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 21-40 of 471 results.
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ID:
539
Year: 2019
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Report from the MAA Congress
Abstract: I will share information from the MAA congress meeting at the most recent MathFest.
Year: 2019
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s):
Title of Talk: Report from the MAA Congress
Abstract: I will share information from the MAA congress meeting at the most recent MathFest.
ID:
541
Year: 2019
Name: Christina Pospisil
Institution: University of Massachusetts Boston
Subject area(s):
Title of Talk: Generalization Theory for Linear Algebra I: An Embedding Algorithm and an appropriate Inverse for non-injective mappings in one dimension
Abstract: An algorithm for multiplying and adding matrices regardless of dimensions via an embedding is presented. An equivalent embedding for a general determinant theory is also investigated (Part I: Appropriate Inverses for non-injective mappings in one dimension are presented). In future work there will be applications to physics and other natural sciences be explored.
Year: 2019
Name: Christina Pospisil
Institution: University of Massachusetts Boston
Subject area(s):
Title of Talk: Generalization Theory for Linear Algebra I: An Embedding Algorithm and an appropriate Inverse for non-injective mappings in one dimension
Abstract: An algorithm for multiplying and adding matrices regardless of dimensions via an embedding is presented. An equivalent embedding for a general determinant theory is also investigated (Part I: Appropriate Inverses for non-injective mappings in one dimension are presented). In future work there will be applications to physics and other natural sciences be explored.
ID:
542
Year: 2019
Name: Michael Loper
Institution: University of Minnesota
Subject area(s):
Title of Talk: Combating Math Anxiety Through Mastery Based Testing
Abstract: Math anxiety is a major deterrent to learning in College Algebra. One way to reduce test anxiety is through mastery based testing. Another way is by aiming for a higher average exam score by eliminating the most difficult questions on an exam. In this talk I will discuss how the University of Minnesota implemented both of these techniques while instructing College Algebra. I will also explain how the use of optional “A-work” helped to distinguish top scoring students’ grades.
Year: 2019
Name: Michael Loper
Institution: University of Minnesota
Subject area(s):
Title of Talk: Combating Math Anxiety Through Mastery Based Testing
Abstract: Math anxiety is a major deterrent to learning in College Algebra. One way to reduce test anxiety is through mastery based testing. Another way is by aiming for a higher average exam score by eliminating the most difficult questions on an exam. In this talk I will discuss how the University of Minnesota implemented both of these techniques while instructing College Algebra. I will also explain how the use of optional “A-work” helped to distinguish top scoring students’ grades.
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:
288
Year: 2010
Name: Travis Peters
Institution: Iowa State University
Subject area(s):
Title of Talk: Minimum rank, maximum nullity and zero forcing number for selected graph families
Abstract: The minimum rank of a simple graph G is defined to be the smallest possible rank over all symmetric real matrices whose ijth entry is nonzero whenever {i, j} is an edge in G and is zero otherwise. Maximum nullity is taken over the same set of matrices. The zero forcing number is the minimum size of a zero forcing set of vertices and bounds the maximum nullity from above. This talk discusses the graph families ciclos and estrellas. In particular, these families provide the examples showing that the maximum nullity of a graph and its dual may differ, and similarly for zero forcing number.
Year: 2010
Name: Travis Peters
Institution: Iowa State University
Subject area(s):
Title of Talk: Minimum rank, maximum nullity and zero forcing number for selected graph families
Abstract: The minimum rank of a simple graph G is defined to be the smallest possible rank over all symmetric real matrices whose ijth entry is nonzero whenever {i, j} is an edge in G and is zero otherwise. Maximum nullity is taken over the same set of matrices. The zero forcing number is the minimum size of a zero forcing set of vertices and bounds the maximum nullity from above. This talk discusses the graph families ciclos and estrellas. In particular, these families provide the examples showing that the maximum nullity of a graph and its dual may differ, and similarly for zero forcing number.
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:
547
Year: 2019
Name: Patrick Rault
Institution: University of Nebraska at Omaha
Subject area(s):
Title of Talk: A Dozen National and Regional Mini-grant opportunities for Undergraduate Faculty
Abstract: A wide range of mini-grants are available to support both teaching and research. The Inquiry-Based Learning Iowa-Nebraska Community (IBLINC) is now offering mini-grants for a wide range of peer-collaboration activities ranging from attending events to collaborating on course materials. This builds on a national momentum to offer mini-grants from the MAA for a wide variety of teaching activities, from CURM for an academic-year REU-style project with our students, and from AIM for a weeklong research retreat for your faculty team. While most of these programs are grant funded, the MAA’s Project NExT program has raised substantial continuing funds to provide professional development and a supportive community for new faculty. Join us to hear about a dozen such funding sources, learn what the aforementioned acronyms stand for, or share your own experiences.
Year: 2019
Name: Patrick Rault
Institution: University of Nebraska at Omaha
Subject area(s):
Title of Talk: A Dozen National and Regional Mini-grant opportunities for Undergraduate Faculty
Abstract: A wide range of mini-grants are available to support both teaching and research. The Inquiry-Based Learning Iowa-Nebraska Community (IBLINC) is now offering mini-grants for a wide range of peer-collaboration activities ranging from attending events to collaborating on course materials. This builds on a national momentum to offer mini-grants from the MAA for a wide variety of teaching activities, from CURM for an academic-year REU-style project with our students, and from AIM for a weeklong research retreat for your faculty team. While most of these programs are grant funded, the MAA’s Project NExT program has raised substantial continuing funds to provide professional development and a supportive community for new faculty. Join us to hear about a dozen such funding sources, learn what the aforementioned acronyms stand for, or share your own experiences.
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:
548
Year: 2019
Name: Christian Roettger
Institution: Iowa State University
Subject area(s):
Title of Talk: Balanced Numbers and Balanced Primes
Abstract: Balanced numbers are odd natural numbers n which have an equal number of 0s and 1s in the periodic part of the base-2 representation of their reciprocal 1/n. We present some insights about balanced numbers that use just elementary Number Theory like the Quadratic Reciprocity Theorem. In particular, if a prime p is congruent to 3 or 5 modulo 8, then p is balanced. If a prime p is congruent to 7 modulo 8, then p is not balanced. All powers of p are balanced iff p is. The case of primes congruent to 1 modulo 8 is much more difficult. Hasse made a breakthrough in 1966, showing that the balanced primes have a Dirichlet density of 17/24. We have refined Hasse's result slightly. Another question is how big is the set of balanced numbers (not only primes) less than x? Using a method due to Landau, we can show that this is bounded above by C x/log^(1/4) (x) and below by D x / log^(3/4)(x), with constants C, D > 0. I solemnly promise that I won't go into the gory detail, only highlight the beautiful and accessible parts of the subject. The second part of the talk is joint work with Joshua Zelinsky.
Year: 2019
Name: Christian Roettger
Institution: Iowa State University
Subject area(s):
Title of Talk: Balanced Numbers and Balanced Primes
Abstract: Balanced numbers are odd natural numbers n which have an equal number of 0s and 1s in the periodic part of the base-2 representation of their reciprocal 1/n. We present some insights about balanced numbers that use just elementary Number Theory like the Quadratic Reciprocity Theorem. In particular, if a prime p is congruent to 3 or 5 modulo 8, then p is balanced. If a prime p is congruent to 7 modulo 8, then p is not balanced. All powers of p are balanced iff p is. The case of primes congruent to 1 modulo 8 is much more difficult. Hasse made a breakthrough in 1966, showing that the balanced primes have a Dirichlet density of 17/24. We have refined Hasse's result slightly. Another question is how big is the set of balanced numbers (not only primes) less than x? Using a method due to Landau, we can show that this is bounded above by C x/log^(1/4) (x) and below by D x / log^(3/4)(x), with constants C, D > 0. I solemnly promise that I won't go into the gory detail, only highlight the beautiful and accessible parts of the subject. The second part of the talk is joint work with Joshua Zelinsky.
