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:
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.
ID:
383
Year: 2014
Name: Mu-Ling Chang
Institution: University of Wisconsin-Platteville
Subject area(s): General
Title of Talk: A "Weird" Limit Representation of Pi
Abstract: It is well known that $e=\lim_{n \rightarrow \infty}{\left( 1+\frac{1}{n} \right) }^n$ by mathematicians. Does the irrational number pi have such an unexpected limit representation like e, which can be proved by using only undergraduate mathematical skills? In this talk we will use geometry, trigonometry, mathematical induction, and the concept of limits to prove the existence of such a limit.
Year: 2014
Name: Mu-Ling Chang
Institution: University of Wisconsin-Platteville
Subject area(s): General
Title of Talk: A "Weird" Limit Representation of Pi
Abstract: It is well known that $e=\lim_{n \rightarrow \infty}{\left( 1+\frac{1}{n} \right) }^n$ by mathematicians. Does the irrational number pi have such an unexpected limit representation like e, which can be proved by using only undergraduate mathematical skills? In this talk we will use geometry, trigonometry, mathematical induction, and the concept of limits to prove the existence of such a limit.
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:
392
Year: 2014
Name: Ruth Charney
Institution: Brandeis University
Subject area(s):
Title of Talk: An Excursion into the Strange World of Singular Geometry
Abstract: In high school we learn about the geometry of the plane. Later, we encounter the geometry of smooth manifolds. In this talk, we take a peek at the mind-bending geometry of singular spaces and their applications.
Year: 2014
Name: Ruth Charney
Institution: Brandeis University
Subject area(s):
Title of Talk: An Excursion into the Strange World of Singular Geometry
Abstract: In high school we learn about the geometry of the plane. Later, we encounter the geometry of smooth manifolds. In this talk, we take a peek at the mind-bending geometry of singular spaces and their applications.
ID:
270
Year: 2009
Name: YiLin Cheng
Institution: Iowa State University
Subject area(s):
Title of Talk: Classification of Hopf algebras 4p-dimension
Abstract: In recent years, there have been much development on the classification of finite dimensional Hopf algebras over a field of characteristic 0. The 4p-dimensional Hopf algebras when p=3 was classified 10 years ago and there are very few results for classification of nonsemisimple Hopf algebras with the dimension which is a mutiple of 4 during this period. In this talk, I will discuss some progress joint work with Richard Ng about 4p-dimensional nonsemisimple Hopf algebras when the odd prime p is less than or equal to 11.
Year: 2009
Name: YiLin Cheng
Institution: Iowa State University
Subject area(s):
Title of Talk: Classification of Hopf algebras 4p-dimension
Abstract: In recent years, there have been much development on the classification of finite dimensional Hopf algebras over a field of characteristic 0. The 4p-dimensional Hopf algebras when p=3 was classified 10 years ago and there are very few results for classification of nonsemisimple Hopf algebras with the dimension which is a mutiple of 4 during this period. In this talk, I will discuss some progress joint work with Richard Ng about 4p-dimensional nonsemisimple Hopf algebras when the odd prime p is less than or equal to 11.
ID:
276
Year: 2010
Name: Jihyeok Choi
Institution: Iowa State University
Subject area(s): Graph theory
Title of Talk: Monotonicity of mixed Ramsey numbers
Abstract: For two graphs, G, and H, an edge-coloring of a complete graph is (G;H)-good if there is no monochromatic subgraph isomorphic to G and no rainbow subgraph isomorphic to H in this coloring. The set of number of colors used by some (G;H)-colorings of Kn is called a mixed-Ramsey spectrum. In this talk, we will discuss whether the spectrum is an interval. This is joint work with Maria Axenovich.
Year: 2010
Name: Jihyeok Choi
Institution: Iowa State University
Subject area(s): Graph theory
Title of Talk: Monotonicity of mixed Ramsey numbers
Abstract: For two graphs, G, and H, an edge-coloring of a complete graph is (G;H)-good if there is no monochromatic subgraph isomorphic to G and no rainbow subgraph isomorphic to H in this coloring. The set of number of colors used by some (G;H)-colorings of Kn is called a mixed-Ramsey spectrum. In this talk, we will discuss whether the spectrum is an interval. This is joint work with Maria Axenovich.
ID:
182
Year: 2007
Name: Jean Clipperton
Institution: Simpson College
Subject area(s): Graph Theory
Title of Talk: Strong Signals: L(d,2,1)-Labeling on Simple Graphs
Abstract: An L(d, 2, 1)-labeling is a simplified model for the channel assignment problem. It is a natural generalization of the widely studied L(2, 1) and L(3, 2, 1)-labeling. An L(d, 2, 1)-labeling of a graph G is a function f from the vertex set V(G) to the set of positive integers such that if the distance between vertices x and y is 1, then |f (x)- f (y)| >= d; if the distance between x and y is 2, then |f (x)- f(y)| >= 2; and if the distance between x and y is 3, then |f (x)- f (y)| >= 1. The L(d, 2, 1)-labeling number k_d(G) of G is the smallest positive integer k_d such that G has an L(d, 2, 1)-labeling with k_d as the maximum label. This talk will present general results for k_d when labeling simple graphs, such as paths, bipartite graphs, and cycles.
Year: 2007
Name: Jean Clipperton
Institution: Simpson College
Subject area(s): Graph Theory
Title of Talk: Strong Signals: L(d,2,1)-Labeling on Simple Graphs
Abstract: An L(d, 2, 1)-labeling is a simplified model for the channel assignment problem. It is a natural generalization of the widely studied L(2, 1) and L(3, 2, 1)-labeling. An L(d, 2, 1)-labeling of a graph G is a function f from the vertex set V(G) to the set of positive integers such that if the distance between vertices x and y is 1, then |f (x)- f (y)| >= d; if the distance between x and y is 2, then |f (x)- f(y)| >= 2; and if the distance between x and y is 3, then |f (x)- f (y)| >= 1. The L(d, 2, 1)-labeling number k_d(G) of G is the smallest positive integer k_d such that G has an L(d, 2, 1)-labeling with k_d as the maximum label. This talk will present general results for k_d when labeling simple graphs, such as paths, bipartite graphs, and cycles.
ID:
108
Year: 2005
Name: James Collingwood
Institution: Drake University
Subject area(s): History of Mathematics
Title of Talk: Rigor in Analysis: From Newton to Cauchy
Abstract: This paper seeks to examine the level of rigor which was present in work with the calculus from the time of its invention through Cauchy
Year: 2005
Name: James Collingwood
Institution: Drake University
Subject area(s): History of Mathematics
Title of Talk: Rigor in Analysis: From Newton to Cauchy
Abstract: This paper seeks to examine the level of rigor which was present in work with the calculus from the time of its invention through Cauchy
ID:
379
Year: 2014
Name: Benjamin V.C. Collins
Institution: University of Wisconsin-Platteville
Subject area(s): Recreational Mathematics
Title of Talk: Mathemagic: A Centennial Tribute to Martin Gardner
Abstract: Marting Gardner (1914-2010) was a mathematician and writer who inspired generations of mathematicians through his ``Mathematical Games'' column in Scientific American and other written work. He was also an accomplished magician, and many of his tricks have interesting mathematical underpinnings. In this talk, ``Quinntinnius Maximus'' (otherwise known as Quinn Collins, an eighth grader at Platteville Middle School) will present several of these feats of Mathemagic. If you are lucky, his assistant ``Sabino'' (otherwise known as Ben Collins, a professor of mathematics at the University of Wisconsin-Platteville) will explain some of the mathematics underlying them.
Year: 2014
Name: Benjamin V.C. Collins
Institution: University of Wisconsin-Platteville
Subject area(s): Recreational Mathematics
Title of Talk: Mathemagic: A Centennial Tribute to Martin Gardner
Abstract: Marting Gardner (1914-2010) was a mathematician and writer who inspired generations of mathematicians through his ``Mathematical Games'' column in Scientific American and other written work. He was also an accomplished magician, and many of his tricks have interesting mathematical underpinnings. In this talk, ``Quinntinnius Maximus'' (otherwise known as Quinn Collins, an eighth grader at Platteville Middle School) will present several of these feats of Mathemagic. If you are lucky, his assistant ``Sabino'' (otherwise known as Ben Collins, a professor of mathematics at the University of Wisconsin-Platteville) will explain some of the mathematics underlying them.
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:
568
Year: 2021
Name: José Contreras
Institution: Ball State University
Subject area(s): Geometry
Title of Talk: The Power of GeoGebra to Investigate Converse Problems
Abstract: In this presentation, I illustrate how my students and I use GeoGebra to explore geometric converse problems. In particular, we use GeoGebra to gain insight into the solution to the following three problems: 1) Let ABCD be a quadrilateral with medial quadrilateral EFGH. If EFGH is a rectangle, what type of quadrilateral is ABCD? 2) Let E, F, G, and H be the midpoints of the consecutive sides of a quadrilateral ABCD. If EFGH is a rhombus, characterize quadrilateral ABCD. 3) E, F, G, and H are the midpoints of the consecutive sides of a quadrilateral ABCD. Name quadrilateral ABCD when EFGH is a square.
Year: 2021
Name: José Contreras
Institution: Ball State University
Subject area(s): Geometry
Title of Talk: The Power of GeoGebra to Investigate Converse Problems
Abstract: In this presentation, I illustrate how my students and I use GeoGebra to explore geometric converse problems. In particular, we use GeoGebra to gain insight into the solution to the following three problems: 1) Let ABCD be a quadrilateral with medial quadrilateral EFGH. If EFGH is a rectangle, what type of quadrilateral is ABCD? 2) Let E, F, G, and H be the midpoints of the consecutive sides of a quadrilateral ABCD. If EFGH is a rhombus, characterize quadrilateral ABCD. 3) E, F, G, and H are the midpoints of the consecutive sides of a quadrilateral ABCD. Name quadrilateral ABCD when EFGH is a square.
ID:
247
Year: 2008
Name: Carl Cowen
Institution: Indiana University--Purdue University Indianapolis
Subject area(s):
Title of Talk: Connections Between Mathematics and Biology
Abstract: Dr. Rita Colwell, a research microbiologist and former Director of the National Science Foundation, regards the mathematical sciences as the backbone for US Scientific and Engineering research. Many scholars see the next few decades as a time of intensive progress in the biological sciences. Dr. Colwell sees mathematics as being an integral part of the progress in biology, not a traditional view, but a forward looking one. In this talk, Carl Cowen will outline some of the research areas in the emerging collaborations between mathematical and biological scientists. In addition, Cowen, who began his study of the mathematics of neuroscience in 2002-03 at the Mathematical Biosciences Institute at Ohio State University, and who worked in 2003-04 as a junior post-doc in the lab of Prof. Christie Sahley in the Purdue University Biology Department, will illustrate the connection between mathematics and neuroscience with a discussion of the Pulfrich phenomenon, an experiment that helps illuminate how the brain processes visual images. There are few mathematical or biological prerequisites for this discussion.
Year: 2008
Name: Carl Cowen
Institution: Indiana University--Purdue University Indianapolis
Subject area(s):
Title of Talk: Connections Between Mathematics and Biology
Abstract: Dr. Rita Colwell, a research microbiologist and former Director of the National Science Foundation, regards the mathematical sciences as the backbone for US Scientific and Engineering research. Many scholars see the next few decades as a time of intensive progress in the biological sciences. Dr. Colwell sees mathematics as being an integral part of the progress in biology, not a traditional view, but a forward looking one. In this talk, Carl Cowen will outline some of the research areas in the emerging collaborations between mathematical and biological scientists. In addition, Cowen, who began his study of the mathematics of neuroscience in 2002-03 at the Mathematical Biosciences Institute at Ohio State University, and who worked in 2003-04 as a junior post-doc in the lab of Prof. Christie Sahley in the Purdue University Biology Department, will illustrate the connection between mathematics and neuroscience with a discussion of the Pulfrich phenomenon, an experiment that helps illuminate how the brain processes visual images. There are few mathematical or biological prerequisites for this discussion.
