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 121-140 of 471 results.
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ID:
387
Year: 2014
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Student Presentations in Calculus II
Abstract: In Calculus II, I have student groups teach the integral application sections to the rest of the class. The groups of three students prepare and deliver the lecture, assign homework, and provide feedback on the homework assigned. In this talk, I will discuss the details of the assignment and student responses to the assignment.
Year: 2014
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Student Presentations in Calculus II
Abstract: In Calculus II, I have student groups teach the integral application sections to the rest of the class. The groups of three students prepare and deliver the lecture, assign homework, and provide feedback on the homework assigned. In this talk, I will discuss the details of the assignment and student responses to the assignment.
ID:
227
Year: 2008
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Teaching an introduction to LaTeX course during May Term
Abstract: During May Term of 2007, I taught a course that introduced students to typesetting in LaTeX. This talk will discuss the course goals, the material covered in the course, the course requirements, and student feedback.
Year: 2008
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Teaching an introduction to LaTeX course during May Term
Abstract: During May Term of 2007, I taught a course that introduced students to typesetting in LaTeX. This talk will discuss the course goals, the material covered in the course, the course requirements, and student feedback.
ID:
165
Year: 2006
Name: Luz De Alba
Institution: Drake University
Subject area(s): Linear Algebra, Matrix Theory, Graph Theory
Title of Talk: Comparison of P-matrix completions with Q-matrix completions.
Abstract: A P-matrix is a real square matrix, in which the determinant of every principal submatrix is positive. A Q-matrix is one in which the sum of the determinants of principal submatrices of the same size is positive. Clearly every P-matrix is a Q-matrix. A partial P-matrix is a matrix in which some entries are specified while others are not known, and every fully specified principal submatrix has positive determinant. The P-matrix completion problem asks the question: "Which partial P-matrices can be completed to a P-matrix?" In this talk we give the definition of partial Q-matrix, and compare the Q-matrix completion problem to the P-matrix completion problem. We also discuss some partial answers to the Q-completion problem.
Year: 2006
Name: Luz De Alba
Institution: Drake University
Subject area(s): Linear Algebra, Matrix Theory, Graph Theory
Title of Talk: Comparison of P-matrix completions with Q-matrix completions.
Abstract: A P-matrix is a real square matrix, in which the determinant of every principal submatrix is positive. A Q-matrix is one in which the sum of the determinants of principal submatrices of the same size is positive. Clearly every P-matrix is a Q-matrix. A partial P-matrix is a matrix in which some entries are specified while others are not known, and every fully specified principal submatrix has positive determinant. The P-matrix completion problem asks the question: "Which partial P-matrices can be completed to a P-matrix?" In this talk we give the definition of partial Q-matrix, and compare the Q-matrix completion problem to the P-matrix completion problem. We also discuss some partial answers to the Q-completion problem.
ID:
202
Year: 2007
Name: Luz De Alba Guerra
Institution: Drake University
Subject area(s):
Title of Talk: Minimum Rank of Powers of Some Special Graphs
Abstract: For an n x n symmetric matrix A the graph of A, G(A) =(V, E) is a simple undirected graph with vertex set {1, 2, ..., n }, where {i, j } is in E, if and only if a_{ij} is not 0. For a graph G, with vertex set V = {1, 2, ..., n }, and edge set E, the r-th power of G is the graph G^r = (V, F), where {u, v } is in F if and only if there is a walk of length r from u to v. The minimum rank of a graph G is mr(G) = min{ rank(A) : A = A^T, and G(A) = G }. In this talk we determine the minimum rank of certain powers of two special families of graphs: paths and trees in general. We will also present a onjecture on the minimum rank of powers of cycles.
