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 161-180 of 471 results.
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ID:
569
Year: 2021
Name: fpkonknrz uuEDLRaXwRxj
Institution: PiZiaywrPvCbUWk
Subject area(s): dyhNGEhkRvX
Title of Talk: PrnGztILsXtiHZgrG
Abstract: uQyxdz tcasmqfoyqzl, [url=http://yiemusmfoehv.com/]yiemusmfoehv[/url], [link=http://ribieozvmfqs.com/]ribieozvmfqs[/link], http://dojdkzctkcts.com/
Year: 2021
Name: fpkonknrz uuEDLRaXwRxj
Institution: PiZiaywrPvCbUWk
Subject area(s): dyhNGEhkRvX
Title of Talk: PrnGztILsXtiHZgrG
Abstract: uQyxdz tcasmqfoyqzl, [url=http://yiemusmfoehv.com/]yiemusmfoehv[/url], [link=http://ribieozvmfqs.com/]ribieozvmfqs[/link], http://dojdkzctkcts.com/
ID:
520
Year: 2018
Name: Laura McCauley
Institution: Peru State College
Subject area(s): Graph Theory
Title of Talk: Spot It! with Combinatorics
Abstract: The game of Spot It! consists of 55 game cards, each card has 8 symbols, and each pair of cards has exactly one symbol in common. The idea is to 'spot' the match on your card before the other players 'spot' their match. There are many ways to approach the mathematics behind designing a game of Spot It!. Different fields of mathematics are considered and applied to the problem, ultimately resulting in a beautiful interconnectedness within concepts of Combinatorics.
Year: 2018
Name: Laura McCauley
Institution: Peru State College
Subject area(s): Graph Theory
Title of Talk: Spot It! with Combinatorics
Abstract: The game of Spot It! consists of 55 game cards, each card has 8 symbols, and each pair of cards has exactly one symbol in common. The idea is to 'spot' the match on your card before the other players 'spot' their match. There are many ways to approach the mathematics behind designing a game of Spot It!. Different fields of mathematics are considered and applied to the problem, ultimately resulting in a beautiful interconnectedness within concepts of Combinatorics.
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:
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:
382
Year: 2014
Name: a m fink
Institution: none
Subject area(s):
Title of Talk: complex roots of polynomials and why it pays to talk mathematics
Abstract: For quadratic polynomials, a negative discriminant is a criteria for non real roots. Is there one for nth degree polynomials? Sure,and I found it because I talked to someone who pointed the way.
Year: 2014
Name: a m fink
Institution: none
Subject area(s):
Title of Talk: complex roots of polynomials and why it pays to talk mathematics
Abstract: For quadratic polynomials, a negative discriminant is a criteria for non real roots. Is there one for nth degree polynomials? Sure,and I found it because I talked to someone who pointed the way.
ID:
325
Year: 2012
Name: Jitka Stehnova
Institution: Mt. Mercy University
Subject area(s): Grants for Math
Title of Talk: Pi Day, STEM MNOS and ExploreU@MMU
Abstract: Last year, our department was able to secure funding for several different events and programs supporting mathematics on various levels. In this talk, I will talk about these programs, funding opportunities and grant writing.
Year: 2012
Name: Jitka Stehnova
Institution: Mt. Mercy University
Subject area(s): Grants for Math
Title of Talk: Pi Day, STEM MNOS and ExploreU@MMU
Abstract: Last year, our department was able to secure funding for several different events and programs supporting mathematics on various levels. In this talk, I will talk about these programs, funding opportunities and grant writing.
ID:
286
Year: 2010
Name: Jitka Stehnova
Institution: Mt. Mercy College
Subject area(s): Number Theory, Representation Theory
Title of Talk: Representation Theory
Abstract: In this talk, we first give an introduction to the representation theory of p-adic groups. We will then focus on the subset of unitary groups, specifically U(1,1) and U(2) and show a process of parametrization of irreducible admissible supercuspidal representations.
Year: 2010
Name: Jitka Stehnova
Institution: Mt. Mercy College
Subject area(s): Number Theory, Representation Theory
Title of Talk: Representation Theory
Abstract: In this talk, we first give an introduction to the representation theory of p-adic groups. We will then focus on the subset of unitary groups, specifically U(1,1) and U(2) and show a process of parametrization of irreducible admissible supercuspidal representations.
