The MAA Committee on Contributed Paper Sessions solicits contributed papers pertinent to the sessions and their organizers listed below. Contributed Paper Session presentations are limited to fifteen minutes, except in the general session, where they are limited to ten minutes Each session room is equipped with a computer projector, an overhead projector, and a screen. Please note that the dates and times scheduled for these sessions remain tentative.
Alternative Approaches to Traditional Introductory Statistics Courses, Brian T. Gill, Seattle Pacific University; Nancy J. Boynton, SUNY Fredonia; and Michael A. Posner, Villanova University; Sunday afternoon. Do you teach a nontraditional selection of topics or use different methods in your introductory statistics course? Do you teach topics in a different order from the standard descriptives, probability, basic inference? What have you let go of from the traditional course? Tell us about your course—especially what makes it successful. We encourage contributions from specialized statistics courses such as those for business majors, biostats, etc. Also of interest are different methods of delivery, such as hybrid or online courses.
Successful teaching in statistics and the GAISE guidelines promote conceptual understanding, and encourage active participation. We invite submissions that provide details about how different approaches have proven successful in teaching introductory statistics courses. They may be organized to attract the attention and interest of students or to serve students with particular needs.
This session is sponsored by the SIGMAA on Statistics Education. Presenters will be considered for the Dex Whittinghill Award for Best Contributed Paper.
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Cool Calculus: Lessons Learned Through Innovative and Effective Supplemental Projects, Activities, and Strategies for Teaching Calculus, Jessica M. Deshler, West Virginia University; Friday morning.
It is estimated that hundreds of thousands of students take (and fail) calculus every year at colleges and universities across the United States. Calculus frequently ranks near the top of "killer courses" lists created by students and administrators alike. Instructors are continuously searching for new and innovative ways to increase student understanding of the material.
This session invites papers that focus on the use of supplemental activities, projects, and innovative methods of instruction in the undergraduate calculus sequence. Proposals may include descriptions of development or implementation of calculus activities (including technology based applets, group work activities, etc.), methods of instruction (including successful implementation of group, supplemental instruction sessions, etc.), and evidence of impact on student learning, success, or attitudes. Proposals for both successful supplemental strategies as well as lessons learned from less successful attempts are invited. Presentations must be scholarly in nature; evidence of pedagogical effectiveness (or noneffectiveness) should be more than anecdotal, supported by quantitative or qualitative research.
Cryptology for Undergraduates, Robert Edward Lewand, Goucher College, and Chris Christensen, Northern Kentucky University; Thursday afternoon. In increasing numbers cryptology courses are being developed to address the interest and to serve the needs of undergraduate mathematics and computer science majors. Typical courses may include modules dealing with counting problems, probability, number theory, and matrices. Cryptology is also appearing as a topic in mathematics courses for nonmajors, as it has been recognized as a hook to interest these students in mathematics. As experience in offering these courses grows, innovative and interesting approaches to this topic are being developed. This session solicits presentations that address topics appropriate for undergraduate cryptology courses for mathematics or computer science majors, or presentations of cryptological topics or projects that could interest and motivate non-mathematics majors.
Developmental Mathematics Education: Helping Under-Prepared Students Transition to College-Level Mathematics, Kimberly J. Presser and J. Winston Crawley, Shippensburg University; Saturday afternoon. Many students are arriving at college today under-prepared for college-level mathematics courses. In order to help these students to be successful, we need to undertake new strategies for support services, courses offered, and perhaps even in our programs themselves. This session invites papers on all aspects of developmental mathematics education. In particular, what classroom practices are effective with such students and how does research in student learning inform these practices? For students interested in math-intensive majors such as the sciences, how can we best prepare these students for several subsequent mathematics courses? How can we best coordinate support services with the courses offered in our mathematics departments?
Effective Teaching of Upper Level Mathematics to Secondary Education Mathematics Majors, Joyati Debnath, Winona State University; Sunday morning. Secondary mathematics education prepares students for careers as secondary school mathematics teachers and provides opportunities to learn the processes of teaching and learning mathematics by providing both a strong foundation in mathematics content and hands-on experience in the classroom, and stressing teaching philosophies and standards and principles of the National Council of the Teachers of Mathematics (NCTM). Future teachers need to fully understand the mathematics they present. Teaching methods include utilizing different assessment techniques, appropriately using technology to enhance students' mathematical thinking, and featuring the cultural, historical, and scientific evolution of mathematics.
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Fostering, Supporting and Propagating Math Circles for Students and Teachers, Tatiana Shubin, San Jose State University; Elgin H. Johnston, Iowa State University; and James Tanton, St. Mark's Institute of Mathematics; Saturday morning. A math circle is broadly defined as a semi-formal, sustained enrichment experience that brings mathematics professionals in direct contact with precollege students and/or their teachers. Circles foster passion and excitement for deep mathematics.
The SIGMAA for Math Circles for Students and Teachers (SIGMAA MCST) supports MAA members who share an interest in developing, supporting, and running math circles. It works to facilitate vertical integration of elementary, middle, and high school students, their teachers, undergraduate and graduate students, and faculty up through high-level research mathematicians.
SIGMAA MCST invites speakers to present reports on Math Circle activities and their effectiveness in achieving articulated goals. Presentations are expected to be scholarly in nature and serve to offer clear guidance on fostering circle activity. This may be achieved via examination of the structure of the circle, matters related to instigating and supporting the circle, effective topics of activity, and/or presentation of innovative student product, for instance.
This session invites presentations that describe successful course content, teaching methods, and projects or group work that are integrated into students' learning, effectively incorporating basic mathematical insights and leading to increased student enthusiasm for mathematics. This session may showcase curricular initiatives to improve learning and enhance the understanding of mathematical content for future secondary mathematics teachers. Presentations will also iterate the effect of methods on students. The session welcomes a range of mathematics courses, varying from calculus and modern algebra to discrete mathematics and modern analysis. Presenters are encouraged from four-year institutions, liberal arts colleges, and universities of all sizes. Abstracts can be accepted from individuals or teams of mathematicians.
Getting Students Involved in Writing Proofs, Aliza Steurer, Dominican University; Jennifer Franko-Vasquez, University of Scranton; and Rachel Schwell, Central Connecticut State University; Thursday afternoon. When confronted with the difficult task of involving students in the writing of a proof, many professors are unsure about how to proceed, yet they know (perhaps even from their own experience as students) how crucial student input is for learning. Should the students form groups to write the proof? Should one student present it at the board? How does one deal with the variety of learning styles students have? How does one effectively guide students so that they can write proofs on their own in homework assignments?
We seek novel ideas or approaches with evidence of their success in the classroom. Evidence to support the success of the idea or approach might include quantitative or qualitative measures (i.e., student responses, test scores, survey results, etc.). The members of our intended audience range from those new to teaching proof-based courses to those who have tried various methods in such classes.
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Harnessing Mobile Communication Devices and Online Communication Tools for Mathematics Education, Michael B. Scott, California State University Monterey Bay, and Jason A. Aubrey, University of Missouri; Thursday morning. The nature of communication has changed substantially in the last twenty years. In particular the proliferation of mobile communication devices (cell phones, smart phones, laptops, etc.) and online communication tools (Twitter, Facebook, virtual worlds, etc.) has had a profound effect on the way people communicate. Many instructors view this proliferation as a challenge, for example, text messaging in class. This evolution of communication can also present new learning opportunities for our students. This session gives instructors who are using these communication systems in an innovative manner an opportunity to share their experiences using these new systems to enhance student learning and report on their effectiveness.
Mobile communication devices can include cell phones, smart phones, iTouches, networked calculators, or any other personal device having the ability to communicate wirelessly. Online communication tools can include Twitter, Facebook, or other social networking sites, and can also include other sites, such as Second Life, where communication takes place in a nontraditional manner. The focus of the reports should be on how the use of these communication devices/tools improve student learning of mathematics inside or outside the classroom. This session is sponsored by the Committee on Technologies in Mathematics Education (CTiME) and WEB SIGMAA.
Humanistic Mathematics, Gizem Karaali, Pomona College; Mark Huber, Claremont McKenna College; Dagan Karp, Harvey Mudd College; Saturday afternoon. Humanistic mathematics is an approach to mathematics as a human endeavor. The phrase itself is an umbrella term for various threads of inquiry that deal with aesthetic, historical, literary, pedagogical, philosophical, psychological, and sociological aspects of doing, learning, and teaching mathematics. This session will bring together an eclectic collection of scholarly work that focuses on the people of mathematics, whether they be learners, teachers, or practitioners.
Submissions on all humanistic aspects of mathematics are invited. We are especially looking for work that brings together more than one strand of humanistic mathematics and encourage submissions that will stimulate discussion and further inquiry. Appropriate for this session are papers that discuss how a particular philosophical approach to mathematics can impact classroom pedagogy, how aesthetic ideas influenced the history of mathematics, or how one can use fiction in a mathematics classroom, as well as reflections upon large movements like calculus reform within their historical context, or critical discussions of the mathematical profession; other themes are also welcome as long as they fit in with the humanistic focus of the session. Submissions should be aimed at a broad mathematical audience.
