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Submit your abstract directly to the AMS. Concurrently, send a more detailed one-page summary of your paper directly to the organizer indicated with an (*). In order to enable the organizer(s) to evaluate the appropriateness of your paper, include as much detailed information as possible within the one-page limitation. The summary need not duplicate the information in the abstract. Your summary must reach the AMS and the organizer by Tuesday, September 10, 2002.

The AMS will publish abstracts for the talks in the MAA sessions. Abstracts must be submitted on the appropriate AMS form. Electronic submission is available via the Internet or e-mail. No knowledge of is necessary, however, and can be accommodated. These are the only typesetting systems that can be used if mathematics is included. To see descriptions and to view the electronic templates available, visit the abstracts submission page on the Internet at http://www.ams.org/abstracts/instructions.html, or send e-mail to: abs-submit@ams.org, typing HELP as the subject line. Completed e-mail templates must be sent to abs-submit@ams.org with SUBMISSION as the subject line. Abstracts submitted electronically are quickly either acknowledged, with a unique abstract number assigned to the presentation, or rejected, with a short message on what information is missing or inappropriate. All questions concerning the submission of abstracts should be addressed to: abs-coord@ams.org.

Here are the codes you will need: Meeting Number: 983; Event Code: is the seven characters appearing after the title of the sessions shown below, e.g., (MAA CP A1); Subject Code: is the last two-character letter/number combination from the event code list, i.e., A1, B1.

WEDNESDAY

Innovative Uses of the World Wide Web in Teaching Mathematics (MAA CP A1), Wednesday morning and Thursday afternoon. Brian E. Smith*, Faculty of Management, McGill University, 1001 Sherbrooke St. W., Montreal, QC H3A 1G5, Canada; 514-398-4038; fax: 514-398-3876; smithb@management.mcgill.ca; Marcelle Bessman, Jacksonville University; Marcia P. Birken, Rochester Institute of Technology; Thomas E. Leathrum, Jacksonville State University; David M. Strong, Pepperdine University; and Joe Yanik, Emporia State University. This session seeks to highlight innovative teaching strategies in mathematics that emphasize the use of the World Wide Web as a learning tool. These strategies could include the construction of teaching materials or creative use of existing or standardly available materials. This session will include Java Applets and other Mathlets used in teaching mathematics.

Classroom Demonstrations and Course Projects That Make a Difference (MAA CP B1) Wednesday morning and Thursday afternoon. David R. Hill*, Mathematics Department, Temple University, Philadelphia, PA 19122; 215-204-1654; fax: 215-204-6433; hill@math.temple.edu; Sarah L. Mabrouk, Framingham State College; and Lila F. Roberts, Georgia Southern University. The use of course projects and classroom demonstrations enables instructors to show students that mathematics is meaningful and applicable in a variety of real-life situations. Demos, important tools for instruction in any class format, enable instructors to engage the students on a level beyond that created by lectures. Projects are useful in helping students to apply the course material and to make connections between mathematics and the real world. This session invites papers about favorite instructional demos and course projects appropriate for any level in the undergraduate curriculum designed to engage students and to enable them to gain insight into mathematics. Presenters of demos are encouraged to give the demonstration, if time and equipment allow, and to discuss how to use it in a classroom setting. Presenters of projects are encouraged to discuss the specifics of how the project was conducted and how it was evaluated. Proposals should describe how the demo/project fits into a course, the use of technology or technology requirements, if any, and the effect of the demo/project on student attitudes toward mathematics.

The History of Mathematics in the Americas (MAA CP C1), Wednesday morning. Amy E. Shell*, Department of Mathematical Sciences, United States Military Academy, West Point, NY 10996-1905; 845-938-2413; aa7423@usma.edu; and Daniel E. Otero, Xavier University. This session invites papers on the history of mathematics, mathematicians, or ethno-mathematics of both North and South America. Special consideration will be given to mathematics in countries other than the United States.

