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 61-80 of 471 results.
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ID:
510
Year: 2018
Name: Anna Aboud
Institution: Iowa State University
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Implementation of Team Based Learning at Iowa State University
Abstract: Team-Based Learning (TBL) is a specific form of active learning designed to collaboratively engage students in significant problem-solving tasks. By means of a flipped classroom, students are able to spend class time working in heterogeneous groups, applying fundamental concepts to a rich applied context. In recent years, the Team-Based Learning structure has been applied with much success to select Calculus sections at Iowa State University. Quantitative data has shown that the TBL students performed better on the midterm and final calculus exams, and gave higher quality explanations. A key component of the success of the TBL method is student attitudes. To this end, a qualitative study was performed in the spring of 2018, examining the mathematical mindsets which influence the experiences and attitudes of students in a TBL classroom. In this talk we will explain how the TBL structure was applied to the Calculus curriculum at Iowa State University, share samples of the rich mathematical tasks implemented, and present the results of quantitative and qualitative studies on the efficacy of this method.
Year: 2018
Name: Anna Aboud
Institution: Iowa State University
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Implementation of Team Based Learning at Iowa State University
Abstract: Team-Based Learning (TBL) is a specific form of active learning designed to collaboratively engage students in significant problem-solving tasks. By means of a flipped classroom, students are able to spend class time working in heterogeneous groups, applying fundamental concepts to a rich applied context. In recent years, the Team-Based Learning structure has been applied with much success to select Calculus sections at Iowa State University. Quantitative data has shown that the TBL students performed better on the midterm and final calculus exams, and gave higher quality explanations. A key component of the success of the TBL method is student attitudes. To this end, a qualitative study was performed in the spring of 2018, examining the mathematical mindsets which influence the experiences and attitudes of students in a TBL classroom. In this talk we will explain how the TBL structure was applied to the Calculus curriculum at Iowa State University, share samples of the rich mathematical tasks implemented, and present the results of quantitative and qualitative studies on the efficacy of this method.
ID:
509
Year: 2018
Name: Patrick Rault
Institution: University of Nebraska Omaha
Subject area(s):
Title of Talk: Regional Communities of Practice around Inquiry-Based Learning
Abstract: What began as a small group of professors gathering to discuss implementation of Inquiry-Based Learning (IBL) in our classes has developed into a strong regional community of practice. The Upstate New York IBL consortium was created in 2014 with a mission to create, grow, and maintain a community of instructors across the region. We will discuss how the consortium formed organically, the way that it operates, and several efforts to replicate it in other regions. Suggestions will be provided for creating your own regional community of practice for supporting the adoption and enhancement of active learning techniques.
Year: 2018
Name: Patrick Rault
Institution: University of Nebraska Omaha
Subject area(s):
Title of Talk: Regional Communities of Practice around Inquiry-Based Learning
Abstract: What began as a small group of professors gathering to discuss implementation of Inquiry-Based Learning (IBL) in our classes has developed into a strong regional community of practice. The Upstate New York IBL consortium was created in 2014 with a mission to create, grow, and maintain a community of instructors across the region. We will discuss how the consortium formed organically, the way that it operates, and several efforts to replicate it in other regions. Suggestions will be provided for creating your own regional community of practice for supporting the adoption and enhancement of active learning techniques.
ID:
508
Year: 2018
Name: Ross Sweet
Institution: Simpson College
Subject area(s): math education, online learning
Title of Talk: Facilitating Peer Feedback in an Online Course
Abstract: When adapting a face-to-face course to an online format, many of our usual course activities are difficult to implement. In an introductory quantitative reasoning course, writing assignments with peer feedback were an essential part of the face-to-face course. When adapting this course to an online version, keeping the spirit of these assignments was a primary goal. An online question and answer platform, Piazza, was used for asynchronous peer feedback on writing assignments for the online version. In this context, we will discuss some benefits and drawbacks of this format and tool along with future refinements.
