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 61-80 of 471 results.
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ID:
498
Year: 2018
Name: Wako Bungula
Institution: University of Iowa
Subject area(s): Topological Data Analysis
Title of Talk: Filtration and Stability of Mapper Graph for Point Cloud Data
Abstract: Filtration and stability of TDA Mapper graph for topological spaces have been studied; and using a generalization of the Bottleneck distance called interleaving distance, the stability of Mapper graph for the topological spaces has been proven. A problem arises when trying to extend this stability theorem to the point cloud data case because clustering algorithms do not usually give filtration. I will be talking about the conditions required for the stability theorem to be extended to point cloud data case.
Year: 2018
Name: Wako Bungula
Institution: University of Iowa
Subject area(s): Topological Data Analysis
Title of Talk: Filtration and Stability of Mapper Graph for Point Cloud Data
Abstract: Filtration and stability of TDA Mapper graph for topological spaces have been studied; and using a generalization of the Bottleneck distance called interleaving distance, the stability of Mapper graph for the topological spaces has been proven. A problem arises when trying to extend this stability theorem to the point cloud data case because clustering algorithms do not usually give filtration. I will be talking about the conditions required for the stability theorem to be extended to point cloud data case.
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:
500
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: The new MAA Congress, what do you want them to know?
Abstract: The (relatively) new MAA Congress is situated to be a strong form of communication with the national MAA elected officers and the Iowa Section members. As your representative, what so you want to know about the new body? the MAA? What do you want the MAA to hear from the section? This is your opportunity to hear and be heard.
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: The new MAA Congress, what do you want them to know?
Abstract: The (relatively) new MAA Congress is situated to be a strong form of communication with the national MAA elected officers and the Iowa Section members. As your representative, what so you want to know about the new body? the MAA? What do you want the MAA to hear from the section? This is your opportunity to hear and be heard.
ID:
501
Year: 2018
Name: Joy Becker
Institution: Wartburg College
Subject area(s):
Title of Talk: Writing Across the Mathematics Curriculum
Abstract: Providing students multiple ways to practice mathematical communication skills aids in their development. In particular, writing can be infused into math courses at various levels, across a wide range of assignments. This talk will give examples of such assignments and ways to incorporate different levels of writing in a variety of mathematics courses.
Year: 2018
Name: Joy Becker
Institution: Wartburg College
Subject area(s):
Title of Talk: Writing Across the Mathematics Curriculum
Abstract: Providing students multiple ways to practice mathematical communication skills aids in their development. In particular, writing can be infused into math courses at various levels, across a wide range of assignments. This talk will give examples of such assignments and ways to incorporate different levels of writing in a variety of mathematics courses.
ID:
502
Year: 2018
Name: Kristopher Lee
Institution: Iowa State University
Subject area(s):
Title of Talk: Characterizing Isometries: A Long Running Undergraduate Research Project
Abstract: In 2010, my adviser Aaron Luttman began an undergraduate research project with an honors student at Clarkson University. The goal was to investigate a decomposition for isometries between normed vector spaces; specifically, to prove that the domain of the isometry had to be the direct sum of ``nice'' subspaces. The project ended in 2011 when my adviser (and the student) left academia. I revived the project in 2015 with an honors student here at Iowa State University, and while significant progress was made, we did not fully resolve it. This semester, I am approaching the problem again with a new student. We'll talk about the ins, outs, and what-have-yous of the project, where we currently stand, and the plan going forward.
Year: 2018
Name: Kristopher Lee
Institution: Iowa State University
Subject area(s):
Title of Talk: Characterizing Isometries: A Long Running Undergraduate Research Project
Abstract: In 2010, my adviser Aaron Luttman began an undergraduate research project with an honors student at Clarkson University. The goal was to investigate a decomposition for isometries between normed vector spaces; specifically, to prove that the domain of the isometry had to be the direct sum of ``nice'' subspaces. The project ended in 2011 when my adviser (and the student) left academia. I revived the project in 2015 with an honors student here at Iowa State University, and while significant progress was made, we did not fully resolve it. This semester, I am approaching the problem again with a new student. We'll talk about the ins, outs, and what-have-yous of the project, where we currently stand, and the plan going forward.