Year: 2007
Name: Luz De Alba Guerra
Institution: Drake University
Subject area(s):
Title of Talk: Minimum Rank of Powers of Some Special Graphs
Abstract: For an n x n symmetric matrix A the graph of A, G(A) =(V, E) is a simple undirected graph with vertex set {1, 2, ..., n }, where {i, j } is in E, if and only if a_{ij} is not 0. For a graph G, with vertex set V = {1, 2, ..., n }, and edge set E, the r-th power of G is the graph G^r = (V, F), where {u, v } is in F if and only if there is a walk of length r from u to v. The minimum rank of a graph G is mr(G) = min{ rank(A) : A = A^T, and G(A) = G }. In this talk we determine the minimum rank of certain powers of two special families of graphs: paths and trees in general. We will also present a onjecture on the minimum rank of powers of cycles.
ID:
55
Year: 2004
Name: Luz DeAlba
Institution: Drake University
Subject area(s): Geometry, Calculus
Title of Talk: An overview of Geometer's Sketchpad with applications to Calculus
Abstract: We present a quick overview of the basics of software packege Geometer's Sketchpad. Then move on to how one can use the software in the classroom. We showcase applications from several areas of mathematics including applications to Calculus.
Year: 2004
Name: Luz DeAlba
Institution: Drake University
Subject area(s): Geometry, Calculus
Title of Talk: An overview of Geometer's Sketchpad with applications to Calculus
Abstract: We present a quick overview of the basics of software packege Geometer's Sketchpad. Then move on to how one can use the software in the classroom. We showcase applications from several areas of mathematics including applications to Calculus.
ID:
316
Year: 2011
Name: Tony DeLaubenfels
Institution: Cornell College
Subject area(s): Mathematical Modeling/Applied Mathematics
Title of Talk: Math Modeling Course Confidential
Abstract: Mathematical modeling has in recent years become the course of choice to provide a foundation in applied math to math majors. Common traits of this course include
Year: 2011
Name: Tony DeLaubenfels
Institution: Cornell College
Subject area(s): Mathematical Modeling/Applied Mathematics
Title of Talk: Math Modeling Course Confidential
Abstract: Mathematical modeling has in recent years become the course of choice to provide a foundation in applied math to math majors. Common traits of this course include
ID:
391
Year: 2014
Name: Robert Devaney
Institution: Boston University
Subject area(s):
Title of Talk: The Fractal Geometry of the Mandelbrot Set
Abstract: In this lecture we describe several folk theorems concerning the Mandelbrot set. While this set is extremely complicated from a geometric point of view, we will show that, as long as you know how to add and how to count, you can understand this geometry completely. We will encounter many famous mathematical objects in the Mandelbrot set, like the Farey tree and the Fibonacci sequence. And we will find many soon-to-be-famous objects as well, like the "Devaney" sequence. There might even be a joke or two in the talk.
Year: 2014
Name: Robert Devaney
Institution: Boston University
Subject area(s):
Title of Talk: The Fractal Geometry of the Mandelbrot Set
Abstract: In this lecture we describe several folk theorems concerning the Mandelbrot set. While this set is extremely complicated from a geometric point of view, we will show that, as long as you know how to add and how to count, you can understand this geometry completely. We will encounter many famous mathematical objects in the Mandelbrot set, like the Farey tree and the Fibonacci sequence. And we will find many soon-to-be-famous objects as well, like the "Devaney" sequence. There might even be a joke or two in the talk.
ID:
403
Year: 2014
Name: Brian Diaz
Institution: Cornell College
Subject area(s):
Title of Talk: An Elementary Solution to a Problem of Ramanujan's Interest
Abstract: In the early 1900's, Srinivasa Ramanujan discovered an intriguing, yet exotic, integral that he believed could have a 'simple', beautiful closed form. However, he never gave a simple solution to this integral. It wouldn't be until the mid-1950's when Russian mathematician V. I. Levin revisited Ramanujan's integral. He used non-elementary calculus techniques to prove that the integral, indeed, had a closed form for a single parameter; however, that parameter was only defined for positive integers. The integral would not be fully explored for the sake of itself until half a century later. Recently, V. Adamchik found that exact same integral that Ramanujan had encountered nearly a century ago. He showed a closed form using methods of Euler sums and related non-elementary techniques. This presentation will show a closed form of the integral does exist, but use only methods of elementary calculus. In addition, these techniques can be used to extend the result to double parameters!
