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 41-60 of 471 results.
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ID:
106
Year: 2005
Name: Scott Searcy
Institution: Waldorf College
Subject area(s): Data Compression
Title of Talk: The Efficiency of Morse Code as Data Compression.
Abstract: Morse code was invented to allow the efficient transmission of textual data in a digital mode. This talk examines the efficiency in comparison with more modern methods of textual data transmission.
Year: 2005
Name: Scott Searcy
Institution: Waldorf College
Subject area(s): Data Compression
Title of Talk: The Efficiency of Morse Code as Data Compression.
Abstract: Morse code was invented to allow the efficient transmission of textual data in a digital mode. This talk examines the efficiency in comparison with more modern methods of textual data transmission.
ID:
216
Year: 2007
Name: Scott Searcy
Institution: Waldorf College
Subject area(s):
Title of Talk: The Possible Use of Wavelets in Digital Audio Upsampling
Abstract: The challenge of high fidelity digital to analog conversion of digital audio information is quite challenging. This paper will the possible use of wvaelets to increase the fidelity of the recovered analog signal.
Year: 2007
Name: Scott Searcy
Institution: Waldorf College
Subject area(s):
Title of Talk: The Possible Use of Wavelets in Digital Audio Upsampling
Abstract: The challenge of high fidelity digital to analog conversion of digital audio information is quite challenging. This paper will the possible use of wvaelets to increase the fidelity of the recovered analog signal.
ID:
300
Year: 2010
Name: Rick Gillman
Institution: Valparaiso University
Subject area(s):
Title of Talk: Everyday Questions, Not-So-Everyday Mathematics
Abstract: The world is full of un-explored mathematical problems. This talk presents the stories of three problems that the presenter found in his everyday world and investigated with undergraduate research partners. One is solved completely, one quickly reaches deep and un-explored mathematical territory, and the third, while not solved, opens many paths for further exploration.
Year: 2010
Name: Rick Gillman
Institution: Valparaiso University
Subject area(s):
Title of Talk: Everyday Questions, Not-So-Everyday Mathematics
Abstract: The world is full of un-explored mathematical problems. This talk presents the stories of three problems that the presenter found in his everyday world and investigated with undergraduate research partners. One is solved completely, one quickly reaches deep and un-explored mathematical territory, and the third, while not solved, opens many paths for further exploration.
ID:
105
Year: 2005
Name: Nancy Hagelgans
Institution: Ursinus College
Subject area(s):
Title of Talk: Planar Linkages: Robot Arms, Carpenters' Rulers, and Other Devices
Abstract: A planar linkage is constructed in the plane from rigid links or rods that are connected with movable joints. Robot arms and carpenters' rulers are examples of planar linkages in which the links are connected to form a chain. We will examine the reachability region of robot arms, which are chains with one end fixed. Then we will go on to solve the minimal folding problem of carpenters' rulers with links of different lengths. Finally we will address some planar linkages that can be used to convert one type of motion to another type of motion.
Year: 2005
Name: Nancy Hagelgans
Institution: Ursinus College
Subject area(s):
Title of Talk: Planar Linkages: Robot Arms, Carpenters' Rulers, and Other Devices
Abstract: A planar linkage is constructed in the plane from rigid links or rods that are connected with movable joints. Robot arms and carpenters' rulers are examples of planar linkages in which the links are connected to form a chain. We will examine the reachability region of robot arms, which are chains with one end fixed. Then we will go on to solve the minimal folding problem of carpenters' rulers with links of different lengths. Finally we will address some planar linkages that can be used to convert one type of motion to another type of motion.
ID:
397
Year: 2014
Name: Charles Ashbacher
Institution: Upper Iowa University
Subject area(s):
Title of Talk: Teaching Managers to Think Of All Factors When Making Decisions
Abstract: Abstract: Major management decisions are often made without the proper analysis of all the details and consequences of the actions. The current wave known as 'reshoring' is where companies that transferred production facilities to other countries are now returning that production to the United States. This is a consequence of rising costs of labor and materials in other countries coupled with additional factors such as lax IP laws. Proper training of managers includes cost projections that incorporate all factors and two major projects in a management science class at Upper Iowa University where these aspects are included will be presented.