ID:
248
Year: 2008
Name: Carl Cowen
Institution: Indiana University--Purdue University Indianapolis
Subject area(s):
Title of Talk: Rearranging the Alternating Harmonic Series
Abstract: The commutative property of addition is so familiar to all of us as school children that it comes as a shock to those studying college level mathematics that NOT all 'natural extensions' of the law are true! One of the first instances that we see the failure of an extended commutative law of addition is in infinite series. Often in the introduction to infinite series in calculus, one sees Riemann's Theorem: A conditionally convergent series can be rearranged to sum to any number. Unfortunately, the usual proof of this theorem does not indicate what the sum of a given rearrangement is. In this talk, we will examine the best known conditionally convergent series, the alternating harmonic series, and show how to find the sum of any rearrangement in which the positive terms and the negative terms are each in their usual order.
Year: 2008
Name: Carl Cowen
Institution: Indiana University--Purdue University Indianapolis
Subject area(s):
Title of Talk: Rearranging the Alternating Harmonic Series
Abstract: The commutative property of addition is so familiar to all of us as school children that it comes as a shock to those studying college level mathematics that NOT all 'natural extensions' of the law are true! One of the first instances that we see the failure of an extended commutative law of addition is in infinite series. Often in the introduction to infinite series in calculus, one sees Riemann's Theorem: A conditionally convergent series can be rearranged to sum to any number. Unfortunately, the usual proof of this theorem does not indicate what the sum of a given rearrangement is. In this talk, we will examine the best known conditionally convergent series, the alternating harmonic series, and show how to find the sum of any rearrangement in which the positive terms and the negative terms are each in their usual order.
ID:
554
Year: 2019
Name: Susan Crook
Institution: Loras College
Subject area(s):
Title of Talk: Why Aren't We All Using IBL?
Abstract: Inquiry-based learning has been a buzzword in college mathematics teaching circles for years. By having students have more ownership over their own learning, IBL has been shown to begin closing the achievement gap for minority students. Anecdotal evidence of its success abounds…so, with all this positive data, why isn't every math classroom taught using IBL methods? In this interactive talk, we'll discuss some of the common obstacles and challenges professors experience when they use IBL and brainstorm some ways to overcome these issues.
Year: 2019
Name: Susan Crook
Institution: Loras College
Subject area(s):
Title of Talk: Why Aren't We All Using IBL?
Abstract: Inquiry-based learning has been a buzzword in college mathematics teaching circles for years. By having students have more ownership over their own learning, IBL has been shown to begin closing the achievement gap for minority students. Anecdotal evidence of its success abounds…so, with all this positive data, why isn't every math classroom taught using IBL methods? In this interactive talk, we'll discuss some of the common obstacles and challenges professors experience when they use IBL and brainstorm some ways to overcome these issues.
ID:
384
Year: 2014
Name: Susan Crook
Institution: Loras College
Subject area(s):
Title of Talk: Generalized Augmented Happy Numbers
Abstract: What makes a number a happy number? Is it sitting on the beach with no cares in the world or is there more to it than that? In this talk, we'll mathematically define happy numbers and discuss some properties. We'll explore some of their properties and look at variations on the idea of happy numbers to see if we can extend any of these properties. This work was done collaboratively with other undergraduate math faculty at a Research Experience for Undergraduate Faculty this summer at the American Institute for Mathematics, so there will also be a short plug for REUs and the REUF.
Year: 2014
Name: Susan Crook
Institution: Loras College
Subject area(s):
Title of Talk: Generalized Augmented Happy Numbers
Abstract: What makes a number a happy number? Is it sitting on the beach with no cares in the world or is there more to it than that? In this talk, we'll mathematically define happy numbers and discuss some properties. We'll explore some of their properties and look at variations on the idea of happy numbers to see if we can extend any of these properties. This work was done collaboratively with other undergraduate math faculty at a Research Experience for Undergraduate Faculty this summer at the American Institute for Mathematics, so there will also be a short plug for REUs and the REUF.
