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 181-200 of 471 results.
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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:
292
Year: 2010
Name: Jason Grout
Institution: Drake University
Subject area(s):
Title of Talk: SageTeX: Computing inside LaTeX documents
Abstract: I will talk about SageTeX, a system for embedding computer mathematical calculations or graphs inside TeX documents. The user simply puts a few simple commands in the TeX document and a computation is performed automatically and the output or graph appears in the PDF file. The system uses the powerful free open-source Sage computer algebra system (http://www.sagemath.org), but can also embed results and graphs from Mathematica, Maple, and a variety of other software. The author has used this in writing quizzes, tests, solution guides, papers, etc. Others have used SageTeX to generate interactive books and online worksheets.
Year: 2010
Name: Jason Grout
Institution: Drake University
Subject area(s):
Title of Talk: SageTeX: Computing inside LaTeX documents
Abstract: I will talk about SageTeX, a system for embedding computer mathematical calculations or graphs inside TeX documents. The user simply puts a few simple commands in the TeX document and a computation is performed automatically and the output or graph appears in the PDF file. The system uses the powerful free open-source Sage computer algebra system (http://www.sagemath.org), but can also embed results and graphs from Mathematica, Maple, and a variety of other software. The author has used this in writing quizzes, tests, solution guides, papers, etc. Others have used SageTeX to generate interactive books and online worksheets.
ID:
320
Year: 2011
Name: Jason Grout
Institution: Drake University
Subject area(s): calculus, software
Title of Talk: Free Online Homework with Webwork
Abstract: Webwork (http://webwork.maa.org) is a mature popular open-source system for online homework. Sponsored by the NSF and MAA, the system includes tens of thousands of class-tested problems for a large number of undergraduate math courses. Webwork has not only enhanced the quantity and quality of interaction around homework in my class, but it has also dramatically cut costs for students by enabling them to use inexpensive editions of textbooks. I will discuss how Webwork fits into the larger landscape of free open-source educational tools, how I use it in my class, and how you can set it up for your courses.
Year: 2011
Name: Jason Grout
Institution: Drake University
Subject area(s): calculus, software
Title of Talk: Free Online Homework with Webwork
Abstract: Webwork (http://webwork.maa.org) is a mature popular open-source system for online homework. Sponsored by the NSF and MAA, the system includes tens of thousands of class-tested problems for a large number of undergraduate math courses. Webwork has not only enhanced the quantity and quality of interaction around homework in my class, but it has also dramatically cut costs for students by enabling them to use inexpensive editions of textbooks. I will discuss how Webwork fits into the larger landscape of free open-source educational tools, how I use it in my class, and how you can set it up for your courses.
ID:
338
Year: 2012
Name: Jason Grout
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: An Introduction to Sage
Abstract: Sage is a free, open-source mathematical software system. In this workshop we will give a short introduction to the capabilities and features of Sage and give everyone a chance to try it out.
Year: 2012
Name: Jason Grout
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: An Introduction to Sage
Abstract: Sage is a free, open-source mathematical software system. In this workshop we will give a short introduction to the capabilities and features of Sage and give everyone a chance to try it out.
ID:
238
Year: 2008
Name: Le Gui
Institution: University of Iowa
Subject area(s): 94A12
Title of Talk: Digitalization in the signal processing
Abstract: In real life when we store and transmit analog audio or video signals, we first obtain a digital representation of the signal. This process is called Digitalization or Analog-to-Digital (A/D) conversion and consists of two steps: sampling and quantization. In the "sampling" step we restrict time to a discrete sample of the continuous times. In the "quantization" step we discretize the real values of the time-discrete sample of the first step. We will discuss different quantization methods based on binary expansion or Beta-expansion and compare their "accuracy." "Accuracy" means that we can re-construct a good approximation of the original signal from its digitalization. Or "can you hear me now?"