ID:
503
Year: 2018
Name: Justin Hoffmeier
Institution: Northwest Missouri State University
Subject area(s): Algebra
Title of Talk: Exact Zero Divisor Graphs
Abstract: Zero divisor graphs of rings identify the elements of the annihilators. Is it possible to identify the generators of the annihilators from these graphs? We work examples for which the answer is yes. Our explanation uses exact zero divisor graphs. For this talk, rings will be only the integers modulo n and we will assume very little background knowledge.
Year: 2018
Name: Justin Hoffmeier
Institution: Northwest Missouri State University
Subject area(s): Algebra
Title of Talk: Exact Zero Divisor Graphs
Abstract: Zero divisor graphs of rings identify the elements of the annihilators. Is it possible to identify the generators of the annihilators from these graphs? We work examples for which the answer is yes. Our explanation uses exact zero divisor graphs. For this talk, rings will be only the integers modulo n and we will assume very little background knowledge.
ID:
504
Year: 2018
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: Mathematical Venery and Other Humor
Abstract: In modern usage, the term “venery” refers to the pursuit of sexual pleasure, yet in medieval times it referred to the act of game hunting. The terms of venery refers to the rather unusual words used to describe a collection of animals of the same species. Charles W. Trigg composed a paper published in Journal of Recreational Mathematics that used this term to refer to the naming of collections of math people and objects. He listed some examples and this paper opens with additional examples created by the author. It concludes with some additional examples of mathematical humor.
Year: 2018
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: Mathematical Venery and Other Humor
Abstract: In modern usage, the term “venery” refers to the pursuit of sexual pleasure, yet in medieval times it referred to the act of game hunting. The terms of venery refers to the rather unusual words used to describe a collection of animals of the same species. Charles W. Trigg composed a paper published in Journal of Recreational Mathematics that used this term to refer to the naming of collections of math people and objects. He listed some examples and this paper opens with additional examples created by the author. It concludes with some additional examples of mathematical humor.
ID:
505
Year: 2018
Name: Mitchel T. Keller
Institution: Morningside College
Subject area(s): Mathematical writing/publishing
Title of Talk: PreTeXt: One Input, Many Beautiful Outputs
Abstract: In this talk, we will take a look at some of the features of PreTeXt (formerly MathBook XML), which is a language designed for authors to be able to use a master source file to produce a variety of output formats. A PreTeXt source file marks up the structure of the document (theorems, proofs, exercises, examples, figures, etc.) using an XML syntax that may remind users of HTML, but with a total focus on structure and not presentation. Mathematical expressions in the source are marked up using LaTeX notation. Support for including a variety of interactive elements in the document is available, with additional interactive features planned. While most existing PreTeXt projects are book-length, the system is now mature and stable enough that interested individuals are encouraged to use it for developing materials for their courses, regardless of whether they might eventually develop into a larger project. PreTeXt source files are easily converted to HTML that looks good on both desktops and mobile devices and LaTeX for producing print versions. A conversion from PreTeXt to the EPUB format used by Apple's iBooks is under development, and a PreTeXt to Kindle conversion will follow. The speaker is the author of one open-source text written in PreTeXt (Applied Combinatorics with W.T. Trotter), co-editor of the PreTeXt edition of Bogart's Combinatorics through Guided Discovery (with Oscar Levin and Kent E. Morrison), Production Editor for Active Calculus by Boelkins et al., and is a core member of the group guiding further development of PreTeXt.
Year: 2018
Name: Mitchel T. Keller
Institution: Morningside College
Subject area(s): Mathematical writing/publishing
Title of Talk: PreTeXt: One Input, Many Beautiful Outputs
Abstract: In this talk, we will take a look at some of the features of PreTeXt (formerly MathBook XML), which is a language designed for authors to be able to use a master source file to produce a variety of output formats. A PreTeXt source file marks up the structure of the document (theorems, proofs, exercises, examples, figures, etc.) using an XML syntax that may remind users of HTML, but with a total focus on structure and not presentation. Mathematical expressions in the source are marked up using LaTeX notation. Support for including a variety of interactive elements in the document is available, with additional interactive features planned. While most existing PreTeXt projects are book-length, the system is now mature and stable enough that interested individuals are encouraged to use it for developing materials for their courses, regardless of whether they might eventually develop into a larger project. PreTeXt source files are easily converted to HTML that looks good on both desktops and mobile devices and LaTeX for producing print versions. A conversion from PreTeXt to the EPUB format used by Apple's iBooks is under development, and a PreTeXt to Kindle conversion will follow. The speaker is the author of one open-source text written in PreTeXt (Applied Combinatorics with W.T. Trotter), co-editor of the PreTeXt edition of Bogart's Combinatorics through Guided Discovery (with Oscar Levin and Kent E. Morrison), Production Editor for Active Calculus by Boelkins et al., and is a core member of the group guiding further development of PreTeXt.
