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:
445
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
ID:
151
Year: 2006
Name: Wolfgang Kliemann
Institution: Iowa State University
Subject area(s): calculus, differential equations, analysis, dynamical systems
Title of Talk: Global Dynamics and Chaos
Abstract: Global Dynamics and Chaos Wolfgang Kliemann Department of Mathematics, Iowa State University, Ames, Iowa 50011, U.S.A. February 27, 2006 Abstract We discuss dynamical systems given by a time set - in our case the real line R, a state space M - a compact subset of Rd or a compact metric space, a continuous map : R M ��! M with two properties (0; x) = x for all x 2 M (t + s; x) = (t; (s; x)) for all x 2 M, all t; s 2 R. Typical examples are solutions of (time-homogeneous) di
Year: 2006
Name: Wolfgang Kliemann
Institution: Iowa State University
Subject area(s): calculus, differential equations, analysis, dynamical systems
Title of Talk: Global Dynamics and Chaos
Abstract: Global Dynamics and Chaos Wolfgang Kliemann Department of Mathematics, Iowa State University, Ames, Iowa 50011, U.S.A. February 27, 2006 Abstract We discuss dynamical systems given by a time set - in our case the real line R, a state space M - a compact subset of Rd or a compact metric space, a continuous map : R M ��! M with two properties (0; x) = x for all x 2 M (t + s; x) = (t; (s; x)) for all x 2 M, all t; s 2 R. Typical examples are solutions of (time-homogeneous) di
ID:
529
Year: 2019
Name: Mitchel Keller
Institution: Morningside College
Subject area(s): calculus, grading, assessment, feedback
Title of Talk: Standards-based Specifications Grading in First-Year Calculus
Abstract: After growing frustrated with the challenges of traditional, points-based grading in my calculus courses, I implemented a model I describe as standards-based specifications grading in my Calculus II class in Spring 2019 and my Calculus I class in Fall 2019. This model allows students repeated opportunities to demonstrate proficiency on critical aspects of the course and expects completely correct student work. Students are also given a choice of other assignments to do beyond test-type questions in order to earn their desired course grade. In this talk, I will give a brief overview of my experience and share some student feedback on this successful project.
Year: 2019
Name: Mitchel Keller
Institution: Morningside College
Subject area(s): calculus, grading, assessment, feedback
Title of Talk: Standards-based Specifications Grading in First-Year Calculus
Abstract: After growing frustrated with the challenges of traditional, points-based grading in my calculus courses, I implemented a model I describe as standards-based specifications grading in my Calculus II class in Spring 2019 and my Calculus I class in Fall 2019. This model allows students repeated opportunities to demonstrate proficiency on critical aspects of the course and expects completely correct student work. Students are also given a choice of other assignments to do beyond test-type questions in order to earn their desired course grade. In this talk, I will give a brief overview of my experience and share some student feedback on this successful project.
ID:
396
Year: 2014
Name: Dave Renfro
Institution: #business/industry/government
Subject area(s): calculus, real analysis
Title of Talk: Calculus Curiosities
Abstract: Over the years I have collected a lot of little-known mathematical curiosities and minutia from various books and journal articles. This talk is intended to be a "show and tell" for some of this material, mostly restricted to things that could be of use in first year calculus courses, or at least to things likely to be of interest to teachers of such courses.
Year: 2014
Name: Dave Renfro
Institution: #business/industry/government
Subject area(s): calculus, real analysis
Title of Talk: Calculus Curiosities
Abstract: Over the years I have collected a lot of little-known mathematical curiosities and minutia from various books and journal articles. This talk is intended to be a "show and tell" for some of this material, mostly restricted to things that could be of use in first year calculus courses, or at least to things likely to be of interest to teachers of such courses.
ID:
320
Year: 2011
Name: Jason Grout
Institution: Drake University
Subject area(s): calculus, software
Title of Talk: Free Online Homework with Webwork
Abstract: Webwork (http://webwork.maa.org) is a mature popular open-source system for online homework. Sponsored by the NSF and MAA, the system includes tens of thousands of class-tested problems for a large number of undergraduate math courses. Webwork has not only enhanced the quantity and quality of interaction around homework in my class, but it has also dramatically cut costs for students by enabling them to use inexpensive editions of textbooks. I will discuss how Webwork fits into the larger landscape of free open-source educational tools, how I use it in my class, and how you can set it up for your courses.