ID:
422
Year: 2015
Name: Susan Crook
Institution: Loras College
Subject area(s):
Title of Talk: Researching in the Scholarship of Teaching and Learning
Abstract: This summer I attended an MAA minicourse focused on beginning to research in the area of scholarship of teaching and learning and would like to disseminate some of this basic information to our section. Several of the Iowa section schools use Boyer's model of scholarship, which includes SoTL, to evaluate scholarship for tenure and promotion. In this talk, I will give a brief overview of how SoTL research is structured and point to many references for faculty looking to begin research in this area.
Year: 2015
Name: Susan Crook
Institution: Loras College
Subject area(s):
Title of Talk: Researching in the Scholarship of Teaching and Learning
Abstract: This summer I attended an MAA minicourse focused on beginning to research in the area of scholarship of teaching and learning and would like to disseminate some of this basic information to our section. Several of the Iowa section schools use Boyer's model of scholarship, which includes SoTL, to evaluate scholarship for tenure and promotion. In this talk, I will give a brief overview of how SoTL research is structured and point to many references for faculty looking to begin research in this area.
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:
287
Year: 2010
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Introduction to Mathematical Research through Graph Theory
Abstract: In the fall semester of 2009, I taught an Introduction to Mathematical Research through Graph Theory course for incoming first-year students. Students learned how to ask questions, how to form conjectures, and how to present their findings orally and in writing. This talk will discuss the course format, topics covered, and course outcomes.
Year: 2010
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Introduction to Mathematical Research through Graph Theory
Abstract: In the fall semester of 2009, I taught an Introduction to Mathematical Research through Graph Theory course for incoming first-year students. Students learned how to ask questions, how to form conjectures, and how to present their findings orally and in writing. This talk will discuss the course format, topics covered, and course outcomes.
ID:
311
Year: 2011
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Mathematics and Writing
Abstract: Each fall at Simpson College, Student Support Services helps a group of new students transition to college through the week-long CampusConnect program. The students in the program must be from low-income families, be first-generation college students, and/or have a disability. A one-week course is offered as part of the program. This fall I team-taught a Mathematics and Writing course with the Director of Writing Across the Curriculum. This talk will discuss the topics covered, the assignments given, and student responses to the class.
Year: 2011
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Mathematics and Writing
Abstract: Each fall at Simpson College, Student Support Services helps a group of new students transition to college through the week-long CampusConnect program. The students in the program must be from low-income families, be first-generation college students, and/or have a disability. A one-week course is offered as part of the program. This fall I team-taught a Mathematics and Writing course with the Director of Writing Across the Curriculum. This talk will discuss the topics covered, the assignments given, and student responses to the class.
ID:
359
Year: 2013
Name: Debra Czarneski
Institution: Simpson College
Subject area(s): undergraduate research, graph theory
Title of Talk: Critical Locations in Infrastructure
Abstract: Critical locations in infrastructure are roads that if damaged would cause a large disruption in the ability of vehicles to navigate a city. This talk will introduce a model that determines the critical locations of Indianola, Iowa. This research was completed by three undergraduate students as part of the Bryan Summer Research Program at Simpson College. This talk will also discuss several extensions of the research that students at your institution could explore.
Year: 2013
Name: Debra Czarneski
Institution: Simpson College
Subject area(s): undergraduate research, graph theory
Title of Talk: Critical Locations in Infrastructure
Abstract: Critical locations in infrastructure are roads that if damaged would cause a large disruption in the ability of vehicles to navigate a city. This talk will introduce a model that determines the critical locations of Indianola, Iowa. This research was completed by three undergraduate students as part of the Bryan Summer Research Program at Simpson College. This talk will also discuss several extensions of the research that students at your institution could explore.