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Section History information is now on the website!

Dr. Janet Heine Barnett, Professor of Mathematics at Colorado State University – Pueblo; 2015 Burton W. Jones Distinguished Teaching Award

History as Travel Guide and Companion: Mathematical Itineraries to Excite, Educate and Entertain

As a travel companion, history intensifies our experiences by enhancing our understanding and appreciation of mathematics' rich culture, world-famous landmarks and exquisite natural landscapes. In addition to the usual fare of any travel guide — tips on recognizing and avoiding tourist traps, practical advice to make the journey run safely and smoothly, and suggested itineraries that enable travelers to make informed choices — history offers opportunities to create memorable experiences through unexpected discoveries and the rewards of wandering off the beaten track. By encouraging us to explore and respect the unfamiliar, history also has potential to broaden our intellectual horizons beyond mathematics, and to teach us new ways of measuring the quality and value of our work in mathematics and teaching.

In this talk, I share highlights from 20+ years of travels that my students and I have enjoyed with history as our companion in a variety of mathematic courses. In addition to specific examples of how I have used history in the classroom to enhance students' mathematical understanding, I discuss some less explicit ways in which history has informed my teaching practice and philosophy. In closing, I comment on how historical expeditions have shaped my broader thinking about mathematics and its teaching, and offer travel tips and resources for those who wish to venture out on historical journeys in their own classrooms.

Dr. Robert L. Devaney, Professor of Mathematics at Boston University; Immediate Past-President of the Mathematical Association of America

The Fractal Geometry of the Mandelbrot Set

In this lecture we describe several folk theorems concerning the Mandelbrot set. While this set is extremely complicated from a geometric point of view, we will show that, as long as you know how to add and how to count, you can understand this geometry completely. We will encounter many famous mathematical objects in the Mandelbrot set, like the Farey tree and the Fibonacci sequence. And we will find many soon-to-be-famous objects as well, like the "Devaney" sequence. There might even be a joke or two in the talk.

Dr. Robin Wilson, Emeritus Professor at the Open University, U.K.; Visiting Professor at Colorado College

The History of Mathematics in 300 Stamps

In this talk I cover the entire history of mathematics in one hour, from earliest times to the modern age, illustrating the narrative with attractive (and sometimes bizarre) postage stamps from around the world, featuring mathematics and mathematicians.

Dr. Robert Palais, Associate Professor, Mathematics, Utah Valley University; Research Professor, Pathology, University of Utah

Math, DNA, and Precision Medicine

Analyzing variations in DNA sequence, quantity, and activity and their medical consequences is leading to many interesting mathematical problems that can be studied and solved at the undergraduate level, with beneficial clinical outcomes. Some examples include using calculus, linear algebra, and differential equations to develop a rapid economical test for Ebola and other pathogens, and mining big data for genes associated with tumor aggression, and therapies that suppress them.

Contributed Paper Sessions:

• Dynamical Systems
• The History of Mathematics and Poincaré's Other Conjecture
• Mathematics Education
• IBL Methods in the Classroom
• Classroom Innovations
• Teaching Modeling across the Curriculum: Mathematical Biology Labs for the Math Classroom
• General Session
• Student Paper Session

Two Panel Sessions held on Friday afternoon:

• Regional Mathematics Experiences in Business, Industry and Government (BIG)
• Quantitative Reasoning, Common Core, and You!

On Friday, there will be Strategic Planning Session for the Rocky Mountain Section, hosted by Dr. Kyle Riley, the current Chair of the section. It will take place from 11–12:30 and all Rocky Mountain Section members are encouraged to participate. During the same time period, the Intermountain Section will have their Liaison meeting.

Grappling with Chaos: How Simplicity gives rise to Chaos

This will be an interactive workshop where participants will be exposed to introductory concepts in the world of nonlinear dynamical systems. We will begin with a brief lecture designed to familiarize participants with fundamental concepts in dynamical systems including maps, flows, difference and differential equations, periodicity, chaos, period-doubling cascades, the Feigenbaum ratio, fractals and bifurcations.

This will be followed by an interactive lab where we will investigate some of the central ideas of nonlinear dynamics. We will explore the logistic map, using tools like time series analysis, cobweb diagrams and interactive bifurcation plots. If time allows, participants will also explore flow dynamics with a force driven pendulum. Many of the examples in this workshop can be incorporated into activities intended for use in an undergraduate classroom. They are chosen with the direct intent of sparking new and interesting undergraduate research projects.

