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:
138
Year: 2005
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: Encouraging Undergraduate Mathematics Majors
Abstract: This year we have three opportunities for our undergraduate majors, but they are on three consecutive weekends in April. Almost all departments have some sort of math club, but we don
Year: 2005
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: Encouraging Undergraduate Mathematics Majors
Abstract: This year we have three opportunities for our undergraduate majors, but they are on three consecutive weekends in April. Almost all departments have some sort of math club, but we don
ID:
166
Year: 2006
Name: Brian Birgen
Institution: Wartburg College
Subject area(s): Recreational Mathematics / Group Theory
Title of Talk: Subgroups of the Rubik's Group
Abstract: The set of possible arrangements of the Rubik's Cube forms a group with 4*10^19 elements. We will locate some well known groups which occur as subgroups of the Rubik's group and begin to understand the source of some of the complexities in understanding the Rubik's group.
Year: 2006
Name: Brian Birgen
Institution: Wartburg College
Subject area(s): Recreational Mathematics / Group Theory
Title of Talk: Subgroups of the Rubik's Group
Abstract: The set of possible arrangements of the Rubik's Cube forms a group with 4*10^19 elements. We will locate some well known groups which occur as subgroups of the Rubik's group and begin to understand the source of some of the complexities in understanding the Rubik's group.
ID:
172
Year: 2006
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Linear Algebra, Voting Theory
Title of Talk: Decomposing Voters
Abstract: Recent developments in the mathematics of Social Choice by Don Saari, among others, have added an element of geometry and linear algebra to a field that has been dominated by combinatorics. This talk will introduce the linear algebra behind a three-candidate election, including how symmetries underlie traditional voting paradoxes.
Year: 2006
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Linear Algebra, Voting Theory
Title of Talk: Decomposing Voters
Abstract: Recent developments in the mathematics of Social Choice by Don Saari, among others, have added an element of geometry and linear algebra to a field that has been dominated by combinatorics. This talk will introduce the linear algebra behind a three-candidate election, including how symmetries underlie traditional voting paradoxes.
ID:
429
Year: 2015
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Analysis
Title of Talk: How to I keep track of classroom behavior in my IBL Classroom
Abstract: I have been teaching IBL in my upper level classes for several years now, but have struggled with keeping track of participation during class. I want to give my students credit for quality questions and answers, but sometimes (often) things go so fast, or I am so involved with the argumentation, that I can't write things down quickly. Each class starts with the best of intentions, but . . . Today I am going to talk about one nearly fool-proof method that I have discovered that works for me, along with some other ideas that I haven't course-tested, but have strong potential.
Year: 2015
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Analysis
Title of Talk: How to I keep track of classroom behavior in my IBL Classroom
Abstract: I have been teaching IBL in my upper level classes for several years now, but have struggled with keeping track of participation during class. I want to give my students credit for quality questions and answers, but sometimes (often) things go so fast, or I am so involved with the argumentation, that I can't write things down quickly. Each class starts with the best of intentions, but . . . Today I am going to talk about one nearly fool-proof method that I have discovered that works for me, along with some other ideas that I haven't course-tested, but have strong potential.
ID:
442
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
ID:
196
Year: 2007
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Undergraduate Mathematics Teaching
Title of Talk: Why Do Students Have Textbooks?
Abstract: Textbooks should be readable and students should read them! In fact, students should be expected to read the textbook before they come to class!! Reading questions test student
Year: 2007
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Undergraduate Mathematics Teaching
Title of Talk: Why Do Students Have Textbooks?
Abstract: Textbooks should be readable and students should read them! In fact, students should be expected to read the textbook before they come to class!! Reading questions test student
ID:
475
Year: 2017
Name: Brian Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: What is Financial Math?
Abstract: One of the early Actuary Exams is titled Financial Math. What does that mean? What does that include? This talk will discuss the content covered on this exam.
Year: 2017
Name: Brian Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: What is Financial Math?
Abstract: One of the early Actuary Exams is titled Financial Math. What does that mean? What does that include? This talk will discuss the content covered on this exam.
ID:
239
Year: 2008
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Wartburg
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Wartburg is teaching a calculus sequence consisting of an applied calculus followed by a foundations of calculus course.
Year: 2008
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Wartburg
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Wartburg is teaching a calculus sequence consisting of an applied calculus followed by a foundations of calculus course.