Year: 2014
Name: Brian Diaz
Institution: Cornell College
Subject area(s):
Title of Talk: An Elementary Solution to a Problem of Ramanujan's Interest
Abstract: In the early 1900's, Srinivasa Ramanujan discovered an intriguing, yet exotic, integral that he believed could have a 'simple', beautiful closed form. However, he never gave a simple solution to this integral. It wouldn't be until the mid-1950's when Russian mathematician V. I. Levin revisited Ramanujan's integral. He used non-elementary calculus techniques to prove that the integral, indeed, had a closed form for a single parameter; however, that parameter was only defined for positive integers. The integral would not be fully explored for the sake of itself until half a century later. Recently, V. Adamchik found that exact same integral that Ramanujan had encountered nearly a century ago. He showed a closed form using methods of Euler sums and related non-elementary techniques. This presentation will show a closed form of the integral does exist, but use only methods of elementary calculus. In addition, these techniques can be used to extend the result to double parameters!
ID:
317
Year: 2011
Name: Panel Discussants
Institution: #none
Subject area(s):
Title of Talk: Developments in Calculus Instruction
Abstract: All Special Session Speakers, along with representatives from several other institutions in the Section, will discuss and entertain questions about current and impending developments.
Year: 2011
Name: Panel Discussants
Institution: #none
Subject area(s):
Title of Talk: Developments in Calculus Instruction
Abstract: All Special Session Speakers, along with representatives from several other institutions in the Section, will discuss and entertain questions about current and impending developments.
ID:
515
Year: 2018
Name: Michael Dorff
Institution: Brigham Young University
Subject area(s):
Title of Talk: How Mathematics Is Making Hollywood Movies Better
Abstract: What’s your favorite movie? Star Wars? Avatar? The Avengers? Frozen? What do these and all the highest earning Hollywood movies since 2000 have in common? Mathematics! You probably didn’t think about it while watching these movies, but math was used to help make them. In this presentation, we will discuss how math is being used to create better and more realistic movies. Along the way we will discuss some specific movies and the mathematics behind them. We will include examples from Disney’s 2013 movie Frozen (how to use math to create realistic looking snow) to Pixar’s 2004 movie The Incredibles (how to use math to make an animated character move faster). Come and join us and get a better appreciation of mathematics and movies.
Year: 2018
Name: Michael Dorff
Institution: Brigham Young University
Subject area(s):
Title of Talk: How Mathematics Is Making Hollywood Movies Better
Abstract: What’s your favorite movie? Star Wars? Avatar? The Avengers? Frozen? What do these and all the highest earning Hollywood movies since 2000 have in common? Mathematics! You probably didn’t think about it while watching these movies, but math was used to help make them. In this presentation, we will discuss how math is being used to create better and more realistic movies. Along the way we will discuss some specific movies and the mathematics behind them. We will include examples from Disney’s 2013 movie Frozen (how to use math to create realistic looking snow) to Pixar’s 2004 movie The Incredibles (how to use math to make an animated character move faster). Come and join us and get a better appreciation of mathematics and movies.
ID:
173
Year: 2006
Name: M. Anne Dow
Institution: Maharishi University of Management
Subject area(s): Developmental math course materials
Title of Talk: Some Hands-on Workshops for Elementary and Intermediate Algebra Courses
Abstract: I found all the topics of my Elementary and Intermediate Algebra courses in the greenhouses we recently built on campus to provide organic vegetables for our campus dining hall. In my talk I will present two workshops on linear functions, one about the amount of broccoli seed needed to produce N thousand pounds of broccoli per week, and one about heat loss to the greenhouse during winter. Both require students to think carefully about what the slope means.