Year: 2014
Name: Charles Ashbacher
Institution: Upper Iowa University
Subject area(s):
Title of Talk: Teaching Managers to Think Of All Factors When Making Decisions
Abstract: Abstract: Major management decisions are often made without the proper analysis of all the details and consequences of the actions. The current wave known as 'reshoring' is where companies that transferred production facilities to other countries are now returning that production to the United States. This is a consequence of rising costs of labor and materials in other countries coupled with additional factors such as lax IP laws. Proper training of managers includes cost projections that incorporate all factors and two major projects in a management science class at Upper Iowa University where these aspects are included will be presented.
ID:
379
Year: 2014
Name: Benjamin V.C. Collins
Institution: University of Wisconsin-Platteville
Subject area(s): Recreational Mathematics
Title of Talk: Mathemagic: A Centennial Tribute to Martin Gardner
Abstract: Marting Gardner (1914-2010) was a mathematician and writer who inspired generations of mathematicians through his ``Mathematical Games'' column in Scientific American and other written work. He was also an accomplished magician, and many of his tricks have interesting mathematical underpinnings. In this talk, ``Quinntinnius Maximus'' (otherwise known as Quinn Collins, an eighth grader at Platteville Middle School) will present several of these feats of Mathemagic. If you are lucky, his assistant ``Sabino'' (otherwise known as Ben Collins, a professor of mathematics at the University of Wisconsin-Platteville) will explain some of the mathematics underlying them.
Year: 2014
Name: Benjamin V.C. Collins
Institution: University of Wisconsin-Platteville
Subject area(s): Recreational Mathematics
Title of Talk: Mathemagic: A Centennial Tribute to Martin Gardner
Abstract: Marting Gardner (1914-2010) was a mathematician and writer who inspired generations of mathematicians through his ``Mathematical Games'' column in Scientific American and other written work. He was also an accomplished magician, and many of his tricks have interesting mathematical underpinnings. In this talk, ``Quinntinnius Maximus'' (otherwise known as Quinn Collins, an eighth grader at Platteville Middle School) will present several of these feats of Mathemagic. If you are lucky, his assistant ``Sabino'' (otherwise known as Ben Collins, a professor of mathematics at the University of Wisconsin-Platteville) will explain some of the mathematics underlying them.
ID:
383
Year: 2014
Name: Mu-Ling Chang
Institution: University of Wisconsin-Platteville
Subject area(s): General
Title of Talk: A "Weird" Limit Representation of Pi
Abstract: It is well known that $e=\lim_{n \rightarrow \infty}{\left( 1+\frac{1}{n} \right) }^n$ by mathematicians. Does the irrational number pi have such an unexpected limit representation like e, which can be proved by using only undergraduate mathematical skills? In this talk we will use geometry, trigonometry, mathematical induction, and the concept of limits to prove the existence of such a limit.
Year: 2014
Name: Mu-Ling Chang
Institution: University of Wisconsin-Platteville
Subject area(s): General
Title of Talk: A "Weird" Limit Representation of Pi
Abstract: It is well known that $e=\lim_{n \rightarrow \infty}{\left( 1+\frac{1}{n} \right) }^n$ by mathematicians. Does the irrational number pi have such an unexpected limit representation like e, which can be proved by using only undergraduate mathematical skills? In this talk we will use geometry, trigonometry, mathematical induction, and the concept of limits to prove the existence of such a limit.
ID:
469
Year: 2017
Name: Benjamin Collins
Institution: University of Wisconsin-Platteville
Subject area(s):
Title of Talk: Flipping the Precalculus Classroom
Abstract: The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students' academic performance in a flipped classroom remain relatively scarce, and have shown mixed results. This talk reports on a study using a flipped classroom design in a 5-credit precalculus course at a regional 4-year university. I evaluated the students' performance on the final compared to a similarly sized random sample of students from non-flipped sections of the same course, and also tracked students success in first-semester calculus.
Year: 2017
Name: Benjamin Collins
Institution: University of Wisconsin-Platteville
Subject area(s):
Title of Talk: Flipping the Precalculus Classroom
Abstract: The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students' academic performance in a flipped classroom remain relatively scarce, and have shown mixed results. This talk reports on a study using a flipped classroom design in a 5-credit precalculus course at a regional 4-year university. I evaluated the students' performance on the final compared to a similarly sized random sample of students from non-flipped sections of the same course, and also tracked students success in first-semester calculus.