Joshua Garland received a B.S. from Colorado Mesa University in Mathematics, an M.S. from University of Colorado in Applied Mathematics and is currently a Ph.D. candidate at the University of Colorado at Boulder in Computer Science. Garland is also an instructor and project coordinator for the Santa Fe Institute's Complex System Summer School and a recipient of the Intelligent Data Analysis 2013 Frontier Prize. His research interests focus on using the tools of nonlinear dynamics, time series analysis, and information theory to better understand the mechanics of complex systems.

Please join us at the Rocky Mountain Section Meeting in April. Enjoy these great activities!

Pikes Peak Regional Undergraduate Mathematics Conference (PPRUMC) Seeks "Financial Housing" Arrangement with the Rocky Mountain Section

The Rocky Mountain Section would like to offer the following suggestions, especially to first-time speakers, regarding preparation of a talk at the conference.

1. The standard talk length is 20 minutes, (with longer times available upon request, subject to the limitations of the program). Thus, you should prepare your presentation to fit the time allotted. If possible, plan to leave a few minutes at the end of your presentation for questions.
2. A moderator will be assigned to facilitate each session of presentations. The moderator will introduce the speaker, assist in distribution of any handouts, signal the end of the presentation, and ask for questions from the audience.
3. If handouts are to be provided, give them to the moderator prior to the beginning of the session including your talk. Plan to bring about 35 handouts and be prepared to give attendees your e-mail address in case the supply runs out. It may also be possible to arrange for posting of electronic materials from your talk on the section website. Check with program organizers concerning this possibility.
4. Do not include too much detailed technical material in your presentation. Focus on providing the audience with insight into your topic and its key notions. Remember that most members of the audience will not be experts in the field you are discussing, and that the audience is likely to include students.
5. All session rooms will be equipped with a projector and a laptop hook up. Accordingly, you can present your talk using Power Point slides, PDF, or similar, which will greatly enhance the pace of a presentation. However, make sure that notes on the slides or transparencies are typed in a font big enough and with spacing adequate to be seen clearly 50 to 100 feet away.

The purpose of the Section Activity Grants program is to assist Section members in funding projects in support of Section Mission. These projects must be clearly tied to one or more of the Rocky Mountain Section Mission Goals and the project director must be a member of MAA. Grants will not exceed $750 per project. Matching funds from host institution are preferred, but not required. To apply for a Section Activity Grant, submit the following to the Section Secretary/Treasurer:

1. Description of project (no more than one page);
2. Statement of how project supports Mission Goals (no more than one page);
3. Estimated budget;
4. Description of matching funds available, if any;
5. Vitae of project director(s).

If funded, a report on the project will be filed by the Project Director upon completion (no more than one page) and a report will be made at the next meeting of the Section. Complete details on the selection process and application guidelines are posted on the section website. Grants will be reviewed once a year. All application materials are due November 1st of each year.

The establishment of a Student Recognition Grant Program was approved by the section membership at the 2003 Annual Business Meeting. In support of this program, the Section will set aside $500 every calendar year. From these monies, the Section will make grants for the purpose of recognizing superior achievement in mathematics on the part of (1) students enrolled in post-secondary institutions within the geographic region served by the Section and (2) high school students whose school districts, or other appropriate political subdivisions, substantially intersect the geographic region served by the Section.

Proposals for such grants must

1. Originate from a member of the Rocky Mountain Section of the Mathematical Association of America on behalf of an agency, institution, or organization whose stated purposes are consistent with recognizing or encouraging superior academic achievement at the high school level;
2. Be in the hands of the Chair of the Rocky Mountain Section no later than March 15 of the year in which the proposed recognition is to be made;
3. Include the criteria under which superior achievement in mathematics is to be recognized, together with the time and the manner of such recognition;
4. Report, insofar as possible at the time of the proposal, other potential sources of support together with proposals or requests made or intended; and
5. Be limited to a maximum amount of $250.

The Executive Committee will review all proposals for grants under this policy and will make such grants as, in its sole judgment, it deems proper. In keeping with the section mission, funding priority will be given to grants that include recognition of undergraduate students. Funding decisions will be announced no later than the Annual Business Meeting of the Section. Monies not expended during any particular year shall revert to the Section’s general fund.

To promote excellence in mathematics education, especially at the collegiate level.

Mission Related Goals: