Proposals
Below are some proposals for talks from the past (and current). By clicking on the ID number, more details are shown. By default, these are sorted chronologically (recent first) and by then by last name. The data can be sorted by alternate means by using the links at the top right, each allowing ascending or descending orders.
Displaying 221-240 of 471 results.
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ID:
280
Year: 2010
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): combinatorics, number theory, undergraduate research
Title of Talk: Patterns and Structure in M-ary Partitions
Abstract: For a fixed natural number m, an m-ary partition of another number n is a way to write n as a sum of powers of m. For example 7= 3^0 + 3^1+3^1 is a 3-ary partition of 7. For each m, we can describe a sequence b_m(n) which counts the number of m-ary paritions of n, and this sequence has some some beautiful number theoretic properties. In joint work with James Sellers (Penn State) and Mac Roepke (UNI student), we describe and explain rich structure inside the m-ary partition sequences with a surprisingly straight-forward computation, and hint at other questions to come.
Year: 2010
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): combinatorics, number theory, undergraduate research
Title of Talk: Patterns and Structure in M-ary Partitions
Abstract: For a fixed natural number m, an m-ary partition of another number n is a way to write n as a sum of powers of m. For example 7= 3^0 + 3^1+3^1 is a 3-ary partition of 7. For each m, we can describe a sequence b_m(n) which counts the number of m-ary paritions of n, and this sequence has some some beautiful number theoretic properties. In joint work with James Sellers (Penn State) and Mac Roepke (UNI student), we describe and explain rich structure inside the m-ary partition sequences with a surprisingly straight-forward computation, and hint at other questions to come.
ID:
539
Year: 2019
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Report from the MAA Congress
Abstract: I will share information from the MAA congress meeting at the most recent MathFest.
Year: 2019
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Report from the MAA Congress
Abstract: I will share information from the MAA congress meeting at the most recent MathFest.
ID:
312
Year: 2011
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): geometry/analysis
Title of Talk: Harmonic Maps and Discrete Groups
Abstract: We explain a framework for how a new theorem about harmonic maps can be used to advance the rigidity theory of some discrete groups of matrices.
Year: 2011
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): geometry/analysis
Title of Talk: Harmonic Maps and Discrete Groups
Abstract: We explain a framework for how a new theorem about harmonic maps can be used to advance the rigidity theory of some discrete groups of matrices.
ID:
337
Year: 2012
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Points are Terrible. Better Assessment is possible
Abstract: This is a preliminary report (and a bit of a polemic) about my new experiment with standards based assessment in a college level Euclidean Geometry course.
Year: 2012
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Points are Terrible. Better Assessment is possible
Abstract: This is a preliminary report (and a bit of a polemic) about my new experiment with standards based assessment in a college level Euclidean Geometry course.
ID:
390
Year: 2014
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Building Towards Student Ownership
Abstract: Why should a student choose to continue his or her study of mathematics beyond high school? How can we enrich our mathematics classes to make them more interesting and engaging? How can we introduce students to the culture of mathematics, and bring them into the community? I will argue that one way to address these questions is to trust in the students and return to them the ownership of the mathematics, both the content and the process. We might even have some time to discuss how we can pull that off without looking too foolish.
Year: 2014
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Building Towards Student Ownership
Abstract: Why should a student choose to continue his or her study of mathematics beyond high school? How can we enrich our mathematics classes to make them more interesting and engaging? How can we introduce students to the culture of mathematics, and bring them into the community? I will argue that one way to address these questions is to trust in the students and return to them the ownership of the mathematics, both the content and the process. We might even have some time to discuss how we can pull that off without looking too foolish.
ID:
459
Year: 2016
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): topology
Title of Talk: Butterfly Diagrams for Knots and Links
Abstract: A “butterfly diagram” for a knot is a way to represent that knot with a kind of graph on the sphere. This generalization of Thurston’s construction of the Borromean rings was introduced by Hilden, Montesinos, Tejada, and Toro to give a new approach to the study of the bridge index of knots. We will introduce the ideas with lots of examples (pictures and physical models) and discuss the connection with the classical bridge index invariant.