Year: 2006
Name: M. Anne Dow
Institution: Maharishi University of Management
Subject area(s): Developmental math course materials
Title of Talk: Some Hands-on Workshops for Elementary and Intermediate Algebra Courses
Abstract: I found all the topics of my Elementary and Intermediate Algebra courses in the greenhouses we recently built on campus to provide organic vegetables for our campus dining hall. In my talk I will present two workshops on linear functions, one about the amount of broccoli seed needed to produce N thousand pounds of broccoli per week, and one about heat loss to the greenhouse during winter. Both require students to think carefully about what the slope means.
ID:
206
Year: 2007
Name: M Anne Dow
Institution: Maharishi University of Management
Subject area(s):
Title of Talk: Mathematics for Sustainable Living: Pre-Calculus Basics
Abstract: This talk describes a new math course I am designing for our Sustainable Living students. The purpose of the Sustainable Living major is to equip students to design, build, and maintain sustainable communities. The prerequisite for the new math course is Intermediate Algebra. It will cover simple linear models, exponential and logarithmic functions, graphs of functions, trigonometry of triangles, and elementary probability, all in the context of problems and topics arising in our Sustainable Living major.
Year: 2007
Name: M Anne Dow
Institution: Maharishi University of Management
Subject area(s):
Title of Talk: Mathematics for Sustainable Living: Pre-Calculus Basics
Abstract: This talk describes a new math course I am designing for our Sustainable Living students. The purpose of the Sustainable Living major is to equip students to design, build, and maintain sustainable communities. The prerequisite for the new math course is Intermediate Algebra. It will cover simple linear models, exponential and logarithmic functions, graphs of functions, trigonometry of triangles, and elementary probability, all in the context of problems and topics arising in our Sustainable Living major.
ID:
293
Year: 2010
Name: Kenneth Driessel
Institution: Iowa State University
Subject area(s):
Title of Talk: Continuous Problems Are Easier Than Discrete Ones
Abstract: I claim: Continuous problems are (usually) easier than analogous discrete problems. Consequently, when teaching, we should emphasize the relation between continuous and discrete problems whenever possible. I shall use a historical example to support my claim. In particular, I shall review J.W.S. Rayleigh's treatment of beaded and continuous strings, which appears in his book "Theory of Sound" (Macmillan, 1894).
Year: 2010
Name: Kenneth Driessel
Institution: Iowa State University
Subject area(s):
Title of Talk: Continuous Problems Are Easier Than Discrete Ones
Abstract: I claim: Continuous problems are (usually) easier than analogous discrete problems. Consequently, when teaching, we should emphasize the relation between continuous and discrete problems whenever possible. I shall use a historical example to support my claim. In particular, I shall review J.W.S. Rayleigh's treatment of beaded and continuous strings, which appears in his book "Theory of Sound" (Macmillan, 1894).
ID:
368
Year: 2013
Name: Kenneth Driessel
Institution: Iowa State University
Subject area(s): mathematical economics
Title of Talk: Declining Marginal Utility Is Not Ordinal - an inconsistency in microeconomics.
Abstract: Economists like to confine their attention to ordinal properties of utility functions. But, the often-quoted principle of declining marginal utility is not ordinal. This situation seems incongruous/inconsistent. I shall carefully define mathematically the following phrases: "utility function", "declining marginal utility" and "ordinal property" in the setting of microeconomics. I shall then show that declining marginal utility is not ordinal.
Year: 2013
Name: Kenneth Driessel
Institution: Iowa State University
Subject area(s): mathematical economics
Title of Talk: Declining Marginal Utility Is Not Ordinal - an inconsistency in microeconomics.
Abstract: Economists like to confine their attention to ordinal properties of utility functions. But, the often-quoted principle of declining marginal utility is not ordinal. This situation seems incongruous/inconsistent. I shall carefully define mathematically the following phrases: "utility function", "declining marginal utility" and "ordinal property" in the setting of microeconomics. I shall then show that declining marginal utility is not ordinal.