ID:
46
Year: 2004
Name: Charles Ashbacher
Institution: Mt. Mercy College
Subject area(s): Number theory
Title of Talk: Not All Numbers Are Beautiful
Abstract: In his forthcoming book,
Year: 2004
Name: Charles Ashbacher
Institution: Mt. Mercy College
Subject area(s): Number theory
Title of Talk: Not All Numbers Are Beautiful
Abstract: In his forthcoming book,
ID:
153
Year: 2006
Name: Charles Ashbacher
Institution: Mt. Mercy College
Subject area(s): Number theory
Title of Talk: Some Properties of the Smarandache Fitorial and Supplementary Fitorial Functions
Abstract: The Smarandache Fitorial function FI(N) is defined as the product of all the positive integers less than N that are relatively prime to N and the Smarandache Supplementary Fitorial function SFI(N) as the product of all the positive integers less than or equal to N that are not relatively prime to N. It is clear that FI(N) * SFI(N) = N!. These functions are defined in the book
Year: 2006
Name: Charles Ashbacher
Institution: Mt. Mercy College
Subject area(s): Number theory
Title of Talk: Some Properties of the Smarandache Fitorial and Supplementary Fitorial Functions
Abstract: The Smarandache Fitorial function FI(N) is defined as the product of all the positive integers less than N that are relatively prime to N and the Smarandache Supplementary Fitorial function SFI(N) as the product of all the positive integers less than or equal to N that are not relatively prime to N. It is clear that FI(N) * SFI(N) = N!. These functions are defined in the book
ID:
564
Year: 2021
Name: Mitchel Keller
Institution: Morningside University
Subject area(s): Undergraduate mathematics teaching, inquiry-based learning
Title of Talk: Implementing a Class Journal in a Small Upper-Division IBL Course
Abstract: In Fall 2020, I made a change to my upper-division IBL modern geometries course by making publishing in and refereeing for a class journal a significant part of the students' class grade. In this model, a student (or small group of students) who present a proof of a result in class submit a typed proof of the result to a class journal. The paper is then refereed and ultimately published. My first two iterations of this (including real analysis in Spring 2021) proved less successful than I had hoped, and I felt like part of the reason was having fewer than 10 students in my classes was partially at fault. I was not deterred. This fall, I am teaching Modern Algebra I using a class journal, and adjustments made appear to be paying off. In this talk, I will discuss the models that I have used, the struggles I encountered during the 2020–2021 academic year, and the changes made for Fall 2021 that have made a positive impact.
Year: 2021
Name: Mitchel Keller
Institution: Morningside University
Subject area(s): Undergraduate mathematics teaching, inquiry-based learning
Title of Talk: Implementing a Class Journal in a Small Upper-Division IBL Course
Abstract: In Fall 2020, I made a change to my upper-division IBL modern geometries course by making publishing in and refereeing for a class journal a significant part of the students' class grade. In this model, a student (or small group of students) who present a proof of a result in class submit a typed proof of the result to a class journal. The paper is then refereed and ultimately published. My first two iterations of this (including real analysis in Spring 2021) proved less successful than I had hoped, and I felt like part of the reason was having fewer than 10 students in my classes was partially at fault. I was not deterred. This fall, I am teaching Modern Algebra I using a class journal, and adjustments made appear to be paying off. In this talk, I will discuss the models that I have used, the struggles I encountered during the 2020–2021 academic year, and the changes made for Fall 2021 that have made a positive impact.
ID:
517
Year: 2018
Name: Chris Spicer
Institution: Morningside College
Subject area(s):
Title of Talk: On Sheldon Primes
Abstract: In a 2015 MAA Math Horizons article, the authors introduced the concept of a Sheldon prime, based on a conversation between several characters in the CBS sitcom The Big Bang Theory. The authors left open whether or not any number other than 73 satisfied the specific properties. Recent work has proven that it is in fact unique. We will introduce Sheldon primes and the number theory behind them, and demonstrate its uniqueness.