Getting Students to Discuss and to Write about Mathematics (MAA CP D1), Wednesday afternoon. Sarah L. Mabrouk*, Mathematics Department, Framingham State College, 100 State Street, P.O. Box 9101, Framingham, MA 01701-9101; 508-626-4785; fax: 508-626-4003; smabrouk@ frc.mass.edu. Many students, especially in lower level courses, tend to view mathematics as incomprehensible equations and calculations rather than as meaningful and applicable in a variety of disciplines. This view of mathematics as meaningless affects the student's ability to verbally communicate mathematics just as it affects the student's understanding of and ability to apply mathematics. When students are required to use the language of mathematics and to explain the meaning of the mathematics that they are applying or analyzing, they learn to understand and to communicate mathematics. This session invites papers about assignments and projects that require students to communicate mathematics through in-class oral presentations that they make, or in-class discussions that they must lead and motivate, and through written assignments and papers. These assignments can include analysis and applications of mathematics, presentations of and analysis of proofs, presentations about famous mathematicians and the mathematics that they studied, and assignments/projects that utilize creative writing. Each presenter is encouraged to discuss how the use of the assignment/project helped students to improve their understanding of mathematics and their ability to communicate mathematics. Of particular interest is the effect of such projects/assignments/presentations throughout the course on the students' understanding of mathematics, their communication of mathematics, and their attitude toward mathematics.

Quantitative Literacy in Practice: What Is It and What Works? (MAA CP E1), Wednesday afternoon. Richard A. Gillman*, Department of Mathematics and Computer Science, 219 Gellersen Hall, Valparaiso University, Valparaiso IN, 46383; 219-464-5067; fax: 219-464-5065; rick.gillman@valpo.edu. Quantitative literacy can be defined as the ability to use elementary mathematics in authentic contexts from an individual's personal, economic, and social life. Colleges and universities across the country are reasonably expected to deepen and expand the quantitative literacy of all of the students that arrive on their campuses. This session seeks papers that will illustrate how the presenters and their institutions have operationalized the definition given above. These papers may include discussions of requirements in particular courses or at a general curriculum level, lists of student learning competencies established by the institution, and assessment methods and results at both the student and institutional levels. Of particular interest are discussions of the placement process, articulation agreements with other institutions, and credit transfer issues.

Environmental Mathematics in the Classroom (MAA CP F1), Wednesday afternoon. Karen D. Bolinger*, Department of Mathematics, Clarion University, Clarion PA 16214; 814-393-2360; fax 814-393-2735; kbolinge@clarion.edu; and Ben Fusaro, Florida State University. We invite papers that deal with all aspects of applying mathematics to solve problems of the environment and that are suitable for classroom use at grade levels 12-15. Also invited are papers that address the issue of infusing environmental awareness into the teaching community. Papers dealing with exposition, pedagogy or modeling are as welcome as those about successful experiences with getting this intrinsically interdisciplinary subject into the curriculum. This session is sponsored by the MAA Committee for Mathematics and the Environment.

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THURSDAY

Incorporating History of Mathematics in the Mathematics Classroom (MAA CP G1), Thursday morning. Victor J. Katz*, Mathematics Department, University of the District of Columbia, 4200 Connecticut Ave. N.W., Washington, DC 20008; 202-274-5374; fax: 301-592-0061; vkatz@udc.edu; Edith Prentice Mendez, Sonoma State University; and Eisso J. Atzema, University of Maine. One of the purposes of the History of Mathematics Special Interest Group of the MAA (HOM SIGMAA) is to support the use of the history of mathematics in the teaching of mathematics. Therefore, we are soliciting contributed papers on innovative ways to incorporate the history of secondary and undergraduate mathematics into the mathematics classroom. Presentations describing student projects or classroom activities are especially encouraged, as are those dealing with curriculum development which promotes the use of history by prospective secondary teachers.

Helping Students Give Effective Mathematics Presentations (MAA CP H1), Thursday morning. Suzanne Dorée*, Augsburg College, Campus Box #61, 2211 Riverside Avenue, Minneapolis, MN 55454; 612-330-1059; fax: 612-330-1649; doree@augsburg.edu; and Thomas Linton, Central College. Do you have courses that include student speaking assignments? Is your undergraduate research student presenting a paper at an upcoming conference? Are your future K­12 teachers giving practice teaching demonstrations? Is your advisee preparing for a job interview? Whatever the reason, many of us are faced with the challenge of helping our students be prepared to speak about mathematics. Proposals are sought that describe characteristics of high-quality student presentations, processes used to help students prepare to speak, methods of evaluating student presentations, or innovative uses of student presentations in mathematics programs.

