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:
540
Year: 2019
Name: Katherine Vance
Institution: Simpson College
Subject area(s): Topology; Knot Theory; Statistics
Title of Talk: Random Grid Diagrams
Abstract: This is joint work with undergraduate students Max Folkers, Eli Marriott, and Miguel Sanchez. We look at the distribution of the number of components in the population of knots and links represented by grid diagrams. We write programs in the R programming language to generate random samples of grid diagrams. We analyze the number of components and splittability of the links in these samples using statistical methods to gain a better understanding of the population of grid diagrams and the knots and links they represent.
Year: 2019
Name: Katherine Vance
Institution: Simpson College
Subject area(s): Topology; Knot Theory; Statistics
Title of Talk: Random Grid Diagrams
Abstract: This is joint work with undergraduate students Max Folkers, Eli Marriott, and Miguel Sanchez. We look at the distribution of the number of components in the population of knots and links represented by grid diagrams. We write programs in the R programming language to generate random samples of grid diagrams. We analyze the number of components and splittability of the links in these samples using statistical methods to gain a better understanding of the population of grid diagrams and the knots and links they represent.
ID:
386
Year: 2014
Name: Victor Vega
Institution: College of Coastal Georgia
Subject area(s): Topology, Geometry
Title of Talk: Fractals: A Basic Introduction
Abstract: We present a basic introduction to fractals by looking and understand the concept of Hausdorff dimension and Topological dimension by looking at simple examples of classic fractals and geometric constructs. We also define the Julia set and Mandelbrot set as an iterative function on the complex plane and present some examples together with some historical remarks.
Year: 2014
Name: Victor Vega
Institution: College of Coastal Georgia
Subject area(s): Topology, Geometry
Title of Talk: Fractals: A Basic Introduction
Abstract: We present a basic introduction to fractals by looking and understand the concept of Hausdorff dimension and Topological dimension by looking at simple examples of classic fractals and geometric constructs. We also define the Julia set and Mandelbrot set as an iterative function on the complex plane and present some examples together with some historical remarks.
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:
513
Year: 2018
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): topology
Title of Talk: Playing with topology: knots and branched covers
Abstract: In joint work with undergraduate Dan Tarnow, we played with lifting knot diagrams from the sphere to other surfaces using branched covers and a combinatorial construction called a 'butterfly diagram.' We played with many examples, including finding many lifts of the trefoil. I'll share our small collection of results, some of the 3d printed knots that Dan made, and how I am pretty sure we asked the wrong questions.
Year: 2018
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): topology
Title of Talk: Playing with topology: knots and branched covers
Abstract: In joint work with undergraduate Dan Tarnow, we played with lifting knot diagrams from the sphere to other surfaces using branched covers and a combinatorial construction called a 'butterfly diagram.' We played with many examples, including finding many lifts of the trefoil. I'll share our small collection of results, some of the 3d printed knots that Dan made, and how I am pretty sure we asked the wrong questions.
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:
460
Year: 2016
Name: Mark Ronnenberg
Institution: University of Northern Iowa
Subject area(s): topology
Title of Talk: Reidemeister Moves and Equivalence of Butterfly Diagrams for Links
Abstract: By a theorem of Reidemeister, two links are equivalent if and only if they have regular projections which can be related by a finite sequence of special changes called Reidemeister moves. It is an open problem to find a complete set of "butterfly moves" to turn a butterfly diagram for a given link into a butterfly diagram for an equivalent link. In this talk, we will translate the Reidemeister moves into butterfly moves and present some examples.
Year: 2016
Name: Mark Ronnenberg
Institution: University of Northern Iowa
Subject area(s): topology
Title of Talk: Reidemeister Moves and Equivalence of Butterfly Diagrams for Links
Abstract: By a theorem of Reidemeister, two links are equivalent if and only if they have regular projections which can be related by a finite sequence of special changes called Reidemeister moves. It is an open problem to find a complete set of "butterfly moves" to turn a butterfly diagram for a given link into a butterfly diagram for an equivalent link. In this talk, we will translate the Reidemeister moves into butterfly moves and present some examples.