ID:
506
Year: 2018
Name: Joshua Zelinsky
Institution: ISU
Subject area(s): Number theory
Title of Talk: Lower and upper bounds in integer complexity.
Abstract: Define ||n|| to be the complexity of n, the smallest number of 1's needed to write n using an arbitrary combination of addition and multiplication. John Selfridge showed that ||n|| is at least 3log3n for all n, and this lower bound is obtained exactly when n is a power of 3. Richard Guy noted the trivial upper bound of 3log_2 n for all n bigger than 1, by writing n in base 2. This talk will discuss work improving the upper bound, as well as work leading to a complete classification of numbers whose complexity is close to the lower bound. Along the way, we'll develop connections to both ordinal numbers and the p-adics.
Year: 2018
Name: Joshua Zelinsky
Institution: ISU
Subject area(s): Number theory
Title of Talk: Lower and upper bounds in integer complexity.
Abstract: Define ||n|| to be the complexity of n, the smallest number of 1's needed to write n using an arbitrary combination of addition and multiplication. John Selfridge showed that ||n|| is at least 3log3n for all n, and this lower bound is obtained exactly when n is a power of 3. Richard Guy noted the trivial upper bound of 3log_2 n for all n bigger than 1, by writing n in base 2. This talk will discuss work improving the upper bound, as well as work leading to a complete classification of numbers whose complexity is close to the lower bound. Along the way, we'll develop connections to both ordinal numbers and the p-adics.
ID:
507
Year: 2018
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: Which Gender is Happier in the United States? What About Other Countries?
Abstract: For any number, if the sum of the squares of the digits is performed and then repeated, there are two possible outcomes. The process eventually terminates at 1 or goes into an infinite cycle. If the process terminates at 1, then the original number is said to be “happy.” For any word, if the letter assignments a = 1, b = 2, c = 3 and so on are done, then the word can be assigned a number. If the word is a name and the associated number is “happy,” then the name is said to be a “happy name.” In this presentation, the 100 most common male and female names in several countries are examined to determine which gender is “happier.”
Year: 2018
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: Which Gender is Happier in the United States? What About Other Countries?
Abstract: For any number, if the sum of the squares of the digits is performed and then repeated, there are two possible outcomes. The process eventually terminates at 1 or goes into an infinite cycle. If the process terminates at 1, then the original number is said to be “happy.” For any word, if the letter assignments a = 1, b = 2, c = 3 and so on are done, then the word can be assigned a number. If the word is a name and the associated number is “happy,” then the name is said to be a “happy name.” In this presentation, the 100 most common male and female names in several countries are examined to determine which gender is “happier.”
ID:
508
Year: 2018
Name: Ross Sweet
Institution: Simpson College
Subject area(s): math education, online learning
Title of Talk: Facilitating Peer Feedback in an Online Course
Abstract: When adapting a face-to-face course to an online format, many of our usual course activities are difficult to implement. In an introductory quantitative reasoning course, writing assignments with peer feedback were an essential part of the face-to-face course. When adapting this course to an online version, keeping the spirit of these assignments was a primary goal. An online question and answer platform, Piazza, was used for asynchronous peer feedback on writing assignments for the online version. In this context, we will discuss some benefits and drawbacks of this format and tool along with future refinements.
Year: 2018
Name: Ross Sweet
Institution: Simpson College
Subject area(s): math education, online learning
Title of Talk: Facilitating Peer Feedback in an Online Course
Abstract: When adapting a face-to-face course to an online format, many of our usual course activities are difficult to implement. In an introductory quantitative reasoning course, writing assignments with peer feedback were an essential part of the face-to-face course. When adapting this course to an online version, keeping the spirit of these assignments was a primary goal. An online question and answer platform, Piazza, was used for asynchronous peer feedback on writing assignments for the online version. In this context, we will discuss some benefits and drawbacks of this format and tool along with future refinements.
