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 21-40 of 471 results.
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ID:
504
Year: 2018
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: Mathematical Venery and Other Humor
Abstract: In modern usage, the term “venery” refers to the pursuit of sexual pleasure, yet in medieval times it referred to the act of game hunting. The terms of venery refers to the rather unusual words used to describe a collection of animals of the same species. Charles W. Trigg composed a paper published in Journal of Recreational Mathematics that used this term to refer to the naming of collections of math people and objects. He listed some examples and this paper opens with additional examples created by the author. It concludes with some additional examples of mathematical humor.
Year: 2018
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: Mathematical Venery and Other Humor
Abstract: In modern usage, the term “venery” refers to the pursuit of sexual pleasure, yet in medieval times it referred to the act of game hunting. The terms of venery refers to the rather unusual words used to describe a collection of animals of the same species. Charles W. Trigg composed a paper published in Journal of Recreational Mathematics that used this term to refer to the naming of collections of math people and objects. He listed some examples and this paper opens with additional examples created by the author. It concludes with some additional examples of mathematical humor.
ID:
507
Year: 2018
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: Which Gender is Happier in the United States? What About Other Countries?
Abstract: For any number, if the sum of the squares of the digits is performed and then repeated, there are two possible outcomes. The process eventually terminates at 1 or goes into an infinite cycle. If the process terminates at 1, then the original number is said to be “happy.” For any word, if the letter assignments a = 1, b = 2, c = 3 and so on are done, then the word can be assigned a number. If the word is a name and the associated number is “happy,” then the name is said to be a “happy name.” In this presentation, the 100 most common male and female names in several countries are examined to determine which gender is “happier.”
Year: 2018
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: Which Gender is Happier in the United States? What About Other Countries?
Abstract: For any number, if the sum of the squares of the digits is performed and then repeated, there are two possible outcomes. The process eventually terminates at 1 or goes into an infinite cycle. If the process terminates at 1, then the original number is said to be “happy.” For any word, if the letter assignments a = 1, b = 2, c = 3 and so on are done, then the word can be assigned a number. If the word is a name and the associated number is “happy,” then the name is said to be a “happy name.” In this presentation, the 100 most common male and female names in several countries are examined to determine which gender is “happier.”
ID:
213
Year: 2007
Name: Krishna B. Athreya
Institution: Iowa State University
Subject area(s):
Title of Talk: Preferential Attachment Random Graphs with General Weight Function
Abstract: Start with a graph G_0 = {V_1 , V_2} with one edge connecting the two vertices V_1, V_2. Now create a new vertex V_3 and attach it (i.e. add an edge) to V_1 or V_2 with equal probability. Set G_3={V_1 , V_2, V_3}. Let G_n={V_1,
Year: 2007
Name: Krishna B. Athreya
Institution: Iowa State University
Subject area(s):
Title of Talk: Preferential Attachment Random Graphs with General Weight Function
Abstract: Start with a graph G_0 = {V_1 , V_2} with one edge connecting the two vertices V_1, V_2. Now create a new vertex V_3 and attach it (i.e. add an edge) to V_1 or V_2 with equal probability. Set G_3={V_1 , V_2, V_3}. Let G_n={V_1,
ID:
485
Year: 2017
Name: Jong Hoon Bae
Institution: Grinnell College
Subject area(s):
Title of Talk: Cauldron: An IDE for Modular Development of Chemical Reaction Networks
Abstract: Chemical reaction networks (CRNs) are widely used in the physical sciences to model reactions between molecules, and they are closely related to Petri nets and population protocols. Although the CRN model is equivalent in power to modern programming languages, it does not naturally support important software engineering principles such as abstraction and reuse. As a result, CRNs are challenging to debug, verify, extend, reuse, and maintain. In this talk we introduce Cauldron, an integrated development environment (IDE) for modular CRN development. Cauldron supports three new CRN design methods introduced by Klinge, Lathrop, and Lutz in 2016: (1) Input/output CRNs, (2) closed-sub CRNS, and (3) extension operators. I/O CRNs extend the CRN model to allow receiving external input signals. A closed sub-CRN encapsulates a behavior within an existing CRN in a way that is self-contained. Extension operators are used to automatically add functionality to a CRN without affecting its original behavior. By making these methods practical to developers, Cauldron naturally supports modular CRN design. For example, users can divide a CRN into independent sub-CRNs, test them separately, and reuse them in other CRNs. Furthermore, users can mark species as inputs and specify them with common elementary functions, by drawing a function, or by connecting them to another CRN. Many commonly used CRNs and extension operators are also included as libraries in Cauldron.
Year: 2017
Name: Jong Hoon Bae
Institution: Grinnell College
Subject area(s):
Title of Talk: Cauldron: An IDE for Modular Development of Chemical Reaction Networks
Abstract: Chemical reaction networks (CRNs) are widely used in the physical sciences to model reactions between molecules, and they are closely related to Petri nets and population protocols. Although the CRN model is equivalent in power to modern programming languages, it does not naturally support important software engineering principles such as abstraction and reuse. As a result, CRNs are challenging to debug, verify, extend, reuse, and maintain. In this talk we introduce Cauldron, an integrated development environment (IDE) for modular CRN development. Cauldron supports three new CRN design methods introduced by Klinge, Lathrop, and Lutz in 2016: (1) Input/output CRNs, (2) closed-sub CRNS, and (3) extension operators. I/O CRNs extend the CRN model to allow receiving external input signals. A closed sub-CRN encapsulates a behavior within an existing CRN in a way that is self-contained. Extension operators are used to automatically add functionality to a CRN without affecting its original behavior. By making these methods practical to developers, Cauldron naturally supports modular CRN design. For example, users can divide a CRN into independent sub-CRNs, test them separately, and reuse them in other CRNs. Furthermore, users can mark species as inputs and specify them with common elementary functions, by drawing a function, or by connecting them to another CRN. Many commonly used CRNs and extension operators are also included as libraries in Cauldron.
ID:
486
Year: 2017
Name: Jong Hoon Bae
Institution: Grinnell College
Subject area(s):
Title of Talk: Cauldron: An IDE for Modular Development of Chemical Reaction Networks
Abstract: Chemical reaction networks (CRNs) are widely used in the physical sciences to model reactions between molecules, and they are closely related to Petri nets and population protocols. Although the CRN model is equivalent in power to modern programming languages, it does not naturally support important software engineering principles such as abstraction and reuse. As a result, CRNs are challenging to debug, verify, extend, reuse, and maintain. In this talk we introduce Cauldron, an integrated development environment (IDE) for modular CRN development. Cauldron supports three new CRN design methods introduced by Klinge, Lathrop, and Lutz in 2016: (1) Input/output CRNs, (2) closed-sub CRNS, and (3) extension operators. I/O CRNs extend the CRN model to allow receiving external input signals. A closed sub-CRN encapsulates a behavior within an existing CRN in a way that is self-contained. Extension operators are used to automatically add functionality to a CRN without affecting its original behavior. By making these methods practical to developers, Cauldron naturally supports modular CRN design. For example, users can divide a CRN into independent sub-CRNs, test them separately, and reuse them in other CRNs. Furthermore, users can mark species as inputs and specify them with common elementary functions, by drawing a function, or by connecting them to another CRN. Many commonly used CRNs and extension operators are also included as libraries in Cauldron.
Year: 2017
Name: Jong Hoon Bae
Institution: Grinnell College
Subject area(s):
Title of Talk: Cauldron: An IDE for Modular Development of Chemical Reaction Networks
Abstract: Chemical reaction networks (CRNs) are widely used in the physical sciences to model reactions between molecules, and they are closely related to Petri nets and population protocols. Although the CRN model is equivalent in power to modern programming languages, it does not naturally support important software engineering principles such as abstraction and reuse. As a result, CRNs are challenging to debug, verify, extend, reuse, and maintain. In this talk we introduce Cauldron, an integrated development environment (IDE) for modular CRN development. Cauldron supports three new CRN design methods introduced by Klinge, Lathrop, and Lutz in 2016: (1) Input/output CRNs, (2) closed-sub CRNS, and (3) extension operators. I/O CRNs extend the CRN model to allow receiving external input signals. A closed sub-CRN encapsulates a behavior within an existing CRN in a way that is self-contained. Extension operators are used to automatically add functionality to a CRN without affecting its original behavior. By making these methods practical to developers, Cauldron naturally supports modular CRN design. For example, users can divide a CRN into independent sub-CRNs, test them separately, and reuse them in other CRNs. Furthermore, users can mark species as inputs and specify them with common elementary functions, by drawing a function, or by connecting them to another CRN. Many commonly used CRNs and extension operators are also included as libraries in Cauldron.
ID:
66
Year: 2004
Name: Bernadette Baker
Institution: Drake University
Subject area(s): Teaching and Learning (College Algebra)
Title of Talk: DOES TEACHING FUNCTIONS BASED ON TRANSFORMATION OF BASIC FUNCTIONS WORK?
Abstract: One typical pre-calculus approach introduces students to transformations of basic functions to help them develop a better understanding of functions. There is no research focusing on how or if this type of course achieves its goal. The present study addresses this issue as well as the difficulties students face when working with the concept of transformations of functions. This research attempts to explain, in terms of APOS (Action, Process, Object, Schema) theory, the difficulties that students exhibited in one particular course and to gain insights into why many students were not as successful as expected. Through the analysis of detailed interviews with 24 students, this study describes students
Year: 2004
Name: Bernadette Baker
Institution: Drake University
Subject area(s): Teaching and Learning (College Algebra)
Title of Talk: DOES TEACHING FUNCTIONS BASED ON TRANSFORMATION OF BASIC FUNCTIONS WORK?
Abstract: One typical pre-calculus approach introduces students to transformations of basic functions to help them develop a better understanding of functions. There is no research focusing on how or if this type of course achieves its goal. The present study addresses this issue as well as the difficulties students face when working with the concept of transformations of functions. This research attempts to explain, in terms of APOS (Action, Process, Object, Schema) theory, the difficulties that students exhibited in one particular course and to gain insights into why many students were not as successful as expected. Through the analysis of detailed interviews with 24 students, this study describes students
ID:
67
Year: 2004
Name: Bernadette Baker
Institution: Drake University
Subject area(s): Teaching and Learning (College Algebra)
Title of Talk: DOES TEACHING FUNCTIONS BASED ON TRANSFORMATION OF BASIC FUNCTIONS WORK?
Abstract: One typical pre-calculus approach introduces students to transformations of basic functions to help them develop a better understanding of functions. There is no research focusing on how or if this type of course achieves its goal. The present study addresses this issue as well as the difficulties students face when working with the concept of transformations of functions. This research attempts to explain, in terms of APOS (Action, Process, Object, Schema) theory, the difficulties that students exhibited in one particular course and to gain insights into why many students were not as successful as expected. Through the analysis of detailed interviews with 24 students, this study describes students
Year: 2004
Name: Bernadette Baker
Institution: Drake University
Subject area(s): Teaching and Learning (College Algebra)
Title of Talk: DOES TEACHING FUNCTIONS BASED ON TRANSFORMATION OF BASIC FUNCTIONS WORK?
Abstract: One typical pre-calculus approach introduces students to transformations of basic functions to help them develop a better understanding of functions. There is no research focusing on how or if this type of course achieves its goal. The present study addresses this issue as well as the difficulties students face when working with the concept of transformations of functions. This research attempts to explain, in terms of APOS (Action, Process, Object, Schema) theory, the difficulties that students exhibited in one particular course and to gain insights into why many students were not as successful as expected. Through the analysis of detailed interviews with 24 students, this study describes 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:
295
Year: 2010
Name: Ranojoy Basu
Institution: Iowa State University
Subject area(s): Mathematical Finance
Title of Talk: Expected Utility Maximization in an Optimal stopping Environment
Abstract: In this paper we study an investment problem where an investor has the option to invest in a risk free asset (such as a bank account ) and a risky asset. His wealth can be transferred between the two assets and there are no transaction costs. The proportion of wealth in the risky asset is a priori chosen deterministic function of wealth. The objective is to …nd an optimal quitting time which maximizes the expected discounted utility from terminal wealth. First, we consider a situation when the wealth process is not subject to bankruptcy and obtain an optimal quitting time. Second, we consider the more realistic scenario when an investor’s wealth is subject to default. We develop necessary mathematical techniques to obtain an optimal selling time in both the circumstances. In both cases, it turned out that the optimal selling time is of threshold type. Numerical methods can easily be implemented to compute the optimal threshold.
Year: 2010
Name: Ranojoy Basu
Institution: Iowa State University
Subject area(s): Mathematical Finance
Title of Talk: Expected Utility Maximization in an Optimal stopping Environment
Abstract: In this paper we study an investment problem where an investor has the option to invest in a risk free asset (such as a bank account ) and a risky asset. His wealth can be transferred between the two assets and there are no transaction costs. The proportion of wealth in the risky asset is a priori chosen deterministic function of wealth. The objective is to …nd an optimal quitting time which maximizes the expected discounted utility from terminal wealth. First, we consider a situation when the wealth process is not subject to bankruptcy and obtain an optimal quitting time. Second, we consider the more realistic scenario when an investor’s wealth is subject to default. We develop necessary mathematical techniques to obtain an optimal selling time in both the circumstances. In both cases, it turned out that the optimal selling time is of threshold type. Numerical methods can easily be implemented to compute the optimal threshold.
ID:
57
Year: 2004
Name: Stephen Bean
Institution: Cornell College
Subject area(s): Math Education, Geometry
Title of Talk: Discovery Learning and Teacher Preparation in College Geometry Courses
Abstract: Many
Year: 2004
Name: Stephen Bean
Institution: Cornell College
Subject area(s): Math Education, Geometry
Title of Talk: Discovery Learning and Teacher Preparation in College Geometry Courses
Abstract: Many
ID:
158
Year: 2006
Name: Steve Bean
Institution: Cornell College
Subject area(s): math history
Title of Talk: Why does 0! = 1? The evolution of the gamma function
Abstract: The gamma function is typically introduced as an attempt to interpolate the factorial function, but what motivation does one have to do this? After giving a brief overview of the gamma function and its properties--from the modern point of view,--we will talk about the same function from a historical perspective. In particular, we will examine the reasons behind Euler's original formulation of this function.
Year: 2006
Name: Steve Bean
Institution: Cornell College
Subject area(s): math history
Title of Talk: Why does 0! = 1? The evolution of the gamma function
Abstract: The gamma function is typically introduced as an attempt to interpolate the factorial function, but what motivation does one have to do this? After giving a brief overview of the gamma function and its properties--from the modern point of view,--we will talk about the same function from a historical perspective. In particular, we will examine the reasons behind Euler's original formulation of this function.
ID:
369
Year: 2013
Name: Joy Becker
Institution: Wartburg College
Subject area(s): Mathematics education
Title of Talk: Student vs. Instructor Expectations: Can we bridge the gap?
Abstract: Students and instructors often come into a course with expectations that don’t necessarily agree. These different sets of expectations can impact the learning environment in a negative way for students, as well as instructors. One way to bridge the gap between these multiple sets of expectations is to openly communicate with students about the variety of expectations, including giving students opportunities to voice their own expectations. Narrowing the gap between student and instructor expectations can lead to increased student engagement and a more positive learning environment.
Year: 2013
Name: Joy Becker
Institution: Wartburg College
Subject area(s): Mathematics education
Title of Talk: Student vs. Instructor Expectations: Can we bridge the gap?
Abstract: Students and instructors often come into a course with expectations that don’t necessarily agree. These different sets of expectations can impact the learning environment in a negative way for students, as well as instructors. One way to bridge the gap between these multiple sets of expectations is to openly communicate with students about the variety of expectations, including giving students opportunities to voice their own expectations. Narrowing the gap between student and instructor expectations can lead to increased student engagement and a more positive learning environment.
