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 101-120 of 471 results.
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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:
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:
468
Year: 2017
Name: Maria Gommel
Institution: University of Iowa
Subject area(s):
Title of Talk: The Shape of Data: An Introduction to Topological Data Analysis
Abstract: What does it mean for data to have "shape"? Can this idea of "shape" help us better analyze data? In this talk, I will introduce some basic ideas of algebraic topology that allow us to describe the "shape" of a data set, and discuss how these ideas can help us analyze data. We'll also see an example of how these techniques have been applied to fMRI brain data. This talk is entirely self-contained and appropriate for undergraduates at any level.
Year: 2017
Name: Maria Gommel
Institution: University of Iowa
Subject area(s):
Title of Talk: The Shape of Data: An Introduction to Topological Data Analysis
Abstract: What does it mean for data to have "shape"? Can this idea of "shape" help us better analyze data? In this talk, I will introduce some basic ideas of algebraic topology that allow us to describe the "shape" of a data set, and discuss how these ideas can help us analyze data. We'll also see an example of how these techniques have been applied to fMRI brain data. This talk is entirely self-contained and appropriate for undergraduates at any level.
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:
466
Year: 2017
Name: Ranthony A.C. Edmonds
Institution: University of Iowa
Subject area(s): Blended learning; flipped instruction; trigonometry
Title of Talk: A Case for Blended Learning: A Partially Flipped Trigonometry Course
Abstract: Blended learning is an instructional approach that combines online digital media with traditional classroom methods. Blended courses are sometimes known as hybrid courses in that some of the introduction is occurring outside of the classroom, and it has gained recent attention as a method to address remediation and student motivation in introductory math courses in higher education. Flipped instruction is a type of blended learning that has gained a lot of attention as an alternative to lecture based instruction in its own right. However, common pitfalls of this technique include resistance from instructors due to the perceived amount of time to create instructional videos and materials, and from students due to the amount of independent learning required outside of class. Partially flipped instruction addresses these concerns by incorporating both independent and face-to-face instruction. It can also alleviate the amount of time spent on additional materials by instructors, while still holding students accountable for their own learning outside of class. This talk will give a brief introduction to blending learning, what is it, and what it is not. Next, we will focus on a particular type of blended learning, flipped instruction, and subsequently a partially flipped model used in the Spring of 2017 at the University of Iowa for a College Trigonometry course. The main features of this model included instructional videos, created with Doceri for iPad, which were viewed outside of class once a week by students, coupled with a short assessment based on that instruction. The following ‘flipped’ period involved individual and/or group activities expanding upon concepts introduced in the videos. Canvas by Instructure was used heavily throughout the course. Motivation and implementation of the design will be described, quantitative data with regards to course assessments will be given, and the results of a qualitative survey given to students about their experience in the course will be shared. Last, we will describe some specific efforts of certain math departments to incorporate blended learning in their curricula.
Year: 2017
Name: Ranthony A.C. Edmonds
Institution: University of Iowa
Subject area(s): Blended learning; flipped instruction; trigonometry
Title of Talk: A Case for Blended Learning: A Partially Flipped Trigonometry Course
Abstract: Blended learning is an instructional approach that combines online digital media with traditional classroom methods. Blended courses are sometimes known as hybrid courses in that some of the introduction is occurring outside of the classroom, and it has gained recent attention as a method to address remediation and student motivation in introductory math courses in higher education. Flipped instruction is a type of blended learning that has gained a lot of attention as an alternative to lecture based instruction in its own right. However, common pitfalls of this technique include resistance from instructors due to the perceived amount of time to create instructional videos and materials, and from students due to the amount of independent learning required outside of class. Partially flipped instruction addresses these concerns by incorporating both independent and face-to-face instruction. It can also alleviate the amount of time spent on additional materials by instructors, while still holding students accountable for their own learning outside of class. This talk will give a brief introduction to blending learning, what is it, and what it is not. Next, we will focus on a particular type of blended learning, flipped instruction, and subsequently a partially flipped model used in the Spring of 2017 at the University of Iowa for a College Trigonometry course. The main features of this model included instructional videos, created with Doceri for iPad, which were viewed outside of class once a week by students, coupled with a short assessment based on that instruction. The following ‘flipped’ period involved individual and/or group activities expanding upon concepts introduced in the videos. Canvas by Instructure was used heavily throughout the course. Motivation and implementation of the design will be described, quantitative data with regards to course assessments will be given, and the results of a qualitative survey given to students about their experience in the course will be shared. Last, we will describe some specific efforts of certain math departments to incorporate blended learning in their curricula.
