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 441-460 of 471 results.
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ID:
543
Year: 2019
Name: Valorie Zonnefeld
Institution: Dordt University
Subject area(s): Pedagogy of Mathematics
Title of Talk: Classroom Environments that Nurture a Growth Mindset
Abstract: Carol Dweck and Jo Boaler's landmark research regarding the importance of a growth mindset for learning and specifically mathematics is a game changer for professors and teachers. Learn what a growth mindset is and how to foster it in your classroom.
Year: 2019
Name: Valorie Zonnefeld
Institution: Dordt University
Subject area(s): Pedagogy of Mathematics
Title of Talk: Classroom Environments that Nurture a Growth Mindset
Abstract: Carol Dweck and Jo Boaler's landmark research regarding the importance of a growth mindset for learning and specifically mathematics is a game changer for professors and teachers. Learn what a growth mindset is and how to foster it in your classroom.
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:
546
Year: 2019
Name: Melanie King
Institution: The University of Iowa
Subject area(s): Math Education
Title of Talk: Introducing College Algebra Students to the IBL Learning Style
Abstract: Learning driven by student curiosity is more difficult in a setting such as College Algebra, where students typically have lower moral for learning math effectively. The purpose of this talk is to propose a general guideline for understanding the problems of students in College Algebra and address these problems using some IBL techniques. Here are some noted problems framed as student responses: "I hate/am not good at math”, “Can I cancel these?”, "I don't know how to start this", and "This problem wasn't on the homework/practice quiz, so I didn't know how to do it on the quiz/test". I will suggest learning techniques to help students tap into their curiosities without relying solely on teacher intervention to solve problems as is true to the IBL style of learning. I will also discuss some intermediary results of implementing some strategies in a blackboard section of College Algebra in Fall 2019 at the University of Iowa.
Year: 2019
Name: Melanie King
Institution: The University of Iowa
Subject area(s): Math Education
Title of Talk: Introducing College Algebra Students to the IBL Learning Style
Abstract: Learning driven by student curiosity is more difficult in a setting such as College Algebra, where students typically have lower moral for learning math effectively. The purpose of this talk is to propose a general guideline for understanding the problems of students in College Algebra and address these problems using some IBL techniques. Here are some noted problems framed as student responses: "I hate/am not good at math”, “Can I cancel these?”, "I don't know how to start this", and "This problem wasn't on the homework/practice quiz, so I didn't know how to do it on the quiz/test". I will suggest learning techniques to help students tap into their curiosities without relying solely on teacher intervention to solve problems as is true to the IBL style of learning. I will also discuss some intermediary results of implementing some strategies in a blackboard section of College Algebra in Fall 2019 at the University of Iowa.
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:
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:
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:
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:
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:
556
Year: 2021
Name: vcjjtmd segBbsCPnCBGrDu
Institution: YAYqKBPnZmPx
Subject area(s): XNzkISkaiyjnQUK
Title of Talk: COueJFEdUUL
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Year: 2021
Name: vcjjtmd segBbsCPnCBGrDu
Institution: YAYqKBPnZmPx
Subject area(s): XNzkISkaiyjnQUK
Title of Talk: COueJFEdUUL
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ID:
557
Year: 2021
Name: sdjpnrulo HLmaHvVkmcvnAycMLTb
Institution: QYkWFmEaCLlh
Subject area(s): DsznTtoTtJGjxvaz
Title of Talk: bjNsnuTbptcndRLh
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Year: 2021
Name: sdjpnrulo HLmaHvVkmcvnAycMLTb
Institution: QYkWFmEaCLlh
Subject area(s): DsznTtoTtJGjxvaz
Title of Talk: bjNsnuTbptcndRLh
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ID:
558
Year: 2021
Name: mpazkvt ubUxGrQpZHbbYZv
Institution: icImzteiWthAdt
Subject area(s): QZAaMIFgkRreqn
Title of Talk: iNgEWUcEePPq
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Year: 2021
Name: mpazkvt ubUxGrQpZHbbYZv
Institution: icImzteiWthAdt
Subject area(s): QZAaMIFgkRreqn
Title of Talk: iNgEWUcEePPq
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ID:
559
Year: 2021
Name: Jack Rausch
Institution: Creighton University
Subject area(s): Quantum Information Theory, Quantum Computing
Title of Talk: Developing a Quantum Resource Theory for One-Way Information
Abstract: In quantum information theory, the one-way information of the joint evolution of a composite system quantifies the causal relationship between systems. Given a composite two systems, an algorithm is used to create a state $\rho^{A'ABB'} $ which quantifies the one-way information via the measure $R\left(\rho^{A'ABB'} \right) = I\left(\rho^{B} : \rho^{A'AB'} \right) - I\left(\rho^{B} : \rho^{B'} \right)$. A quantum resource theory offers a new perspective to view one-way information. A quantum resource theory examines a problem under a set of physically meaningful limitations which identify certain operations as free (can be used without limitations) and others as resources (operations with limitations or costs). We define a quantum resource theory for one-way information based on the measure $R\left(\rho^{A'ABB'} \right)$, showing that: $R$ is an additive measure, all free states contain $0$ one-way information, the free operations contain all unitary operators $U_{AB} = U_A \otimes U_B$, and $R$ is monotonic under free operations, but not under the restricted operations.