ID:
501
Year: 2018
Name: Joy Becker
Institution: Wartburg College
Subject area(s):
Title of Talk: Writing Across the Mathematics Curriculum
Abstract: Providing students multiple ways to practice mathematical communication skills aids in their development. In particular, writing can be infused into math courses at various levels, across a wide range of assignments. This talk will give examples of such assignments and ways to incorporate different levels of writing in a variety of mathematics courses.
Year: 2018
Name: Joy Becker
Institution: Wartburg College
Subject area(s):
Title of Talk: Writing Across the Mathematics Curriculum
Abstract: Providing students multiple ways to practice mathematical communication skills aids in their development. In particular, writing can be infused into math courses at various levels, across a wide range of assignments. This talk will give examples of such assignments and ways to incorporate different levels of writing in a variety of mathematics courses.
ID:
455
Year: 2016
Name: Art Benjamin
Institution: Harvey Mudd College
Subject area(s):
Title of Talk: Mathemagics!
Abstract: Arthur Benjamin will demonstrate and explain how to mentally add and multiply numbers faster than a calculator, how to figure out the day of the week of any date in history, and other amazing feats of mind. He has presented his mixture of math and magic to audiences all over the world.
Year: 2016
Name: Art Benjamin
Institution: Harvey Mudd College
Subject area(s):
Title of Talk: Mathemagics!
Abstract: Arthur Benjamin will demonstrate and explain how to mentally add and multiply numbers faster than a calculator, how to figure out the day of the week of any date in history, and other amazing feats of mind. He has presented his mixture of math and magic to audiences all over the world.
ID:
289
Year: 2010
Name: Ruth Berger
Institution: Luther College
Subject area(s): Algebra, Group Theory
Title of Talk: Exploring Group Theory with FGB
Abstract: Finite Group Behavior (FGB) is a free windows-based program that gives beginning group theory students a chance to explore abstract group theory concepts in a very concrete setting. The heart of the software is an extensive collection of Cayley tables of groups: Cyclic groups, Dihedral groups, and groups whose structure is not immediately recognizable. Students can explore relations among the elements of a group, determine the order of each element, and even make subgroups generated by selected elements of the group. This easy to use program also includes features that allow for the investigation of isomorphisms of groups, and it gives a nice visualization of how Cosets are formed. I will share some of the worksheets that I wrote for my Abstract Algebra students to gain some hands-on experience with these otherwise abstract concepts.
Year: 2010
Name: Ruth Berger
Institution: Luther College
Subject area(s): Algebra, Group Theory
Title of Talk: Exploring Group Theory with FGB
Abstract: Finite Group Behavior (FGB) is a free windows-based program that gives beginning group theory students a chance to explore abstract group theory concepts in a very concrete setting. The heart of the software is an extensive collection of Cayley tables of groups: Cyclic groups, Dihedral groups, and groups whose structure is not immediately recognizable. Students can explore relations among the elements of a group, determine the order of each element, and even make subgroups generated by selected elements of the group. This easy to use program also includes features that allow for the investigation of isomorphisms of groups, and it gives a nice visualization of how Cosets are formed. I will share some of the worksheets that I wrote for my Abstract Algebra students to gain some hands-on experience with these otherwise abstract concepts.
ID:
52
Year: 2004
Name: Ruth Berger
Institution: Luther College
Subject area(s): algebra
Title of Talk: Fun & Games with Permutation groups
Abstract: This talk will give an introduction to the
Year: 2004
Name: Ruth Berger
Institution: Luther College
Subject area(s): algebra
Title of Talk: Fun & Games with Permutation groups
Abstract: This talk will give an introduction to the
ID:
310
Year: 2011
Name: Ruth Berger
Institution: Luther College
Subject area(s): Calculus (special session 1)
Title of Talk: Calculus at Luther College
Abstract: Calculus at Luther College: Over the past two decades Calculus instruction at Luther has slowly moved from Reform Calculus back towards a more traditional approach. Several aspects of Reform Calculus, especially the use of technology, have been retained as essential components to teaching Calculus in the modern age. The main reason we moved back to a more traditional way of teaching Calculus was that we found we needed a more intellectually challenging course with sound theoretical foundations for our math majors.