Year: 2018
Name: Chris Spicer
Institution: Morningside College
Subject area(s):
Title of Talk: On Sheldon Primes
Abstract: In a 2015 MAA Math Horizons article, the authors introduced the concept of a Sheldon prime, based on a conversation between several characters in the CBS sitcom The Big Bang Theory. The authors left open whether or not any number other than 73 satisfied the specific properties. Recent work has proven that it is in fact unique. We will introduce Sheldon primes and the number theory behind them, and demonstrate its uniqueness.
ID:
519
Year: 2018
Name: Eric Canning
Institution: Morningside College
Subject area(s): Mathematics Pedagogy
Title of Talk: The Use of Projects in Calculus II and Linear Algebra
Abstract: I will share my experiences having students, in small groups, create posters and make presentations in Calculus II and Linear Algebra courses. Several students gave poster presentations of their projects at an undergraduate research symposium.
Year: 2018
Name: Eric Canning
Institution: Morningside College
Subject area(s): Mathematics Pedagogy
Title of Talk: The Use of Projects in Calculus II and Linear Algebra
Abstract: I will share my experiences having students, in small groups, create posters and make presentations in Calculus II and Linear Algebra courses. Several students gave poster presentations of their projects at an undergraduate research symposium.
ID:
529
Year: 2019
Name: Mitchel Keller
Institution: Morningside College
Subject area(s): calculus, grading, assessment, feedback
Title of Talk: Standards-based Specifications Grading in First-Year Calculus
Abstract: After growing frustrated with the challenges of traditional, points-based grading in my calculus courses, I implemented a model I describe as standards-based specifications grading in my Calculus II class in Spring 2019 and my Calculus I class in Fall 2019. This model allows students repeated opportunities to demonstrate proficiency on critical aspects of the course and expects completely correct student work. Students are also given a choice of other assignments to do beyond test-type questions in order to earn their desired course grade. In this talk, I will give a brief overview of my experience and share some student feedback on this successful project.
Year: 2019
Name: Mitchel Keller
Institution: Morningside College
Subject area(s): calculus, grading, assessment, feedback
Title of Talk: Standards-based Specifications Grading in First-Year Calculus
Abstract: After growing frustrated with the challenges of traditional, points-based grading in my calculus courses, I implemented a model I describe as standards-based specifications grading in my Calculus II class in Spring 2019 and my Calculus I class in Fall 2019. This model allows students repeated opportunities to demonstrate proficiency on critical aspects of the course and expects completely correct student work. Students are also given a choice of other assignments to do beyond test-type questions in order to earn their desired course grade. In this talk, I will give a brief overview of my experience and share some student feedback on this successful project.
ID:
327
Year: 2012
Name: Eric Canning
Institution: Morningside College
Subject area(s): Experiences with grants
Title of Talk: Who is Grant S. Stem?
Abstract: The Mathematical Sciences department at Morningside College was awarded an S-STEM (NSF Scholarships in Science, Technology, Engineering, and Mathematics) grant for the 2009-10 through 2012-13 academic years. I will share our experiences, and maybe some advice, with writing the proposal and maintaining this grant.
Year: 2012
Name: Eric Canning
Institution: Morningside College
Subject area(s): Experiences with grants
Title of Talk: Who is Grant S. Stem?
Abstract: The Mathematical Sciences department at Morningside College was awarded an S-STEM (NSF Scholarships in Science, Technology, Engineering, and Mathematics) grant for the 2009-10 through 2012-13 academic years. I will share our experiences, and maybe some advice, with writing the proposal and maintaining this grant.
ID:
329
Year: 2012
Name: Chris Spicer
Institution: Morningside College
Subject area(s): Combinatorics
Title of Talk: 2-Color Rado Numbers
Abstract: Rado numbers are a branch of Combinatorics and are closely related to Ramsey numbers. In this talk, after discussing some of the historical work done on this topic, we will completely determine the 2-color Rado numbers for equations of a certain form.
Year: 2012
Name: Chris Spicer
Institution: Morningside College
Subject area(s): Combinatorics
Title of Talk: 2-Color Rado Numbers
Abstract: Rado numbers are a branch of Combinatorics and are closely related to Ramsey numbers. In this talk, after discussing some of the historical work done on this topic, we will completely determine the 2-color Rado numbers for equations of a certain form.