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:
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:
254
Year: 2009
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching, Calculus
Title of Talk: Calculus for the 21st Century
Abstract: There are several deep issues with the way we have been delivering calculus to this generation of students. First is the issue of the audience. With the extreme growth in pre-health science majors, the majority of students in our first semester calculus courses are Biology majors who are taking the course because it is required for the MCAT. They are not particularly excited to be there and are not afraid to share that opinion with the rest of the class. Second, which is tied to the first, is the issue of AP calculus. Many students coming to college who do want to study in the mathematical sciences are not in that first semester calculus course because they have AP credit. Thus, we often do not see OUR students until after that critical first semester in college. Additionally, the AP calculus curriculum is not equivalent to the material we deliver in college, so the students are always lacking, especially in sequences and series. The last issue has to do with engineering. The fundamental reason calculus is the first mathematics course taught to STEM (science, technology, engineering, and mathematics) majors in College is because of the space race. As a nation, we sent a majority of our mathematically talented and gifted students into engineering for decades. However, Wartburg does not have an engineering College and neither do most of our liberal arts college kin. We do have a small number of engineering science majors every year, but they are dwarfed by the health sciences students who are probably not taking calculus based physics until their third or fourth year at Wartburg. <p> Our new applied calculus
Year: 2009
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching, Calculus
Title of Talk: Calculus for the 21st Century
Abstract: There are several deep issues with the way we have been delivering calculus to this generation of students. First is the issue of the audience. With the extreme growth in pre-health science majors, the majority of students in our first semester calculus courses are Biology majors who are taking the course because it is required for the MCAT. They are not particularly excited to be there and are not afraid to share that opinion with the rest of the class. Second, which is tied to the first, is the issue of AP calculus. Many students coming to college who do want to study in the mathematical sciences are not in that first semester calculus course because they have AP credit. Thus, we often do not see OUR students until after that critical first semester in college. Additionally, the AP calculus curriculum is not equivalent to the material we deliver in college, so the students are always lacking, especially in sequences and series. The last issue has to do with engineering. The fundamental reason calculus is the first mathematics course taught to STEM (science, technology, engineering, and mathematics) majors in College is because of the space race. As a nation, we sent a majority of our mathematically talented and gifted students into engineering for decades. However, Wartburg does not have an engineering College and neither do most of our liberal arts college kin. We do have a small number of engineering science majors every year, but they are dwarfed by the health sciences students who are probably not taking calculus based physics until their third or fourth year at Wartburg. <p> Our new applied calculus
ID:
284
Year: 2010
Name: Peter Blanchard
Institution: University of Iowa
Subject area(s): combinatorics, algebra
Title of Talk: Unit-connected pseudo-arithmetic super sets in the Gaussian Integers
Abstract: A set is pseudo-arithmetic if it has a difference which divides all other differences. A set is a pseudo-arithmetic super set if every subset is a pseudo-arithmetic set. Every pseudo-arithmetic super set can be contracted to have a unit difference, so the classification of pseudo-arithmetics super sets in Z[i] starts with the units. We give a complete classification of the unit-connected pseudo-arithmetic super sets in Z[i], and discuss which are maximal, which are bounded, and which may be extended.
Year: 2010
Name: Peter Blanchard
Institution: University of Iowa
Subject area(s): combinatorics, algebra
Title of Talk: Unit-connected pseudo-arithmetic super sets in the Gaussian Integers
Abstract: A set is pseudo-arithmetic if it has a difference which divides all other differences. A set is a pseudo-arithmetic super set if every subset is a pseudo-arithmetic set. Every pseudo-arithmetic super set can be contracted to have a unit difference, so the classification of pseudo-arithmetics super sets in Z[i] starts with the units. We give a complete classification of the unit-connected pseudo-arithmetic super sets in Z[i], and discuss which are maximal, which are bounded, and which may be extended.
ID:
445
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
ID:
473
Year: 2017
Name: Kevin Bombardier
Institution: University of Iowa
Subject area(s): cryptography, algebra, number theory
Title of Talk: Cryptography - Secure Communication
Abstract: Essential to our modern technological world, cryptography is the study of secure communication. In this talk we will discuss some of the basic ideas in cryptography, explain the differences between symmetric and asymmetric-key cryptosystems, and explore some basic examples of cryptosystems. As an illustration of the mathematics involved, we will do a simplified computational example by computing keys using the RSA algorithm. This talk will be self-contained; no prior knowledge of cryptography will be assumed.
Year: 2017
Name: Kevin Bombardier
Institution: University of Iowa
Subject area(s): cryptography, algebra, number theory
Title of Talk: Cryptography - Secure Communication
Abstract: Essential to our modern technological world, cryptography is the study of secure communication. In this talk we will discuss some of the basic ideas in cryptography, explain the differences between symmetric and asymmetric-key cryptosystems, and explore some basic examples of cryptosystems. As an illustration of the mathematics involved, we will do a simplified computational example by computing keys using the RSA algorithm. This talk will be self-contained; no prior knowledge of cryptography will be assumed.
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:
200
Year: 2007
Name: Jonathan Botts
Institution: Drake University
Subject area(s):
Title of Talk: On the Weakly Sign Symmetric Matrix Completion Problems
Abstract: An n x n matrix is called a P-matrix if all its principal minors are positive. An n x n matrix, A = [a_{ij}], is sign symmetric, if for each i,j \in \{1, 2, \dots, n }, either a_{ij} = 0 = a_{ji}$ or a_{ij}a_{ji}>0; the matrix is weakly sign symmetric if a_{ij}a_{ji}\ge 0. In this talk we show that an n x n partial (weakly) sign symmetric P-matrix specifying an asymmetric acyclic digraph can be completed to a (weakly) sign symmetric P-matrix. We also show that a partial n x n (weakly) sign symmetric P-matrix specifying an asymmetric digraph with no 3-cycles, can be completed to a (weakly) sign symmetric P-matrix for n >= 5.