Year: 2008
Name: Le Gui
Institution: University of Iowa
Subject area(s): 94A12
Title of Talk: Digitalization in the signal processing
Abstract: In real life when we store and transmit analog audio or video signals, we first obtain a digital representation of the signal. This process is called Digitalization or Analog-to-Digital (A/D) conversion and consists of two steps: sampling and quantization. In the "sampling" step we restrict time to a discrete sample of the continuous times. In the "quantization" step we discretize the real values of the time-discrete sample of the first step. We will discuss different quantization methods based on binary expansion or Beta-expansion and compare their "accuracy." "Accuracy" means that we can re-construct a good approximation of the original signal from its digitalization. Or "can you hear me now?"
ID:
304
Year: 2011
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): History of Mathematics
Title of Talk: Beginning a history of the Iowa Section of the MAA
Abstract: An interactive session focused on sources for the history of the Iowa Section of the MAA as part of its Centennial celebration in 2015.
Year: 2011
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): History of Mathematics
Title of Talk: Beginning a history of the Iowa Section of the MAA
Abstract: An interactive session focused on sources for the history of the Iowa Section of the MAA as part of its Centennial celebration in 2015.
ID:
49
Year: 2004
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): History of Mathematics, number theory
Title of Talk: How did Leonardo Pisano find three rational squares that differ by 5?
Abstract: This problem, which has often seemed intractable to students in a history of mathematics class, can in fact be approached in an understandable fashion, following Leonardo's own development in the Liber Quadratorum.
Year: 2004
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): History of Mathematics, number theory
Title of Talk: How did Leonardo Pisano find three rational squares that differ by 5?
Abstract: This problem, which has often seemed intractable to students in a history of mathematics class, can in fact be approached in an understandable fashion, following Leonardo's own development in the Liber Quadratorum.
ID:
73
Year: 2004
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history
Title of Talk: Mechanically finding Fourier coefficients
Abstract: In the era before oscilloscopes and computers, how did acousticians analyze sound waves? One way was to use the Henrici Harmonic Analyzer. The presentation will discuss how and why it works, including video and still shots of using it recently at the University of Iowa.
Year: 2004
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history
Title of Talk: Mechanically finding Fourier coefficients
Abstract: In the era before oscilloscopes and computers, how did acousticians analyze sound waves? One way was to use the Henrici Harmonic Analyzer. The presentation will discuss how and why it works, including video and still shots of using it recently at the University of Iowa.
ID:
102
Year: 2005
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): History of math, fourier series
Title of Talk: The Henrici Harmonic Analyser
Abstract: The mathematical basis for analysis of a periodic function was provided by J. B. J. Fourier in Paris in 1822 in the form of a series expansion. Calculations, however, were very tedious. Several ingenious mechanical devices to perform the analysis were devised in the late 19th Century and perfected in the early 20th Century. An important example is the Henrici analyzer, a working version of which is housed in the Department of Speech and Audiology at The University of Iowa. The mathematical background of the device will be described, and videos will be shown of the authors using the Iowa Henrici to analyze a waveform. Pictures and descriptions of another device at the Science Museum in South Kensington, London will also be presented.
Year: 2005
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): History of math, fourier series
Title of Talk: The Henrici Harmonic Analyser
Abstract: The mathematical basis for analysis of a periodic function was provided by J. B. J. Fourier in Paris in 1822 in the form of a series expansion. Calculations, however, were very tedious. Several ingenious mechanical devices to perform the analysis were devised in the late 19th Century and perfected in the early 20th Century. An important example is the Henrici analyzer, a working version of which is housed in the Department of Speech and Audiology at The University of Iowa. The mathematical background of the device will be described, and videos will be shown of the authors using the Iowa Henrici to analyze a waveform. Pictures and descriptions of another device at the Science Museum in South Kensington, London will also be presented.
ID:
443
Year: 2016
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics and the centenary of the Iowa section
Title of Talk: The Smithsonian Exhibit for the MAA Centenary: The Iowa Connection
Abstract: Artifacts from Richard P. Baker, a founding member of the MAA from the Iowa section, were on display at the American History Museum for the MAA centenary. This talk will feature details of his life and work at the University of Iowa, with a focus on the mathematical models he created.
Year: 2016
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics and the centenary of the Iowa section
Title of Talk: The Smithsonian Exhibit for the MAA Centenary: The Iowa Connection
Abstract: Artifacts from Richard P. Baker, a founding member of the MAA from the Iowa section, were on display at the American History Museum for the MAA centenary. This talk will feature details of his life and work at the University of Iowa, with a focus on the mathematical models he created.
