

Organized by Ben Galuzzo, Consortium for Mathematics and Its Applications (COMAP) and Clarkson University, and Kayla Blyman, Saint Martin's University, and moderated by Kayla Blyman, Saint Martin's University and Adewale Adeolu, Clarkson University; Saturday, 9:00 a.m.–3:00 p.m, Grand Ballroom AB, Sheraton Grand Seattle.

This workshop will explore a variety of activities for introducing mathematical modeling to students with prerequisite knowledge of Algebra II or higher. This hands-on session will provide participants with the opportunity to build multiple real-world inspired models that utilize curricular mathematics and highlight modeling competencies. Approaches for adapting COMAP contest problems as well as known models for classroom use will also be explored. Numerous modeling resources will be shared.

In this six-hour workshop, participants will primarily engage with materials developed for the Math Modeling module, one of six modules in the second semester of Washington State’s redesigned Modern Algebra 2 curriculum. The module’s five lessons, as well as a final project, highlight modeling competencies and provide accessible connections to Algebra II mathematics. Participants will work through portions of the lessons and also take the perspective of Approaches for adapting COMAP contest problems and known models (i.e., mathematical models used in real world settings for decision making) for classroom use will also be explored.

Participants will:
  • Engage in mathematical modeling problems and explore the components of the modeling process within a curricular setting.
  • Reflect on pedagogical practices embedded in the modeling cycle and how to foster students’ mathematical modeling competencies.
  • Examine ways to use math modeling as a vehicle for promoting math identity and fostering curiosity in collaborative group settings.

Workshop timeline:
[30 min] What is Math Modeling? [135 min + 15 min break] Modeling task: Cats! Cats! Cats!
[75 min] Small groups address a modeling prompt as modelers
[15 min] break
[30 min] Jigsaw / sharing of results
[30 min] Full group discussion of possible student perspectives and pedagogical strategies.
[60 min] Lunch Break
[90 min] Modeling with spreadsheets
[15 min] Technology overview
[45 min] Participants work on one of three lessons
[15 min] Jigsaw / sharing of results
[15 min] Full group discussion of pedagogical strategies.
[15 min] break
[60 min] Getting started on a “bigger” math modeling task
[30 min] Small group brainstorming solution approaches to past COMAP problems
[30 min] Full group discussion of possible student perspectives and pedagogical strategies.
[15 min] Resources and next steps

Examples of student work using the curriculum will be shared throughout the session.

Intended audience: Teachers of Modern Algebra 2, mathematics educators, instructors (high school and college) with an interest in incorporating mathematical modeling into their classes.

Materials: Participants will need to bring a laptop or equivalent device.

MAA Workshop:Supercharging Math Instruction: A Practical Guide to Generative AI Applications

Organized by Lewis D. Ludwig, Denison University and Gizem Karaali, Pomona College; Wednesday, 8:30 a.m.–10:00 a.m., Room 4C-2, SCC, Arch at 705 Pike. .

Explore the integration of generative AI in math education, focusing on practical applications that enhance curriculum design and problem-solving. This hands-on workshop will cover the use of AI tools, such as ChatGPT, for creating dynamic assignments and facilitating an inclusive, engaging learning environment. Participants will develop AI-augmented educational materials, discuss the ethical dimensions of AI in the classroom, and gain insights into preparing students for the AI-influenced future..

MAA SIGMAA Workshop:Team-worthy Activities for Discrete Mathematics Instruction

Organized by Shandy Hauk, San Francisco State University, and Tim Hsu, San José State University; Thursday, 8:30 a.m.–10:00 a.m., Room 4C-2, SCC, Arch at 705 Pike.

Interested in using carefully designed team-worthy activities as a replacement for some lectures in lower-division discrete mathematics? At this workshop you will learn about seven team-worthy tasks (designed for 50- to 75-min classes) and associated faculty-learning modules about how to orchestrate classroom use of such activities. Workshop participants will engage in student activities, experience some of the faculty-learning modules, and get access to all materials.  Presenters include Shandy Hauk, San Francisco State University, Jesus Gonzalez, West Valley College, and Tim Hsu, San José State University.

Discrete mathematics (also called discrete structures) is a core course in mathematics and computer science degree programs. Like calculus, it has a history of enormous disparities in outcomes correlated to societal status markers (e.g., gender, ethnicity, income). For calculus instruction, it has taken several generations of scholarly work to reshape structures, policies, and practices to eke out a less inequitable state. No similar reform effort has occurred for discrete mathematics, yet.

The Expanding Equity and Access in Discrete Mathematics project is a state-wide effort in California’s colleges and universities to transform curriculum and instruction in discrete mathematics. New materials were built on the lessons learned from calculus reform: addressing educational disparities requires revision to student materials AND instructional methods. The project has developed and field-tested the use of seven team-worthy lessons (designed for 50 to 75 minutes of class time). The lessons are used as substitutes for lecture-based instruction; instead, during class, students work in teams. Lessons include topics in logic, induction, graph theory, combinatorics, and algorithms. The project has also created and explored faculty learning via a short-course about how to orchestrate classroom use of such lessons, particularly aimed at supporting instructors who are novices at team-based learning. The short-course is self-paced and asynchronous, where faculty meet others online who are also trying out the materials. The use of student-responsive instructional approaches builds positive relationships among students, between students and instructor, between student and institution, and creates active engagement in and outside of class.

