Teaching a History
of Mathematics Course (MAA CP A1), Wednesday morning,
Joel K. Haack*, Joel.Haack@uni.edu,
University of Northern Iowa; and Amy E. ShellGellasch,
SIAMGermany. This session solicits papers on the teaching
of history of mathematics courses. Papers can address
courses at all levels and types, from general history
courses for educators to topicspecific courses for majors.
Special consideration will be given to papers that present
ideas on how to organize and develop history of mathematics
courses. Other topics such as ideas for units or Web usage
will be considered.
Teaching Operations Research in the Undergraduate
Classroom (MAA CP B1), Wednesday morning, Dipa
Choudhury*, Loyola College, MD, dsc@loyola.edu;
and Steven M. Hetzler, Salisbury State University.
This session seeks to highlight innovative teaching strategies
in operations research in the undergraduate classroom.
These strategies could include the construction of new
teaching materials or creative use of existing materials.
Submissions should provide specific learning objectives
addressed by the use of these materials. In addition,
potential speakers should provide some of the following
information: (1) the syllabus of the course you teach,
(2) a personal philosophy (with examples) of technology
integration in the classroom, (3) interesting case studies,
or (4) suggestions on textbooks and/or software.
Uses of the WWW That Enrich and Promote
Learning (MAA CP C1), Wednesday morning and Saturday
afternoon, Marcelle Bessman*, Jacksonville University,
mbessma@ju.edu; Marcia
P. Birken, Rochester Institute of Technology; Mary
L. Platt, Salem State College; and Brian E. Smith,
McGill University. This session seeks to highlight uses
of the Web and its tools that engage students in the learning
process. Tools such as course management systems, digital
resources, tutorial systems, and hybrids that combine
these functions on the Web can make a difference in student
engagement, understanding, and performance. Talks should
demonstrate how these technologies are being integrated
into the learning process. The session is sponsored by
the MAA Committee on Computers in Mathematics Education
(CCIME).
Mathematical Experiences for Students
outside the Classroom (MAA CP D1), Wednesday morning
and afternoon, Laura L. Kelleher*, Massachusetts
Maritime Academy, lkelleher@mma.mass.edu;
and Mary S. Hawkins, Prairie View A&M University.
Mathematics "happens" outside the classroom, and in fact
many mathematics majors are drawn to the subject through
an event sponsored by a student chapter or math club.
This session seeks presentations by academic, industrial,
business, or student mathematicians so that the audience
will be encouraged to organize and run events for their
students. Descriptions of nonclassroom activities could
include, but are not limited to, special lectures, workshops
for students, math days, math fairs, research projects
for students, career days, recreational mathematics, problemsolving
activities, and student consultants. This session is organized
by the MAA Committee on Undergraduate Student Activities
and Chapters.
Courses below Calculus: A New Focus
(MAA CP E1), Wednesday and Thursday morning, and Thursday
afternoon, Mary Robinson*, University of New Mexico,
Valencia Campus, maryrobn@unm.edu;
Florence S. Gordon, New York Institute of Technology;
Arlene H. Kleinstein, SUNY at Farmingdale; Norma
M. Agras, Miami Dade Community College; Laurette
B. Foster, Prairie View A&M University; and Linda
Martin, Albuquerque TVI. An unprecedented collaborative
effort is currently being developed among members of the
MAA, AMATYC, and NCTM to launch a national initiative
to refocus the courses below calculus to better serve
the majority of students taking these courses. The goal
of the initiative is to encourage courses that place much
greater emphasis on conceptual understanding and realistic
applications via mathematical modeling than traditional
courses that too often are designed to develop algebraic
skills needed for calculus. For this session we specifically
seek to address all of the collegelevel courses below
calculus, with particular emphasis on offerings in college
algebra and precalculus. We seek presentations that present
new visions for such courses, discuss implementation issues
(such as faculty training, placement tests, introduction
of alternative tracks for different groups of students,
transferability problems, 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 followup courses, discuss the
needs of other disciplines and the workplace from courses
at this level, discuss connections to the changing school
curricula and implications for teacher education. This
session is cosponsored by the MAA CUPM Subcommittee on
Curriculum Renewal Across the First Two Years (CRAFTY),
the MAA Committee on Two Year Colleges, and the MAA Committee
on Articulation and Placement.
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Getting Students to Discuss and Write
about Mathematics (MAA CP F1), Wednesday morning and
afternoon, Sarah L. Mabrouk*, Framingham State
College, smabrouk@frc.mass.edu.
This session invites papers about assignments and projects
that require students to communicate mathematics through
inclass oral presentations that they make or inclass
discussions that they must lead and motivate and through
written assignments and/or 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.
The Effective Use of Computer Algebra
Systems in the Teaching of Mathematics (MAA CP G1),
Wednesday afternoon and Thursday morning, L. Carl Leinbach*,
Gettysburg College, leinbach@gettysburg.edu;
and Edward A. Connors, University of Massachusetts.