Year: 2018
Name: Ross Sweet
Institution: Simpson College
Subject area(s): math education, online learning
Title of Talk: Facilitating Peer Feedback in an Online Course
Abstract: When adapting a face-to-face course to an online format, many of our usual course activities are difficult to implement. In an introductory quantitative reasoning course, writing assignments with peer feedback were an essential part of the face-to-face course. When adapting this course to an online version, keeping the spirit of these assignments was a primary goal. An online question and answer platform, Piazza, was used for asynchronous peer feedback on writing assignments for the online version. In this context, we will discuss some benefits and drawbacks of this format and tool along with future refinements.
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:
506
Year: 2018
Name: Joshua Zelinsky
Institution: ISU
Subject area(s): Number theory
Title of Talk: Lower and upper bounds in integer complexity.
Abstract: Define ||n|| to be the complexity of n, the smallest number of 1's needed to write n using an arbitrary combination of addition and multiplication. John Selfridge showed that ||n|| is at least 3log3n for all n, and this lower bound is obtained exactly when n is a power of 3. Richard Guy noted the trivial upper bound of 3log_2 n for all n bigger than 1, by writing n in base 2. This talk will discuss work improving the upper bound, as well as work leading to a complete classification of numbers whose complexity is close to the lower bound. Along the way, we'll develop connections to both ordinal numbers and the p-adics.
Year: 2018
Name: Joshua Zelinsky
Institution: ISU
Subject area(s): Number theory
Title of Talk: Lower and upper bounds in integer complexity.
Abstract: Define ||n|| to be the complexity of n, the smallest number of 1's needed to write n using an arbitrary combination of addition and multiplication. John Selfridge showed that ||n|| is at least 3log3n for all n, and this lower bound is obtained exactly when n is a power of 3. Richard Guy noted the trivial upper bound of 3log_2 n for all n bigger than 1, by writing n in base 2. This talk will discuss work improving the upper bound, as well as work leading to a complete classification of numbers whose complexity is close to the lower bound. Along the way, we'll develop connections to both ordinal numbers and the p-adics.
ID:
505
Year: 2018
Name: Mitchel T. Keller
Institution: Morningside College
Subject area(s): Mathematical writing/publishing
Title of Talk: PreTeXt: One Input, Many Beautiful Outputs
Abstract: In this talk, we will take a look at some of the features of PreTeXt (formerly MathBook XML), which is a language designed for authors to be able to use a master source file to produce a variety of output formats. A PreTeXt source file marks up the structure of the document (theorems, proofs, exercises, examples, figures, etc.) using an XML syntax that may remind users of HTML, but with a total focus on structure and not presentation. Mathematical expressions in the source are marked up using LaTeX notation. Support for including a variety of interactive elements in the document is available, with additional interactive features planned. While most existing PreTeXt projects are book-length, the system is now mature and stable enough that interested individuals are encouraged to use it for developing materials for their courses, regardless of whether they might eventually develop into a larger project. PreTeXt source files are easily converted to HTML that looks good on both desktops and mobile devices and LaTeX for producing print versions. A conversion from PreTeXt to the EPUB format used by Apple's iBooks is under development, and a PreTeXt to Kindle conversion will follow. The speaker is the author of one open-source text written in PreTeXt (Applied Combinatorics with W.T. Trotter), co-editor of the PreTeXt edition of Bogart's Combinatorics through Guided Discovery (with Oscar Levin and Kent E. Morrison), Production Editor for Active Calculus by Boelkins et al., and is a core member of the group guiding further development of PreTeXt.