Year: 2011
Name: Jason Grout
Institution: Drake University
Subject area(s): calculus, software
Title of Talk: Free Online Homework with Webwork
Abstract: Webwork (http://webwork.maa.org) is a mature popular open-source system for online homework. Sponsored by the NSF and MAA, the system includes tens of thousands of class-tested problems for a large number of undergraduate math courses. Webwork has not only enhanced the quantity and quality of interaction around homework in my class, but it has also dramatically cut costs for students by enabling them to use inexpensive editions of textbooks. I will discuss how Webwork fits into the larger landscape of free open-source educational tools, how I use it in my class, and how you can set it up for your courses.
ID:
442
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
ID:
56
Year: 2004
Name: Andrea Brennen
Institution: Grinnell College
Subject area(s): Chaos Theory
Title of Talk: Chaos in Action: Discovering a Basin of Attraction
Abstract: This project is an analysis of the dynamics of a particular subset of 3-D discrete nilpotent maps represented by the general system of equations: x=y; y=x^2-y^2. The analysis focuses on defining the Basin of Attraction and locating invariant manifolds for maps of this type using Liapunov Equations, Functional Equations, and computer imaging/modeling.
Year: 2004
Name: Andrea Brennen
Institution: Grinnell College
Subject area(s): Chaos Theory
Title of Talk: Chaos in Action: Discovering a Basin of Attraction
Abstract: This project is an analysis of the dynamics of a particular subset of 3-D discrete nilpotent maps represented by the general system of equations: x=y; y=x^2-y^2. The analysis focuses on defining the Basin of Attraction and locating invariant manifolds for maps of this type using Liapunov Equations, Functional Equations, and computer imaging/modeling.
ID:
177
Year: 2006
Name: Kenneth Driessel
Institution: #non-IA section
Subject area(s): classical mechanics, bio-mechanics
Title of Talk: The Dynamics of a Planar Two Link Chain and Some Applications to Human Motion
Abstract: Try the following 'acceleration experiment': Stand balanced with your legs straight and a slight forward bend at the waist. Then step backwards. Consider the following 'acceleration question': How do humans initiate this motion? Or more generally: How do humans usually initiate horizontal motion from a balanced position? (I first met this question when thinking about cross country skiing.) We analyze the acceleration question by analogy. In particular, we study the classical dynamics of a mechanical system consisting of two linked rods. We assume that the first rod is connected to the ground by a hinge. (The first rod corresponds to the human legs. The ground hinge corresponds to the human ankles.) We assume that the second rod is connected to the first one by another hinge. (The second rod corresponds to the human torso. The second hinge corresponds to the human hips.) We derive the equations of motion for this mechanical system. We prove that if the system is initially at rest in a balanced position then gravity causes the center of mass to accelerate in the horizontal direction toward which the system is 'pointed'. We infer that the step backwards in the acceleration experiment is initiated by a relaxation of the muscles at the hips. Reference: Kenneth R. Driessel and Irvin R. Hentzel, 'Dynamics of a Planar Two Link Chain', http://www.fiberpipe.net/~driessel/2-links.pdf
Year: 2006
Name: Kenneth Driessel
Institution: #non-IA section
Subject area(s): classical mechanics, bio-mechanics
Title of Talk: The Dynamics of a Planar Two Link Chain and Some Applications to Human Motion
Abstract: Try the following 'acceleration experiment': Stand balanced with your legs straight and a slight forward bend at the waist. Then step backwards. Consider the following 'acceleration question': How do humans initiate this motion? Or more generally: How do humans usually initiate horizontal motion from a balanced position? (I first met this question when thinking about cross country skiing.) We analyze the acceleration question by analogy. In particular, we study the classical dynamics of a mechanical system consisting of two linked rods. We assume that the first rod is connected to the ground by a hinge. (The first rod corresponds to the human legs. The ground hinge corresponds to the human ankles.) We assume that the second rod is connected to the first one by another hinge. (The second rod corresponds to the human torso. The second hinge corresponds to the human hips.) We derive the equations of motion for this mechanical system. We prove that if the system is initially at rest in a balanced position then gravity causes the center of mass to accelerate in the horizontal direction toward which the system is 'pointed'. We infer that the step backwards in the acceleration experiment is initiated by a relaxation of the muscles at the hips. Reference: Kenneth R. Driessel and Irvin R. Hentzel, 'Dynamics of a Planar Two Link Chain', http://www.fiberpipe.net/~driessel/2-links.pdf
ID:
291
Year: 2010
Name: Robert Keller
Institution: Loras College
Subject area(s): Collaborative learning, discrete math
Title of Talk: Discrete Observations or Continuous Ramblings: Some Thoughts on Historical Projects in Discrete Mathematics
Abstract: I will share some of my recent experiences on the use of historical projects in a discrete mathematics course. I used the projects to reinforce broad key topics from discrete in a provocative way. These topics included recursive vs. exact formulas, counting and patterns, and proof techniques such as induction. I will share some details on how I integrated the projects into the class and some (limited) responses from students.