Mathematics Experiences in Business, Industry and Government (MAA CP I1), Thursday morning. Philip E. Gustafson*, Department of Computer Science, Mathematics and Statistics, Mesa State College, 1100 North Avenue, Grand Junction, CO 81501-3122; 970-248-1176; fax: 970-248-1324; pgustafs@mesastate.edu. This contributed paper session will provide a forum for mathematicians with experience in Business, Industry and Government (BIG) to present papers or discuss projects involving the application of mathematics to BIG problems. BIG mathematicians as well as faculty and students in academia who are interested in learning more about BIG practitioners, projects, and issues, will find this session of interest. This session is sponsored by the MAA Business, Industry and Government Special Interest Group (BIG SIGMAA).

Applications of Abstract Algebra (MAA CP J1), Thursday morning. Robert E. Lewand*, Department of Mathematics and Computer Science, Goucher College, 1021 Dulaney Valley Road, Baltimore, MD 21204; 410-337-6239; fax: 410-337-6408; rlewand@goucher.edu; and George Mackiw, Loyola College, Maryland. The methods and tools of abstract algebra have been used successfully in many areas of endeavor and study. Cryptography, coding theory, and digital signal processing are examples of areas where algebraic methods are currently prominent. Abstract algebra has also interacted fruitfully with geometry, combinatorics, number theory, logic and other fields of study. Applications can certainly enhance and enliven presentations of the subject, since they provide motivation and can stimulate student interest. This session seeks contributions that present applications of the theory of groups, rings, and fields that would be suitable for use in an undergraduate course. Of particular interest are topics that might not ordinarily be encountered in the standard curriculum and ones that are not readily available in popular texts.

Initiating and Sustaining Undergraduate research Projects and Programs (MAA CP O1), Thursday afternoon. James A. Davis*, Department of Mathematics and Computer Science, University of Richmond, Richmond, VA 23173; 804-289-8094; fax: 804-287-6444; jdavis@richmond.edu; Suzanne M. Lenhart, University of Tennessee; and Daniel J. Schaal, South Dakota State University. This session seeks presentations from faculty supervisors of undergraduate research who have insights and experience which would assist others, either in creating individual undergraduate research projects or in creating and maintaining longer-term undergraduate research programs. The broad spectrum of undergraduate research, from small projects in courses to honors projects and full-fledged summer research programs, will be represented.

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FRIDAY

The Special Interest Group of the MAA on Research in Undergraduate Mathematics Education (MAA CP K1), Friday and Saturday mornings. James F. Cottrill*, Illinois State University, Campus Box 4520, Normal, IL 61790-4520; 309-438-7830; fax: 309-438-5866; jfcottr@math. ilstu.edu; and Anne E. Brown, Indiana University South Bend. The Special Interest Group of the MAA on Research in Undergraduate Mathematics Education (SIGMAA on RUME) aims to foster a professional atmosphere for quality research in the teaching and learning of undergraduate mathematics through contributed paper sessions for mathematics educators and mathematicians interested in research on undergraduate mathematics education. Research papers that address issues concerning the teaching and learning of undergraduate mathematics are invited. Theoretical and empirical investigations using qualitative and quantitative methodologies are appropriate. These should be set within established theoretical frameworks and should further existing work. Reports on completed studies are especially welcome.

Best Statistics Projects/Activities (MAA CP L1), Friday and Saturday mornings. Carolyn K. Cuff*, Westminster College, New Wilmington, PA 16172-0001; 724-946-7291; fax: 724-946-7158; ccuff@westminster.edu; and Mary M. Sullivan, Rhode Island College. Successful statistical education requires that the student not only be exposed to real data but also actively participate in the analysis of the data and effectively communicate the results. Faculty who teach statistics and include activities and projects in their courses are invited to contribute papers that describe creative projects or activities that they have used in their classes. Activities will be demonstrated during the session. These projects and activities can be from
introductory to advanced courses in statistics or from courses that are only partially devoted to statistics.