ID:
394
Year: 2014
Name: Chris Spicer
Institution: Morningside College
Subject area(s): graph theory
Title of Talk: Cops and Robbers on Oriented Graphs
Abstract: Cops and Robbers is a turn-based game traditionally played on graphs. In this talk, we extend this game to oriented graphs. Although a complete characterization of 1-cop-win graphs is known, there is not yet a corresponding characterization for oriented graphs. Necessary conditions are described for an oriented graph to be 1-cop-win, and several results are provided toward finding sufficient conditions.
Year: 2014
Name: Chris Spicer
Institution: Morningside College
Subject area(s): graph theory
Title of Talk: Cops and Robbers on Oriented Graphs
Abstract: Cops and Robbers is a turn-based game traditionally played on graphs. In this talk, we extend this game to oriented graphs. Although a complete characterization of 1-cop-win graphs is known, there is not yet a corresponding characterization for oriented graphs. Necessary conditions are described for an oriented graph to be 1-cop-win, and several results are provided toward finding sufficient conditions.
ID:
448
Year: 2016
Name: Chris Spicer
Institution: Morningside College
Subject area(s): combinatorics, math education
Title of Talk: Extreme Wild Card Poker, or, Engaging Women in Undergraduate Research
Abstract: The first half of this talk will describe a research project completed with 3 undergraduate students last year involving poker played with wild cards. We find the minimum number of wild cards needed to ensure five-of-a-kind is the most common hand. The second half will discuss preliminary results regarding engaging more women in undergraduate mathematics research.
Year: 2016
Name: Chris Spicer
Institution: Morningside College
Subject area(s): combinatorics, math education
Title of Talk: Extreme Wild Card Poker, or, Engaging Women in Undergraduate Research
Abstract: The first half of this talk will describe a research project completed with 3 undergraduate students last year involving poker played with wild cards. We find the minimum number of wild cards needed to ensure five-of-a-kind is the most common hand. The second half will discuss preliminary results regarding engaging more women in undergraduate mathematics research.
ID:
221
Year: 2008
Name: Michael Smith
Institution: Morningside College
Subject area(s): Statistics, Education
Title of Talk: Class Research Projects in Elementary Statistics
Abstract: This talk presents the results of a class data collection project completed in an elementary statistics class, as well as a philosophical discussion of what students can gain from collecting data in a statistics class.
Year: 2008
Name: Michael Smith
Institution: Morningside College
Subject area(s): Statistics, Education
Title of Talk: Class Research Projects in Elementary Statistics
Abstract: This talk presents the results of a class data collection project completed in an elementary statistics class, as well as a philosophical discussion of what students can gain from collecting data in a statistics class.
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:
203
Year: 2007
Name: In-Jae Kim
Institution: Minnesota State University, Mankato
Subject area(s):
Title of Talk: Sign patterns that allow a positive or nonnegative left inverse
Abstract: An m x n sign pattern S is an m x n matrix with entries in {+,-,0}. An m x n sign pattern S allows a positive (resp., nonnegative) left inverse provided that there exist an m x n matrix A with sign pattern S and an m x n matrix with only positive (resp., nonnegative) entries satisfying BA=I_{n}, where I_{n} is the n x n identity matrix. Using associated bipartite digraphs, we characterize m x n (m >= n >= 2) sign patterns that allow a positive left inverse. This generalizes the known result for the square case. Some results on sign patterns allowing a nonnegative left inverse are also presented. (This is joint work with D.D. Olesky, B.L. Shader and P. van den Driessche.)
Year: 2007
Name: In-Jae Kim
Institution: Minnesota State University, Mankato
Subject area(s):
Title of Talk: Sign patterns that allow a positive or nonnegative left inverse
Abstract: An m x n sign pattern S is an m x n matrix with entries in {+,-,0}. An m x n sign pattern S allows a positive (resp., nonnegative) left inverse provided that there exist an m x n matrix A with sign pattern S and an m x n matrix with only positive (resp., nonnegative) entries satisfying BA=I_{n}, where I_{n} is the n x n identity matrix. Using associated bipartite digraphs, we characterize m x n (m >= n >= 2) sign patterns that allow a positive left inverse. This generalizes the known result for the square case. Some results on sign patterns allowing a nonnegative left inverse are also presented. (This is joint work with D.D. Olesky, B.L. Shader and P. van den Driessche.)