ID:
465
Year: 2017
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: "Honest" Numbers in the Languages of the Native Americans of North America
Abstract: Like so many ideas in recreational mathematics, the concept of an “honest” number was created by Martin Gardner. A number is considered “honest” if the number of letters in the name is the value of the number. For example, “four” is the only “honest” number in English. In a later paper titled “The Lucky Languages,” Sidney Kravitz examined 17 other western languages, looking for more “honest” numbers. In this paper, the languages of Native Americans of North America are examined in a search for additional “honest” numbers. Some of those languages are extinct, others are endangered and for many, there is a concerted effort to preserve them.
Year: 2017
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: "Honest" Numbers in the Languages of the Native Americans of North America
Abstract: Like so many ideas in recreational mathematics, the concept of an “honest” number was created by Martin Gardner. A number is considered “honest” if the number of letters in the name is the value of the number. For example, “four” is the only “honest” number in English. In a later paper titled “The Lucky Languages,” Sidney Kravitz examined 17 other western languages, looking for more “honest” numbers. In this paper, the languages of Native Americans of North America are examined in a search for additional “honest” numbers. Some of those languages are extinct, others are endangered and for many, there is a concerted effort to preserve them.
ID:
464
Year: 2017
Name: Michael Heeren
Institution: Kaplan University
Subject area(s): Number Theory
Title of Talk: Sums and Differences of Two Prime Numbers
Abstract: Two unsolved number theory questions are "Is every even whole number greater than 2 the sum of two primes numbers?" and "For every whole even integer, does there exist two prime numbers with that difference?" This presentation will look at these two questions by using a single table created by the addition of integers. The cells that have the sums of odd prime numbers, the opposite of odd prime numbers, or the sum of an odd prime number and the opposite of an odd prime number will be shaded. There will then be two inductive proofs concerning the shaded cells whose results can be used to help answer those two questions.
Year: 2017
Name: Michael Heeren
Institution: Kaplan University
Subject area(s): Number Theory
Title of Talk: Sums and Differences of Two Prime Numbers
Abstract: Two unsolved number theory questions are "Is every even whole number greater than 2 the sum of two primes numbers?" and "For every whole even integer, does there exist two prime numbers with that difference?" This presentation will look at these two questions by using a single table created by the addition of integers. The cells that have the sums of odd prime numbers, the opposite of odd prime numbers, or the sum of an odd prime number and the opposite of an odd prime number will be shaded. There will then be two inductive proofs concerning the shaded cells whose results can be used to help answer those two questions.
ID:
462
Year: 2016
Name: ypmvqq ypmvqq
Institution: raCweZrhMNjKxbics
Subject area(s): UvVwwTilpXhZkD
Title of Talk: VgMIpGhcdwlkdWXBUw
Abstract: LqvU33 ewqgylyyvvtc, [url=http://foqciatqtnfi.com/]foqciatqtnfi[/url], [link=http://uitmnsyixbuy.com/]uitmnsyixbuy[/link], http://evplpanuzgzt.com/
Year: 2016
Name: ypmvqq ypmvqq
Institution: raCweZrhMNjKxbics
Subject area(s): UvVwwTilpXhZkD
Title of Talk: VgMIpGhcdwlkdWXBUw
Abstract: LqvU33 ewqgylyyvvtc, [url=http://foqciatqtnfi.com/]foqciatqtnfi[/url], [link=http://uitmnsyixbuy.com/]uitmnsyixbuy[/link], http://evplpanuzgzt.com/
ID:
461
Year: 2016
Name: Matt Rissler
Institution: Loras College
Subject area(s):
Title of Talk: Sports Analytics in Lower Level Courses
Abstract: I'll provide examples from baseball and basketball of sports analytics problems I have done in lower level classes, from College Algebra to Calculus II.