Year: 2018
Name: Mitchel T. Keller
Institution: Morningside College
Subject area(s): Mathematical writing/publishing
Title of Talk: PreTeXt: One Input, Many Beautiful Outputs
Abstract: In this talk, we will take a look at some of the features of PreTeXt (formerly MathBook XML), which is a language designed for authors to be able to use a master source file to produce a variety of output formats. A PreTeXt source file marks up the structure of the document (theorems, proofs, exercises, examples, figures, etc.) using an XML syntax that may remind users of HTML, but with a total focus on structure and not presentation. Mathematical expressions in the source are marked up using LaTeX notation. Support for including a variety of interactive elements in the document is available, with additional interactive features planned. While most existing PreTeXt projects are book-length, the system is now mature and stable enough that interested individuals are encouraged to use it for developing materials for their courses, regardless of whether they might eventually develop into a larger project. PreTeXt source files are easily converted to HTML that looks good on both desktops and mobile devices and LaTeX for producing print versions. A conversion from PreTeXt to the EPUB format used by Apple's iBooks is under development, and a PreTeXt to Kindle conversion will follow. The speaker is the author of one open-source text written in PreTeXt (Applied Combinatorics with W.T. Trotter), co-editor of the PreTeXt edition of Bogart's Combinatorics through Guided Discovery (with Oscar Levin and Kent E. Morrison), Production Editor for Active Calculus by Boelkins et al., and is a core member of the group guiding further development of PreTeXt.
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:
503
Year: 2018
Name: Justin Hoffmeier
Institution: Northwest Missouri State University
Subject area(s): Algebra
Title of Talk: Exact Zero Divisor Graphs
Abstract: Zero divisor graphs of rings identify the elements of the annihilators. Is it possible to identify the generators of the annihilators from these graphs? We work examples for which the answer is yes. Our explanation uses exact zero divisor graphs. For this talk, rings will be only the integers modulo n and we will assume very little background knowledge.
Year: 2018
Name: Justin Hoffmeier
Institution: Northwest Missouri State University
Subject area(s): Algebra
Title of Talk: Exact Zero Divisor Graphs
Abstract: Zero divisor graphs of rings identify the elements of the annihilators. Is it possible to identify the generators of the annihilators from these graphs? We work examples for which the answer is yes. Our explanation uses exact zero divisor graphs. For this talk, rings will be only the integers modulo n and we will assume very little background knowledge.
ID:
502
Year: 2018
Name: Kristopher Lee
Institution: Iowa State University
Subject area(s):
Title of Talk: Characterizing Isometries: A Long Running Undergraduate Research Project
Abstract: In 2010, my adviser Aaron Luttman began an undergraduate research project with an honors student at Clarkson University. The goal was to investigate a decomposition for isometries between normed vector spaces; specifically, to prove that the domain of the isometry had to be the direct sum of ``nice'' subspaces. The project ended in 2011 when my adviser (and the student) left academia. I revived the project in 2015 with an honors student here at Iowa State University, and while significant progress was made, we did not fully resolve it. This semester, I am approaching the problem again with a new student. We'll talk about the ins, outs, and what-have-yous of the project, where we currently stand, and the plan going forward.
Year: 2018
Name: Kristopher Lee
Institution: Iowa State University
Subject area(s):
Title of Talk: Characterizing Isometries: A Long Running Undergraduate Research Project
Abstract: In 2010, my adviser Aaron Luttman began an undergraduate research project with an honors student at Clarkson University. The goal was to investigate a decomposition for isometries between normed vector spaces; specifically, to prove that the domain of the isometry had to be the direct sum of ``nice'' subspaces. The project ended in 2011 when my adviser (and the student) left academia. I revived the project in 2015 with an honors student here at Iowa State University, and while significant progress was made, we did not fully resolve it. This semester, I am approaching the problem again with a new student. We'll talk about the ins, outs, and what-have-yous of the project, where we currently stand, and the plan going forward.
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:
500
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: The new MAA Congress, what do you want them to know?
Abstract: The (relatively) new MAA Congress is situated to be a strong form of communication with the national MAA elected officers and the Iowa Section members. As your representative, what so you want to know about the new body? the MAA? What do you want the MAA to hear from the section? This is your opportunity to hear and be heard.
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: The new MAA Congress, what do you want them to know?