This session is sponsored by the Journal of Humanistic Mathematics.
Influences of the Calculus Reform Movement on the Teaching of Mathematics, Steven R. Benson, Lesley University; Marilyn Carlson, Arizona State University; Ellen E. Kirkman, Wake Forest University; and Joe Yanik, Emporia State University; Sunday morning. In this session, speakers will address ways in which various aspects of the "calculus reform movement" have affected their own approach to teaching mathematics. Calculus reform, now over twenty-five years old, has influenced the teaching of undergraduate mathematics in many ways and at all levels (including both pre- and post-calculus courses)--so much that the old (artificial) lines between "traditional" and "reform" have become blurred. From changing the amount of time spent on conceptual or computational topics to incorporation of appropriate technology to modification of "delivery" to the use of projects, to name but a few possibilities, various aspects of the vision of the reform movement have inspired teachers to make changes in the ways they approach their courses. Discussions of both pedagogy/teaching strategies and course/curriculum design will be considered and foci may range from the individual course/instructor to the department/institution level.
Presentations need not be on published research, but scholarly talks that provide evidence and reflection on that evidence are preferred. Most importantly this session is not a forum for pro- or anti-reform rhetoric, rather, it is an opportunity to share ideas and results with interested colleagues. Sponsored by the Committee on the Teaching of Undergraduate Mathematics.
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Innovations in Service-Learning at All Levels, Karl-Dieter S. Crisman, Gordon College; Rachelle Ankney, North Park University; and Robert V. Perlis, Louisiana State University; Thursday afternoon. Service-learning is a growing concern on college campuses, but the mathematical sciences are sometimes seen as more challenging to bring into this valuable development (where the hyphen emphasizes the importance of connecting learning with service). Hence, this session will feature innovative and successful service-learning ideas in the mathematical sciences, at all levels, and in all topics. This is a timely discussion for many mathematics departments, as some institutions now mandate a service component as a graduation requirement, and others have valuable partnerships with organizations such as Campus Compact or with local communities.
Talks concerning the scholarship of learning involving service are welcome, and should address how the service connects to learning the mathematical content of the course. We encourage anyone with documented success using service-learning in math courses to submit abstracts, particularly those involving non-major courses or non-"applied" major courses.
Innovative and Effective Ways to Teach Linear Algebra, David M. Strong, Pepperdine University; Gilbert Strang, Massachusetts Institute of Technology; and David C. Lay, University of Maryland; Friday morning. Linear algebra is one of the most interesting and useful areas of mathematics, because of its beautiful and multifaceted theory, as well as the enormous importance it plays in understanding and solving many real world problems. Consequently many valuable and creative ways to teach its rich theory and its many applications are continually being developed and refined. This session will serve as a forum in which to share and discuss new or improved teaching ideas and approaches.
These innovative and effective ways to teach linear algebra include, but are not necessarily limited to, hands-on, in-class demos; effective use of technology, such as Matlab, Maple, Mathematica, Java applets or Flash; interesting and enlightening connections between ideas that arise in linear algebra and ideas in other mathematical branches; interesting and compelling examples and problems involving particular ideas being taught; comparing and contrasting visual (geometric) and more abstract (algebraic) explanations of specific ideas; and other novel and useful approaches or pedagogical tools.
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Journals and Portfolios: Tools in Learning Mathematics?, Sarah L. Mabrouk, Framingham State College; Friday afternoon. Journals and portfolios are used in courses from college algebra to the calculus sequence and upper division courses as well as capstone courses and senior seminars. In order for these to be effective tools in learning mathematics, journals should allow for reflection on, response to, and synthesis of course material and portfolios should provide insight into the student's thinking, understanding, and problem solving and/or proof skills, demonstrating her/his progress in the study of mathematics. This session invites presentations discussing the effective use of journals/portfolios as tools in reflection on learning mathematics concepts and methods as well as their use in the development and improvement of problem solving and/or proof-writing skills. Of particular interest are the use of journals and portfolios in courses for mathematics majors and preservice teachers as well as in courses in which proof skills are developed and expanded such as geometry, number theory, abstract algebra, real and/or complex analysis, and capstone courses and seminars. Presentations should address prompts used for journaling, the outline for materials and commentary to be included in portfolios, the assessment of journals/portfolios, and the effectiveness of the use of journals/portfolios in learning mathematics, which should be demonstrated by more than anecdotal means.