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:
549
Year: 2019
Name: Carol Schumacher
Institution: Kenyon College
Subject area(s):
Title of Talk: All Tangled Up
Abstract: Toys have inspired a lot of interesting mathematics. The SpirographTM helps children create lovely curves by rolling a small circle around the inside or the outside of a larger circle. These curves are called hypotrochoids and epitrochoids and are special cases of mathematical curves called roulettes. A roulette is created by following a point attached to one curve as that curve “rolls” along another curve. Another children’s toy, the TangleTM, inspired some students and me to investigate roulettes that we get by rolling a circle around the inside of a “tangle curve,” which is made up of quarter circles. The resulting roulettes we named “tangloids.” In this talk, we will look at many pretty pictures and animations of these curves and discuss some of their interesting properties. As a bonus, I will discuss the nature of generalization, which is very important in mathematics.
Year: 2019
Name: Carol Schumacher
Institution: Kenyon College
Subject area(s):
Title of Talk: All Tangled Up
Abstract: Toys have inspired a lot of interesting mathematics. The SpirographTM helps children create lovely curves by rolling a small circle around the inside or the outside of a larger circle. These curves are called hypotrochoids and epitrochoids and are special cases of mathematical curves called roulettes. A roulette is created by following a point attached to one curve as that curve “rolls” along another curve. Another children’s toy, the TangleTM, inspired some students and me to investigate roulettes that we get by rolling a circle around the inside of a “tangle curve,” which is made up of quarter circles. The resulting roulettes we named “tangloids.” In this talk, we will look at many pretty pictures and animations of these curves and discuss some of their interesting properties. As a bonus, I will discuss the nature of generalization, which is very important in mathematics.
ID:
550
Year: 2019
Name: Carol Schumacher
Institution: Kenyon College
Subject area(s):
Title of Talk: Fast Forward, Slow Motion
Abstract: A graphical link between fast and slow time scales: The world is shaped by interactions between things that develop slowly over time and things that happen very rapidly. Picture a garden. A bud takes hours to open up into a flower. A bee takes seconds to fly in, pollinate the flower and then depart. It can be difficult to fully consider both fast and slow time scales at the same time---yet it is the interaction between these events that makes the garden work. Mathematicians have developed a number of techniques for analyzing systems that include both fast and slow time scales. We will consider a graphical method for predicting what happens when fast and slow interact.
Year: 2019
Name: Carol Schumacher
Institution: Kenyon College
Subject area(s):
Title of Talk: Fast Forward, Slow Motion
Abstract: A graphical link between fast and slow time scales: The world is shaped by interactions between things that develop slowly over time and things that happen very rapidly. Picture a garden. A bud takes hours to open up into a flower. A bee takes seconds to fly in, pollinate the flower and then depart. It can be difficult to fully consider both fast and slow time scales at the same time---yet it is the interaction between these events that makes the garden work. Mathematicians have developed a number of techniques for analyzing systems that include both fast and slow time scales. We will consider a graphical method for predicting what happens when fast and slow interact.
ID:
551
Year: 2019
Name: Angela Kohlhaas
Institution: Loras College
Subject area(s):
Title of Talk: Iowa Mathematics Pathway Forum
Abstract: This fall, members of the Iowa Department of Education started a statewide conversation with the goal of improving student success in transitioning from high school to college math, with a focus on low income students and underrepresented minorities. This conversation is taking place through a series of monthly online discussions connecting representatives from various professional Iowa math organizations across high schools, community colleges, Regents institutions, and private four-year colleges and universities. As our representative from the Iowa MAA, I will share the background for this initiative as well as our current progress defining challenges and brainstorming solutions. I will also invite discussion and continued brainstorming from the audience.