ID:
407
Year: 2014
Name: Kenneth Driessel
Institution: Iowa State University
Subject area(s): economics, ordinary differential equations
Title of Talk: Business cycles and predator-prey ordinary differential equations
Abstract: Richard M. Goodwin (1913-1996) was an American mathematician and economist. During most of his career he taught at the University of Cambridge. Goodwin studied economic growth and the business cycle. In 1967 he published a paper with title "A Growth Cycle". In this paper he described an economic model consisting of two nonlinear first order ordinary differential equations that exhibits cyclic behavior. This system is similar to the well-known system of predator-prey equations of Lotka and Volterra. Goodwin seems to have had mixed opinions about his system. He writes (in 1967): "Presented here is a starkly schematized and hence quite unrealistic model of cycles in growth rates." He also writes (in 1972): "[These assumptions] were chosen because they represent, in my opinion, the most essential dynamic aspects of capitalism; furthermore, they are factually based, to the order of accuracy implicit in such a model." In this talk, I shall present my version of Goodwin's growth cycle system.
Year: 2014
Name: Kenneth Driessel
Institution: Iowa State University
Subject area(s): economics, ordinary differential equations
Title of Talk: Business cycles and predator-prey ordinary differential equations
Abstract: Richard M. Goodwin (1913-1996) was an American mathematician and economist. During most of his career he taught at the University of Cambridge. Goodwin studied economic growth and the business cycle. In 1967 he published a paper with title "A Growth Cycle". In this paper he described an economic model consisting of two nonlinear first order ordinary differential equations that exhibits cyclic behavior. This system is similar to the well-known system of predator-prey equations of Lotka and Volterra. Goodwin seems to have had mixed opinions about his system. He writes (in 1967): "Presented here is a starkly schematized and hence quite unrealistic model of cycles in growth rates." He also writes (in 1972): "[These assumptions] were chosen because they represent, in my opinion, the most essential dynamic aspects of capitalism; furthermore, they are factually based, to the order of accuracy implicit in such a model." In this talk, I shall present my version of Goodwin's growth cycle system.
ID:
177
Year: 2006
Name: Kenneth Driessel
Institution: #non-IA section
Subject area(s): classical mechanics, bio-mechanics
Title of Talk: The Dynamics of a Planar Two Link Chain and Some Applications to Human Motion
Abstract: Try the following 'acceleration experiment': Stand balanced with your legs straight and a slight forward bend at the waist. Then step backwards. Consider the following 'acceleration question': How do humans initiate this motion? Or more generally: How do humans usually initiate horizontal motion from a balanced position? (I first met this question when thinking about cross country skiing.) We analyze the acceleration question by analogy. In particular, we study the classical dynamics of a mechanical system consisting of two linked rods. We assume that the first rod is connected to the ground by a hinge. (The first rod corresponds to the human legs. The ground hinge corresponds to the human ankles.) We assume that the second rod is connected to the first one by another hinge. (The second rod corresponds to the human torso. The second hinge corresponds to the human hips.) We derive the equations of motion for this mechanical system. We prove that if the system is initially at rest in a balanced position then gravity causes the center of mass to accelerate in the horizontal direction toward which the system is 'pointed'. We infer that the step backwards in the acceleration experiment is initiated by a relaxation of the muscles at the hips. Reference: Kenneth R. Driessel and Irvin R. Hentzel, 'Dynamics of a Planar Two Link Chain', http://www.fiberpipe.net/~driessel/2-links.pdf
Year: 2006
Name: Kenneth Driessel
Institution: #non-IA section
Subject area(s): classical mechanics, bio-mechanics
Title of Talk: The Dynamics of a Planar Two Link Chain and Some Applications to Human Motion
Abstract: Try the following 'acceleration experiment': Stand balanced with your legs straight and a slight forward bend at the waist. Then step backwards. Consider the following 'acceleration question': How do humans initiate this motion? Or more generally: How do humans usually initiate horizontal motion from a balanced position? (I first met this question when thinking about cross country skiing.) We analyze the acceleration question by analogy. In particular, we study the classical dynamics of a mechanical system consisting of two linked rods. We assume that the first rod is connected to the ground by a hinge. (The first rod corresponds to the human legs. The ground hinge corresponds to the human ankles.) We assume that the second rod is connected to the first one by another hinge. (The second rod corresponds to the human torso. The second hinge corresponds to the human hips.) We derive the equations of motion for this mechanical system. We prove that if the system is initially at rest in a balanced position then gravity causes the center of mass to accelerate in the horizontal direction toward which the system is 'pointed'. We infer that the step backwards in the acceleration experiment is initiated by a relaxation of the muscles at the hips. Reference: Kenneth R. Driessel and Irvin R. Hentzel, 'Dynamics of a Planar Two Link Chain', http://www.fiberpipe.net/~driessel/2-links.pdf
ID:
523
Year: 2018
Name: Billy Duckworth
Institution: Creighton University
Subject area(s):
Title of Talk: The Randic Index and Average Path Length
Abstract: In graph theory the Randic Index is a number that gives information about the degree of branching within a particular graph. We examined the relationship between the Randic Index and other well known graph properties such as radius, diameter, and average path length. We attempt to bound the Randic Index for families of graphs such as paths, cycles and "methylated" paths and cycles.