The Mathematical Foundations for the Quantitative Disciplines, Yajun Yang, Farmingdale State College of SUNY; Laurette Foster, Prairie View A&M University; Ray E. Collings, Georgia Perimeter College; and K. L. D. Gunawardena, University of Wisconsin-Oshkosh; Sunday afternoon.
We seek to address all of the college level courses below calculus, with particular emphasis on offerings in college algebra and precalculus that focus on conceptual understanding, the use of real-world data, and mathematical modeling to support the needs of the partner disciplines. One of several interrelated national initiatives currently being conducted by the MAA committee on Curriculum Renewal Across the First Two Years (CRAFTY), with the assistance of several other MAA committees, is to change the focus in the courses below calculus to better serve the majority of students taking these courses. The goal of this initiative, as expressed in CRAFTY's College Algebra Guidelines, is to encourage courses that place much greater emphasis on conceptual understanding and realistic applications via mathematical modeling compared to traditional courses where the primary emphasis is on developing algebraic skills that may be needed for mainstream calculus. The second initiative is the next round of the Curriculum Foundations project in which leading educators from various quantitative disciplines are brought together to discuss and develop recommendations to the mathematics community on the current mathematical needs of their students.
For this session, we specifically seek presentations that present new visions for such courses; discuss experiences teaching such courses, particularly collaborations with other disciplines; discuss implementation issues (such as faculty training, placement testing, introduction of alternative tracks for different groups of students, transferability issues, etc.) related to offering such courses; present results of studies on student performance and tracking data in both traditional and new versions of these courses and in follow-up courses; discuss what the other disciplines and the workplace need from courses at this level; and discuss connections to the changing high school curricula and implications for teacher education. Cosponsored by CRAFTY and the MAA Committee on Two-Year Colleges.
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Mathematics Experiences in Business, Industry and Government, Carla D. Martin, James Madison University; Philip E. Gustafson, Mesa State College; and Michael Monticino, University of North Texas; Saturday morning. The MAA Business, Industry and Government Special Interest Group (BIG SIGMAA) provides resources and a forum for mathematicians working in Business, Industry and Government (BIG) to help advance the mathematics profession by making connections, building partnerships, and sharing ideas. BIG SIGMAA consists of mathematicians in BIG as well as faculty and students in academia who are working on BIG problems.
Mathematicians, including those in academia, with BIG experience are invited to present papers or discuss projects involving the application of mathematics to BIG problems. The goal of this session sponsored by BIG SIGMAA is to provide a venue for mathematicians with experience in business, industry, and government to share projects and mathematical ideas in this regard. Anyone interested in learning more about BIG practitioners, projects, and issues, will find this session of interest.
The Mathematics of Games and Puzzles, Laura Taalman, James Madison University, and Robin L. Blankenship, Morehead State University; Thursday afternoon. Games and puzzles such as Sudoku, Nim, origami, SET, Mancala, Slitherlink, magic squares, flexagons, Chomp, Rubik's cubes, Farkle, knights tours, and many more provide a fertile ground for open and accessible problems for both faculty and undergraduate research projects. Investigations of such games and puzzles span a surprisingly wide range of mathematical topics, including number theory, probability, integer programming, game theory, graph theory, algorithms, combinatorics, algebra, and even topology.
This session is for talks about faculty research, upper-level and lower-level classroom activities, and possible undergraduate research projects that relate to the mathematical structure of games and puzzles. We invite papers for any type of game or puzzle in any field of mathematics. Talks should be entertaining and accessible to an audience of both faculty and students but must also contain significant mathematical content. Speakers are encouraged to bring handouts of puzzles or games, involve the audience in a game or puzzle, and/or discuss open problems in their topic, as appropriate.
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The Mathematics of Sustainability, Elton Graves, Rose-Hulman Institute of Technology, and Peter T. Otto, Willamette University; Friday afternoon. Topics such as sustainable harvesting of food and natural resources, development of sustainable energy sources, conservation and recycling, greenhouse gas emissions, global warming, new types of "green" buildings, etc. are ideas which have now become global issues. This session is intended to encourage papers from colleagues who have used sustainability models or discussion in their undergraduate mathematics classroom.
Papers for this session should describe how mathematical sustainability models/discussions have been used in the undergraduate mathematics classroom. Models/discussion may include but are not limited to global warming; green house gas models; sustainable use of resources including food, water, minerals; power generation; conservation, and sustainable structures.