Year: 2019
Name: Angela Kohlhaas
Institution: Loras College
Subject area(s):
Title of Talk: Iowa Mathematics Pathway Forum
Abstract: This fall, members of the Iowa Department of Education started a statewide conversation with the goal of improving student success in transitioning from high school to college math, with a focus on low income students and underrepresented minorities. This conversation is taking place through a series of monthly online discussions connecting representatives from various professional Iowa math organizations across high schools, community colleges, Regents institutions, and private four-year colleges and universities. As our representative from the Iowa MAA, I will share the background for this initiative as well as our current progress defining challenges and brainstorming solutions. I will also invite discussion and continued brainstorming from the audience.
ID:
40
Year: 2004
Name: a.m. fink
Institution:
Subject area(s):
Title of Talk: The effect of philosophy on curriculum
Abstract: I wrote a history of the Iowa State Mathematics Department and discovered that the curriculum offered was very dependent on outside influences and the philosophy of eductation of the those outside influences.
Year: 2004
Name: a.m. fink
Institution:
Subject area(s):
Title of Talk: The effect of philosophy on curriculum
Abstract: I wrote a history of the Iowa State Mathematics Department and discovered that the curriculum offered was very dependent on outside influences and the philosophy of eductation of the those outside influences.
ID:
298
Year: 2010
Name: Luke Serafin
Institution: Coe College
Subject area(s):
Title of Talk: Explicit Constructions of Functions whose Graphs are Dense in The Plane
Abstract: A set D is dense in the plane if and only if every open ball in the plane contains an element of D. We prove that there exists a function f from the real line R to itself whose graph is dense in the plane by explicitly constructing it using a partition of the rationals into countably many subsets dense in R. We then use this method of construction to prove that there are 2^(2^\aleph_0) functions whose graphs are dense in the plane, and that there exists a function f: R ->R such that f(U) = R for every non-empty open set U in R.
Year: 2010
Name: Luke Serafin
Institution: Coe College
Subject area(s):
Title of Talk: Explicit Constructions of Functions whose Graphs are Dense in The Plane
Abstract: A set D is dense in the plane if and only if every open ball in the plane contains an element of D. We prove that there exists a function f from the real line R to itself whose graph is dense in the plane by explicitly constructing it using a partition of the rationals into countably many subsets dense in R. We then use this method of construction to prove that there are 2^(2^\aleph_0) functions whose graphs are dense in the plane, and that there exists a function f: R ->R such that f(U) = R for every non-empty open set U in R.
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:
299
Year: 2010
Name: John Berkowitz
Institution: Coe College
Subject area(s):
Title of Talk: An Algorithm for the Detection of Transient Neural Oscillations
Abstract: The analysis of neural activity through measures of electrical potential affords researchers great opportunity to understand in detail the dynamic nature of certain brain processes. Electroencephalography (EEG) and Local Field Potential recording (LFP) are two of the most common methods for measuring this activity. Both are essentially recordings of the electrical potential over time in a highly localized segment of the brain, and produce data sets that can show surprising amounts of structure. Oscillations with very well defined frequencies are the most common examples of structure within these recordings, and a large portion of modern neuroscience research focuses on how different frequency bands of these oscillations relate to different modes of activity for the organism being studied. Such signals can easily be detected and quantified automatically with traditional signal processing tools such as the Fourier transform. However, there also exist very transient oscillations within such recordings that are of interest to researchers. These require more sophisticated techniques to detect, because of their dual localization in both the time and frequency domains. A combination of several classic signal processing tools, namely digital band-pass filters, the Hilbert transform, z-scoring, and numerical derivatives has yielded an efficient and accurate algorithm for the detection of such transient oscillations. This algorithm has been applied to LFP data for sleeping rats and used to detect the well-known phenomena of sleep spindles, which are a hallmark of late stage sleep in mammals.