Year: 2021
Name: Jack Rausch
Institution: Creighton University
Subject area(s): Quantum Information Theory, Quantum Computing
Title of Talk: Developing a Quantum Resource Theory for One-Way Information
Abstract: In quantum information theory, the one-way information of the joint evolution of a composite system quantifies the causal relationship between systems. Given a composite two systems, an algorithm is used to create a state $\rho^{A'ABB'} $ which quantifies the one-way information via the measure $R\left(\rho^{A'ABB'} \right) = I\left(\rho^{B} : \rho^{A'AB'} \right) - I\left(\rho^{B} : \rho^{B'} \right)$. A quantum resource theory offers a new perspective to view one-way information. A quantum resource theory examines a problem under a set of physically meaningful limitations which identify certain operations as free (can be used without limitations) and others as resources (operations with limitations or costs). We define a quantum resource theory for one-way information based on the measure $R\left(\rho^{A'ABB'} \right)$, showing that: $R$ is an additive measure, all free states contain $0$ one-way information, the free operations contain all unitary operators $U_{AB} = U_A \otimes U_B$, and $R$ is monotonic under free operations, but not under the restricted operations.
ID:
560
Year: 2021
Name: Marshall Whittlesey
Institution: California State University San Marcos
Subject area(s): Geometry
Title of Talk: Using quaternions to prove theorems in spherical geometry
Abstract: It is well known that the complex numbers can be used to do transformation geometry in the plane. In particular, rotation by angle ϴ about the origin is accomplished via multiplication by the complex number e^iϴ=cos ϴ+ i sin ϴ. It is less well known that the quaternion algebra (consisting of expressions of the form a+bi+cj+dk with i^2=j^2=k^2=ijk=-1) can be used to do similar transformations in three dimensional space. In this talk we show how to use quaternions to prove an interesting classical theorem in spherical geometry. These methods are featured in the speaker's new book with CRC Press, "Spherical Geometry and its Applications", which the author hopes will be attractive for use in topics courses in geometry.
Year: 2021
Name: Marshall Whittlesey
Institution: California State University San Marcos
Subject area(s): Geometry
Title of Talk: Using quaternions to prove theorems in spherical geometry
Abstract: It is well known that the complex numbers can be used to do transformation geometry in the plane. In particular, rotation by angle ϴ about the origin is accomplished via multiplication by the complex number e^iϴ=cos ϴ+ i sin ϴ. It is less well known that the quaternion algebra (consisting of expressions of the form a+bi+cj+dk with i^2=j^2=k^2=ijk=-1) can be used to do similar transformations in three dimensional space. In this talk we show how to use quaternions to prove an interesting classical theorem in spherical geometry. These methods are featured in the speaker's new book with CRC Press, "Spherical Geometry and its Applications", which the author hopes will be attractive for use in topics courses in geometry.
ID:
561
Year: 2021
Name: Presley Kimball
Institution: Creighton University
Subject area(s): Mathematical Models, Epidimiology
Title of Talk: An ODE model of yaws elimination in Lihir Island, Papua New Guinea
Abstract: Yaws is a chronic infection that affects mainly the skin, bone, and cartilage and spreads mostly between children. The new approval of a medication as treatment in 2012 has revived eradication efforts and now only few localized foci of infection remain. The World Health Organization strategy mandates an initial round of total community treatment (TCT) with single-dose azithromycin followed either by further TCT or by total targeted treatment (TTT), an active case-finding and treatment of cases and their contacts. We develop the compartmental ODE model of yaws transmission and treatment for these scenarios. We solve for disease-free and endemic equilibria and also perform the stability analysis. We calibrate the model and validate its predictions on the data from Lihir Island in Papua New Guinea. We demonstrate that TTT strategy is efficient in preventing outbreaks but, due to the presence of asymptomatic latent cases, TTT will not eliminate yaws within a reasonable time frame. To achieve the 2030 eradication target, TCT should be applied instead.
Year: 2021
Name: Presley Kimball
Institution: Creighton University
Subject area(s): Mathematical Models, Epidimiology
Title of Talk: An ODE model of yaws elimination in Lihir Island, Papua New Guinea
Abstract: Yaws is a chronic infection that affects mainly the skin, bone, and cartilage and spreads mostly between children. The new approval of a medication as treatment in 2012 has revived eradication efforts and now only few localized foci of infection remain. The World Health Organization strategy mandates an initial round of total community treatment (TCT) with single-dose azithromycin followed either by further TCT or by total targeted treatment (TTT), an active case-finding and treatment of cases and their contacts. We develop the compartmental ODE model of yaws transmission and treatment for these scenarios. We solve for disease-free and endemic equilibria and also perform the stability analysis. We calibrate the model and validate its predictions on the data from Lihir Island in Papua New Guinea. We demonstrate that TTT strategy is efficient in preventing outbreaks but, due to the presence of asymptomatic latent cases, TTT will not eliminate yaws within a reasonable time frame. To achieve the 2030 eradication target, TCT should be applied instead.