Year: 2018
Name: Billy Duckworth
Institution: Creighton University
Subject area(s):
Title of Talk: The Randic Index and Average Path Length
Abstract: In graph theory the Randic Index is a number that gives information about the degree of branching within a particular graph. We examined the relationship between the Randic Index and other well known graph properties such as radius, diameter, and average path length. We attempt to bound the Randic Index for families of graphs such as paths, cycles and "methylated" paths and cycles.
ID:
261
Year: 2009
Name: Steven Dunbar
Institution: University of Nebraska-Lincoln
Subject area(s):
Title of Talk: MAA's American Mathematics Competitions: Easy Problems, Hard Problems, History and Outcomes
Abstract: How do you get bright students hooked on mathematics? How do you keep teachers intellectually engaged and pedagogically innovative? A proven way is to involve them both in mathematics competitions with great problems that span the curriculum. The Mathematical Association of America has continuously sponsored nationwide high-school level math contests since 1952. The sequence of contests now has 5 different contests at increasing levels of mathematical sophistication. Students who succeed at the top level on these contests become the team representing the U.S. at the annual International Mathematical Olympiad. I'll showcase some interesting, easy and hard contest problems, and a little bit of history. Along the way, I'll comment about the intersection of these contests with the school mathematics curriculum.
Year: 2009
Name: Steven Dunbar
Institution: University of Nebraska-Lincoln
Subject area(s):
Title of Talk: MAA's American Mathematics Competitions: Easy Problems, Hard Problems, History and Outcomes
Abstract: How do you get bright students hooked on mathematics? How do you keep teachers intellectually engaged and pedagogically innovative? A proven way is to involve them both in mathematics competitions with great problems that span the curriculum. The Mathematical Association of America has continuously sponsored nationwide high-school level math contests since 1952. The sequence of contests now has 5 different contests at increasing levels of mathematical sophistication. Students who succeed at the top level on these contests become the team representing the U.S. at the annual International Mathematical Olympiad. I'll showcase some interesting, easy and hard contest problems, and a little bit of history. Along the way, I'll comment about the intersection of these contests with the school mathematics curriculum.