ID:
228
Year: 2008
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics
Title of Talk: Euler and Music: a look at the Tentamen of 1739
Abstract: Musicians regard Euler as the leading contributor to theoretical acoustics. Why? This presentation will explore Euler's long interest in music theory.
Year: 2008
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics
Title of Talk: Euler and Music: a look at the Tentamen of 1739
Abstract: Musicians regard Euler as the leading contributor to theoretical acoustics. Why? This presentation will explore Euler's long interest in music theory.
ID:
255
Year: 2009
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics, mathematics education
Title of Talk: A Survey of MAA Study Tours and the Iowa Section
Abstract: Highlights of the MAA Study Tours, with special attention to the participation of members of the Iowa Section.
Year: 2009
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics, mathematics education
Title of Talk: A Survey of MAA Study Tours and the Iowa Section
Abstract: Highlights of the MAA Study Tours, with special attention to the participation of members of the Iowa Section.
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:
545
Year: 2019
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Developmental Mathematics and the Transitions from High School to College to Career
Abstract: So-called developmental mathematics courses have become a significant barrier to students' timely and successful completion of college. Too many students are placed into these courses, the failure rate is high, and there is too much overlap with secondary school courses. These courses have not been successful in their traditional role of remediating students’ algebra skills, they are often redundant with respect to the high school courses and tests students have taken, and they are not “developmental” in that they have not been successful in aligning with students’ needs in their chosen career paths or in developing skills for quantitative literacy in the modern world. An examination of the problem of developmental mathematics leads inevitably to a consideration of the broader context of transitions into and out of post-secondary education, as captured by two pressing questions: Are high school students college ready? Are college students career ready? There are three logical components of this broad context of college and career readiness: Mathematics transition from high school to college College developmental/remedial/QR mathematics courses Preparation for adult life, work, career After outlining some recommendations and references for each of these components, we will take up the challenge of designing a "robust" college developmental mathematics course.
Year: 2019
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Developmental Mathematics and the Transitions from High School to College to Career
Abstract: So-called developmental mathematics courses have become a significant barrier to students' timely and successful completion of college. Too many students are placed into these courses, the failure rate is high, and there is too much overlap with secondary school courses. These courses have not been successful in their traditional role of remediating students’ algebra skills, they are often redundant with respect to the high school courses and tests students have taken, and they are not “developmental” in that they have not been successful in aligning with students’ needs in their chosen career paths or in developing skills for quantitative literacy in the modern world. An examination of the problem of developmental mathematics leads inevitably to a consideration of the broader context of transitions into and out of post-secondary education, as captured by two pressing questions: Are high school students college ready? Are college students career ready? There are three logical components of this broad context of college and career readiness: Mathematics transition from high school to college College developmental/remedial/QR mathematics courses Preparation for adult life, work, career After outlining some recommendations and references for each of these components, we will take up the challenge of designing a "robust" college developmental mathematics course.
ID:
565
Year: 2021
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Mathematics Course Placement -- How? Why? For whom? Recommended Guidelines for an Effective Placement Process for the First College Mathematics Course
Abstract: The issue of mathematics transitions that students navigate as they move through high school to college and on to career is many faceted and critically impactful across education and workforce development, and affects educators at all levels, business and civic leaders, and most importantly, current and future Iowa students. A new state group has been formed to help address this issue—the Iowa Higher Education Mathematics Transition Advisory Council (IHEMTAC). The charge of the Advisory Council is to examine the relevant research and related literature around mathematical transitions for the purpose of developing and making recommendations and taking appropriate action steps relating to the mathematics transitions students make from high school through college. The Council is comprised of representatives from two- and four-year public and private institutions of higher education and representatives of high schools in Iowa, and is organized into action groups focused on three general objectives: • AG 1 – Provide Effective High School Mathematics Pathways • AG 2 – Provide an Effective Mathematics Transition from High School to College • AG 3 – Provide Effective College Mathematics Pathways In this session, we will focus on AG 2. In particular, we will present our near-final draft of recommendations for an effective mathematics course placement process. These recommendations are based on best practice and research. Please join us to help shape the final draft and move this work forward!