ID:
562
Year: 2021
Name: Russ Goodman
Institution: Central College
Subject area(s): pedagogy, sports analytics
Title of Talk: Sports Analytics: Soccer -- An Honors Seminar Utilizing Cutting-Edge Technology for Course-Based Student Research
Abstract: In 2020, the speakers received a Moore Family Foundation grant to purchase 20 Catapult-brand GPS/accelerometer devices for use in student research. Subsequently, the speakers designed an honors seminar entitled Sports Analytics: Soccer to enable enrolled students to have a research experience with this new technology, studying aspects of “physical load” on the Central College women’s soccer team. This presentation will describe the structure of the course, the successes and challenges of the course, and what the future holds for this type of sports analytics undergraduate research at Central College.
Year: 2021
Name: Russ Goodman
Institution: Central College
Subject area(s): pedagogy, sports analytics
Title of Talk: Sports Analytics: Soccer -- An Honors Seminar Utilizing Cutting-Edge Technology for Course-Based Student Research
Abstract: In 2020, the speakers received a Moore Family Foundation grant to purchase 20 Catapult-brand GPS/accelerometer devices for use in student research. Subsequently, the speakers designed an honors seminar entitled Sports Analytics: Soccer to enable enrolled students to have a research experience with this new technology, studying aspects of “physical load” on the Central College women’s soccer team. This presentation will describe the structure of the course, the successes and challenges of the course, and what the future holds for this type of sports analytics undergraduate research at Central College.
ID:
563
Year: 2021
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Data Science
Title of Talk: Data Science and The Pandemic
Abstract: This talk could be titled "What I did on my COVID-19 Sabbatical." I will discuss data collection and cleaning, the use of R for data analysis, where we are as a state, and where we are going. I will also give advice to people newly interested in Data Science and take advice from the people in the audience who have been doing this a lot longer than I have.
Year: 2021
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Data Science
Title of Talk: Data Science and The Pandemic
Abstract: This talk could be titled "What I did on my COVID-19 Sabbatical." I will discuss data collection and cleaning, the use of R for data analysis, where we are as a state, and where we are going. I will also give advice to people newly interested in Data Science and take advice from the people in the audience who have been doing this a lot longer than I have.
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:
565
Year: 2021
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Mathematics Course Placement -- How? Why? For whom? Recommended Guidelines for an Effective Placement Process for the First College Mathematics Course
Abstract: The issue of mathematics transitions that students navigate as they move through high school to college and on to career is many faceted and critically impactful across education and workforce development, and affects educators at all levels, business and civic leaders, and most importantly, current and future Iowa students. A new state group has been formed to help address this issue—the Iowa Higher Education Mathematics Transition Advisory Council (IHEMTAC). The charge of the Advisory Council is to examine the relevant research and related literature around mathematical transitions for the purpose of developing and making recommendations and taking appropriate action steps relating to the mathematics transitions students make from high school through college. The Council is comprised of representatives from two- and four-year public and private institutions of higher education and representatives of high schools in Iowa, and is organized into action groups focused on three general objectives: • AG 1 – Provide Effective High School Mathematics Pathways • AG 2 – Provide an Effective Mathematics Transition from High School to College • AG 3 – Provide Effective College Mathematics Pathways In this session, we will focus on AG 2. In particular, we will present our near-final draft of recommendations for an effective mathematics course placement process. These recommendations are based on best practice and research. Please join us to help shape the final draft and move this work forward!
Year: 2021
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Mathematics Course Placement -- How? Why? For whom? Recommended Guidelines for an Effective Placement Process for the First College Mathematics Course
Abstract: The issue of mathematics transitions that students navigate as they move through high school to college and on to career is many faceted and critically impactful across education and workforce development, and affects educators at all levels, business and civic leaders, and most importantly, current and future Iowa students. A new state group has been formed to help address this issue—the Iowa Higher Education Mathematics Transition Advisory Council (IHEMTAC). The charge of the Advisory Council is to examine the relevant research and related literature around mathematical transitions for the purpose of developing and making recommendations and taking appropriate action steps relating to the mathematics transitions students make from high school through college. The Council is comprised of representatives from two- and four-year public and private institutions of higher education and representatives of high schools in Iowa, and is organized into action groups focused on three general objectives: • AG 1 – Provide Effective High School Mathematics Pathways • AG 2 – Provide an Effective Mathematics Transition from High School to College • AG 3 – Provide Effective College Mathematics Pathways In this session, we will focus on AG 2. In particular, we will present our near-final draft of recommendations for an effective mathematics course placement process. These recommendations are based on best practice and research. Please join us to help shape the final draft and move this work forward!