Computer Algebra Systems (CAS) create an environment for
the learning and teaching of mathematics. They can be
used to encourage mathematical explorations and to affect
the way in which we teach and what material we emphasize.
Papers for this session are to discuss one of the following
topics: classroom uses of CAS, student projects that use
the CAS in a significant way, testing practices that allow
the students to use a CAS, or evaluations of the overall
use of CAS at a particular institution. It is expected
that each presentation, in addition to explaining the
use of the CAS, will address the effectiveness of this
use in the teaching and learning of mathematics. While
proposals for papers dealing with the use of a CAS in
any mathematics course are welcome, preference will be
given to papers dealing with the use of a CAS in courses
other than the calculus sequence. In particular, papers
on the use of the CAS in courses such as applied statistics,
college algebra, quantitative methods, and the mathematics
preparation of teachers are particularly welcome. Note
that this session is focused on the use of a CAS, not
technology in general. However, the choice of a platform
(computer or handheld device) or CAS (Derive, Maple, Mathematica,
or other CAS) is that of the presenter.
Placement Strategies
(MAA CP H1), Thursday morning, Janet P. Ray*, Seattle
Central Community College, janray@sccd.ctc.edu;
Susan L. Forman, Bronx Community College, CUNY;
and Patricia R. Wilkinson, Borough of Manhattan
Community College, CUNY. Proper placement of students
into their first college mathematics class is important
to students and faculty alike. This session invites papers
that describe placement strategies and instruments that
you are using or have used at your institution. Papers
might deal with uses of homegrown or standardized instruments,
nontestbased strategies, or innovative, multilayered
approaches. Also invited are papers describing how the
success of your placement strategy is measured. How do
you know if it is working? Systems in place at any type
of institution or at any mathematics level are welcome.
This session is cosponsored by the MAA Committee on TwoYear
Colleges and the MAA Committee on Articulation and Placement.
Chaotic Dynamics and Fractal Geometry
(MAA CP I1), Thursday morning, Denny Gulick*, University
of Maryland, dng@math.umd.edu;
and Jon Scott, Montgomery College. During the past
decade and a half, the areas of chaotic dynamics and fractal
geometry have emerged as lively subjects not only for
research but also in the undergraduate curriculum. One
of the wonderful features of these subjects is that they
are able to combine many of the fundamental undergraduate
topics, among them calculus and analysis, differential
equations, linear algebra, geometry, statistics, and computer
science. This session invites papers that investigate
the impact of these two fields on undergraduate mathematics.
The papers, which should have an expository flavor, might
include new developments in either chaos or fractals (or
both), interesting or novel applications, undergraduate
research experiences, or innovative approaches for exploring
these topics in undergraduate mathematics.
Truth in Using the History of Mathematics
in Teaching Mathematics (MAA CP J1), Thursday morning,
Victor J. Katz*, University of the District of
Columbia, vkatz@ udc.edu;
and Eisso J. Atzema, University of Maine. The history
of mathematics has long been accepted as a scholarly activity
for its own sake. Increasingly, historical research is
called upon by a wide variety of professionals within
the mathematical community to serve a broad range of agendas.
We seek contributions from mathematicians, mathematics
historians, and mathematics educators at all levels that
address the issue of "truth" in the use of the history
of mathematics. In particular, contributions are welcome
that consider three particular issues: (1) whether and/or
how myths and legends can be effectively used as such
in the mathematics classroom, (2) what role the examination
of myths and legends might play in a history of mathematics
course, and (3) how the mathematics history community
can contribute toward the effective use of history by
"consumers" of history. This session is sponsored by the
MAA History of Mathematics Special Interest Group (HOM
SIGMAA).
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Innovations in Teaching Discrete Mathematics
(MAA CP K1), Thursday afternoon, William E. Fenton*,
Bellarmine University, wfenton@bellarmine.edu;
and Nancy L. Hagelgans, Ursinus College. Discrete
mathematics is offered in many mathematics departments,
at different levels, for different audiences, and with
different expectations. This session seeks presentations
on novel approaches to the teaching of discrete mathematics.
These could be exploratory activities, application projects,
interdisciplinary courses, etc. We particularly encourage
presentations on the use of technology as a teaching tool
or as a source of interesting problems and applications.
Evaluation of the pedagogy is welcome though not mandatory.
Initiating and Sustaining Undergraduate
Research Projects and Programs (MAA CP L1), Thursday
afternoon, James A. Davis*, University of Richmond,
jdavis@richmond.edu;
and Joel S. Foisy, State University of New York.