Year: 2021
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Mathematics Course Placement -- How? Why? For whom? Recommended Guidelines for an Effective Placement Process for the First College Mathematics Course
Abstract: The issue of mathematics transitions that students navigate as they move through high school to college and on to career is many faceted and critically impactful across education and workforce development, and affects educators at all levels, business and civic leaders, and most importantly, current and future Iowa students. A new state group has been formed to help address this issue—the Iowa Higher Education Mathematics Transition Advisory Council (IHEMTAC). The charge of the Advisory Council is to examine the relevant research and related literature around mathematical transitions for the purpose of developing and making recommendations and taking appropriate action steps relating to the mathematics transitions students make from high school through college. The Council is comprised of representatives from two- and four-year public and private institutions of higher education and representatives of high schools in Iowa, and is organized into action groups focused on three general objectives: • AG 1 – Provide Effective High School Mathematics Pathways • AG 2 – Provide an Effective Mathematics Transition from High School to College • AG 3 – Provide Effective College Mathematics Pathways In this session, we will focus on AG 2. In particular, we will present our near-final draft of recommendations for an effective mathematics course placement process. These recommendations are based on best practice and research. Please join us to help shape the final draft and move this work forward!
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.
ID:
124
Year: 2005
Name: Erika Hartung
Institution: Central College
Subject area(s):
Title of Talk: Prince Rupert's Rectangles
Abstract: How would you like to win a bet? Could your skills in mathematics help you? Over 300 years ago this was the case for Prince Rupert. He won a wager that given two equal cubes, a hole can be cut in one that is large enough to pass the second through it. Since Prince Rupert
Year: 2005
Name: Erika Hartung
Institution: Central College
Subject area(s):
Title of Talk: Prince Rupert's Rectangles
Abstract: How would you like to win a bet? Could your skills in mathematics help you? Over 300 years ago this was the case for Prince Rupert. He won a wager that given two equal cubes, a hole can be cut in one that is large enough to pass the second through it. Since Prince Rupert
ID:
489
Year: 2017
Name: Deanna Haunsperger
Institution: Carleton College
Subject area(s):
Title of Talk: A Glimpse at the Horizon
Abstract: What do a square-wheeled bicycle, a 17th-century French painting, and the Indiana legislature all have in common? They appear among the many bright stars on the mathematical horizon, or, um, in Math Horizons. Math Horizons, the undergraduate magazine started by the MAA in 1994, publishes articles to introduce students to the world of mathematics outside the classroom. Some of mathematics’ best expositors have written for MH over the years; here is an idiosyncratic tour of the first ten years of Horizons.
Year: 2017
Name: Deanna Haunsperger
Institution: Carleton College
Subject area(s):
Title of Talk: A Glimpse at the Horizon
Abstract: What do a square-wheeled bicycle, a 17th-century French painting, and the Indiana legislature all have in common? They appear among the many bright stars on the mathematical horizon, or, um, in Math Horizons. Math Horizons, the undergraduate magazine started by the MAA in 1994, publishes articles to introduce students to the world of mathematics outside the classroom. Some of mathematics’ best expositors have written for MH over the years; here is an idiosyncratic tour of the first ten years of Horizons.
ID:
490
Year: 2017
Name: Deanna Haunsperger
Institution: Carleton College
Subject area(s):
Title of Talk: Does Your Vote Count?
Abstract: Are you frustrated that your candidate never wins? Does it seem like your vote doesn’t count? Maybe it doesn’t. Or at least not as much as the voting method with which you choose to tally the votes. Together we’ll take a glimpse into the important, interesting, paradoxical world of the mathematics behind tallying elections.
Year: 2017
Name: Deanna Haunsperger
Institution: Carleton College
Subject area(s):
Title of Talk: Does Your Vote Count?
Abstract: Are you frustrated that your candidate never wins? Does it seem like your vote doesn’t count? Maybe it doesn’t. Or at least not as much as the voting method with which you choose to tally the votes. Together we’ll take a glimpse into the important, interesting, paradoxical world of the mathematics behind tallying elections.
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.