Year: 2010
Name: John Berkowitz
Institution: Coe College
Subject area(s):
Title of Talk: An Algorithm for the Detection of Transient Neural Oscillations
Abstract: The analysis of neural activity through measures of electrical potential affords researchers great opportunity to understand in detail the dynamic nature of certain brain processes. Electroencephalography (EEG) and Local Field Potential recording (LFP) are two of the most common methods for measuring this activity. Both are essentially recordings of the electrical potential over time in a highly localized segment of the brain, and produce data sets that can show surprising amounts of structure. Oscillations with very well defined frequencies are the most common examples of structure within these recordings, and a large portion of modern neuroscience research focuses on how different frequency bands of these oscillations relate to different modes of activity for the organism being studied. Such signals can easily be detected and quantified automatically with traditional signal processing tools such as the Fourier transform. However, there also exist very transient oscillations within such recordings that are of interest to researchers. These require more sophisticated techniques to detect, because of their dual localization in both the time and frequency domains. A combination of several classic signal processing tools, namely digital band-pass filters, the Hilbert transform, z-scoring, and numerical derivatives has yielded an efficient and accurate algorithm for the detection of such transient oscillations. This algorithm has been applied to LFP data for sleeping rats and used to detect the well-known phenomena of sleep spindles, which are a hallmark of late stage sleep in mammals.
ID:
555
Year: 2019
Name: Matt Rissler
Institution: Loras College
Subject area(s):
Title of Talk: The Math of Data Science
Abstract: Data Science is one of the buzzwordiest fields right now. In this talk, I will try to define Data Science out of my work implementing it as an undergraduate major at Loras. Then I will go on to talk about where Mathematics, both from the undergraduate and graduate curricula, is integral to the development and perhaps practice of Data Science.
Year: 2019
Name: Matt Rissler
Institution: Loras College
Subject area(s):
Title of Talk: The Math of Data Science
Abstract: Data Science is one of the buzzwordiest fields right now. In this talk, I will try to define Data Science out of my work implementing it as an undergraduate major at Loras. Then I will go on to talk about where Mathematics, both from the undergraduate and graduate curricula, is integral to the development and perhaps practice of Data Science.
ID:
300
Year: 2010
Name: Rick Gillman
Institution: Valparaiso University
Subject area(s):
Title of Talk: Everyday Questions, Not-So-Everyday Mathematics
Abstract: The world is full of un-explored mathematical problems. This talk presents the stories of three problems that the presenter found in his everyday world and investigated with undergraduate research partners. One is solved completely, one quickly reaches deep and un-explored mathematical territory, and the third, while not solved, opens many paths for further exploration.
Year: 2010
Name: Rick Gillman
Institution: Valparaiso University
Subject area(s):
Title of Talk: Everyday Questions, Not-So-Everyday Mathematics
Abstract: The world is full of un-explored mathematical problems. This talk presents the stories of three problems that the presenter found in his everyday world and investigated with undergraduate research partners. One is solved completely, one quickly reaches deep and un-explored mathematical territory, and the third, while not solved, opens many paths for further exploration.
ID:
301
Year: 2010
Name: Darin Mohr
Institution: University of Iowa
Subject area(s):
Title of Talk: The Iowa Mathematical Modeling Challenge: Modeling in an Experimental Learning Setting
Abstract: We discuss the recent success of the third annual Iowa Mathematical Modeling Challenge (IMMC). The IMMC is a twenty-four hour contest similar to COMAP's Mathematical Contest in Modeling, but with an added emphasis on student assessment and mathematical communication. We also discuss the future of the IMMC at the University of Iowa.
Year: 2010
Name: Darin Mohr
Institution: University of Iowa
Subject area(s):
Title of Talk: The Iowa Mathematical Modeling Challenge: Modeling in an Experimental Learning Setting
Abstract: We discuss the recent success of the third annual Iowa Mathematical Modeling Challenge (IMMC). The IMMC is a twenty-four hour contest similar to COMAP's Mathematical Contest in Modeling, but with an added emphasis on student assessment and mathematical communication. We also discuss the future of the IMMC at the University of Iowa.