Faculty members who have participated in interdisciplinary programs, classes, projects, or assignments are encouraged to present. Papers from all undergraduate mathematical courses or interdisciplinary courses with a mathematics component are welcome and encouraged.
Modeling in the ODE Driver's Seat, Kurt Bryan, Rose-Hulman Institute of Technology, and Brian J.Winkel, United States Military Academy; Friday morning. Like many topics in applied mathematics, a course in differential equations is at its best when driven up front by compelling applications. For a typical introductory course in ordinary differential equations this means physical situations and associated modeling that lead naturally to first and second order equations, systems of differential equations, numerical methods, and matrix algebra. When applications and modeling drive the subsequent analysis and solution techniques, students have a better sense of not only where they are going but why they are going there. We believe this, rather than an "analysis first, applications later" approach keeps students more engaged in the material.
To this end we seek presenters who will share with the audience lessons and activities that instructors can use to introduce students to elementary ODE topics through a modeling-first approach. We are particularly interested in projects that encourage students to develop mathematical models from verbal descriptions or data, or involve hands-on "laboratory experiments" suitable for classroom use, computational experiments, or other data collection and analysis. The activities should drive students to master new analytical techniques, make predictions, and assess the reasonableness of their predictions. We especially welcome fresh multidisciplinary projects involving modern applications.
New and Continuing Connections between Math and the Arts, Douglas E. Norton, Villanova University; Saturday morning. Connections between math and the arts are as old as the earliest visual representations of basic mathematical concepts and as new as computer representations of deep mathematical results—and are certainly not restricted to the visual arts! They are manifest in cultures east, west, north, and south. This session is open for exploration of these connections in any of their varied forms but will include a particular thread of math-art connections in cultural contexts. This could mean, for example, from an ethnomathematics perspective, in a particular historical context, or in a particular contemporary subculture such as middle school English students or practicing topologists! The session is sponsored by SIGMAA-ARTS.
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Philosophy of Mathematics in Teaching and Learning, Dan Sloughter, Furman University, and Martin E. Flashman, Humboldt State University; Saturday afternoon. Mathematicians usually ignore philosophical issues while teaching yet we frequently make ontological and epistemological commitments in much of what we do in the classroom. Every time we use a proof by induction or contradiction, discuss the existence or non-existence of a mathematical object, or refer to the discovery or creation of some piece of mathematics, we are endorsing some philosophical view of our subject.
This session will focus on the recognition and use of the philosophy of mathematics in the teaching and learning of mathematics. Can we understand mathematics without a philosophical context? Papers are encouraged to address questions such as: What philosophical issues (such as the nature of mathematical objects, the method of mathematical proof, and the nature of mathematical knowledge) belong in a mathematics course? How? In which course(s)? In what ways does the consideration of philosophical issues enhance a mathematics, or mathematics related, course? What does a learner gain by contact with issues from the philosophy of mathematics?
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The Scholarship of Teaching and Learning in Collegiate Mathematics, Jacqueline M. Dewar, Loyola Marymount University; Thomas F. Banchoff, Brown University; Pam Crawford, Jacksonville University; and Edwin P. Herman and Nathan Wodarz, University of Wisconsin-Stevens Point; Thursday morning. The scholarship of teaching and learning is a growing field in which faculty bring disciplinary knowledge to bear on questions of teaching and learning and use student-based evidence to support their conclusions. Work in this area emphasizes pedagogical techniques and questions. The scope of the research can range from small, relatively informal investigations about teaching innovations in the classroom to larger or more formal investigations of student learning.
Reports that address issues concerning the teaching and learning of postsecondary mathematics are invited. Appropriate for this session are reports of classroom-based investigations of teaching methods, student learning difficulties, or curricular assessment. Papers must discuss more than anecdotal evidence. For example, papers might reference the following types of evidence: student work, pre/post tests, interviews, surveys, think-alouds, etc.
The goals of this session are to feature scholarly work focused on teaching of postsecondary mathematics, provide a venue for mathematicians to make public their scholarly work on teaching, and highlight evidence-based arguments for the value of teaching innovations.
Trends in Undergraduate Mathematical Biology Education, Timothy D. Comar, Benedictine University; Raina Robeva, Sweet Briar College; and Mike Martin, Johnson County Community College; Sunday morning. This session will highlight successful implementations of biomathematics courses and content in undergraduate curriculum, entire biomathematics curricula, efforts to recruit students into biomathematics courses, involvement of undergraduate students in biomathematics research, preparation for graduate work in biomathematics and computational biology or for medical careers, and assessment of how these courses and activities impact the students.