ID:
470
Year: 2017
Name: Mu-Ling Chang
Institution: University of Wisconsin-Platteville
Subject area(s):
Title of Talk: The Area of Rational Right Triangles
Abstract: A right triangle is called rational when all of its three sides are all rational numbers. Any rational right triangle has a rational area, but not all positive rational numbers can be the area of a rational right triangle. For example, the area of a right triangle with sides 3-4-5 is 6. Is it possible that there exists a rational right triangle with area 5? More information related to this problem will be given in this talk.
Year: 2017
Name: Mu-Ling Chang
Institution: University of Wisconsin-Platteville
Subject area(s):
Title of Talk: The Area of Rational Right Triangles
Abstract: A right triangle is called rational when all of its three sides are all rational numbers. Any rational right triangle has a rational area, but not all positive rational numbers can be the area of a rational right triangle. For example, the area of a right triangle with sides 3-4-5 is 6. Is it possible that there exists a rational right triangle with area 5? More information related to this problem will be given in this talk.
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:
376
Year: 2014
Name: Kenneth Price
Institution: University of Wisconsin Oshkosh
Subject area(s):
Title of Talk: Arrowgrams: Tips and Pointers
Abstract: An arrowgram is a type of puzzle based on the transitive relation, directed graphs, and groups. To solve the puzzle a group element is assigned to each arrow of a directed graph. This is called a grading and the group element assigned to an arrow is called its grade. Grades for some arrows are given. The rest of the arrows are assigned grades using a rule which is based on transitivity. Arrowgrams also contain secret messages. The words are formed by pairs of letters which stand for the arrows. The puzzle is solved when every arrow is graded and the secret message is revealed. We answer some mathematical questions related to constructing and solving arrowgrams. How many arrows have to be given grades? Which arrows can be used? Can the same set of arrows be used for different groups?
Year: 2014
Name: Kenneth Price
Institution: University of Wisconsin Oshkosh
Subject area(s):
Title of Talk: Arrowgrams: Tips and Pointers
Abstract: An arrowgram is a type of puzzle based on the transitive relation, directed graphs, and groups. To solve the puzzle a group element is assigned to each arrow of a directed graph. This is called a grading and the group element assigned to an arrow is called its grade. Grades for some arrows are given. The rest of the arrows are assigned grades using a rule which is based on transitivity. Arrowgrams also contain secret messages. The words are formed by pairs of letters which stand for the arrows. The puzzle is solved when every arrow is graded and the secret message is revealed. We answer some mathematical questions related to constructing and solving arrowgrams. How many arrows have to be given grades? Which arrows can be used? Can the same set of arrows be used for different groups?
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:
467
Year: 2017
Name: Christopher Frayer
Institution: University of Wisconsin - Platteville
Subject area(s):
Title of Talk: Geometry of Polynomials with Three Roots
Abstract: Given a complex-valued polynomials of the form p(z)=(z-1)^k (z-r_1 )^m (z-r_2 )^n with k,m,n in the natural numbers and r_1 and r_2 on the unit circle, where are the critical points located? The Gauss-Lucas Theorem guarantees that the critical points of such a polynomial will lie within the unit disk. We will further explores the location and structure of these critical points. Surprisingly, when m≠n, the unit disk contains two `desert' regions in which critical points cannot occur, and each c inside the unit disk and outside of the desert regions is the critical point of exactly two such polynomials. Special attention will be given to the development of geometric intuition and using GeoGebra to provide graphical illustrations.
Year: 2017
Name: Christopher Frayer
Institution: University of Wisconsin - Platteville
Subject area(s):
Title of Talk: Geometry of Polynomials with Three Roots
Abstract: Given a complex-valued polynomials of the form p(z)=(z-1)^k (z-r_1 )^m (z-r_2 )^n with k,m,n in the natural numbers and r_1 and r_2 on the unit circle, where are the critical points located? The Gauss-Lucas Theorem guarantees that the critical points of such a polynomial will lie within the unit disk. We will further explores the location and structure of these critical points. Surprisingly, when m≠n, the unit disk contains two `desert' regions in which critical points cannot occur, and each c inside the unit disk and outside of the desert regions is the critical point of exactly two such polynomials. Special attention will be given to the development of geometric intuition and using GeoGebra to provide graphical illustrations.