ID:
466
Year: 2017
Name: Ranthony A.C. Edmonds
Institution: University of Iowa
Subject area(s): Blended learning; flipped instruction; trigonometry
Title of Talk: A Case for Blended Learning: A Partially Flipped Trigonometry Course
Abstract: Blended learning is an instructional approach that combines online digital media with traditional classroom methods. Blended courses are sometimes known as hybrid courses in that some of the introduction is occurring outside of the classroom, and it has gained recent attention as a method to address remediation and student motivation in introductory math courses in higher education. Flipped instruction is a type of blended learning that has gained a lot of attention as an alternative to lecture based instruction in its own right. However, common pitfalls of this technique include resistance from instructors due to the perceived amount of time to create instructional videos and materials, and from students due to the amount of independent learning required outside of class. Partially flipped instruction addresses these concerns by incorporating both independent and face-to-face instruction. It can also alleviate the amount of time spent on additional materials by instructors, while still holding students accountable for their own learning outside of class. This talk will give a brief introduction to blending learning, what is it, and what it is not. Next, we will focus on a particular type of blended learning, flipped instruction, and subsequently a partially flipped model used in the Spring of 2017 at the University of Iowa for a College Trigonometry course. The main features of this model included instructional videos, created with Doceri for iPad, which were viewed outside of class once a week by students, coupled with a short assessment based on that instruction. The following ‘flipped’ period involved individual and/or group activities expanding upon concepts introduced in the videos. Canvas by Instructure was used heavily throughout the course. Motivation and implementation of the design will be described, quantitative data with regards to course assessments will be given, and the results of a qualitative survey given to students about their experience in the course will be shared. Last, we will describe some specific efforts of certain math departments to incorporate blended learning in their curricula.
Year: 2017
Name: Ranthony A.C. Edmonds
Institution: University of Iowa
Subject area(s): Blended learning; flipped instruction; trigonometry
Title of Talk: A Case for Blended Learning: A Partially Flipped Trigonometry Course
Abstract: Blended learning is an instructional approach that combines online digital media with traditional classroom methods. Blended courses are sometimes known as hybrid courses in that some of the introduction is occurring outside of the classroom, and it has gained recent attention as a method to address remediation and student motivation in introductory math courses in higher education. Flipped instruction is a type of blended learning that has gained a lot of attention as an alternative to lecture based instruction in its own right. However, common pitfalls of this technique include resistance from instructors due to the perceived amount of time to create instructional videos and materials, and from students due to the amount of independent learning required outside of class. Partially flipped instruction addresses these concerns by incorporating both independent and face-to-face instruction. It can also alleviate the amount of time spent on additional materials by instructors, while still holding students accountable for their own learning outside of class. This talk will give a brief introduction to blending learning, what is it, and what it is not. Next, we will focus on a particular type of blended learning, flipped instruction, and subsequently a partially flipped model used in the Spring of 2017 at the University of Iowa for a College Trigonometry course. The main features of this model included instructional videos, created with Doceri for iPad, which were viewed outside of class once a week by students, coupled with a short assessment based on that instruction. The following ‘flipped’ period involved individual and/or group activities expanding upon concepts introduced in the videos. Canvas by Instructure was used heavily throughout the course. Motivation and implementation of the design will be described, quantitative data with regards to course assessments will be given, and the results of a qualitative survey given to students about their experience in the course will be shared. Last, we will describe some specific efforts of certain math departments to incorporate blended learning in their curricula.
ID:
362
Year: 2013
Name: Craig Erickson
Institution: Iowa State University
Subject area(s): Combinatorial Matrix Theory
Title of Talk: Matrix sign patterns that require eventual exponential nonnegativity
Abstract: The matrix exponential function can be used to solve systems of linear differential equations. For certain applications, it is of interest whether or not the matrix exponential function of a given matrix becomes and remains entry-wise nonnegative after some time. Such matrices are called eventually exponentially nonnegative. Often the exact numerical entries in the matrix are not known (for example due to uncertainty in experimental measurements), but the qualitative information is usually known. In this talk we discuss what structure on the signs of the entries of a matrix guarantee the matrix is eventually exponentially nonnegative.
Year: 2013
Name: Craig Erickson
Institution: Iowa State University
Subject area(s): Combinatorial Matrix Theory
Title of Talk: Matrix sign patterns that require eventual exponential nonnegativity
Abstract: The matrix exponential function can be used to solve systems of linear differential equations. For certain applications, it is of interest whether or not the matrix exponential function of a given matrix becomes and remains entry-wise nonnegative after some time. Such matrices are called eventually exponentially nonnegative. Often the exact numerical entries in the matrix are not known (for example due to uncertainty in experimental measurements), but the qualitative information is usually known. In this talk we discuss what structure on the signs of the entries of a matrix guarantee the matrix is eventually exponentially nonnegative.