Year: 2010
Name: Robert Keller
Institution: Loras College
Subject area(s): Collaborative learning, discrete math
Title of Talk: Discrete Observations or Continuous Ramblings: Some Thoughts on Historical Projects in Discrete Mathematics
Abstract: I will share some of my recent experiences on the use of historical projects in a discrete mathematics course. I used the projects to reinforce broad key topics from discrete in a provocative way. These topics included recursive vs. exact formulas, counting and patterns, and proof techniques such as induction. I will share some details on how I integrated the projects into the class and some (limited) responses from students.
ID:
130
Year: 2005
Name: Bernadette Baker
Institution: Drake University
Subject area(s): College Algebra
Title of Talk: A Unified Representation of Function
Abstract: The researchers have built a theoretical model of student development of function using the APOS paradigm. Students have difficulty with this concept because of the inability to recognize the common feature of the traditional function representations (analytic, graphical and tabular). By providing techniques for standard operations that focus attention on the defining feature of function (the association of input with output), the researchers hope to rectify this problem in student learning. This representation will be explained; one researcher has piloted this approach successfully and initial results will be reported.
Year: 2005
Name: Bernadette Baker
Institution: Drake University
Subject area(s): College Algebra
Title of Talk: A Unified Representation of Function
Abstract: The researchers have built a theoretical model of student development of function using the APOS paradigm. Students have difficulty with this concept because of the inability to recognize the common feature of the traditional function representations (analytic, graphical and tabular). By providing techniques for standard operations that focus attention on the defining feature of function (the association of input with output), the researchers hope to rectify this problem in student learning. This representation will be explained; one researcher has piloted this approach successfully and initial results will be reported.
ID:
193
Year: 2007
Name: Evan Jones
Institution: Coe College
Subject area(s): Combinatorial games theory
Title of Talk:
Abstract: I conducted research in the summer of 2006 dealing with the game of Hex, the two player combinatorial game developed independently by Piet Hein and John Nash. I wanted to know if modifying the game board by removing available playing spaces would effect the outcome of the game. I analyzed a 3x3 size board, then a 5x5 board, and some preliminary work on a 7x7 board.
Year: 2007
Name: Evan Jones
Institution: Coe College
Subject area(s): Combinatorial games theory
Title of Talk:
Abstract: I conducted research in the summer of 2006 dealing with the game of Hex, the two player combinatorial game developed independently by Piet Hein and John Nash. I wanted to know if modifying the game board by removing available playing spaces would effect the outcome of the game. I analyzed a 3x3 size board, then a 5x5 board, and some preliminary work on a 7x7 board.
ID:
357
Year: 2013
Name: Nathan Warnberg
Institution: Iowa State University
Subject area(s): Combinatorial Matrix Theory
Title of Talk: Graph Forcing Games
Abstract: Let G be a graph with some vertex set initially colored blue and the rest of the vertices colored white. The goal of the game is to color the entire graph blue, based on some a set of rules. Depending on which set of rules are used the minimum number of initial blue vertices needed to force the entire graph blue has implications for the minimum rank of the graph's corresponding matrix family. We will demonstrate some of these games and show the connections with the minimum rank problem.