ID:
498
Year: 2018
Name: Wako Bungula
Institution: University of Iowa
Subject area(s): Topological Data Analysis
Title of Talk: Filtration and Stability of Mapper Graph for Point Cloud Data
Abstract: Filtration and stability of TDA Mapper graph for topological spaces have been studied; and using a generalization of the Bottleneck distance called interleaving distance, the stability of Mapper graph for the topological spaces has been proven. A problem arises when trying to extend this stability theorem to the point cloud data case because clustering algorithms do not usually give filtration. I will be talking about the conditions required for the stability theorem to be extended to point cloud data case.
Year: 2018
Name: Wako Bungula
Institution: University of Iowa
Subject area(s): Topological Data Analysis
Title of Talk: Filtration and Stability of Mapper Graph for Point Cloud Data
Abstract: Filtration and stability of TDA Mapper graph for topological spaces have been studied; and using a generalization of the Bottleneck distance called interleaving distance, the stability of Mapper graph for the topological spaces has been proven. A problem arises when trying to extend this stability theorem to the point cloud data case because clustering algorithms do not usually give filtration. I will be talking about the conditions required for the stability theorem to be extended to point cloud data case.
ID:
266
Year: 2009
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): teaching, geometry
Title of Talk: Proof in Geometry: Euclid and a Class Journal
Abstract: I'll discuss how I use Euclid as a text, and a class journal as assessment in a Euclidean Geometry course aimed at pre-service teachers.
Year: 2009
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): teaching, geometry
Title of Talk: Proof in Geometry: Euclid and a Class Journal
Abstract: I'll discuss how I use Euclid as a text, and a class journal as assessment in a Euclidean Geometry course aimed at pre-service teachers.
ID:
254
Year: 2009
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching, Calculus
Title of Talk: Calculus for the 21st Century
Abstract: There are several deep issues with the way we have been delivering calculus to this generation of students. First is the issue of the audience. With the extreme growth in pre-health science majors, the majority of students in our first semester calculus courses are Biology majors who are taking the course because it is required for the MCAT. They are not particularly excited to be there and are not afraid to share that opinion with the rest of the class. Second, which is tied to the first, is the issue of AP calculus. Many students coming to college who do want to study in the mathematical sciences are not in that first semester calculus course because they have AP credit. Thus, we often do not see OUR students until after that critical first semester in college. Additionally, the AP calculus curriculum is not equivalent to the material we deliver in college, so the students are always lacking, especially in sequences and series. The last issue has to do with engineering. The fundamental reason calculus is the first mathematics course taught to STEM (science, technology, engineering, and mathematics) majors in College is because of the space race. As a nation, we sent a majority of our mathematically talented and gifted students into engineering for decades. However, Wartburg does not have an engineering College and neither do most of our liberal arts college kin. We do have a small number of engineering science majors every year, but they are dwarfed by the health sciences students who are probably not taking calculus based physics until their third or fourth year at Wartburg. <p> Our new applied calculus
Year: 2009
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching, Calculus
Title of Talk: Calculus for the 21st Century
Abstract: There are several deep issues with the way we have been delivering calculus to this generation of students. First is the issue of the audience. With the extreme growth in pre-health science majors, the majority of students in our first semester calculus courses are Biology majors who are taking the course because it is required for the MCAT. They are not particularly excited to be there and are not afraid to share that opinion with the rest of the class. Second, which is tied to the first, is the issue of AP calculus. Many students coming to college who do want to study in the mathematical sciences are not in that first semester calculus course because they have AP credit. Thus, we often do not see OUR students until after that critical first semester in college. Additionally, the AP calculus curriculum is not equivalent to the material we deliver in college, so the students are always lacking, especially in sequences and series. The last issue has to do with engineering. The fundamental reason calculus is the first mathematics course taught to STEM (science, technology, engineering, and mathematics) majors in College is because of the space race. As a nation, we sent a majority of our mathematically talented and gifted students into engineering for decades. However, Wartburg does not have an engineering College and neither do most of our liberal arts college kin. We do have a small number of engineering science majors every year, but they are dwarfed by the health sciences students who are probably not taking calculus based physics until their third or fourth year at Wartburg. <p> Our new applied calculus
ID:
402
Year: 2014
Name: Stephen Willson
Institution: Iowa State University
Subject area(s): Teaching techniques
Title of Talk: Using short "lecture challenge questions" in large lecture courses
Abstract: The talk describes my use of daily "lecture challenges" in large lecture courses such as Calculus or Mathematical Ideas. These "lecture challenges" are one-problem quizzes on material presented in the same lecture. Problems are typically easy problems that might be test questions. There is no partial credit. Students get one point for a wrong answer, two points for a correct answer. Absent students get no points, so students are motivated to attend. The problems are very fast to grade. Students may help and teach each other.
