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 341-360 of 471 results.
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ID:
439
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
ID:
440
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
ID:
441
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Course Syllabi and Online Materials
Title of Talk: Using a Database to Support a Course Home Page, Syllabus, Schedule, and Other Online Materials
Abstract: With static Web pages for a course, posting of daily readings, assignments, etc. requires either constant editing of pages or a search for materials relevant for each given day. Further, adjustments in time allocated for one topic likely requires manual changes in several days that follow. As a result, modifications in a course to accomodate student needs are labor intensive and consistency of schedules can be troublesome. Use of a database behind the scenes resolves many of these maintenance challenges. A student going to a course home page can view the assignments for the previous day, current day, and next day, together with a statement of the next course deadlines. Links to readings and assignments can be dynamic — automatically updated daily. Adjustments to course schedules can be made with the click of just a few buttons. Part of the talk will include a demonstration of a sample dynamic format for a current course. (Development of this type of course interface might make an interesting assignment for one or more computing students!)
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Course Syllabi and Online Materials
Title of Talk: Using a Database to Support a Course Home Page, Syllabus, Schedule, and Other Online Materials
Abstract: With static Web pages for a course, posting of daily readings, assignments, etc. requires either constant editing of pages or a search for materials relevant for each given day. Further, adjustments in time allocated for one topic likely requires manual changes in several days that follow. As a result, modifications in a course to accomodate student needs are labor intensive and consistency of schedules can be troublesome. Use of a database behind the scenes resolves many of these maintenance challenges. A student going to a course home page can view the assignments for the previous day, current day, and next day, together with a statement of the next course deadlines. Links to readings and assignments can be dynamic — automatically updated daily. Adjustments to course schedules can be made with the click of just a few buttons. Part of the talk will include a demonstration of a sample dynamic format for a current course. (Development of this type of course interface might make an interesting assignment for one or more computing students!)
ID:
442
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
ID:
443
Year: 2016
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics and the centenary of the Iowa section
Title of Talk: The Smithsonian Exhibit for the MAA Centenary: The Iowa Connection
Abstract: Artifacts from Richard P. Baker, a founding member of the MAA from the Iowa section, were on display at the American History Museum for the MAA centenary. This talk will feature details of his life and work at the University of Iowa, with a focus on the mathematical models he created.
Year: 2016
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics and the centenary of the Iowa section
Title of Talk: The Smithsonian Exhibit for the MAA Centenary: The Iowa Connection
Abstract: Artifacts from Richard P. Baker, a founding member of the MAA from the Iowa section, were on display at the American History Museum for the MAA centenary. This talk will feature details of his life and work at the University of Iowa, with a focus on the mathematical models he created.
ID:
444
Year: 2016
Name: Russell Goodman
Institution: Central College
Subject area(s): sports analytics
Title of Talk: Goals in Context: an Analysis of Iowa Conference Women's Goal Scorers
Abstract: In soccer, a simple tabulation of goals scored does not tell the story of the value of the goals a player has scored. This presentation will offer the results of an analysis of goal-scoring in women's Iowa Intercollegiate Athletic Conference (IIAC) soccer. The analysis attempts to quantify the context and value of goals scored, to determine a method to produce a more value-oriented goal-scoring leaderboard. Full disclosure: the presenter is an assistant coach for one of the teams in the IIAC.
Year: 2016
Name: Russell Goodman
Institution: Central College
Subject area(s): sports analytics
Title of Talk: Goals in Context: an Analysis of Iowa Conference Women's Goal Scorers
Abstract: In soccer, a simple tabulation of goals scored does not tell the story of the value of the goals a player has scored. This presentation will offer the results of an analysis of goal-scoring in women's Iowa Intercollegiate Athletic Conference (IIAC) soccer. The analysis attempts to quantify the context and value of goals scored, to determine a method to produce a more value-oriented goal-scoring leaderboard. Full disclosure: the presenter is an assistant coach for one of the teams in the IIAC.