Several reports emphasize that aspects of biological research are becoming more quantitative and that life science students should be introduced to a greater array of mathematical and computational techniques and to the integration of mathematics and biological content at the undergraduate level. Most recently the 2009 document, "Scientific Foundations for Future Physicians" copublished by the Association of American Medical Colleges and the Howard Hughes Medical Institute, recommends that future physicians need increased quantitative training.
Topics may include scholarly work addressing the issues related to the design of effective biomathematics courses and curricula, how best to gear content toward pre-med students, integration of biology into existing mathematics courses, collaborations between mathematicians and biologists that have led to new courses, course modules, undergraduate research projects, effective use of appropriate technology in biomathematics courses, and assessment issues. Sponsored by BIO SIGMAA.
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Treasures from the Past: Using Primary Sources in the Classroom, Amy E. Shell-Gellasch, Beloit College; Daniel E. Otero, Xavier University; and David J. Pengelley, New Mexico State University; Friday afternoon. The use of primary sources in teaching is a growing trend in collegiate and even secondary education. It consists in presenting the writings of researchers from the historical past, either in their original language or in translation, directly to students. In reading, deciphering and analyzing the original documents, students gain a rich understanding of not only the mathematics, but of its development and of how mathematics is practiced, both currently and historically.
This session promotes the use of original sources in the mathematical sciences in teaching. Submissions may address how specific mathematical texts of historical significance, or even secondary sources in the history of mathematics, have been used effectively in the classroom. Speakers may also present general ideas on how to implement the use of original sources in the teaching of mathematics.
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Using Program Assessment to Improve Student Learning, Bonnie Gold, Monmouth University; William A. Marion, Valparaiso University; and Jay A. Malmstrom, Oklahoma City Community College; Sunday afternoon. This session invites papers from faculty whose departments not only have an assessment plan in place but also have completed at least one assessment cycle, including using the results to improve student learning. We ask you to address some of the following questions. How has your assessment process led to improved learning by your students? What problems did you find, either with the assessment plan itself or with your program? What changes did you make in your program? Have these changes led to the improvement you had hoped for? How have you documented that improvement? Where are you going next? Sponsored by the MAA Committee on Assessment.
Wavelets in Undergraduate Education, Caroline Haddad, SUNY Geneseo; Catherine A. Beneteau, University of South Florida; David K. Ruch, Metropolitan State College of Denver; Patrick J. Van Fleet, University of St. Thomas; Thursday morning. Wavelets are functions that satisfy certain mathematical properties and are used to represent data or other functions. They work extremely well in analyzing data with finite domains having different scales or resolutions. Interesting applications include digital image processing, FBI fingerprint compression, signal processing of audio files, de-noising noisy data, earthquake prediction, and solving partial differential equations. Wavelets have typically been studied at the graduate level but are making their way into the undergraduate curriculum. We are interested in presentations that effectively incorporate wavelets in an innovative way at the undergraduate level. This may include an undergraduate course in wavelets; a topic on wavelets in some other course using, but not limited to, hands-on demonstrations, projects, labs that utilize technology such as Matlab, Mathematica, Maple, Java applets, etc.; or research opportunities for undergraduates.
General Contributed Paper Session, Kristen Meyer, Wisconsin Lutheran College, and Thomas R. Hagedorn, The College of New Jersey; Thursday, Friday, Saturday, and Sunday mornings and afternoons. Papers may be presented on any mathematical topics. Papers that fit into one of the other sessions should be sent to that session, not to the general session.
Submission Procedures for MAA Contributed Paper Abstracts
Abstracts must be submitted electronically at http://www.ams.org/cgi-bin/abstracts/abstract.pl. Simply select the New Orleans meeting, fill in the number of authors, and then follow the step-by-step instructions. The deadline for abstracts is Wednesday, September 22, 2010.
Participants may submit at most two abstracts for MAA contributed paper sessions at any one meeting. If your paper cannot be accommodated in the session in which it is submitted, it will automatically be considered for the general session. Speakers in the general session are limited to one talk.
The organizer(s) of your session will automatically receive a copy of the abstract, so it is not necessary for you to send it directly to the organizer. All accepted abstracts are published in a book that is available to registered participants at the meeting. Questions concerning the submission of abstracts should be addressed to abs-coord@ams.org.
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