Year: 2016
Name: Matt Rissler
Institution: Loras College
Subject area(s):
Title of Talk: Sports Analytics in Lower Level Courses
Abstract: I'll provide examples from baseball and basketball of sports analytics problems I have done in lower level classes, from College Algebra to Calculus II.
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:
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:
458
Year: 2016
Name: Steve Butler
Institution: Iowa State University
Subject area(s):
Title of Talk: An Introduction to the Mathematics of Juggling
Abstract: Juggling and mathematics have been done for thousands of years, but the mathematics of juggling is a relatively new field that dates back a few decades and looks at using the tools of mathematics to analyze, connect, and count various juggling patterns. We will introduce some of the very basic results related to the mathematics of juggling with a particular emphasis at looking at the various methods used to describe juggling patterns.
Year: 2016
Name: Steve Butler
Institution: Iowa State University
Subject area(s):
Title of Talk: An Introduction to the Mathematics of Juggling
Abstract: Juggling and mathematics have been done for thousands of years, but the mathematics of juggling is a relatively new field that dates back a few decades and looks at using the tools of mathematics to analyze, connect, and count various juggling patterns. We will introduce some of the very basic results related to the mathematics of juggling with a particular emphasis at looking at the various methods used to describe juggling patterns.
ID:
457
Year: 2016
Name: Jason Smith
Institution: Graceland University
Subject area(s):
Title of Talk: Magical Grants
Abstract: A discussion of writing and receiving an in-house grant to visit local middle schools and do mathematical tricks with them. Some tricks may also be revealed.
Year: 2016
Name: Jason Smith
Institution: Graceland University
Subject area(s):
Title of Talk: Magical Grants
Abstract: A discussion of writing and receiving an in-house grant to visit local middle schools and do mathematical tricks with them. Some tricks may also be revealed.
ID:
456
Year: 2016
Name: Stephen Kennedy
Institution: Carleton College
Subject area(s):
Title of Talk: Halving Your Cake
Abstract: It is a problem as old as humanity: given a resource to be shared (water, land, cake) how can it be shared fairly between several people? The answer, in the case of two claimants, is simple and ancient and known to every five-year-old with a sibling: I cut,You choose. Things get much more interesting, and challenging, if one has more than one sibling. We are forced to ask ourselves exactly what “fairly” means in the question; “fair” from whose point of view and by what criteria?
Year: 2016
Name: Stephen Kennedy
Institution: Carleton College
Subject area(s):
Title of Talk: Halving Your Cake
Abstract: It is a problem as old as humanity: given a resource to be shared (water, land, cake) how can it be shared fairly between several people? The answer, in the case of two claimants, is simple and ancient and known to every five-year-old with a sibling: I cut,You choose. Things get much more interesting, and challenging, if one has more than one sibling. We are forced to ask ourselves exactly what “fairly” means in the question; “fair” from whose point of view and by what criteria?
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:
454
Year: 2016
Name: John Hsieh
Institution: Iowa State University
Subject area(s): IBL
Title of Talk: IBL for an Undergraduate Bioinformatics Survey Course
Abstract: The Moore Method was originally developed by R.L. Moore to teach advanced mathematics in the college setting. There have been many adaptations of the Moore Method, under the broad term Modified Moore Method (M3), which are now classified as a variant of inquiry based learning (IBL). Despite the growing popularity of M3, it is rarely applied beyond mathematics. At Iowa State University, we designed and taught an “Introduction to Bioinformatics” survey course using M3 for the first time during Fall semester 2015. The class size was small (n=12), and students all had a background in the natural sciences, most in the biological sciences. Students had little to no formal training in computational sciences. During the 16-week course, students learned to: 1) work on a remote Linux server, 2) read and write Python code, 3) tackle classic bioinformatics problems, and 4) solve current bioinformatics problems with available tools. As with all M3 courses, learning objectives were met through carefully designed questions given to students prior to each class session. Class sessions were completely led by students (i.e., reversed classroom) presenting solution to the assigned questions. The application of M3 to our course has led to several desirable student outcomes: 1) engagement and ownership of the course material, 2) development of a strong sense of community, and 3) uniform learning outcomes. One of the difficulties we experienced with applying M3 was the creation of the course material. It was tough to create questions that were challenging enough without overwhelming the students.
Year: 2016
Name: John Hsieh
Institution: Iowa State University
Subject area(s): IBL
Title of Talk: IBL for an Undergraduate Bioinformatics Survey Course
Abstract: The Moore Method was originally developed by R.L. Moore to teach advanced mathematics in the college setting. There have been many adaptations of the Moore Method, under the broad term Modified Moore Method (M3), which are now classified as a variant of inquiry based learning (IBL). Despite the growing popularity of M3, it is rarely applied beyond mathematics. At Iowa State University, we designed and taught an “Introduction to Bioinformatics” survey course using M3 for the first time during Fall semester 2015. The class size was small (n=12), and students all had a background in the natural sciences, most in the biological sciences. Students had little to no formal training in computational sciences. During the 16-week course, students learned to: 1) work on a remote Linux server, 2) read and write Python code, 3) tackle classic bioinformatics problems, and 4) solve current bioinformatics problems with available tools. As with all M3 courses, learning objectives were met through carefully designed questions given to students prior to each class session. Class sessions were completely led by students (i.e., reversed classroom) presenting solution to the assigned questions. The application of M3 to our course has led to several desirable student outcomes: 1) engagement and ownership of the course material, 2) development of a strong sense of community, and 3) uniform learning outcomes. One of the difficulties we experienced with applying M3 was the creation of the course material. It was tough to create questions that were challenging enough without overwhelming the students.
ID:
453
Year: 2016
Name: Amanda Matson
Institution: Clarke University
Subject area(s):
Title of Talk: Let's Do Some Math
Abstract: I will bring some fun math problems that we can dig into for no better reason than to do some math.
Year: 2016
Name: Amanda Matson
Institution: Clarke University
Subject area(s):
Title of Talk: Let's Do Some Math
Abstract: I will bring some fun math problems that we can dig into for no better reason than to do some math.
ID:
452
Year: 2016
Name: Susan Crook
Institution: Loras College
Subject area(s): Mathematics Education, IBL
Title of Talk: IBL Calculus I Assignments
Abstract: This talk will detail assignments and activities given in two sections of Calculus I in Fall 2016, totaling more than 50 students. Some activities have been used previously, but tweaked due to feedback and others were newly developed for this semester. The presentation will provide the prompts, worksheets, or assignments and samples of student responses. Anecdotal evidence of success or failure will be given when possible, along with discussion of how the materials will be changed in the future.
Year: 2016
Name: Susan Crook
Institution: Loras College
Subject area(s): Mathematics Education, IBL
Title of Talk: IBL Calculus I Assignments
Abstract: This talk will detail assignments and activities given in two sections of Calculus I in Fall 2016, totaling more than 50 students. Some activities have been used previously, but tweaked due to feedback and others were newly developed for this semester. The presentation will provide the prompts, worksheets, or assignments and samples of student responses. Anecdotal evidence of success or failure will be given when possible, along with discussion of how the materials will be changed in the future.
ID:
451
Year: 2016
Name: Samuel Van Fleet
Institution: Wartburg College
Subject area(s): Linear Algebra, Wavelets
Title of Talk: In-Place Computation of the Discrete Haar Wavelet Transformation.
Abstract: This method uses Huffman coding assisted by a wavelet filter to compress image files to a smaller size. The background math is linear algebra and there is some computer programming involved. JPEG uses a form of this math with their image files as well as the FBI for images of their fingerprints.
Year: 2016
Name: Samuel Van Fleet
Institution: Wartburg College
Subject area(s): Linear Algebra, Wavelets
Title of Talk: In-Place Computation of the Discrete Haar Wavelet Transformation.
Abstract: This method uses Huffman coding assisted by a wavelet filter to compress image files to a smaller size. The background math is linear algebra and there is some computer programming involved. JPEG uses a form of this math with their image files as well as the FBI for images of their fingerprints.
ID:
450
Year: 2016
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s):
Title of Talk: When Choice is an Illusion
Abstract: While choice is usually a valued commodity, it sometimes does not make a difference. In this talk, I look at various mathematical phenomena where, regardless of your choice, the final outcome is surprisingly unchanged.
Year: 2016
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s):
Title of Talk: When Choice is an Illusion
Abstract: While choice is usually a valued commodity, it sometimes does not make a difference. In this talk, I look at various mathematical phenomena where, regardless of your choice, the final outcome is surprisingly unchanged.