ID:
509
Year: 2018
Name: Patrick Rault
Institution: University of Nebraska Omaha
Subject area(s):
Title of Talk: Regional Communities of Practice around Inquiry-Based Learning
Abstract: What began as a small group of professors gathering to discuss implementation of Inquiry-Based Learning (IBL) in our classes has developed into a strong regional community of practice. The Upstate New York IBL consortium was created in 2014 with a mission to create, grow, and maintain a community of instructors across the region. We will discuss how the consortium formed organically, the way that it operates, and several efforts to replicate it in other regions. Suggestions will be provided for creating your own regional community of practice for supporting the adoption and enhancement of active learning techniques.
Year: 2018
Name: Patrick Rault
Institution: University of Nebraska Omaha
Subject area(s):
Title of Talk: Regional Communities of Practice around Inquiry-Based Learning
Abstract: What began as a small group of professors gathering to discuss implementation of Inquiry-Based Learning (IBL) in our classes has developed into a strong regional community of practice. The Upstate New York IBL consortium was created in 2014 with a mission to create, grow, and maintain a community of instructors across the region. We will discuss how the consortium formed organically, the way that it operates, and several efforts to replicate it in other regions. Suggestions will be provided for creating your own regional community of practice for supporting the adoption and enhancement of active learning techniques.
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:
511
Year: 2018
Name: Lindsay Erickson
Institution: Augustana University
Subject area(s): Graph Theory, Game Theory
Title of Talk: Edge-Nim on the $K_{2,n}$
Abstract: Edge-Nim is a combinatorial game played on finite regular graphs with positive, integrally weighted edges. Two players alternately begin from an initialized vertex and move to an adjacent vertex, decreasing the weight of the incident edge to a strictly non-negative integer as they travel across it. The game ends when a player is confronted by a position where no incident edge has a nonzero weight (or, that is to say, when the player is unable to move), in which case, this player loses. We characterize the winner of edge-Nim on the complete bipartite graphs, $K_{2,n}$ for all positive integers, $n$, giving the solution and complete strategy for the player able to win.
Year: 2018
Name: Lindsay Erickson
Institution: Augustana University
Subject area(s): Graph Theory, Game Theory
Title of Talk: Edge-Nim on the $K_{2,n}$
Abstract: Edge-Nim is a combinatorial game played on finite regular graphs with positive, integrally weighted edges. Two players alternately begin from an initialized vertex and move to an adjacent vertex, decreasing the weight of the incident edge to a strictly non-negative integer as they travel across it. The game ends when a player is confronted by a position where no incident edge has a nonzero weight (or, that is to say, when the player is unable to move), in which case, this player loses. We characterize the winner of edge-Nim on the complete bipartite graphs, $K_{2,n}$ for all positive integers, $n$, giving the solution and complete strategy for the player able to win.
ID:
464
Year: 2017
Name: Michael Heeren
Institution: Kaplan University
Subject area(s): Number Theory
Title of Talk: Sums and Differences of Two Prime Numbers
Abstract: Two unsolved number theory questions are "Is every even whole number greater than 2 the sum of two primes numbers?" and "For every whole even integer, does there exist two prime numbers with that difference?" This presentation will look at these two questions by using a single table created by the addition of integers. The cells that have the sums of odd prime numbers, the opposite of odd prime numbers, or the sum of an odd prime number and the opposite of an odd prime number will be shaded. There will then be two inductive proofs concerning the shaded cells whose results can be used to help answer those two questions.
Year: 2017
Name: Michael Heeren
Institution: Kaplan University
Subject area(s): Number Theory
Title of Talk: Sums and Differences of Two Prime Numbers
Abstract: Two unsolved number theory questions are "Is every even whole number greater than 2 the sum of two primes numbers?" and "For every whole even integer, does there exist two prime numbers with that difference?" This presentation will look at these two questions by using a single table created by the addition of integers. The cells that have the sums of odd prime numbers, the opposite of odd prime numbers, or the sum of an odd prime number and the opposite of an odd prime number will be shaded. There will then be two inductive proofs concerning the shaded cells whose results can be used to help answer those two questions.