Year: 2014
Name: Stephen Willson
Institution: Iowa State University
Subject area(s): Teaching techniques
Title of Talk: Using short "lecture challenge questions" in large lecture courses
Abstract: The talk describes my use of daily "lecture challenges" in large lecture courses such as Calculus or Mathematical Ideas. These "lecture challenges" are one-problem quizzes on material presented in the same lecture. Problems are typically easy problems that might be test questions. There is no partial credit. Students get one point for a wrong answer, two points for a correct answer. Absent students get no points, so students are motivated to attend. The problems are very fast to grade. Students may help and teach each other.
ID:
419
Year: 2015
Name: Sean Bradley
Institution: Clarke University
Subject area(s): Teaching Statistics
Title of Talk: Intro Stats Project: Handwriting and Gender
Abstract: Can you tell the gender of a writer from a sample of handwriting? A simple survey leads provides perhaps surprising answers. The resulting data set proves unexpectedly rich in terms of the number of questions students can ask. Most of the questions are suitable for a first course in statistics for a general audience. (Side questions: Many math departments are asked to teach elementary statistic courses. Is this math? Should it be?)
Year: 2015
Name: Sean Bradley
Institution: Clarke University
Subject area(s): Teaching Statistics
Title of Talk: Intro Stats Project: Handwriting and Gender
Abstract: Can you tell the gender of a writer from a sample of handwriting? A simple survey leads provides perhaps surprising answers. The resulting data set proves unexpectedly rich in terms of the number of questions students can ask. Most of the questions are suitable for a first course in statistics for a general audience. (Side questions: Many math departments are asked to teach elementary statistic courses. Is this math? Should it be?)
ID:
180
Year: 2007
Name: Wendy Weber
Institution: Central College
Subject area(s): teaching prospective teachers
Title of Talk: Mathematical Questions from the Classroom
Abstract: How can we bridge the gap between prospective teachers
Year: 2007
Name: Wendy Weber
Institution: Central College
Subject area(s): teaching prospective teachers
Title of Talk: Mathematical Questions from the Classroom
Abstract: How can we bridge the gap between prospective teachers
ID:
332
Year: 2012
Name: Charles Ashbacher
Institution: #none
Subject area(s): Teaching of statistics
Title of Talk: Bayes' Theorem in the Modern World
Abstract: Despite having been repeatedly debunked, the idea of testing all members of a population for a characteristic a small percentage has continues to appear in our political world. The foolishness of this is easily demonstrated by applying Bayes
Year: 2012
Name: Charles Ashbacher
Institution: #none
Subject area(s): Teaching of statistics
Title of Talk: Bayes' Theorem in the Modern World
Abstract: Despite having been repeatedly debunked, the idea of testing all members of a population for a characteristic a small percentage has continues to appear in our political world. The foolishness of this is easily demonstrated by applying Bayes
ID:
340
Year: 2012
Name: Jonathan White
Institution: Coe College
Subject area(s): Teaching Mathematics
Title of Talk: Math Culture Points at Coe
Abstract: Coe has been using a "Math Culture Points" system for several years now to encourage and reward students for relevant activities outside of class, inspired by the article "Culture Points: Engaging Students outside the Classroom" by Fraboni and Hartshorn in PRIMUS v17. We have had excellent results, particularly including enthusiastic student participation in activities. We will discuss our implementations of the system, which differ from Fraboni and Hartshorn
Year: 2012
Name: Jonathan White
Institution: Coe College
Subject area(s): Teaching Mathematics
Title of Talk: Math Culture Points at Coe
Abstract: Coe has been using a "Math Culture Points" system for several years now to encourage and reward students for relevant activities outside of class, inspired by the article "Culture Points: Engaging Students outside the Classroom" by Fraboni and Hartshorn in PRIMUS v17. We have had excellent results, particularly including enthusiastic student participation in activities. We will discuss our implementations of the system, which differ from Fraboni and Hartshorn
ID:
322
Year: 2012
Name: Neil Martinsen-Burrell
Institution: Wartburg College
Subject area(s): teaching introductory statistics
Title of Talk: Teaching Introductory Statistics: An Impostor's Perspective
Abstract: I am not a statistician, but I do play one at my institution. This talk will reflect on an applied mathematician's experience teaching many, many sections of introductory statistics over the past six years. I will discuss challenges that a mathematician may face when teaching statistics, lessons I have learned, and helpful (and unhelpful) resources.