Year: 2013
Name: Nathan Warnberg
Institution: Iowa State University
Subject area(s): Combinatorial Matrix Theory
Title of Talk: Graph Forcing Games
Abstract: Let G be a graph with some vertex set initially colored blue and the rest of the vertices colored white. The goal of the game is to color the entire graph blue, based on some a set of rules. Depending on which set of rules are used the minimum number of initial blue vertices needed to force the entire graph blue has implications for the minimum rank of the graph's corresponding matrix family. We will demonstrate some of these games and show the connections with the minimum rank problem.
ID:
362
Year: 2013
Name: Craig Erickson
Institution: Iowa State University
Subject area(s): Combinatorial Matrix Theory
Title of Talk: Matrix sign patterns that require eventual exponential nonnegativity
Abstract: The matrix exponential function can be used to solve systems of linear differential equations. For certain applications, it is of interest whether or not the matrix exponential function of a given matrix becomes and remains entry-wise nonnegative after some time. Such matrices are called eventually exponentially nonnegative. Often the exact numerical entries in the matrix are not known (for example due to uncertainty in experimental measurements), but the qualitative information is usually known. In this talk we discuss what structure on the signs of the entries of a matrix guarantee the matrix is eventually exponentially nonnegative.
Year: 2013
Name: Craig Erickson
Institution: Iowa State University
Subject area(s): Combinatorial Matrix Theory
Title of Talk: Matrix sign patterns that require eventual exponential nonnegativity
Abstract: The matrix exponential function can be used to solve systems of linear differential equations. For certain applications, it is of interest whether or not the matrix exponential function of a given matrix becomes and remains entry-wise nonnegative after some time. Such matrices are called eventually exponentially nonnegative. Often the exact numerical entries in the matrix are not known (for example due to uncertainty in experimental measurements), but the qualitative information is usually known. In this talk we discuss what structure on the signs of the entries of a matrix guarantee the matrix is eventually exponentially nonnegative.
ID:
329
Year: 2012
Name: Chris Spicer
Institution: Morningside College
Subject area(s): Combinatorics
Title of Talk: 2-Color Rado Numbers
Abstract: Rado numbers are a branch of Combinatorics and are closely related to Ramsey numbers. In this talk, after discussing some of the historical work done on this topic, we will completely determine the 2-color Rado numbers for equations of a certain form.
Year: 2012
Name: Chris Spicer
Institution: Morningside College
Subject area(s): Combinatorics
Title of Talk: 2-Color Rado Numbers
Abstract: Rado numbers are a branch of Combinatorics and are closely related to Ramsey numbers. In this talk, after discussing some of the historical work done on this topic, we will completely determine the 2-color Rado numbers for equations of a certain form.
ID:
336
Year: 2012
Name: Kelly Woodard
Institution: Simpson College
Subject area(s): Combinatorics
Title of Talk: Beggar Your Neighbor, The Search for an Infinite Game
Abstract: In this talk we will present the work completed in the summer of 2012 during the Dr. Albert H. and Greta A. Bryan Summer Research Program at Simpson College. We furthered the analysis of the card game Beggar-My-Neighbor specifically with the intent of discovering a deal that leads to an infinite game in a 52-card deck. We used combinatorics and programs written in Mathematica to examine and refine the large number of possible deals based on structures that lead to cyclic behavior.
Year: 2012
Name: Kelly Woodard
Institution: Simpson College
Subject area(s): Combinatorics
Title of Talk: Beggar Your Neighbor, The Search for an Infinite Game
Abstract: In this talk we will present the work completed in the summer of 2012 during the Dr. Albert H. and Greta A. Bryan Summer Research Program at Simpson College. We furthered the analysis of the card game Beggar-My-Neighbor specifically with the intent of discovering a deal that leads to an infinite game in a 52-card deck. We used combinatorics and programs written in Mathematica to examine and refine the large number of possible deals based on structures that lead to cyclic behavior.