ID:
465
Year: 2017
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: "Honest" Numbers in the Languages of the Native Americans of North America
Abstract: Like so many ideas in recreational mathematics, the concept of an “honest” number was created by Martin Gardner. A number is considered “honest” if the number of letters in the name is the value of the number. For example, “four” is the only “honest” number in English. In a later paper titled “The Lucky Languages,” Sidney Kravitz examined 17 other western languages, looking for more “honest” numbers. In this paper, the languages of Native Americans of North America are examined in a search for additional “honest” numbers. Some of those languages are extinct, others are endangered and for many, there is a concerted effort to preserve them.
Year: 2017
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics
Title of Talk: "Honest" Numbers in the Languages of the Native Americans of North America
Abstract: Like so many ideas in recreational mathematics, the concept of an “honest” number was created by Martin Gardner. A number is considered “honest” if the number of letters in the name is the value of the number. For example, “four” is the only “honest” number in English. In a later paper titled “The Lucky Languages,” Sidney Kravitz examined 17 other western languages, looking for more “honest” numbers. In this paper, the languages of Native Americans of North America are examined in a search for additional “honest” numbers. Some of those languages are extinct, others are endangered and for many, there is a concerted effort to preserve them.
ID:
466
Year: 2017
Name: Ranthony A.C. Edmonds
Institution: University of Iowa
Subject area(s): Blended learning; flipped instruction; trigonometry
Title of Talk: A Case for Blended Learning: A Partially Flipped Trigonometry Course
Abstract: Blended learning is an instructional approach that combines online digital media with traditional classroom methods. Blended courses are sometimes known as hybrid courses in that some of the introduction is occurring outside of the classroom, and it has gained recent attention as a method to address remediation and student motivation in introductory math courses in higher education. Flipped instruction is a type of blended learning that has gained a lot of attention as an alternative to lecture based instruction in its own right. However, common pitfalls of this technique include resistance from instructors due to the perceived amount of time to create instructional videos and materials, and from students due to the amount of independent learning required outside of class. Partially flipped instruction addresses these concerns by incorporating both independent and face-to-face instruction. It can also alleviate the amount of time spent on additional materials by instructors, while still holding students accountable for their own learning outside of class. This talk will give a brief introduction to blending learning, what is it, and what it is not. Next, we will focus on a particular type of blended learning, flipped instruction, and subsequently a partially flipped model used in the Spring of 2017 at the University of Iowa for a College Trigonometry course. The main features of this model included instructional videos, created with Doceri for iPad, which were viewed outside of class once a week by students, coupled with a short assessment based on that instruction. The following ‘flipped’ period involved individual and/or group activities expanding upon concepts introduced in the videos. Canvas by Instructure was used heavily throughout the course. Motivation and implementation of the design will be described, quantitative data with regards to course assessments will be given, and the results of a qualitative survey given to students about their experience in the course will be shared. Last, we will describe some specific efforts of certain math departments to incorporate blended learning in their curricula.
Year: 2017
Name: Ranthony A.C. Edmonds
Institution: University of Iowa
Subject area(s): Blended learning; flipped instruction; trigonometry
Title of Talk: A Case for Blended Learning: A Partially Flipped Trigonometry Course
Abstract: Blended learning is an instructional approach that combines online digital media with traditional classroom methods. Blended courses are sometimes known as hybrid courses in that some of the introduction is occurring outside of the classroom, and it has gained recent attention as a method to address remediation and student motivation in introductory math courses in higher education. Flipped instruction is a type of blended learning that has gained a lot of attention as an alternative to lecture based instruction in its own right. However, common pitfalls of this technique include resistance from instructors due to the perceived amount of time to create instructional videos and materials, and from students due to the amount of independent learning required outside of class. Partially flipped instruction addresses these concerns by incorporating both independent and face-to-face instruction. It can also alleviate the amount of time spent on additional materials by instructors, while still holding students accountable for their own learning outside of class. This talk will give a brief introduction to blending learning, what is it, and what it is not. Next, we will focus on a particular type of blended learning, flipped instruction, and subsequently a partially flipped model used in the Spring of 2017 at the University of Iowa for a College Trigonometry course. The main features of this model included instructional videos, created with Doceri for iPad, which were viewed outside of class once a week by students, coupled with a short assessment based on that instruction. The following ‘flipped’ period involved individual and/or group activities expanding upon concepts introduced in the videos. Canvas by Instructure was used heavily throughout the course. Motivation and implementation of the design will be described, quantitative data with regards to course assessments will be given, and the results of a qualitative survey given to students about their experience in the course will be shared. Last, we will describe some specific efforts of certain math departments to incorporate blended learning in their curricula.