Rethinking the Courses below Calculus (MAA CP M1), Friday and Saturday mornings. Mary Robinson*, University of New Mexico, Valencia Campus, 280 La Entrada, Los Lunas, NM 87031; 505-925-8622; fax: 505-925-8697; maryrobn@unm.edu; Sheldon P. Gordon; SUNY at Farmingdale; Florence S. Gordon; New York Institute of Technology; and Arlene H. Kleinstein; SUNY at Farmingdale. The MAA and several groups of mathematicians have recently launched a number of related major curriculum initiatives all of which are addressing the changing needs of the students who take courses below calculus. These initiatives include efforts to rethink college algebra and precalculus courses, to increase quantitative reasoning among all students, and to provide better mathematical support to the partner disciplines. Enrollment in these courses is on the order of about 2,000,000 students a year and represents about 2/3 of all mathematics enrollments. Yet, the available evidence indicates that the traditional courses at this level do not work, in terms of preparing students for subsequent math courses, of preparing them for quantitative courses in the other disciplines, or of motivating them to continue on in mathematics. In this session, we specifically seek to address all of the courses below calculus outside of QL programs, with particular emphasis on offerings in College Algebra and Precalculus. In particular, we seek presentations that: present new visions for such courses, describe implementations of such courses, discuss the results of analysis of data on student performance and student tracking information coming out of these courses, discuss the issues involved in smoothing the transitions between mathematics in high school and in college and between different collegiate institutions, discuss the needs of other disciplines from courses at this level. This session is cosponsored by the MAA Task Force on the First College Level Mathematics Course, the Committee on Curriculum Renewal Across the First Two Years (CRAFTY), the Committee on Two Year Colleges, and the Committee on Articulation and Placement.

Assessment of Student Learning: Models and Methodology (MAA CP N1), Friday and Saturday mornings. Jay A. Malmstrom*, Oklahoma City Community College, 7777 S. May Ave, Oklahoma City, OK 73159; 405-682-1611 x7365; fax: 405-682-7805; malmstrm@qns.com; Linda Martin, Albuquerque-TVI; and Mercedes A. McGowen, William Rainey Harper College. Accrediting agencies, boards of regents, and government agencies are placing an increased emphasis on the assessment of student outcomes. As a result of this, mathematics departments need to look at their offerings from a variety of viewpoints in order to assess the effectiveness of their courses. These include (but are not limited to): student readiness for college level work, student readiness for upper division work, student readiness for work in their major, and quantitative literacy. Papers in this session will emphasize: methodology used in the evaluation, lessons learned from the evaluation (which tools worked and which did not), and the impact of the evaluation on the department (how did the department change as a result of the evaluation).

Encouraging Underrepresented Groups of Students in Math Contests (MAA CP P1), Friday afternoon. Harold B. Reiter*, Department of Mathematics, UNC Charlotte, Charlotte, NC 28223; 704-687-4561; fax: 704-687-6415; hbreiter@email.uncc.edu. Ruth G. Favro, Lawrence Technological University; David M. Wells, Pennsylvania State University; Susan Schwartz Wildstrom, Walt Whitman High School; and Jeff J. Dodd, Jacksonville State University. Mathematics competitions at the high school and university levels in the United States have traditionally been dominated by white and Asian males. Females compete successfully in contests for younger students, but do not do very well in middle school years and later. Black and Hispanic Americans also do less well than others, in general, in local, regional, and national math contests. Recruiting these underrepresented groups to math competitions is a vexing problem whose solutions we would like to explore in the session. The Committee on Local and Regional Competitions (CLARC) solicits papers discussing how some have tackled this representation problem. Some possibilities to consider may include: coaching students for competitions, preparing teachers to be coaches for competitions, writing problems for competitions, encouraging participation in competitions, communicating effectively with coaches and participants, competition formats and styles, and social aspects, follow-up of participants or mentoring, interesting uses of technology in conducting competitions (for example, conducting competitions on the Web).

Strategies for Increasing the Diversity of Students in Mathematics (MAA CP Q1), Friday morning. Marjorie Enneking*, Department of Mathematical Sciences, Portland State University, Portland, OR 97207-0751; 503-725-3643; fax: 503-725-3661; marj@mth.pdx.edu; Wade Ellis, West Valley College; William Hawkins, SUMMA; Robert E. Megginson, University of Michigan; Kenneth C. Millett, University of California, Santa Barbara; and William Y. Velez, University of Arizona. This session will present strategies for recruiting students from diverse backgrounds into mathematics; programs to support high success rates and level of achievement by these students; and faculty development initiatives which help faculty and departments initiate such programs. Presenters will present methods for evaluating such programs and evidence of the success of their programs.