Year: 2016
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): topology
Title of Talk: Butterfly Diagrams for Knots and Links
Abstract: A “butterfly diagram” for a knot is a way to represent that knot with a kind of graph on the sphere. This generalization of Thurston’s construction of the Borromean rings was introduced by Hilden, Montesinos, Tejada, and Toro to give a new approach to the study of the bridge index of knots. We will introduce the ideas with lots of examples (pictures and physical models) and discuss the connection with the classical bridge index invariant.
ID:
477
Year: 2017
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): topology - knot theory
Title of Talk: A Naive Computational Approach to Bridge Index for Knots
Abstract: The bridge index of a knot is a classical geometric invariant introduced by Schubert in the 1930's. It is difficult to compute, in general. But a naive approach with pencil and paper will easily produce upper bounds. In this joint work with MA student Genevieve Johnson, we implement a version of this naive approach in Python, and compute the bridge index for all prime knots in Rolfsen's table with no more than 12 crossings.
Year: 2017
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): topology - knot theory
Title of Talk: A Naive Computational Approach to Bridge Index for Knots
Abstract: The bridge index of a knot is a classical geometric invariant introduced by Schubert in the 1930's. It is difficult to compute, in general. But a naive approach with pencil and paper will easily produce upper bounds. In this joint work with MA student Genevieve Johnson, we implement a version of this naive approach in Python, and compute the bridge index for all prime knots in Rolfsen's table with no more than 12 crossings.
ID:
557
Year: 2021
Name: sdjpnrulo HLmaHvVkmcvnAycMLTb
Institution: QYkWFmEaCLlh
Subject area(s): DsznTtoTtJGjxvaz
Title of Talk: bjNsnuTbptcndRLh
Abstract: iKacRZ fpgzwzpxuynd, [url=http://lezdexaqmjlh.com/]lezdexaqmjlh[/url], [link=http://yktzyhxmvubq.com/]yktzyhxmvubq[/link], http://zgtcidytaknq.com/
Year: 2021
Name: sdjpnrulo HLmaHvVkmcvnAycMLTb
Institution: QYkWFmEaCLlh
Subject area(s): DsznTtoTtJGjxvaz
Title of Talk: bjNsnuTbptcndRLh
Abstract: iKacRZ fpgzwzpxuynd, [url=http://lezdexaqmjlh.com/]lezdexaqmjlh[/url], [link=http://yktzyhxmvubq.com/]yktzyhxmvubq[/link], http://zgtcidytaknq.com/
ID:
209
Year: 2007
Name: Erick Hofacker
Institution: University of Wisconsin - River Falls
Subject area(s):
Title of Talk: Teaching tools in the MAA digital library
Abstract: The purpose of the workshop was to inform participants of the teaching tools available through the MAA digital library. Participants at the session are able to do some exploring of sites on their own while I am discussing the vast number of resources that are available.
Year: 2007
Name: Erick Hofacker
Institution: University of Wisconsin - River Falls
Subject area(s):
Title of Talk: Teaching tools in the MAA digital library
Abstract: The purpose of the workshop was to inform participants of the teaching tools available through the MAA digital library. Participants at the session are able to do some exploring of sites on their own while I am discussing the vast number of resources that are available.
ID:
503
Year: 2018
Name: Justin Hoffmeier
Institution: Northwest Missouri State University
Subject area(s): Algebra
Title of Talk: Exact Zero Divisor Graphs
Abstract: Zero divisor graphs of rings identify the elements of the annihilators. Is it possible to identify the generators of the annihilators from these graphs? We work examples for which the answer is yes. Our explanation uses exact zero divisor graphs. For this talk, rings will be only the integers modulo n and we will assume very little background knowledge.
Year: 2018
Name: Justin Hoffmeier
Institution: Northwest Missouri State University
Subject area(s): Algebra
Title of Talk: Exact Zero Divisor Graphs
Abstract: Zero divisor graphs of rings identify the elements of the annihilators. Is it possible to identify the generators of the annihilators from these graphs? We work examples for which the answer is yes. Our explanation uses exact zero divisor graphs. For this talk, rings will be only the integers modulo n and we will assume very little background knowledge.