ID:
480
Year: 2017
Name: Robert Calcaterra
Institution: University of Wisconsin - Platteville
Subject area(s): real analysis
Title of Talk: Jordan's Proof of the Fundamental Theorem of Algebra
Abstract: The most common proofs of the Fundamental Theorem of Algebra rely on either Galois Theory or complex variables. This talk will present a proof of this theorem that primarily employs real analysis and DeMoivre's Theorem that appeared in Jordan's text from nineteenth century. Undergraduate mathematics majors who have had an undergraduate real analysis course should be able follow the talk.
Year: 2017
Name: Robert Calcaterra
Institution: University of Wisconsin - Platteville
Subject area(s): real analysis
Title of Talk: Jordan's Proof of the Fundamental Theorem of Algebra
Abstract: The most common proofs of the Fundamental Theorem of Algebra rely on either Galois Theory or complex variables. This talk will present a proof of this theorem that primarily employs real analysis and DeMoivre's Theorem that appeared in Jordan's text from nineteenth century. Undergraduate mathematics majors who have had an undergraduate real analysis course should be able follow the talk.
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:
263
Year: 2009
Name: Bridgette Stevens
Institution: University of Northern Iowa
Subject area(s): Mathematics Education
Title of Talk: Mathematics Courses for Elementary Education Majors
Abstract: At the recent IMSEP Summit for math and science educators in August, it was discussed that mathematics educators should begin a dialogue regarding a set of core competencies (content) for teaching elementary mathematics in the state of Iowa. To in part meet that need, this is a working group session in which participants will discuss a variety of issues around the mathematics courses offered for prospective elementary mathematics teachers at Iowa
Year: 2009
Name: Bridgette Stevens
Institution: University of Northern Iowa
Subject area(s): Mathematics Education
Title of Talk: Mathematics Courses for Elementary Education Majors
Abstract: At the recent IMSEP Summit for math and science educators in August, it was discussed that mathematics educators should begin a dialogue regarding a set of core competencies (content) for teaching elementary mathematics in the state of Iowa. To in part meet that need, this is a working group session in which participants will discuss a variety of issues around the mathematics courses offered for prospective elementary mathematics teachers at Iowa
ID:
264
Year: 2009
Name: Catherine Miller and Megan Balong
Institution: University of Northern Iowa
Subject area(s): Mathematics Education
Title of Talk: An overview of Mathematics in the Iowa Core Curriculum
Abstract: Information about the Iowa Core Curriculum's mathematics component will be shared. Focus will be on the grades 9-12 component as it is to be implemented in Iowa classrooms first. We will also discuss some ways in which the Iowa Core Curriculum may affect college mathematics curriculum and instruction.
Year: 2009
Name: Catherine Miller and Megan Balong
Institution: University of Northern Iowa
Subject area(s): Mathematics Education
Title of Talk: An overview of Mathematics in the Iowa Core Curriculum
Abstract: Information about the Iowa Core Curriculum's mathematics component will be shared. Focus will be on the grades 9-12 component as it is to be implemented in Iowa classrooms first. We will also discuss some ways in which the Iowa Core Curriculum may affect college mathematics curriculum and instruction.
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:
268
Year: 2009
Name: Corey Gevaert
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Isometries of a Giant Product Space
Abstract: I'll be discussing the isometries of the product space Y which is formed by an infinite amount of hyperbolic plane fibers lined up from 0 to 1. I'll be discussing how the hyperbolic isometries are carried over and the Lebesgue transformations that influence these isometries.
Year: 2009
Name: Corey Gevaert
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Isometries of a Giant Product Space
Abstract: I'll be discussing the isometries of the product space Y which is formed by an infinite amount of hyperbolic plane fibers lined up from 0 to 1. I'll be discussing how the hyperbolic isometries are carried over and the Lebesgue transformations that influence these isometries.
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.