Mathematical Modeling in and out of the Classroom (MAA CP R1), Friday afternoon. Brian J. Winkel*, United States Military Academy, West Point NY 10996; 845-938-3200; fax: 845-938-2409; Brian-Winkel@usma.edu; Tanya L. Leise, Rose-Hulman Institute of Technology; and Amy E. Radunskaya, Pomona College. Modeling is still a buzzword in mathematics education circles. For some it is just that, a buzzword, without comprehension, certainly without concrete examples. We propose a contributed paper session that will help attendees understand the process of mathematical modeling as well as the process of teaching mathematical modeling. Specifically, we ask each presenter to offer the attendees (1) details of a modeling activity (or several)--how, why, what, where, and when, with attention to both mathematics and content area of application; and (2) a discussion on how to implement the activity. We require from each presenter something specific that can be done in a mathematical modeling course or a general course, be it high school mathematics or graduate level course work. Additionally, we shall ask the presenters to prepare an annotated bibliography on five modeling sources/activities materials they have used or found appropriate. This set of annotated bibliographies will be combined into an electronic file for Web access as well as a hard copy for meeting distribution to session attendees. Certainly activities including data collection, modeling lessons/classes, modeling studios/activities, and class consulting are but a few of the appropriate areas discussed.

Philosophy of Mathematics (MAA CP S1), Friday afternoon. Bonnie Gold*, Mathematics Department, Monmouth University, 400 Cedar Avenue, West Long Branch, NJ 07764-1898, 732-571-4451; fax: 732-263-5378; bgold@monmouth.edu.This session invites papers on any topic in the philosophy of mathematics except logic and set theory. Possible topics include the nature of mathematics, the nature of mathematical objects, the nature of mathematical knowledge, the relation between mathematics and the physical world, the role of esthetics in the development of mathematics; philosophical implications of logic and set theory are also acceptable. Talks should be addressed to a mathematical audience, not an audience of philosophers (in terms of background), but should attempt to meet the same level of precision used in mathematical presentations.

Integrating Undergraduate Research with the Mathematics Curriculum (MAA CP T1), Friday afternoon. David Brown*, Ithaca College, Department of Mathematics and Computer Science, 1212 Williams Hall, Ithaca NY 14850-7284; 607-274-7375; fax: 607-274-1588; dabrown@ithaca. edu; and Osman Yurekli, Ithaca College. In this session, we focus on efforts to incorporate the mathematics research experience within the curriculum. We encourage the submission of papers that demonstrate creative ways of involving undergraduates in mathematical exploration. Ideas ranging from projects within established courses to courses specifically designed to conduct research are welcomed. We also look for discussion of how the models used for sustaining undergraduate research have affected the rest of the curriculum and how valuable such experiences have been. Some questions that we would like to see addressed include: In what way have departments been able to incorporate undergraduate research projects within the curriculum? Have these efforts been successful? What types of research have students completed? What students have had these opportunities (i.e., is the experience only for the most talented)? Has there been any follow-up for students? What has been the reaction of colleagues? Have such experiences affected the department's curriculum? How have these research experiences been assessed?

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SATURDAY

Courses and Projects Addressing the Shortage of K­12 Teachers (MAA CP U1), Saturday afternoon. Harel Barzilai*, Department of Mathematics, Salisbury University, Salisbury MD 21801; 410-543-6472; fax: 410-548-5559; hxbarzilai@salisbury.edu; Maria G. Fung, Western Oregon University; and Jay M. Jahangiri, Kent State University. As highlighted by the Glenn Commission report "Before It's Too Late", the shortage of well-prepared K­12 mathematics teachers is a serious and growing national concern. Resources such as the NCTM Principles and Standards for School Mathematics and the CBMS Report on the Mathematical Education of Teachers provide valuable insights on where we want to be in teacher education. Nevertheless, creatively implementing change which helps us "get there" is a formidable challenge and will remain so for the foreseeable future. Contributed presentations are invited which address this national shortage of qualified mathematics school teachers through innovative courses, programs, or projects effecting better recruitment, preparation, retention, and professional development for mathematics teachers. Of particular interest are creative efforts which help strengthen the mathematical preparation of preservice and inservice middle school teachers, those teaching on a temporary certification or out of their certification, teachers teaching out of field, and teachers who otherwise lack sufficient background. Additional important elements can include: community outreach; professional networking, mentoring and development of and by teachers; strengthening diversity; collaborations among faculty in mathematics and education departments and between faculty and school system personnel; efforts to help teachers meet the increasing demands of assessment standards from multiple sources; and innovative ways of institutionalizing support systems for teachers and for professional standards in mathematics teaching.