ID:
454
Year: 2016
Name: John Hsieh
Institution: Iowa State University
Subject area(s): IBL
Title of Talk: IBL for an Undergraduate Bioinformatics Survey Course
Abstract: The Moore Method was originally developed by R.L. Moore to teach advanced mathematics in the college setting. There have been many adaptations of the Moore Method, under the broad term Modified Moore Method (M3), which are now classified as a variant of inquiry based learning (IBL). Despite the growing popularity of M3, it is rarely applied beyond mathematics. At Iowa State University, we designed and taught an “Introduction to Bioinformatics” survey course using M3 for the first time during Fall semester 2015. The class size was small (n=12), and students all had a background in the natural sciences, most in the biological sciences. Students had little to no formal training in computational sciences. During the 16-week course, students learned to: 1) work on a remote Linux server, 2) read and write Python code, 3) tackle classic bioinformatics problems, and 4) solve current bioinformatics problems with available tools. As with all M3 courses, learning objectives were met through carefully designed questions given to students prior to each class session. Class sessions were completely led by students (i.e., reversed classroom) presenting solution to the assigned questions. The application of M3 to our course has led to several desirable student outcomes: 1) engagement and ownership of the course material, 2) development of a strong sense of community, and 3) uniform learning outcomes. One of the difficulties we experienced with applying M3 was the creation of the course material. It was tough to create questions that were challenging enough without overwhelming the students.
Year: 2016
Name: John Hsieh
Institution: Iowa State University
Subject area(s): IBL
Title of Talk: IBL for an Undergraduate Bioinformatics Survey Course
Abstract: The Moore Method was originally developed by R.L. Moore to teach advanced mathematics in the college setting. There have been many adaptations of the Moore Method, under the broad term Modified Moore Method (M3), which are now classified as a variant of inquiry based learning (IBL). Despite the growing popularity of M3, it is rarely applied beyond mathematics. At Iowa State University, we designed and taught an “Introduction to Bioinformatics” survey course using M3 for the first time during Fall semester 2015. The class size was small (n=12), and students all had a background in the natural sciences, most in the biological sciences. Students had little to no formal training in computational sciences. During the 16-week course, students learned to: 1) work on a remote Linux server, 2) read and write Python code, 3) tackle classic bioinformatics problems, and 4) solve current bioinformatics problems with available tools. As with all M3 courses, learning objectives were met through carefully designed questions given to students prior to each class session. Class sessions were completely led by students (i.e., reversed classroom) presenting solution to the assigned questions. The application of M3 to our course has led to several desirable student outcomes: 1) engagement and ownership of the course material, 2) development of a strong sense of community, and 3) uniform learning outcomes. One of the difficulties we experienced with applying M3 was the creation of the course material. It was tough to create questions that were challenging enough without overwhelming the students.
ID:
572
Year: 2021
Name: Catherine Hsu
Institution: Swarthmore College
Subject area(s):
Title of Talk: Projective and Non-Abelian SET
Abstract: Mathematicians love SET. On the surface, this classic game is a con test of pattern recognition, but it also presents an interesting way to visualize the geometry of a torus over a finite field. In this talk, we will discuss some of the mathematics connected to SET and then explore several new versions of the game, including one arising from projective geometry and one arising from non-abelian groups. In particular, we will see how these non-abelian variations on SET can give intuitive visualizations of abstract group structures.
Year: 2021
Name: Catherine Hsu
Institution: Swarthmore College
Subject area(s):
Title of Talk: Projective and Non-Abelian SET
Abstract: Mathematicians love SET. On the surface, this classic game is a con test of pattern recognition, but it also presents an interesting way to visualize the geometry of a torus over a finite field. In this talk, we will discuss some of the mathematics connected to SET and then explore several new versions of the game, including one arising from projective geometry and one arising from non-abelian groups. In particular, we will see how these non-abelian variations on SET can give intuitive visualizations of abstract group structures.
ID:
226
Year: 2008
Name: Bokhee Im
Institution: Chonnam National University, Rep. of Korea
Subject area(s): algebra ( combitorics )
Title of Talk: Certain quasigroup homogeneous spaces
Abstract: A quasigroup is defined as a set Q equipped with a multiplication, not necessarily associative, such that in the equation x y=z, knowledge of any two of the elements x, y, z of Q specifies the third uniquely. In particular, the solution for x in terms of y and z is written as z/y. The body of the multiplication table of a finite quasigroup is a Latin quare. Nonempty associative quasigroups are groups. In this talk, we consider the usual direct product G of the symmetric group of degree 3 and the cyclic group of order 2. By changing some intercalates of the body of the multiplication table of the group G, we get various quasigroup structures on the set G. We study homogeneous spaces derived from such a quasigroup and show how each action matrix acts on an orbit contained in the homogeneous space. Action matrices show the approximate symmetry.