Year: 2012
Name: Neil Martinsen-Burrell
Institution: Wartburg College
Subject area(s): teaching introductory statistics
Title of Talk: Teaching Introductory Statistics: An Impostor's Perspective
Abstract: I am not a statistician, but I do play one at my institution. This talk will reflect on an applied mathematician's experience teaching many, many sections of introductory statistics over the past six years. I will discuss challenges that a mathematician may face when teaching statistics, lessons I have learned, and helpful (and unhelpful) resources.
ID:
487
Year: 2017
Name: Jacob Heidenreich
Institution: Loras College
Subject area(s): teaching college math
Title of Talk: Using Games in the Classroom
Abstract: In this talk, Dr. Heidenreich will be presenting several games he's developed to teach various concepts in his classroom. Included would be games usable in College Algebra, Pre-Calculus, and Calculus, involving the concepts of increasing and decreasing, concave up and concave down, limits and asymptotes. Attendees can get electronic versions of all the games shared at this talk.
Year: 2017
Name: Jacob Heidenreich
Institution: Loras College
Subject area(s): teaching college math
Title of Talk: Using Games in the Classroom
Abstract: In this talk, Dr. Heidenreich will be presenting several games he's developed to teach various concepts in his classroom. Included would be games usable in College Algebra, Pre-Calculus, and Calculus, involving the concepts of increasing and decreasing, concave up and concave down, limits and asymptotes. Attendees can get electronic versions of all the games shared at this talk.
ID:
488
Year: 2017
Name: Jacob Heidenreich
Institution: Loras College
Subject area(s): teaching college math
Title of Talk: Using Games in the Classroom
Abstract: In this talk, Dr. Heidenreich will demonstrate several games he's developed to teach various mathematical concepts. The games investigate the ideas of increasing and decreasing functions, concavity, asymptotes and limits, and would be suitable for College Algebra through Calculus I. Electronic versions of the games will be share with any attendee interested.
Year: 2017
Name: Jacob Heidenreich
Institution: Loras College
Subject area(s): teaching college math
Title of Talk: Using Games in the Classroom
Abstract: In this talk, Dr. Heidenreich will demonstrate several games he's developed to teach various mathematical concepts. The games investigate the ideas of increasing and decreasing functions, concavity, asymptotes and limits, and would be suitable for College Algebra through Calculus I. Electronic versions of the games will be share with any attendee interested.
ID:
239
Year: 2008
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Wartburg
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Wartburg is teaching a calculus sequence consisting of an applied calculus followed by a foundations of calculus course.
Year: 2008
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Wartburg
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Wartburg is teaching a calculus sequence consisting of an applied calculus followed by a foundations of calculus course.
ID:
240
Year: 2008
Name: James Freeman
Institution: Cornell College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Cornell
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Cornell is following the lead of Grinnell and replaced our 4 sequence calculus offering with a two course sequence which covers several variable calculus in the second course.
Year: 2008
Name: James Freeman
Institution: Cornell College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Cornell
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Cornell is following the lead of Grinnell and replaced our 4 sequence calculus offering with a two course sequence which covers several variable calculus in the second course.
ID:
275
Year: 2010
Name: Irvin Hentzel
Institution: Iowa State University
Subject area(s): Teaching Calculus
Title of Talk: Ideas and Examples for Calculus
Abstract: We give some non traditional problems from various sources that help with the understanding of the ideas of calculus. We show how the concept of continuity can be used to get a better grasp of a situation and to correct bad judgement. The goal is not to show nice calculations, but to show ways of thinking.
Year: 2010
Name: Irvin Hentzel
Institution: Iowa State University
Subject area(s): Teaching Calculus
Title of Talk: Ideas and Examples for Calculus
Abstract: We give some non traditional problems from various sources that help with the understanding of the ideas of calculus. We show how the concept of continuity can be used to get a better grasp of a situation and to correct bad judgement. The goal is not to show nice calculations, but to show ways of thinking.