This workshop offers the intended audience – those who teach or coordinate the teaching of discrete mathematics – information and hands-on experiences. The 2-hour workshop will include:

  • 20 minutes of orientation to the materials and the research to date. This highlights key results about instructor implementations; increases in students’ sense of access to, and engagement in, the intellectual work of discrete mathematics; growth in instructor knowledge of equity-supportive practices for in-class group work; and a reshaping of instructors’ views of students’ capabilities
  • 40 minutes of hands-on engagement with lesson activities. Workshop participants take on the role of students and do some team-worthy mathematics,
  • 30 minutes of professional learning about how to implement lessons. Lessons require orchestrating small group and whole class discussion. Participants take on their professional role of instructor to watch and discuss classroom video of such orchestration.
  • 30 minutes of debrief. Questions and answer time.
Spectra Workshop: Accessibility & Inclusivity in a Math Classroom: Union & Intersection of LGBTQ+ and Disability

Organized by Apoorva Mate, Pennsylvania State University-Brandywine, Devavrat Vivek Dabke, Level Ventures, and Sarah Heuss, University of South Carolina-Union; Thursday, 9:00 a.m.–10:50 a.m., Room 400, SCC, Arch at 705 Pike.

In response to the heightened focus on recruiting and retaining underrepresented and marginalized students in higher education, this workshop is aimed at addressing the obstacles and potentials in enhancing undergraduate math curricula for improved student support. Participants will engage in discussions centered around the unique challenges experienced by LGBTQ+ and students with disabilities, while collaboratively developing strategies aimed at fostering their success in math classrooms.

The workshop aims to address the challenges and opportunities in updating undergraduate math curricula to better support underrepresented and marginalized students in higher education. Specifically focusing on LGBTQ+ and students with disabilities, participants will engage in discussions and collaborative activities to develop strategies for fostering their success in math classrooms.

This workshop is designed for educators, faculty members, administrators, and anyone involved in curriculum development or student support services within higher education institutions. It is also open to researchers, advocates, and individuals interested in promoting equity and inclusion in math education.

Throughout the workshop, attendees will have the opportunity to explore the unique challenges faced by LGBTQ+ and students with disabilities in math classrooms. Discussions will center around identifying barriers to success and brainstorming potential solutions.

By the end of the workshop, participants will have gained a deeper understanding of the needs of underrepresented and marginalized students in math education. They will also leave with practical strategies and resources to enhance the inclusivity of their math curricula and support the success of all students. Overall, this workshop provides a platform for dialogue, collaboration, and action towards creating more equitable and inclusive learning environments in higher education mathematics.

Spectra Career Workshop

Organized by Devavrat Dabke, Level Ventures, Michael Hill, UCLA, and Joseph Nakao, Swarthmore College; Thursday, 11:10 a.m.–12:00 p.m.

Join us at JMM 2025 for a workshop dedicated to exploring careers in mathematics for LGBTQ+ people. This session will feature stories from LGBTQ+ mathematicians---in academia, industry, national labs, and in other settings. We'll host a conversation on practical advice for navigating the field, and discussions on creating inclusive environments. This session will be conversational, hands-on, and welcomes people from all backgrounds and in all points in their career.

TPSE Workshop: Teaching and Managing Large Undergraduate Mathematics Courses in a Changing World

Organized by P. Gavin Larose, University of Michigan, and Bryan David Mosher, University of Minnesota - Twin Cities; Saturday, 8:00 a.m.–12:00 p.m, Room 4C-2, SCC, Arch at 705 Pike.

We are teaching undergraduate mathematics in a changing and challenging world. There are concerns and hurdles in doing this that are common to undergraduate mathematics programs at large, especially public, universities, where hundreds to thousands of students are taking math courses at the same time. Further, there is a growing understanding of how we can effectively innovate to teach students, and to do so at scale, effectively and equitably. To effectively address challenges and adopt evidence-based practices, we need better communication between faculty who are involved in change efforts and who support these courses. This session will create a space in which innovations and issues can be made visible, and to reflect how these might be applicable at other institutions. This will build on our work at the JMM in 2022, 2023, and 2024, where we ran initial workshops in 2022 and 2023, and an informal gathering in 2024. The session will further capitalize on a related initiative, “Eliminating Barriers in Mathematics Education” that is creating a network of teaching-focused math faculty with the goal of effecting meaningful and systemic change in mathematics education nationwide.

This workshop will bring together course coordinators and program directors of large enrollment undergraduate mathematics courses, and teaching-focused faculty who are engaged in mathematics education. We will explore and isolate common themes in and issues that are confronting these courses at universities across the country. Topics for the workshop may include: our continuing post-pandemic experience, generative AI, on-line instruction, promoting equity and active learning, placement and just-in-time or co-requisite instruction, and instructor training and professional development. The focus will be on practical observations and solutions as implemented at universities, with the goal of providing concrete ideas and practical discussion of those details that are of greatest interest to participants.

The workshop will be structured around short (5 to 10 minute) presentations invited by the organizers. These will be organized by themes, with presentations being followed by breakout discussions in which all participants are able to raise the questions that are of greatest interest to them, in groups that are structured to maximize the effectiveness of the information being exchanged.

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