ID:
445
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
ID:
446
Year: 2016
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: Geometry software: Cinderella
Abstract: Cinderella is an easy to use dynamic software program which allows for constructions in Euclidean, Hyperbolic, and Elliptic geometries. Hyperbolic geometry uses the Poincare disk model. The menu selection in Cinderella is similar to Geometer’s Sketchpad. My course focuses on proofs, but almost every week I have an exploratory Cinderella lab, so students can get a feeling for these other geometries and make conjectures. Well known Euclidean results are verified while students get used to the menu items needed in the construction, then they explore the same construction in the other geometries. In this talk sample questions will be presented and several lab activities will be demonstrated. Cinderella can be downloaded for free at Cinderella.de
Year: 2016
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: Geometry software: Cinderella
Abstract: Cinderella is an easy to use dynamic software program which allows for constructions in Euclidean, Hyperbolic, and Elliptic geometries. Hyperbolic geometry uses the Poincare disk model. The menu selection in Cinderella is similar to Geometer’s Sketchpad. My course focuses on proofs, but almost every week I have an exploratory Cinderella lab, so students can get a feeling for these other geometries and make conjectures. Well known Euclidean results are verified while students get used to the menu items needed in the construction, then they explore the same construction in the other geometries. In this talk sample questions will be presented and several lab activities will be demonstrated. Cinderella can be downloaded for free at Cinderella.de
ID:
447
Year: 2016
Name: Richard Ligo
Institution: University of Iowa
Subject area(s): Differential geometry
Title of Talk: Escaping Flatland: An Introduction to Surface Curvature
Abstract: What if I told you that the majority of ideas conveyed in high school geometry classes are thousands of years old? What if I told you that your understanding of geometry was tremendously incomplete? Believe it or not, one can argue that the first true departure from ancient Greek geometry wasn't published until 1826! In this talk, we describe one such departure and its implications. We begin by describing the curvature of a curve, use this to define the curvature of a surface, and conclude by visiting a famous egregious result. This talk even includes snacks!
Year: 2016
Name: Richard Ligo
Institution: University of Iowa
Subject area(s): Differential geometry
Title of Talk: Escaping Flatland: An Introduction to Surface Curvature
Abstract: What if I told you that the majority of ideas conveyed in high school geometry classes are thousands of years old? What if I told you that your understanding of geometry was tremendously incomplete? Believe it or not, one can argue that the first true departure from ancient Greek geometry wasn't published until 1826! In this talk, we describe one such departure and its implications. We begin by describing the curvature of a curve, use this to define the curvature of a surface, and conclude by visiting a famous egregious result. This talk even includes snacks!
ID:
448
Year: 2016
Name: Chris Spicer
Institution: Morningside College
Subject area(s): combinatorics, math education
Title of Talk: Extreme Wild Card Poker, or, Engaging Women in Undergraduate Research
Abstract: The first half of this talk will describe a research project completed with 3 undergraduate students last year involving poker played with wild cards. We find the minimum number of wild cards needed to ensure five-of-a-kind is the most common hand. The second half will discuss preliminary results regarding engaging more women in undergraduate mathematics research.
Year: 2016
Name: Chris Spicer
Institution: Morningside College
Subject area(s): combinatorics, math education
Title of Talk: Extreme Wild Card Poker, or, Engaging Women in Undergraduate Research
Abstract: The first half of this talk will describe a research project completed with 3 undergraduate students last year involving poker played with wild cards. We find the minimum number of wild cards needed to ensure five-of-a-kind is the most common hand. The second half will discuss preliminary results regarding engaging more women in undergraduate mathematics research.
ID:
449
Year: 2016
Name: Ronald Smith
Institution: Graceland University
Subject area(s):
Title of Talk: Covering Cylinders
Abstract: We wil show how to design a cover to fit intersecting cylinders of different diameters. This is a real problem involving my neighbor's underground house.
Year: 2016
Name: Ronald Smith
Institution: Graceland University
Subject area(s):
Title of Talk: Covering Cylinders
Abstract: We wil show how to design a cover to fit intersecting cylinders of different diameters. This is a real problem involving my neighbor's underground house.
ID:
450
Year: 2016
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s):
Title of Talk: When Choice is an Illusion
Abstract: While choice is usually a valued commodity, it sometimes does not make a difference. In this talk, I look at various mathematical phenomena where, regardless of your choice, the final outcome is surprisingly unchanged.
Year: 2016
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s):
Title of Talk: When Choice is an Illusion
Abstract: While choice is usually a valued commodity, it sometimes does not make a difference. In this talk, I look at various mathematical phenomena where, regardless of your choice, the final outcome is surprisingly unchanged.
ID:
451
Year: 2016
Name: Samuel Van Fleet
Institution: Wartburg College
Subject area(s): Linear Algebra, Wavelets
Title of Talk: In-Place Computation of the Discrete Haar Wavelet Transformation.
Abstract: This method uses Huffman coding assisted by a wavelet filter to compress image files to a smaller size. The background math is linear algebra and there is some computer programming involved. JPEG uses a form of this math with their image files as well as the FBI for images of their fingerprints.
Year: 2016
Name: Samuel Van Fleet
Institution: Wartburg College
Subject area(s): Linear Algebra, Wavelets
Title of Talk: In-Place Computation of the Discrete Haar Wavelet Transformation.
Abstract: This method uses Huffman coding assisted by a wavelet filter to compress image files to a smaller size. The background math is linear algebra and there is some computer programming involved. JPEG uses a form of this math with their image files as well as the FBI for images of their fingerprints.
ID:
452
Year: 2016
Name: Susan Crook
Institution: Loras College
Subject area(s): Mathematics Education, IBL
Title of Talk: IBL Calculus I Assignments
Abstract: This talk will detail assignments and activities given in two sections of Calculus I in Fall 2016, totaling more than 50 students. Some activities have been used previously, but tweaked due to feedback and others were newly developed for this semester. The presentation will provide the prompts, worksheets, or assignments and samples of student responses. Anecdotal evidence of success or failure will be given when possible, along with discussion of how the materials will be changed in the future.
Year: 2016
Name: Susan Crook
Institution: Loras College
Subject area(s): Mathematics Education, IBL
Title of Talk: IBL Calculus I Assignments
Abstract: This talk will detail assignments and activities given in two sections of Calculus I in Fall 2016, totaling more than 50 students. Some activities have been used previously, but tweaked due to feedback and others were newly developed for this semester. The presentation will provide the prompts, worksheets, or assignments and samples of student responses. Anecdotal evidence of success or failure will be given when possible, along with discussion of how the materials will be changed in the future.
ID:
453
Year: 2016
Name: Amanda Matson
Institution: Clarke University
Subject area(s):
Title of Talk: Let's Do Some Math
Abstract: I will bring some fun math problems that we can dig into for no better reason than to do some math.
Year: 2016
Name: Amanda Matson
Institution: Clarke University
Subject area(s):
Title of Talk: Let's Do Some Math
Abstract: I will bring some fun math problems that we can dig into for no better reason than to do some math.
ID:
454
Year: 2016
Name: John Hsieh
Institution: Iowa State University
Subject area(s): IBL
Title of Talk: IBL for an Undergraduate Bioinformatics Survey Course
Abstract: The Moore Method was originally developed by R.L. Moore to teach advanced mathematics in the college setting. There have been many adaptations of the Moore Method, under the broad term Modified Moore Method (M3), which are now classified as a variant of inquiry based learning (IBL). Despite the growing popularity of M3, it is rarely applied beyond mathematics. At Iowa State University, we designed and taught an “Introduction to Bioinformatics” survey course using M3 for the first time during Fall semester 2015. The class size was small (n=12), and students all had a background in the natural sciences, most in the biological sciences. Students had little to no formal training in computational sciences. During the 16-week course, students learned to: 1) work on a remote Linux server, 2) read and write Python code, 3) tackle classic bioinformatics problems, and 4) solve current bioinformatics problems with available tools. As with all M3 courses, learning objectives were met through carefully designed questions given to students prior to each class session. Class sessions were completely led by students (i.e., reversed classroom) presenting solution to the assigned questions. The application of M3 to our course has led to several desirable student outcomes: 1) engagement and ownership of the course material, 2) development of a strong sense of community, and 3) uniform learning outcomes. One of the difficulties we experienced with applying M3 was the creation of the course material. It was tough to create questions that were challenging enough without overwhelming the students.
Year: 2016
Name: John Hsieh
Institution: Iowa State University
Subject area(s): IBL
Title of Talk: IBL for an Undergraduate Bioinformatics Survey Course
Abstract: The Moore Method was originally developed by R.L. Moore to teach advanced mathematics in the college setting. There have been many adaptations of the Moore Method, under the broad term Modified Moore Method (M3), which are now classified as a variant of inquiry based learning (IBL). Despite the growing popularity of M3, it is rarely applied beyond mathematics. At Iowa State University, we designed and taught an “Introduction to Bioinformatics” survey course using M3 for the first time during Fall semester 2015. The class size was small (n=12), and students all had a background in the natural sciences, most in the biological sciences. Students had little to no formal training in computational sciences. During the 16-week course, students learned to: 1) work on a remote Linux server, 2) read and write Python code, 3) tackle classic bioinformatics problems, and 4) solve current bioinformatics problems with available tools. As with all M3 courses, learning objectives were met through carefully designed questions given to students prior to each class session. Class sessions were completely led by students (i.e., reversed classroom) presenting solution to the assigned questions. The application of M3 to our course has led to several desirable student outcomes: 1) engagement and ownership of the course material, 2) development of a strong sense of community, and 3) uniform learning outcomes. One of the difficulties we experienced with applying M3 was the creation of the course material. It was tough to create questions that were challenging enough without overwhelming the students.
ID:
455
Year: 2016
Name: Art Benjamin
Institution: Harvey Mudd College
Subject area(s):
Title of Talk: Mathemagics!
Abstract: Arthur Benjamin will demonstrate and explain how to mentally add and multiply numbers faster than a calculator, how to figure out the day of the week of any date in history, and other amazing feats of mind. He has presented his mixture of math and magic to audiences all over the world.
Year: 2016
Name: Art Benjamin
Institution: Harvey Mudd College
Subject area(s):
Title of Talk: Mathemagics!
Abstract: Arthur Benjamin will demonstrate and explain how to mentally add and multiply numbers faster than a calculator, how to figure out the day of the week of any date in history, and other amazing feats of mind. He has presented his mixture of math and magic to audiences all over the world.
ID:
456
Year: 2016
Name: Stephen Kennedy
Institution: Carleton College
Subject area(s):
Title of Talk: Halving Your Cake
Abstract: It is a problem as old as humanity: given a resource to be shared (water, land, cake) how can it be shared fairly between several people? The answer, in the case of two claimants, is simple and ancient and known to every five-year-old with a sibling: I cut,You choose. Things get much more interesting, and challenging, if one has more than one sibling. We are forced to ask ourselves exactly what “fairly” means in the question; “fair” from whose point of view and by what criteria?
Year: 2016
Name: Stephen Kennedy
Institution: Carleton College
Subject area(s):
Title of Talk: Halving Your Cake
Abstract: It is a problem as old as humanity: given a resource to be shared (water, land, cake) how can it be shared fairly between several people? The answer, in the case of two claimants, is simple and ancient and known to every five-year-old with a sibling: I cut,You choose. Things get much more interesting, and challenging, if one has more than one sibling. We are forced to ask ourselves exactly what “fairly” means in the question; “fair” from whose point of view and by what criteria?
ID:
457
Year: 2016
Name: Jason Smith
Institution: Graceland University
Subject area(s):
Title of Talk: Magical Grants
Abstract: A discussion of writing and receiving an in-house grant to visit local middle schools and do mathematical tricks with them. Some tricks may also be revealed.
Year: 2016
Name: Jason Smith
Institution: Graceland University
Subject area(s):
Title of Talk: Magical Grants
Abstract: A discussion of writing and receiving an in-house grant to visit local middle schools and do mathematical tricks with them. Some tricks may also be revealed.
ID:
458
Year: 2016
Name: Steve Butler
Institution: Iowa State University
Subject area(s):
Title of Talk: An Introduction to the Mathematics of Juggling
Abstract: Juggling and mathematics have been done for thousands of years, but the mathematics of juggling is a relatively new field that dates back a few decades and looks at using the tools of mathematics to analyze, connect, and count various juggling patterns. We will introduce some of the very basic results related to the mathematics of juggling with a particular emphasis at looking at the various methods used to describe juggling patterns.
Year: 2016
Name: Steve Butler
Institution: Iowa State University
Subject area(s):
Title of Talk: An Introduction to the Mathematics of Juggling
Abstract: Juggling and mathematics have been done for thousands of years, but the mathematics of juggling is a relatively new field that dates back a few decades and looks at using the tools of mathematics to analyze, connect, and count various juggling patterns. We will introduce some of the very basic results related to the mathematics of juggling with a particular emphasis at looking at the various methods used to describe juggling patterns.