Abstract: The (relatively) new MAA Congress is situated to be a strong form of communication with the national MAA elected officers and the Iowa Section members. As your representative, what so you want to know about the new body? the MAA? What do you want the MAA to hear from the section? This is your opportunity to hear and be heard.
ID:
499
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Upper division mathematics teaching
Title of Talk: Tips and Tricks for Tracking a Student Centered Class
Abstract: Teaching an IBL mathematics class can often feel like transitioning from trying to herd cats to sitting in the kitten room and watching appreciating watching them crawl all over each other. When it works, this brings a warm and fuzzy feeling to your heart, but then you realize that you need to keep track of all this chaos and have something for the assessment gurus at the end of the term. Fear not, this is possible to do and in such a way that your students will become more engaged and not less. The trick is to include discussion tracking as part of the responsibility of the student and not solely that of the teacher. This talk will go over a variety of successful and not-so-successful ways to include students in the tasks of classroom management and discussion tracking. I will give you at least one, concrete method that you could use in your class and a variety of things you could do to personalize the technique for your personality. Finally, I will explain how this works to create a more student-owned learning space where the emphasis is on mathematics and learning and not on grades.
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Upper division mathematics teaching
Title of Talk: Tips and Tricks for Tracking a Student Centered Class
Abstract: Teaching an IBL mathematics class can often feel like transitioning from trying to herd cats to sitting in the kitten room and watching appreciating watching them crawl all over each other. When it works, this brings a warm and fuzzy feeling to your heart, but then you realize that you need to keep track of all this chaos and have something for the assessment gurus at the end of the term. Fear not, this is possible to do and in such a way that your students will become more engaged and not less. The trick is to include discussion tracking as part of the responsibility of the student and not solely that of the teacher. This talk will go over a variety of successful and not-so-successful ways to include students in the tasks of classroom management and discussion tracking. I will give you at least one, concrete method that you could use in your class and a variety of things you could do to personalize the technique for your personality. Finally, I will explain how this works to create a more student-owned learning space where the emphasis is on mathematics and learning and not on grades.
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:
497
Year: 2018
Name: Kevin Bombardier
Institution: University of Iowa
Subject area(s): Commutative Ring Theory, Algebra
Title of Talk: An Exploration of Factorization: Mathematical Atoms
Abstract: The mathematical system of the integers has many useful properties. One of these is unique factorization. For example, we can write the number 14 in a unique way: 14 = 2 * 7. However, the numbers 2 and 7 cannot be factored into "smaller pieces" in a nontrivial way. So in this sense, they could be called atoms of this mathematical system. Other mathematical systems usually do not have all of the nice properties that the integers do. Some useful properties can still be salvaged in certain cases. An atomic domain is a special mathematical system where its members have a factorization into a product of atoms. However, despite the ability to still factor elements into atoms, some are not as well-behaved as the integers were. For example, there are atomic domains where elements have an infinite number of distinct factorizations! We will discuss some important cases of these atomic domains. Of particular interest will be an atomic domain that only has finitely many atoms.
Year: 2018
Name: Kevin Bombardier
Institution: University of Iowa
Subject area(s): Commutative Ring Theory, Algebra
Title of Talk: An Exploration of Factorization: Mathematical Atoms
Abstract: The mathematical system of the integers has many useful properties. One of these is unique factorization. For example, we can write the number 14 in a unique way: 14 = 2 * 7. However, the numbers 2 and 7 cannot be factored into "smaller pieces" in a nontrivial way. So in this sense, they could be called atoms of this mathematical system. Other mathematical systems usually do not have all of the nice properties that the integers do. Some useful properties can still be salvaged in certain cases. An atomic domain is a special mathematical system where its members have a factorization into a product of atoms. However, despite the ability to still factor elements into atoms, some are not as well-behaved as the integers were. For example, there are atomic domains where elements have an infinite number of distinct factorizations! We will discuss some important cases of these atomic domains. Of particular interest will be an atomic domain that only has finitely many atoms.
ID:
496
Year: 2017
Name: Al Hibbard
Institution: Central College
Subject area(s):
Title of Talk: Some applications of the Archimedean Property
Abstract: I will look at some applications of the Archimedean Property both within and about my teaching.
Year: 2017
Name: Al Hibbard
Institution: Central College
Subject area(s):
Title of Talk: Some applications of the Archimedean Property
Abstract: I will look at some applications of the Archimedean Property both within and about my teaching.
ID:
495
Year: 2017
Name: Alli Ewald
Institution: Loras College
Subject area(s):
Title of Talk: Matrix Rankings as Predictors of IIAC Basketball
Abstract: The largest sports betting event of the year in the United States is during the March Madness tournament. For my research project we are looking at different methods to predict the outcomes of the tournament. In this talk, I will discuss several matrix-based methods that we have considered and compare the accuracy of the predictions for each method at the end of the regular season to the outcome of the tournament for men’s Basketball in the IIAC.
Year: 2017
Name: Alli Ewald
Institution: Loras College
Subject area(s):
Title of Talk: Matrix Rankings as Predictors of IIAC Basketball
Abstract: The largest sports betting event of the year in the United States is during the March Madness tournament. For my research project we are looking at different methods to predict the outcomes of the tournament. In this talk, I will discuss several matrix-based methods that we have considered and compare the accuracy of the predictions for each method at the end of the regular season to the outcome of the tournament for men’s Basketball in the IIAC.
ID:
494
Year: 2017
Name: Matthew Graham
Institution: Northeastern Illinois University
Subject area(s):
Title of Talk: Promoting Out-of-Class Engagement Using Piazza
Abstract: This talk is aimed at sharing many lessons learned regarding how to promote quality out-of-class engagement. We discuss implementation of Piazza and online quizzes in a flipped "Introduction to Proofs" course taught over six terms across two Universities. We view this course as a communications course. Our students need to learn how to communicate Mathematics informally and formally both verbally and in written form. We have found the flipped structure allows for ample time for our students to learn how to communicate Mathematics informally as they discuss the various problems with classmates. We have also found that increasing the informal communication skills of our students usually doesn't correspond to an increase in their formal writing. We use Piazza as a way of providing massive amounts of formative assessment aimed at perfecting their formal writing skills and we use online quizzes both as reading quizzes and as flash cards to help students memorize and understand the definitions in the course.
Year: 2017
Name: Matthew Graham
Institution: Northeastern Illinois University
Subject area(s):
Title of Talk: Promoting Out-of-Class Engagement Using Piazza
Abstract: This talk is aimed at sharing many lessons learned regarding how to promote quality out-of-class engagement. We discuss implementation of Piazza and online quizzes in a flipped "Introduction to Proofs" course taught over six terms across two Universities. We view this course as a communications course. Our students need to learn how to communicate Mathematics informally and formally both verbally and in written form. We have found the flipped structure allows for ample time for our students to learn how to communicate Mathematics informally as they discuss the various problems with classmates. We have also found that increasing the informal communication skills of our students usually doesn't correspond to an increase in their formal writing. We use Piazza as a way of providing massive amounts of formative assessment aimed at perfecting their formal writing skills and we use online quizzes both as reading quizzes and as flash cards to help students memorize and understand the definitions in the course.
ID:
493
Year: 2017
Name: Sarah Schoel
Institution: Loras College
Subject area(s):
Title of Talk: Fractal Sequence Analysis and Creation of Art and Music
Abstract: For my seminar project, I have been analyzing fractal sequences and using them to create images and to modify musical compositions. A fractal sequence has a pattern that repeats at all scales. One well-known sequence is the Thue-Morse Sequence. This sequence is created by translating the positive integers into base(2) and then adding the digits for each number and taking mod(2) of the result. This forms a pattern of zeroes and ones that continues infinitely. If consecutive numbers are put into groups of two, a unique characteristic about this sequence is revealed. When the first number of every set is kept and the second removed, the remaining numbers create the original pattern. I have shown that translating the integers into base(n) and summing digits mod(n) elicits a similar pattern. I will show how these sequences can then be translated into art and music and analyze the results.
Year: 2017
Name: Sarah Schoel
Institution: Loras College
Subject area(s):
Title of Talk: Fractal Sequence Analysis and Creation of Art and Music
Abstract: For my seminar project, I have been analyzing fractal sequences and using them to create images and to modify musical compositions. A fractal sequence has a pattern that repeats at all scales. One well-known sequence is the Thue-Morse Sequence. This sequence is created by translating the positive integers into base(2) and then adding the digits for each number and taking mod(2) of the result. This forms a pattern of zeroes and ones that continues infinitely. If consecutive numbers are put into groups of two, a unique characteristic about this sequence is revealed. When the first number of every set is kept and the second removed, the remaining numbers create the original pattern. I have shown that translating the integers into base(n) and summing digits mod(n) elicits a similar pattern. I will show how these sequences can then be translated into art and music and analyze the results.
ID:
492
Year: 2017
Name: Alex Schulte
Institution: Iowa State University
Subject area(s):
Title of Talk: Anti-Van der Waerden number of 3-term arithmetic progression
Abstract: A set is rainbow if each element of the set is a di erent color. The anti-van der Waerden number of the integers from 1 to n, denoted by aw([n]; k), is the least positive integer r such that every exact r-coloring of [n] contains a rainbow k-term arithmetic progression. The exact value of the anti-van der Waerden number of the integers where k = 3 is given by aw([n]; 3) = dlog3 ne+2. The anti-van der Waerden number can also be de ned on graphs, where aw(G; k) is the least number of colors such that every coloring contains a rainbow k-term arithmetic progression. Bounds on the anti-van der Wareden number of graphs have been established and exact values are known for certain families of graphs. Keywords: Rainbow, r
Year: 2017
Name: Alex Schulte
Institution: Iowa State University
Subject area(s):
Title of Talk: Anti-Van der Waerden number of 3-term arithmetic progression
Abstract: A set is rainbow if each element of the set is a di erent color. The anti-van der Waerden number of the integers from 1 to n, denoted by aw([n]; k), is the least positive integer r such that every exact r-coloring of [n] contains a rainbow k-term arithmetic progression. The exact value of the anti-van der Waerden number of the integers where k = 3 is given by aw([n]; 3) = dlog3 ne+2. The anti-van der Waerden number can also be de ned on graphs, where aw(G; k) is the least number of colors such that every coloring contains a rainbow k-term arithmetic progression. Bounds on the anti-van der Wareden number of graphs have been established and exact values are known for certain families of graphs. Keywords: Rainbow, r
ID:
491
Year: 2017
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Five Types of Discrete Mathematics Problems that Should Be Part of Every College Student’s Quantitative Literacy Expectations
Abstract: Quantitative literacy requirements (aka general education math requirements) should include some discrete mathematics, in addition to the most commonly included areas–algebra, statistics, and probability. In particular, in this talk I propose that all college students should have some understanding of five discrete mathematics problem types – enumeration, sequential change, networks, fair decision making, and information processing. This proposal has implications for developmental math courses as well as quantitative literacy and math for liberal arts courses. I will present some elaboration and examples.
Year: 2017
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Five Types of Discrete Mathematics Problems that Should Be Part of Every College Student’s Quantitative Literacy Expectations
Abstract: Quantitative literacy requirements (aka general education math requirements) should include some discrete mathematics, in addition to the most commonly included areas–algebra, statistics, and probability. In particular, in this talk I propose that all college students should have some understanding of five discrete mathematics problem types – enumeration, sequential change, networks, fair decision making, and information processing. This proposal has implications for developmental math courses as well as quantitative literacy and math for liberal arts courses. I will present some elaboration and examples.