Papers are requested describing undergraduate research
programs. Of particular interest will be descriptions
of innovative ways to get administrative support or other
support that creates a sustainable program. Also of interest
will be papers indicating where to find appropriate problems
and how to gauge the right level. This session is sponsored
by the MAA CUPM Subcommittee on Research by Undergraduates.
Mathlets for Teaching and Learning Mathematics
(MAA CP M1), Thursday afternoon, David M. Strong*,
Pepperdine University; David.Strong@pepperdine.edu;
Thomas E. Leathrum, Jacksonville State University;
and Joe Yanik, Emporia State University. This session
seeks to provide a forum in which presenters may demonstrate
mathlets and related materials that they have created
or further developed. Mathlets are small computerbased
(but ideally platformindependent) interactive tools for
teaching math, frequently developed as World Wide Web
materials such as scripts or Java applets, but there may
be many other innovative variations. Mathlets allow students
to experiment with and visualize a variety of mathematical
concepts, and they can be easily shared by mathematics
instructors around the world. The session is sponsored
by the MAA Committee on Computers in Mathematics Education
(CCIME).
Statistics Education
Discourse on Inference (MAA CP N1), Friday morning,
John D. McKenzie, Jr.*, Babson College, mckenzie@babson.edu;
and Carolyn K. Cuff, Westminster College. Since
the introductory statistics courses have infused datadriven
activities into the course, many learning difficulties
related to data have been minimized. However, the area
of inference, a major topic in the course, remains a stumbling
block for students. Papers are solicited which demonstrate
effective teaching on inference topics, including confidence
intervals, hypothesis testing, power and the interpretation
of results. Sponsored by the MAA Statistics Special Interest
Group (STAT SIGMAA).
Math and the Arts (MAA CP O1), Thursday
and Friday mornings and Friday afternoon, Ann Robertson*,
Connecticut College, arob@conncoll.edu;
John M. Sullivan, University of Illinois, Urbana;
Reza Sarhangi, Towson University; and Nathaniel
A. Friedman, State University of New York, Albany.
This session seeks interdisciplinary abstracts related
to mathematics and one or more of the following disciplines:
archeology and related fields, architecture, dance, music,
literature, theater, film, and the visual arts. Session
objectives include: (1) to present topics or new findings
relating mathematics to its artistic and aesthetic presentations
and (2) to introduce innovative techniques and to demonstrate
the use of technology in promoting connections and interdisciplinary
work in math and the arts.
Applications of Mathematics in Computer
Science (MAA CP P1), Friday and Saturday mornings,
William A. Marion*, Valparaiso University, Bill.Marion@valpo.edu.
This session invites papers which illustrate examples
of the application of mathematics or mathematical thinking
to topics introduced in an undergraduate computer science
curriculum. These examples should be presented in such
a way that they can be used as a lecture example, an inclass
assignment, a homework assignment, or a project by instructors
who teach courses in computer science. Examples for use
in the following categories of courses will be considereddiscrete
mathematics courses, CS I and IItype courses, and all
other computer science coursesand should be of a type
which supplements the material in a standard text (or
which presents a topic in a novel way). As a followup
to this session, particularly interesting examples will
be given consideration for entry into an online repository.
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Mathematics Experiences in Business,
Industry and Government (MAA CP Q1), Friday morning,
Philip E. Gustafson*, Mesa State College, pgustafs@mesastate.edu;
and Michael G. Monticino, University of North Texas.
This 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 Special Interest Group in Business,
Industry and Government (BIG SIGMAA).
Teaching and Learning of Undergraduate
Mathematics (MAA CP R1), Friday afternoon and Saturday
morning, Anne E. Brown*, Indiana University South
Bend, abrown@ iusb.edu;
Marilyn P. Carlson, Arizona State University; and
Draga D. Vidakovic, Georgia State University. Research
papers that address issues concerning the teaching and
learning of undergraduate mathematics are invited. Appropriate
for this session are theoretical or empirical investigations
conducted within clearly defined theoretical frameworks
using either qualitative or quantitative methodologies.
Of highest priority are proposals that report on completed
studies which further existing work in the field. Sponsored
by the MAA Research in Undergraduate Mathematics Education
Special Interest Group (RUME SIGMAA).
My Favorite Demo: Innovative Strategies
for Mathematics Instructors (MAA CP S1), Friday afternoon
and Saturday morning, David R. Hill*, Temple University,
hill@math.temple.edu;
and Lila F. Roberts, Georgia Southern University.
Mathematics instructors use a myriad of innovative techniques
for teaching mathematical concepts. Technology readily
available in colleges and universities has provided a
means to boost creativity and flexibility in lesson design.
Tools an instructor utilizes may include specialized computer
applications, animations and other multimedia tools, java
applets, physical devices, games, etc. This contributed
paper session will focus on novel demos that mathematics
instructors have successfully used in their classrooms.