ID:
467
Year: 2017
Name: Christopher Frayer
Institution: University of Wisconsin - Platteville
Subject area(s):
Title of Talk: Geometry of Polynomials with Three Roots
Abstract: Given a complex-valued polynomials of the form p(z)=(z-1)^k (z-r_1 )^m (z-r_2 )^n with k,m,n in the natural numbers and r_1 and r_2 on the unit circle, where are the critical points located? The Gauss-Lucas Theorem guarantees that the critical points of such a polynomial will lie within the unit disk. We will further explores the location and structure of these critical points. Surprisingly, when m≠n, the unit disk contains two `desert' regions in which critical points cannot occur, and each c inside the unit disk and outside of the desert regions is the critical point of exactly two such polynomials. Special attention will be given to the development of geometric intuition and using GeoGebra to provide graphical illustrations.
Year: 2017
Name: Christopher Frayer
Institution: University of Wisconsin - Platteville
Subject area(s):
Title of Talk: Geometry of Polynomials with Three Roots
Abstract: Given a complex-valued polynomials of the form p(z)=(z-1)^k (z-r_1 )^m (z-r_2 )^n with k,m,n in the natural numbers and r_1 and r_2 on the unit circle, where are the critical points located? The Gauss-Lucas Theorem guarantees that the critical points of such a polynomial will lie within the unit disk. We will further explores the location and structure of these critical points. Surprisingly, when m≠n, the unit disk contains two `desert' regions in which critical points cannot occur, and each c inside the unit disk and outside of the desert regions is the critical point of exactly two such polynomials. Special attention will be given to the development of geometric intuition and using GeoGebra to provide graphical illustrations.
ID:
468
Year: 2017
Name: Maria Gommel
Institution: University of Iowa
Subject area(s):
Title of Talk: The Shape of Data: An Introduction to Topological Data Analysis
Abstract: What does it mean for data to have "shape"? Can this idea of "shape" help us better analyze data? In this talk, I will introduce some basic ideas of algebraic topology that allow us to describe the "shape" of a data set, and discuss how these ideas can help us analyze data. We'll also see an example of how these techniques have been applied to fMRI brain data. This talk is entirely self-contained and appropriate for undergraduates at any level.
Year: 2017
Name: Maria Gommel
Institution: University of Iowa
Subject area(s):
Title of Talk: The Shape of Data: An Introduction to Topological Data Analysis
Abstract: What does it mean for data to have "shape"? Can this idea of "shape" help us better analyze data? In this talk, I will introduce some basic ideas of algebraic topology that allow us to describe the "shape" of a data set, and discuss how these ideas can help us analyze data. We'll also see an example of how these techniques have been applied to fMRI brain data. This talk is entirely self-contained and appropriate for undergraduates at any level.
ID:
469
Year: 2017
Name: Benjamin Collins
Institution: University of Wisconsin-Platteville
Subject area(s):
Title of Talk: Flipping the Precalculus Classroom
Abstract: The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students' academic performance in a flipped classroom remain relatively scarce, and have shown mixed results. This talk reports on a study using a flipped classroom design in a 5-credit precalculus course at a regional 4-year university. I evaluated the students' performance on the final compared to a similarly sized random sample of students from non-flipped sections of the same course, and also tracked students success in first-semester calculus.
Year: 2017
Name: Benjamin Collins
Institution: University of Wisconsin-Platteville
Subject area(s):
Title of Talk: Flipping the Precalculus Classroom
Abstract: The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students' academic performance in a flipped classroom remain relatively scarce, and have shown mixed results. This talk reports on a study using a flipped classroom design in a 5-credit precalculus course at a regional 4-year university. I evaluated the students' performance on the final compared to a similarly sized random sample of students from non-flipped sections of the same course, and also tracked students success in first-semester calculus.