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 1-20 of 471 results.
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ID:
556
Year: 2021
Name: vcjjtmd segBbsCPnCBGrDu
Institution: YAYqKBPnZmPx
Subject area(s): XNzkISkaiyjnQUK
Title of Talk: COueJFEdUUL
Abstract: HKmogj xcoeacgjbesp, [url=http://hqopdzcfoapy.com/]hqopdzcfoapy[/url], [link=http://lbcnhhannaes.com/]lbcnhhannaes[/link], http://vpowzbzxnjis.com/
Year: 2021
Name: vcjjtmd segBbsCPnCBGrDu
Institution: YAYqKBPnZmPx
Subject area(s): XNzkISkaiyjnQUK
Title of Talk: COueJFEdUUL
Abstract: HKmogj xcoeacgjbesp, [url=http://hqopdzcfoapy.com/]hqopdzcfoapy[/url], [link=http://lbcnhhannaes.com/]lbcnhhannaes[/link], http://vpowzbzxnjis.com/
ID:
157
Year: 2006
Name: Irvin Hentzel
Institution: Iowa State University
Subject area(s): Voting Strategies
Title of Talk: Arrow's Hypotheses
Abstract: We prove three consequences of Arrow's Hypotheses. (1) If some of the ballots put x first and the rest put x last, then x has to be either first or last in the group ranking. (2) If the rankings of a with b match the rankings of c with d on each ballot, then the group ranking must also match the ranking of a with b and c with d. (3) The group ranking must match one of the ballots. This material was taken from "Three Brief Proofs of Arrow's Impossibility Theorem" by John Geanakoplos. The point of the talk is to show that the proofs are very elementary. The various strategies for voting are covered in many very elementary texts. Their discussion is directed towards with of the hypotheses the voting strategies violate. This talk shows how the hypotheses can be combined to directly obtain conclusions that do not seem as fundamentally fair as the original hypotheses.
Year: 2006
Name: Irvin Hentzel
Institution: Iowa State University
Subject area(s): Voting Strategies
Title of Talk: Arrow's Hypotheses
Abstract: We prove three consequences of Arrow's Hypotheses. (1) If some of the ballots put x first and the rest put x last, then x has to be either first or last in the group ranking. (2) If the rankings of a with b match the rankings of c with d on each ballot, then the group ranking must also match the ranking of a with b and c with d. (3) The group ranking must match one of the ballots. This material was taken from "Three Brief Proofs of Arrow's Impossibility Theorem" by John Geanakoplos. The point of the talk is to show that the proofs are very elementary. The various strategies for voting are covered in many very elementary texts. Their discussion is directed towards with of the hypotheses the voting strategies violate. This talk shows how the hypotheses can be combined to directly obtain conclusions that do not seem as fundamentally fair as the original hypotheses.
ID:
128
Year: 2005
Name: Ronald Smith
Institution: Graceland University
Subject area(s): Voting
Title of Talk: The Mathematics of Common Consent
Abstract: Many religious traditions, including my own, value
Year: 2005
Name: Ronald Smith
Institution: Graceland University
Subject area(s): Voting
Title of Talk: The Mathematics of Common Consent
Abstract: Many religious traditions, including my own, value
ID:
437
Year: 2016
Name: Keith Stroyan
Institution: University of Iowa
Subject area(s): Vector Calculus
Title of Talk: Advanced Calculus using Mathematica
Abstract: Advanced Calculus using Mathematica is a complete text on calculus of several variables written in Mathematica NoteBooks. The eText has large movable figures and interactive programs to illustrate things like “zooming in” to see “local linearity.” In addition to lots of traditional style exercises, the eText also has sections on computing with Mathematica. We will discuss some of the novel features of the text including the explicit, implicit, parametric organization and topics often omitted from "regular" texts (like "vector potentials.") We use the text in a second semester multivariable calculus course and a more advanced course.
Year: 2016
Name: Keith Stroyan
Institution: University of Iowa
Subject area(s): Vector Calculus
Title of Talk: Advanced Calculus using Mathematica
Abstract: Advanced Calculus using Mathematica is a complete text on calculus of several variables written in Mathematica NoteBooks. The eText has large movable figures and interactive programs to illustrate things like “zooming in” to see “local linearity.” In addition to lots of traditional style exercises, the eText also has sections on computing with Mathematica. We will discuss some of the novel features of the text including the explicit, implicit, parametric organization and topics often omitted from "regular" texts (like "vector potentials.") We use the text in a second semester multivariable calculus course and a more advanced course.
ID:
575
Year: 2022
Name: johnansog jVddjdweBkriNeLUdzZ
Institution: WqXQtgMknm
Subject area(s): UYENATbCZewLr
Title of Talk: kCogoGTpEOaLyGxek
Abstract: http://imrdsoacha.gov.co/silvitra-120mg-qrms
Year: 2022
Name: johnansog jVddjdweBkriNeLUdzZ
Institution: WqXQtgMknm
Subject area(s): UYENATbCZewLr
Title of Talk: kCogoGTpEOaLyGxek
Abstract: http://imrdsoacha.gov.co/silvitra-120mg-qrms
ID:
462
Year: 2016
Name: ypmvqq ypmvqq
Institution: raCweZrhMNjKxbics
Subject area(s): UvVwwTilpXhZkD
Title of Talk: VgMIpGhcdwlkdWXBUw
Abstract: LqvU33 ewqgylyyvvtc, [url=http://foqciatqtnfi.com/]foqciatqtnfi[/url], [link=http://uitmnsyixbuy.com/]uitmnsyixbuy[/link], http://evplpanuzgzt.com/
Year: 2016
Name: ypmvqq ypmvqq
Institution: raCweZrhMNjKxbics
Subject area(s): UvVwwTilpXhZkD
Title of Talk: VgMIpGhcdwlkdWXBUw
Abstract: LqvU33 ewqgylyyvvtc, [url=http://foqciatqtnfi.com/]foqciatqtnfi[/url], [link=http://uitmnsyixbuy.com/]uitmnsyixbuy[/link], http://evplpanuzgzt.com/
ID:
576
Year: 2022
Name: uaatmtxffx IXuZSWBijffvScmF
Institution: hZfHkLnweN
Subject area(s): uqJKXIEllzYMVERy
Title of Talk: fnZOTELxLsKibpvdNLR
Abstract: wL5CAp zwigtouwyijb, [url=http://xdsgjxqrkoje.com/]xdsgjxqrkoje[/url], [link=http://yazimtnofxob.com/]yazimtnofxob[/link], http://kkduhrmioscj.com/
Year: 2022
Name: uaatmtxffx IXuZSWBijffvScmF
Institution: hZfHkLnweN
Subject area(s): uqJKXIEllzYMVERy
Title of Talk: fnZOTELxLsKibpvdNLR
Abstract: wL5CAp zwigtouwyijb, [url=http://xdsgjxqrkoje.com/]xdsgjxqrkoje[/url], [link=http://yazimtnofxob.com/]yazimtnofxob[/link], http://kkduhrmioscj.com/
ID:
499
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Upper division mathematics teaching
Title of Talk: Tips and Tricks for Tracking a Student Centered Class
Abstract: Teaching an IBL mathematics class can often feel like transitioning from trying to herd cats to sitting in the kitten room and watching appreciating watching them crawl all over each other. When it works, this brings a warm and fuzzy feeling to your heart, but then you realize that you need to keep track of all this chaos and have something for the assessment gurus at the end of the term. Fear not, this is possible to do and in such a way that your students will become more engaged and not less. The trick is to include discussion tracking as part of the responsibility of the student and not solely that of the teacher. This talk will go over a variety of successful and not-so-successful ways to include students in the tasks of classroom management and discussion tracking. I will give you at least one, concrete method that you could use in your class and a variety of things you could do to personalize the technique for your personality. Finally, I will explain how this works to create a more student-owned learning space where the emphasis is on mathematics and learning and not on grades.
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Upper division mathematics teaching
Title of Talk: Tips and Tricks for Tracking a Student Centered Class
Abstract: Teaching an IBL mathematics class can often feel like transitioning from trying to herd cats to sitting in the kitten room and watching appreciating watching them crawl all over each other. When it works, this brings a warm and fuzzy feeling to your heart, but then you realize that you need to keep track of all this chaos and have something for the assessment gurus at the end of the term. Fear not, this is possible to do and in such a way that your students will become more engaged and not less. The trick is to include discussion tracking as part of the responsibility of the student and not solely that of the teacher. This talk will go over a variety of successful and not-so-successful ways to include students in the tasks of classroom management and discussion tracking. I will give you at least one, concrete method that you could use in your class and a variety of things you could do to personalize the technique for your personality. Finally, I will explain how this works to create a more student-owned learning space where the emphasis is on mathematics and learning and not on grades.
ID:
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.
ID:
350
Year: 2012
Name: Heidi Berger
Institution: Simpson College
Subject area(s): Undergraduate Research
Title of Talk: Undergraduate Research During the Academic Year
Abstract: In this talk, I will discuss my experience with the Center for Undergraduate Research, both as a participant and as a co-director. I will discuss the work conducted by Simpson students in the academic year and summer setting and discuss resources to support undergraduate research during the academic year.