Creative Visualization Labs (MAA CP V1), Saturday afternoon. Sarah J. Greenwald*, Department of Mathematics, Appalachian State University, Boone, NC 28608; 828-262-2363; fax: 828-265-8617; sjg@math.appstate.edu; Catherine A. Gorini, Maharishi University of Management; and Mary L. Platt, Salem State College. Effective projects that help students develop visualization skills are important for success in many courses. There are many resources for incorporating such activities into the K­12 geometry classroom, but few are aimed at college level courses. This session invites papers describing a complete lab or series of labs using computers, technology, dynamic software and/or manipulatives aimed at increasing visualization skills. Activities designed for use in college level geometry, topology, or visualization courses are especially encouraged. Presentations detailing student reactions, educational benefits and difficulties encountered, and the effect of the lab on teaching and learning are desired. The organizers are developing a website of college labs, and contributions to this session will be considered for inclusion.

Linking Mathematics with Other Disciplines (MAA CP W1), Saturday afternoon. Stephanie A. Fitchett*, Honors College, Florida Atlantic University, 5353 Parkside Drive, Jupiter, FL 33458; 561-799-8613; fax: 561-799-8602; sfitchet@fau.edu; Blake Mellor, Honors College, Florida Atlantic University; and Gavin P. LaRose, University of Michigan. This session will explore the linking and integration of mathematics with other disciplines by inviting contributions, from both mathematicians and instructors in other disciplines, on the following themes: strategies or environments that encourage instructors, as well as students, to take an integrated and interdisciplinary approach to teaching and learning mathematics; the incorporation of realistic applications in mathematics courses in a way that enhances mathematical understanding; examples of how mathematics is used or taught in courses offered by other disciplines (natural science, social science, humanities, business, etc.); and exemplary courses, projects, or collections of activities.

Mathematical Connections in Art, Music, and Science (MAA CP X1), Saturday afternoon. John M. Sullivan*,
Department of Mathematics, University of Illinois at Urbana-Champaign, 1409 W Green St., Urbana IL 61801; 217-244-5930; fax: 217-333-9576; jms@math. uiuc.edu; Douglas E. Norton, Villanova University; and Reza Sarhangi, Towson University. Mathematics can be defined as the study of patterns. Patterns have always been used in artistic creation: in music, the visual arts, and architecture. This was particularly evident, for example, in antiquity, during the flourishing of Islamic art and in the Renaissance in Europe. Patterns lending themselves to mathematical interpretation arise across the disciplinary spectrum: in the chain of evolution, in the histories of cultures and civilizations, in the extreme complexities encountered in high-speed computations. These patterns are the topics of ever deepening mathematics created to help understand them. Numerous mathematicians are developing curricular materials linking mathematics to the arts and other cultural branches of our civilization. By using attractive and accessible examples to show the presence of and benefit from mathematics in art, music, humanities, and sciences, these materials can help reduce the aversion to mathematics too often found in the general public, fostering new linkages and new appreciation of things mathematical. Objectives of the session include: present new findings relating mathematics to its artistic and aesthetic presentations; demonstrate the use of new technology to illustrate connections between mathematics and the arts; and introduce innovative techniques promoting interdisciplinary work in the fields of mathematics, science, art, and music.

Computation Mathematics in Linear Algebra and Differential Equations (MAA CP Y1), Saturday afternoon. Richard J. Marchand*, Department of Mathematics and Computer Science, SUNY Fredonia, Fredonia, NY 14063; 716-673-3871; fax: 716-673-3804; marchand@cs.fredonia.edu; Elias Deeba, University of Houston-Downtown; and Timothy J. McDevitt, Millersville University. Computer algebra systems, spreadsheets and graphing calculators have become popular tools for facilitating numerical investigations of many meaningful problems in linear algebra and differential equations. Such investigations lead to better students' understanding of mathematical concepts while empowering them with the capabilities to analyze more realistic problems. This session invites papers describing novel projects from these disciplines in which technology is required. Outstanding papers may be considered for publication as part of an MAA collection.

General Contributed Paper Session (MAA CP Z1), Wednesday, Thursday, Friday, and Saturday mornings. Michael A. Jones, Montclair State University, 1 Normal Avenue, Upper Montclair, NJ 07043; 973-655-5448; fax 973-655-7686; jonesma@pegasus.montclair.edu; Jill Dietz, St. Olaf College; Steven M. Hetzler, Salisbury University; and Shawnee L. McMurran, California State University at San Bernardino. This session is designed for papers that do not fit into one of the other sessions. Papers may be presented on any mathematical topic. Papers that fit into one of the other sessions should be sent to that organizer, not to this session. Papers should not be sent to more than one organizer. E-mail submissions are preferred.

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