Year: 2008
Name: Bokhee Im
Institution: Chonnam National University, Rep. of Korea
Subject area(s): algebra ( combitorics )
Title of Talk: Certain quasigroup homogeneous spaces
Abstract: A quasigroup is defined as a set Q equipped with a multiplication, not necessarily associative, such that in the equation x y=z, knowledge of any two of the elements x, y, z of Q specifies the third uniquely. In particular, the solution for x in terms of y and z is written as z/y. The body of the multiplication table of a finite quasigroup is a Latin quare. Nonempty associative quasigroups are groups. In this talk, we consider the usual direct product G of the symmetric group of degree 3 and the cyclic group of order 2. By changing some intercalates of the body of the multiplication table of the group G, we get various quasigroup structures on the set G. We study homogeneous spaces derived from such a quasigroup and show how each action matrix acts on an orbit contained in the homogeneous space. Action matrices show the approximate symmetry.
ID:
576
Year: 2022
Name: uaatmtxffx IXuZSWBijffvScmF
Institution: hZfHkLnweN
Subject area(s): uqJKXIEllzYMVERy
Title of Talk: fnZOTELxLsKibpvdNLR
Abstract: wL5CAp zwigtouwyijb, [url=http://xdsgjxqrkoje.com/]xdsgjxqrkoje[/url], [link=http://yazimtnofxob.com/]yazimtnofxob[/link], http://kkduhrmioscj.com/
Year: 2022
Name: uaatmtxffx IXuZSWBijffvScmF
Institution: hZfHkLnweN
Subject area(s): uqJKXIEllzYMVERy
Title of Talk: fnZOTELxLsKibpvdNLR
Abstract: wL5CAp zwigtouwyijb, [url=http://xdsgjxqrkoje.com/]xdsgjxqrkoje[/url], [link=http://yazimtnofxob.com/]yazimtnofxob[/link], http://kkduhrmioscj.com/
ID:
567
Year: 2021
Name: Billy Jackson
Institution: University of Wisconsin, Madison
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Using Task Based Learning in Undergraduate Math Classes
Abstract: Task-based learning (TBL) has been used in K-12 education for quite some time. Although it is common in courses for elementary teachers, it is not regularly seen in other undergraduate courses. In this talk, I will present a working definition of TBL and provide examples of tasks in various introductory undergraduate math classes from College Algebra through Calculus. I will share examples of student comments and situations from my own courses that demonstrate just how powerful a tool TBL can be for instructors.
Year: 2021
Name: Billy Jackson
Institution: University of Wisconsin, Madison
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Using Task Based Learning in Undergraduate Math Classes
Abstract: Task-based learning (TBL) has been used in K-12 education for quite some time. Although it is common in courses for elementary teachers, it is not regularly seen in other undergraduate courses. In this talk, I will present a working definition of TBL and provide examples of tasks in various introductory undergraduate math classes from College Algebra through Calculus. I will share examples of student comments and situations from my own courses that demonstrate just how powerful a tool TBL can be for instructors.
ID:
118
Year: 2005
Name: Charles Jepsen
Institution: Grinnell College
Subject area(s): Geometry
Title of Talk: Equidissections of Trapezoids
Abstract: Denote by T(a) the trapezoid with vertices (0,0), (1,0), (0,1), (a,1). We are interested in dissections of T(a) into triangles of equal areas (i.e., equidissections of T(a)). What numbers of triangles are possible? We answer this question for certain infinite collections of trapezoids where a has the form a = p + q*sqrt(d). These results lead to a conjecture as to what might be true for all such values of a .
Year: 2005
Name: Charles Jepsen
Institution: Grinnell College
Subject area(s): Geometry
Title of Talk: Equidissections of Trapezoids
Abstract: Denote by T(a) the trapezoid with vertices (0,0), (1,0), (0,1), (a,1). We are interested in dissections of T(a) into triangles of equal areas (i.e., equidissections of T(a)). What numbers of triangles are possible? We answer this question for certain infinite collections of trapezoids where a has the form a = p + q*sqrt(d). These results lead to a conjecture as to what might be true for all such values of a .