ID:
366
Year: 2013
Name: Steve Butler
Institution: Iowa State University
Subject area(s): Combinatorics
Title of Talk: 291 decillion ways to tile with Tetirs
Abstract: We look at the problem of finding the number of ways to tile a board using tetronimoes (i.e., Tetris pieces). In particular, we show how to transform tiling problems into problems of counting walks. Using this approach we were able to get the exact number of ways to tile the 10x20 board.
Year: 2013
Name: Steve Butler
Institution: Iowa State University
Subject area(s): Combinatorics
Title of Talk: 291 decillion ways to tile with Tetirs
Abstract: We look at the problem of finding the number of ways to tile a board using tetronimoes (i.e., Tetris pieces). In particular, we show how to transform tiling problems into problems of counting walks. Using this approach we were able to get the exact number of ways to tile the 10x20 board.
ID:
284
Year: 2010
Name: Peter Blanchard
Institution: University of Iowa
Subject area(s): combinatorics, algebra
Title of Talk: Unit-connected pseudo-arithmetic super sets in the Gaussian Integers
Abstract: A set is pseudo-arithmetic if it has a difference which divides all other differences. A set is a pseudo-arithmetic super set if every subset is a pseudo-arithmetic set. Every pseudo-arithmetic super set can be contracted to have a unit difference, so the classification of pseudo-arithmetics super sets in Z[i] starts with the units. We give a complete classification of the unit-connected pseudo-arithmetic super sets in Z[i], and discuss which are maximal, which are bounded, and which may be extended.
Year: 2010
Name: Peter Blanchard
Institution: University of Iowa
Subject area(s): combinatorics, algebra
Title of Talk: Unit-connected pseudo-arithmetic super sets in the Gaussian Integers
Abstract: A set is pseudo-arithmetic if it has a difference which divides all other differences. A set is a pseudo-arithmetic super set if every subset is a pseudo-arithmetic set. Every pseudo-arithmetic super set can be contracted to have a unit difference, so the classification of pseudo-arithmetics super sets in Z[i] starts with the units. We give a complete classification of the unit-connected pseudo-arithmetic super sets in Z[i], and discuss which are maximal, which are bounded, and which may be extended.
ID:
26
Year: 2004
Name: Ryan Martin
Institution: Iowa State University
Subject area(s): Combinatorics, Graph Theory
Title of Talk: Six degrees of graph theory: Kevin Bacon, Paul Erdos, William McKinley and me
Abstract: Popularized by the Kevin Bacon game, the Small World problem is a question of measuring distance between members of a given set, upon which is a binary symmetric relationship. In the game, the set is the set of actors and two actors are linked if they appeared in the same movie. The distance between two actors is the fewest number of links to get from one to the other. In this talk, we discuss the game and a random graph model that gives an answer to a Small World-type question.
Year: 2004
Name: Ryan Martin
Institution: Iowa State University
Subject area(s): Combinatorics, Graph Theory
Title of Talk: Six degrees of graph theory: Kevin Bacon, Paul Erdos, William McKinley and me
Abstract: Popularized by the Kevin Bacon game, the Small World problem is a question of measuring distance between members of a given set, upon which is a binary symmetric relationship. In the game, the set is the set of actors and two actors are linked if they appeared in the same movie. The distance between two actors is the fewest number of links to get from one to the other. In this talk, we discuss the game and a random graph model that gives an answer to a Small World-type question.
ID:
448
Year: 2016
Name: Chris Spicer
Institution: Morningside College
Subject area(s): combinatorics, math education
Title of Talk: Extreme Wild Card Poker, or, Engaging Women in Undergraduate Research
Abstract: The first half of this talk will describe a research project completed with 3 undergraduate students last year involving poker played with wild cards. We find the minimum number of wild cards needed to ensure five-of-a-kind is the most common hand. The second half will discuss preliminary results regarding engaging more women in undergraduate mathematics research.
Year: 2016
Name: Chris Spicer
Institution: Morningside College
Subject area(s): combinatorics, math education
Title of Talk: Extreme Wild Card Poker, or, Engaging Women in Undergraduate Research
Abstract: The first half of this talk will describe a research project completed with 3 undergraduate students last year involving poker played with wild cards. We find the minimum number of wild cards needed to ensure five-of-a-kind is the most common hand. The second half will discuss preliminary results regarding engaging more women in undergraduate mathematics research.
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.