Year: 2012
Name: Heidi Berger
Institution: Simpson College
Subject area(s): Undergraduate Research
Title of Talk: Undergraduate Research During the Academic Year
Abstract: In this talk, I will discuss my experience with the Center for Undergraduate Research, both as a participant and as a co-director. I will discuss the work conducted by Simpson students in the academic year and summer setting and discuss resources to support undergraduate research during the academic year.
ID:
564
Year: 2021
Name: Mitchel Keller
Institution: Morningside University
Subject area(s): Undergraduate mathematics teaching, inquiry-based learning
Title of Talk: Implementing a Class Journal in a Small Upper-Division IBL Course
Abstract: In Fall 2020, I made a change to my upper-division IBL modern geometries course by making publishing in and refereeing for a class journal a significant part of the students' class grade. In this model, a student (or small group of students) who present a proof of a result in class submit a typed proof of the result to a class journal. The paper is then refereed and ultimately published. My first two iterations of this (including real analysis in Spring 2021) proved less successful than I had hoped, and I felt like part of the reason was having fewer than 10 students in my classes was partially at fault. I was not deterred. This fall, I am teaching Modern Algebra I using a class journal, and adjustments made appear to be paying off. In this talk, I will discuss the models that I have used, the struggles I encountered during the 2020–2021 academic year, and the changes made for Fall 2021 that have made a positive impact.
Year: 2021
Name: Mitchel Keller
Institution: Morningside University
Subject area(s): Undergraduate mathematics teaching, inquiry-based learning
Title of Talk: Implementing a Class Journal in a Small Upper-Division IBL Course
Abstract: In Fall 2020, I made a change to my upper-division IBL modern geometries course by making publishing in and refereeing for a class journal a significant part of the students' class grade. In this model, a student (or small group of students) who present a proof of a result in class submit a typed proof of the result to a class journal. The paper is then refereed and ultimately published. My first two iterations of this (including real analysis in Spring 2021) proved less successful than I had hoped, and I felt like part of the reason was having fewer than 10 students in my classes was partially at fault. I was not deterred. This fall, I am teaching Modern Algebra I using a class journal, and adjustments made appear to be paying off. In this talk, I will discuss the models that I have used, the struggles I encountered during the 2020–2021 academic year, and the changes made for Fall 2021 that have made a positive impact.
ID:
196
Year: 2007
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Undergraduate Mathematics Teaching
Title of Talk: Why Do Students Have Textbooks?
Abstract: Textbooks should be readable and students should read them! In fact, students should be expected to read the textbook before they come to class!! Reading questions test student
Year: 2007
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Undergraduate Mathematics Teaching
Title of Talk: Why Do Students Have Textbooks?
Abstract: Textbooks should be readable and students should read them! In fact, students should be expected to read the textbook before they come to class!! Reading questions test student
ID:
567
Year: 2021
Name: Billy Jackson
Institution: University of Wisconsin, Madison
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Using Task Based Learning in Undergraduate Math Classes
Abstract: Task-based learning (TBL) has been used in K-12 education for quite some time. Although it is common in courses for elementary teachers, it is not regularly seen in other undergraduate courses. In this talk, I will present a working definition of TBL and provide examples of tasks in various introductory undergraduate math classes from College Algebra through Calculus. I will share examples of student comments and situations from my own courses that demonstrate just how powerful a tool TBL can be for instructors.
Year: 2021
Name: Billy Jackson
Institution: University of Wisconsin, Madison
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Using Task Based Learning in Undergraduate Math Classes
Abstract: Task-based learning (TBL) has been used in K-12 education for quite some time. Although it is common in courses for elementary teachers, it is not regularly seen in other undergraduate courses. In this talk, I will present a working definition of TBL and provide examples of tasks in various introductory undergraduate math classes from College Algebra through Calculus. I will share examples of student comments and situations from my own courses that demonstrate just how powerful a tool TBL can be for instructors.
ID:
70
Year: 2004
Name: Jonathan White
Institution: Coe College
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Some Research-based Results on Technology and Visualization in Multivariable Calculus
Abstract: This talk will summarize some results of a multi-year study on the effects of technology use in multivariable calculus classes. The research focused especially on some differences in visualization skills between students who used computer algebra systems and others who did not.
Year: 2004
Name: Jonathan White
Institution: Coe College
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Some Research-based Results on Technology and Visualization in Multivariable Calculus
Abstract: This talk will summarize some results of a multi-year study on the effects of technology use in multivariable calculus classes. The research focused especially on some differences in visualization skills between students who used computer algebra systems and others who did not.