ID:
103
Year: 2005
Name: Matthew Johnson
Institution: University of Iowa
Subject area(s): Functional Analysis, C*-Algebras
Title of Talk: The Graph Traces of Finite Graphs and Applications to Tracial States of C*-Algebras
Abstract: We determine the extreme points of the set of graph traces of norm one for any finite graph E satisfying Condition (K). We also describe and application to the space of tracial states on the graph C*-algebra.
Year: 2005
Name: Matthew Johnson
Institution: University of Iowa
Subject area(s): Functional Analysis, C*-Algebras
Title of Talk: The Graph Traces of Finite Graphs and Applications to Tracial States of C*-Algebras
Abstract: We determine the extreme points of the set of graph traces of norm one for any finite graph E satisfying Condition (K). We also describe and application to the space of tracial states on the graph C*-algebra.
ID:
373
Year: 2013
Name: Ryan Johnson
Institution: Iowa State University
Subject area(s): Group Theory
Title of Talk: Some Gauss Sums found in Category Theory
Abstract: I will present a 21st century problem that requires some 18th century mathematics. Fusion categories lie in the intersection of group theory, knot theory, and quantum physics. If one is given a fusion category, a sequence of complex numbers can be computed which are called the Frobenius-Schur indicator. In this talk I will consider a particular subclass of fusion categories whose data is defined using a finite abelian group and a bilinear form on that group. Computing the indicator of these categories requires the use of quadratic Gauss sums. The aim of my research is to show the uniqueness of the indicator on this particular subclass of fusion categories.
Year: 2013
Name: Ryan Johnson
Institution: Iowa State University
Subject area(s): Group Theory
Title of Talk: Some Gauss Sums found in Category Theory
Abstract: I will present a 21st century problem that requires some 18th century mathematics. Fusion categories lie in the intersection of group theory, knot theory, and quantum physics. If one is given a fusion category, a sequence of complex numbers can be computed which are called the Frobenius-Schur indicator. In this talk I will consider a particular subclass of fusion categories whose data is defined using a finite abelian group and a bilinear form on that group. Computing the indicator of these categories requires the use of quadratic Gauss sums. The aim of my research is to show the uniqueness of the indicator on this particular subclass of fusion categories.
ID:
406
Year: 2014
Name: Mike Johnson
Institution: Luther College
Subject area(s):
Title of Talk: Missing Avalanche Sizes in the 1 dimensional sandpile model
Abstract: The one-dimensional sandpile model has many interesting connections with number theory. When looking at the size of sandpile avalanches, powers of 2 seem to be mysteriously absent. Using a trough model, we classify avalanches into two categories. The size of each type can be described as either a sum of consecutive integers or a product of two integers with controlled sum. Since powers of two cannot be written as a sum of two or more consecutive positive integers, this explains why powers of two are not common avalanche sizes. We then estimate the minimal sandpile length required to find an avalanche of a given size.
Year: 2014
Name: Mike Johnson
Institution: Luther College
Subject area(s):
Title of Talk: Missing Avalanche Sizes in the 1 dimensional sandpile model
Abstract: The one-dimensional sandpile model has many interesting connections with number theory. When looking at the size of sandpile avalanches, powers of 2 seem to be mysteriously absent. Using a trough model, we classify avalanches into two categories. The size of each type can be described as either a sum of consecutive integers or a product of two integers with controlled sum. Since powers of two cannot be written as a sum of two or more consecutive positive integers, this explains why powers of two are not common avalanche sizes. We then estimate the minimal sandpile length required to find an avalanche of a given size.
ID:
319
Year: 2011
Name: Elgin Johnston
Institution: Iowa State University
Subject area(s): Math Education
Title of Talk: The ALEKS Placement Assessment at Iowa State University
Abstract: We are in the process of introducing a new Mathematics placement tool at Iowa State University. This presentation will give some information about the ALEKS system, our background with it, and discuss some preliminary results from our analysis of the effectiveness of the tool.
Year: 2011
Name: Elgin Johnston
Institution: Iowa State University
Subject area(s): Math Education
Title of Talk: The ALEKS Placement Assessment at Iowa State University
Abstract: We are in the process of introducing a new Mathematics placement tool at Iowa State University. This presentation will give some information about the ALEKS system, our background with it, and discuss some preliminary results from our analysis of the effectiveness of the tool.