Year: 2007
Name: Jonathan Botts
Institution: Drake University
Subject area(s):
Title of Talk: On the Weakly Sign Symmetric Matrix Completion Problems
Abstract: An n x n matrix is called a P-matrix if all its principal minors are positive. An n x n matrix, A = [a_{ij}], is sign symmetric, if for each i,j \in \{1, 2, \dots, n }, either a_{ij} = 0 = a_{ji}$ or a_{ij}a_{ji}>0; the matrix is weakly sign symmetric if a_{ij}a_{ji}\ge 0. In this talk we show that an n x n partial (weakly) sign symmetric P-matrix specifying an asymmetric acyclic digraph can be completed to a (weakly) sign symmetric P-matrix. We also show that a partial n x n (weakly) sign symmetric P-matrix specifying an asymmetric digraph with no 3-cycles, can be completed to a (weakly) sign symmetric P-matrix for n >= 5.
ID:
116
Year: 2005
Name: Sean Bradley
Institution: Clarke College
Subject area(s):
Title of Talk: Generalized Arithmetic Triangles via Convolution
Abstract: Pascal
Year: 2005
Name: Sean Bradley
Institution: Clarke College
Subject area(s):
Title of Talk: Generalized Arithmetic Triangles via Convolution
Abstract: Pascal
ID:
419
Year: 2015
Name: Sean Bradley
Institution: Clarke University
Subject area(s): Teaching Statistics
Title of Talk: Intro Stats Project: Handwriting and Gender
Abstract: Can you tell the gender of a writer from a sample of handwriting? A simple survey leads provides perhaps surprising answers. The resulting data set proves unexpectedly rich in terms of the number of questions students can ask. Most of the questions are suitable for a first course in statistics for a general audience. (Side questions: Many math departments are asked to teach elementary statistic courses. Is this math? Should it be?)
Year: 2015
Name: Sean Bradley
Institution: Clarke University
Subject area(s): Teaching Statistics
Title of Talk: Intro Stats Project: Handwriting and Gender
Abstract: Can you tell the gender of a writer from a sample of handwriting? A simple survey leads provides perhaps surprising answers. The resulting data set proves unexpectedly rich in terms of the number of questions students can ask. Most of the questions are suitable for a first course in statistics for a general audience. (Side questions: Many math departments are asked to teach elementary statistic courses. Is this math? Should it be?)
ID:
56
Year: 2004
Name: Andrea Brennen
Institution: Grinnell College
Subject area(s): Chaos Theory
Title of Talk: Chaos in Action: Discovering a Basin of Attraction
Abstract: This project is an analysis of the dynamics of a particular subset of 3-D discrete nilpotent maps represented by the general system of equations: x=y; y=x^2-y^2. The analysis focuses on defining the Basin of Attraction and locating invariant manifolds for maps of this type using Liapunov Equations, Functional Equations, and computer imaging/modeling.
Year: 2004
Name: Andrea Brennen
Institution: Grinnell College
Subject area(s): Chaos Theory
Title of Talk: Chaos in Action: Discovering a Basin of Attraction
Abstract: This project is an analysis of the dynamics of a particular subset of 3-D discrete nilpotent maps represented by the general system of equations: x=y; y=x^2-y^2. The analysis focuses on defining the Basin of Attraction and locating invariant manifolds for maps of this type using Liapunov Equations, Functional Equations, and computer imaging/modeling.
ID:
318
Year: 2011
Name: David Bressoud
Institution: #non-IA section
Subject area(s):
Title of Talk: Issues of the Transition to College Mathematics
Abstract: Over the past quarter century, 2- and 4-year college enrollment in first semester calculus has remained constant while high school enrollment in calculus has grown tenfold, from 60,000 to 600,000, and continues to grow at 6% per year. We have passed the cross-over point where each year more students study first semester calculus in US high schools than in all 2- and 4-year colleges and universities in the United States. In theory, this should be an engine for directing more students toward careers in science, engineering, and mathematics. In fact, it is having the opposite effect. This talk will present what is known about the effects of this growth and what needs to happen in response within our high schools and universities.
Year: 2011
Name: David Bressoud
Institution: #non-IA section
Subject area(s):
Title of Talk: Issues of the Transition to College Mathematics
Abstract: Over the past quarter century, 2- and 4-year college enrollment in first semester calculus has remained constant while high school enrollment in calculus has grown tenfold, from 60,000 to 600,000, and continues to grow at 6% per year. We have passed the cross-over point where each year more students study first semester calculus in US high schools than in all 2- and 4-year colleges and universities in the United States. In theory, this should be an engine for directing more students toward careers in science, engineering, and mathematics. In fact, it is having the opposite effect. This talk will present what is known about the effects of this growth and what needs to happen in response within our high schools and universities.