ID:
510
Year: 2018
Name: Anna Aboud
Institution: Iowa State University
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Implementation of Team Based Learning at Iowa State University
Abstract: Team-Based Learning (TBL) is a specific form of active learning designed to collaboratively engage students in significant problem-solving tasks. By means of a flipped classroom, students are able to spend class time working in heterogeneous groups, applying fundamental concepts to a rich applied context. In recent years, the Team-Based Learning structure has been applied with much success to select Calculus sections at Iowa State University. Quantitative data has shown that the TBL students performed better on the midterm and final calculus exams, and gave higher quality explanations. A key component of the success of the TBL method is student attitudes. To this end, a qualitative study was performed in the spring of 2018, examining the mathematical mindsets which influence the experiences and attitudes of students in a TBL classroom. In this talk we will explain how the TBL structure was applied to the Calculus curriculum at Iowa State University, share samples of the rich mathematical tasks implemented, and present the results of quantitative and qualitative studies on the efficacy of this method.
Year: 2018
Name: Anna Aboud
Institution: Iowa State University
Subject area(s): Undergraduate Mathematics Education
Title of Talk: Implementation of Team Based Learning at Iowa State University
Abstract: Team-Based Learning (TBL) is a specific form of active learning designed to collaboratively engage students in significant problem-solving tasks. By means of a flipped classroom, students are able to spend class time working in heterogeneous groups, applying fundamental concepts to a rich applied context. In recent years, the Team-Based Learning structure has been applied with much success to select Calculus sections at Iowa State University. Quantitative data has shown that the TBL students performed better on the midterm and final calculus exams, and gave higher quality explanations. A key component of the success of the TBL method is student attitudes. To this end, a qualitative study was performed in the spring of 2018, examining the mathematical mindsets which influence the experiences and attitudes of students in a TBL classroom. In this talk we will explain how the TBL structure was applied to the Calculus curriculum at Iowa State University, share samples of the rich mathematical tasks implemented, and present the results of quantitative and qualitative studies on the efficacy of this method.
ID:
63
Year: 2004
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Undergraduate Education
Title of Talk: Making the Most of Blackboard/WebCT/Etc. in Mathematics
Abstract: With the proliferation of Course Management Systems on campuses across the country, I often ask myself several questions: How can this make my life easier? Won
Year: 2004
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Undergraduate Education
Title of Talk: Making the Most of Blackboard/WebCT/Etc. in Mathematics
Abstract: With the proliferation of Course Management Systems on campuses across the country, I often ask myself several questions: How can this make my life easier? Won
ID:
167
Year: 2006
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s): undergrad level analysis
Title of Talk: Mathematics by Experiment
Abstract: The use of computer packages has brought us to a point where the computer can be used for many tasks: discover new mathematical patterns and relationships, create impressive graphics to expose mathematical structure, falsify conjectures, confirm analytically derived results, and perhaps most impressively for the purist, suggest approaches for formal proofs. This is the thrust of experimental mathematics. This talk will give some examples to discover or prove results concerning goemetry, integrals, binomial sums, and infinite series.
Year: 2006
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s): undergrad level analysis
Title of Talk: Mathematics by Experiment
Abstract: The use of computer packages has brought us to a point where the computer can be used for many tasks: discover new mathematical patterns and relationships, create impressive graphics to expose mathematical structure, falsify conjectures, confirm analytically derived results, and perhaps most impressively for the purist, suggest approaches for formal proofs. This is the thrust of experimental mathematics. This talk will give some examples to discover or prove results concerning goemetry, integrals, binomial sums, and infinite series.
ID:
222
Year: 2008
Name: K Stroyan
Institution: University of Iowa
Subject area(s): Trig, Calculus, and Vision
Title of Talk: A new formula for depth perception
Abstract: When you are moving, such as walking, and fix your gaze at an object ahead, but off to the side, say a tree, stationary objects behind the tree seem to move in the same direction as you, while objects in front seem to move in the opposite direction. This is a monocular cue to depth, as opposed to binocular disparity - the difference in the images in your two (separated) eyes. Working with a vision researcher, we have found a simple new formula for depth in terms of motion. Work is in progress in his laboratory to see how much of the geometric information contained in the formula is actually used by humans. The proof of the formula is a very simple application of trigonometry and infinitesimal calculus. We were led to discover it through experimental intuition and some interactive programs that we will demonstrate.
Year: 2008
Name: K Stroyan
Institution: University of Iowa
Subject area(s): Trig, Calculus, and Vision
Title of Talk: A new formula for depth perception
Abstract: When you are moving, such as walking, and fix your gaze at an object ahead, but off to the side, say a tree, stationary objects behind the tree seem to move in the same direction as you, while objects in front seem to move in the opposite direction. This is a monocular cue to depth, as opposed to binocular disparity - the difference in the images in your two (separated) eyes. Working with a vision researcher, we have found a simple new formula for depth in terms of motion. Work is in progress in his laboratory to see how much of the geometric information contained in the formula is actually used by humans. The proof of the formula is a very simple application of trigonometry and infinitesimal calculus. We were led to discover it through experimental intuition and some interactive programs that we will demonstrate.
ID:
131
Year: 2005
Name: K Stroyan
Institution: University of Iowa
Subject area(s): Trig and basic calculus
Title of Talk: Retinal disparity via computer
Abstract: The horizontal separation of our eyes causes the image each eye receives to fall on a slightly different portion of the retina. This difference is called "retinal disparity" and has been studied extensively for its relation to depth perception. (This kind of depth perception is called stereopsis. Helmholtz' book in 1910 is an old "standard" reference to this) Recently a psychologist friend mentioned that he was studying how retinal disparity changes as a driver views two objects off to the side of the road. He also mentioned that most of his colleagues are "math-o-phobic" and used rather coarse approximations to retinal disparity. I wrote a Mathematica animation to show the motion of the eyes of a driver and compute the time derivative of retinal disparity. We corresponded sending graphs via email until I had a start at what interests the scientists. The math is simple vector geometry with some arc tangents, but it is a little messy, so I didn't immediately look at the formulas. When I did, I had a surprise. And I believe the surprise means we could train better users of mathematics if we worked towards better integration of modern computing in basic math. We hope to build a web-Mathematica site for psychologists to use for their computations.
Year: 2005
Name: K Stroyan
Institution: University of Iowa
Subject area(s): Trig and basic calculus
Title of Talk: Retinal disparity via computer
Abstract: The horizontal separation of our eyes causes the image each eye receives to fall on a slightly different portion of the retina. This difference is called "retinal disparity" and has been studied extensively for its relation to depth perception. (This kind of depth perception is called stereopsis. Helmholtz' book in 1910 is an old "standard" reference to this) Recently a psychologist friend mentioned that he was studying how retinal disparity changes as a driver views two objects off to the side of the road. He also mentioned that most of his colleagues are "math-o-phobic" and used rather coarse approximations to retinal disparity. I wrote a Mathematica animation to show the motion of the eyes of a driver and compute the time derivative of retinal disparity. We corresponded sending graphs via email until I had a start at what interests the scientists. The math is simple vector geometry with some arc tangents, but it is a little messy, so I didn't immediately look at the formulas. When I did, I had a surprise. And I believe the surprise means we could train better users of mathematics if we worked towards better integration of modern computing in basic math. We hope to build a web-Mathematica site for psychologists to use for their computations.
ID:
144
Year: 2006
Name: Dave L. Renfro
Institution: ACT Inc.
Subject area(s): transcendental equations
Title of Talk: The Remarkable Equation tan(x) = x
Abstract: Although tan(x) = x is virtually the prototypical example for solving an equation by graphical methods, and this equation frequently appears in calculus texts as an example of Newton's method, there seems to be nothing in the literature that surveys what is known about its solutions. In this talk I will look at some appearances of this equation in elementary calculus, some appearances of this equation in more advanced areas (quantum mechanics, heat conduction, etc.), the fact that this equation has no nonreal solutions and that all of its nonzero solutions are transcendental, and some curious infinite sums involving its solutions. In addition, I will discuss some of the history behind this equation, including contributions by Euler (1748), Fourier (1807), Cauchy (1827), and Rayleigh (1874, 1877).
Year: 2006
Name: Dave L. Renfro
Institution: ACT Inc.
Subject area(s): transcendental equations
Title of Talk: The Remarkable Equation tan(x) = x
Abstract: Although tan(x) = x is virtually the prototypical example for solving an equation by graphical methods, and this equation frequently appears in calculus texts as an example of Newton's method, there seems to be nothing in the literature that surveys what is known about its solutions. In this talk I will look at some appearances of this equation in elementary calculus, some appearances of this equation in more advanced areas (quantum mechanics, heat conduction, etc.), the fact that this equation has no nonreal solutions and that all of its nonzero solutions are transcendental, and some curious infinite sums involving its solutions. In addition, I will discuss some of the history behind this equation, including contributions by Euler (1748), Fourier (1807), Cauchy (1827), and Rayleigh (1874, 1877).