Year: 2011
Name: Ruth Berger
Institution: Luther College
Subject area(s): Calculus (special session 1)
Title of Talk: Calculus at Luther College
Abstract: Calculus at Luther College: Over the past two decades Calculus instruction at Luther has slowly moved from Reform Calculus back towards a more traditional approach. Several aspects of Reform Calculus, especially the use of technology, have been retained as essential components to teaching Calculus in the modern age. The main reason we moved back to a more traditional way of teaching Calculus was that we found we needed a more intellectually challenging course with sound theoretical foundations for our math majors.
ID:
333
Year: 2012
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: A line need not be straight!
Abstract: In Geometry a line is an undefined term, governed only by whatever axioms you want to impose on it. Students have a hard time with proofs in non-Euclidean Geometries, because their Euclidean intuition about straight lines keeps interfering with their logical thinking. I try to have my students develop non-Euclidean intuition by introducing them to different worlds: The Green Jello World, inhabited by fish, consists of Jello that is less dense in one direction, but infinitely dense at the end of the world. Escher's World is as a disk populated by inhabitants in which everything shrinks towards the outside. By thinking like inhabitants of these worlds, students realize that you can get from A to B with fewer steps/flipper strokes by not necessarily following a Euclidean line. They naturally come up with the fact that lines (interpreted as shortest paths) can be curved looking paths! Having this hyperbolic intuition makes it much easier for students to write formal proofs in hyperbolic geometry.
Year: 2012
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: A line need not be straight!
Abstract: In Geometry a line is an undefined term, governed only by whatever axioms you want to impose on it. Students have a hard time with proofs in non-Euclidean Geometries, because their Euclidean intuition about straight lines keeps interfering with their logical thinking. I try to have my students develop non-Euclidean intuition by introducing them to different worlds: The Green Jello World, inhabited by fish, consists of Jello that is less dense in one direction, but infinitely dense at the end of the world. Escher's World is as a disk populated by inhabitants in which everything shrinks towards the outside. By thinking like inhabitants of these worlds, students realize that you can get from A to B with fewer steps/flipper strokes by not necessarily following a Euclidean line. They naturally come up with the fact that lines (interpreted as shortest paths) can be curved looking paths! Having this hyperbolic intuition makes it much easier for students to write formal proofs in hyperbolic geometry.
ID:
350
Year: 2012
Name: Heidi Berger
Institution: Simpson College
Subject area(s): Undergraduate Research
Title of Talk: Undergraduate Research During the Academic Year
Abstract: In this talk, I will discuss my experience with the Center for Undergraduate Research, both as a participant and as a co-director. I will discuss the work conducted by Simpson students in the academic year and summer setting and discuss resources to support undergraduate research during the academic year.
Year: 2012
Name: Heidi Berger
Institution: Simpson College
Subject area(s): Undergraduate Research
Title of Talk: Undergraduate Research During the Academic Year
Abstract: In this talk, I will discuss my experience with the Center for Undergraduate Research, both as a participant and as a co-director. I will discuss the work conducted by Simpson students in the academic year and summer setting and discuss resources to support undergraduate research during the academic year.
ID:
367
Year: 2013
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: Taxicab Geometry
Abstract: Making a small change in how distance is measured has a huge effect on the geometry of the plane. Circles now look like squares, Pi is an integer, and many other familiar objects have very unfamiliar shapes. Tilting a segment changes its size! Working in this geometry reinforces important skills that every math major needs to have: carefully read definitions and not make any assumptions based on intuition or previous experience. In this talk I will present some of the findings that my geometry students are expected to come up with.
Year: 2013
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: Taxicab Geometry
Abstract: Making a small change in how distance is measured has a huge effect on the geometry of the plane. Circles now look like squares, Pi is an integer, and many other familiar objects have very unfamiliar shapes. Tilting a segment changes its size! Working in this geometry reinforces important skills that every math major needs to have: carefully read definitions and not make any assumptions based on intuition or previous experience. In this talk I will present some of the findings that my geometry students are expected to come up with.