Rather than focus on projects or student group activities,
this contributed paper session will focus on the instructor's
activities to facilitate learning. Mathematical content
areas will include precalculus, calculus, elementary probability,
and selected postcalculus topics. This session invites
1) demos that introduce a topic,2) demos that illustrate
how concepts are applicable,3) demos that tell a story
or describe the development of a procedure, and 4) demos
that lead to an activity that involves the class. 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. Proposals should describe how
the demo fits into a course; the use of technology or
technology requirements, if any; and the effect of the
demo on student attitudes toward mathematics.
Mathematical Models of the Environment
(MAA CP T1), Friday afternoon, Karen D. Bolinger*,
Clarion University, kbolinge@clarion.edu;
William D. Stone, New Mexico Institute of Mining
and Technology; and Ahlam E.Tannouri, Morgan State
University. We invite presentations that deal with all
aspects of using mathematics to model problems of the
environment. Presentations are welcome that deal with
exposition, pedagogy, or elementary modeling and that
are suitable for collegelevel mathematics classes. Also
welcome are presentations that deal with student research
efforts, senior capstone experiences, group projects,
and applications of higher mathematics, whether they fit
within any course, weave through many mathematics courses,
or stretch across departmental boundaries. Talks especially
valued are those that make practical suggestions concerning
how to establish fruitful communication between mathematicians
and applied scientists and how to stimulate mathematics
students into thinking about real world problems in terms
of the mathematics they study. This session is sponsored
by the MAA Environmental Mathematics Special Interest
Group (ENVIRON SIGMAA) and the MAA Committee on Mathematics
and the Environment.
Philosophy of Mathematics (MAA CP
U1), Friday afternoon, Roger A. Simons*, Rhode
Island College, rsimons@ric.edu;
and Satish C. Bhatnagar, University of Nevada,
Las Vegas. 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, and the role of esthetics in the development of
mathematics.
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Focus on Integrating
Graphic Handhelds into Collegiate Mathematics (MAA
CP V1), Saturday morning and afternoon, Charles E.
Hofmann*; LaSalle University,
hofmann@lasalle.edu; and Joseph R. Fiedler,
California State University Bakersfield. The appropriate
use of technology, graphic calculators, algebracapable
calculators, and data collection devices in the mathematics
classroom has been the center of much debate. Few are
neutral regarding the use of these devices. The pervasive
use by students complicates testing and opens the field
to novel and focused assessment activities. This session
invites papers about the full range of handheld devices
and their classroom uses. Presenters are encouraged not
only to share their classroom activities but also to discuss
how these activities fit into the overall structure of
their courses and curricula. Papers for this session are
to discuss one or more of the following topics: classroom
uses of handheld technologies, evaluations of their overall
use at a particular institution, strategies for their
effective incorporation into large lectures or into service
courses, use of handheld technologies in significant ways
in student projects and laboratories, and crossdisciplinary
collaborations exploiting these technologies.
Mathematics and Sports (MAA CP W1),
Saturday morning and afternoon, Sean L. Forman*,
Saint Joseph's University, sforman@sju.edu;
and Douglas Drinen, University of the South. When
applied to the sporting arena, mathematics can provide
both compelling classroom examples and interesting research
problems. Baseball has long been mined for interesting
statistics examples, ranging from regression and probability
to the gametheoretic aspects of ingame strategy. Recent
books on jai alai, football, and a few other sports have
studied those sports through a mathematical lens. The
economics of sports is now covered by its own journal,
and the statistics publication Chance routinely
discusses statistical examples from sporting events. This
session invites papers describing interesting classroom
examples utilizing examples from sports and papers discussing
the application of mathematics to sporting events.
Technology in Mathematics Teacher Preparation
Courses (MAA CP X1), Wednesday morning and Saturday
afternoon, Mary Ann Connors*, Westfield State College,
mconnors@foma.wsc.ma.edu;
and Christine Browning, Western Michigan University,
Kalamazoo. Preparing teachers to use technology appropriately
is a challenging task for teachereducators. Handheld
computer algebra systems, graphing calculators, spreadsheets,
and other computer software are popular tools for facilitating
numerical investigations, connecting mathematics topics,
and incorporating multiple representations of various
meaningful problems. Such explorations lead to students'
better understanding of mathematical concepts while empowering
them to analyze practical problems. This session invites
papers presenting ways in which we can prepare preservice
teachers to use and develop meaningful activities that
will engage their future students in mathematical thinking
facilitated by technological tools. Papers that present
curriculum revisions concentrating on meaningful technology
use within courses that focus on mathematical content
for preservice teachers are also encouraged. It is the
hope that these curriculum revisions and/or activities
will serve as a catalyst for class discussions of issues
connected with K12 curriculum and instruction, national
and state standards, sequencing of topics, the role of
technology, and assessment.
Strategies That Work to Positively Change
Student Attitudes toward Mathematics (MAA CP Y1),
Thursday and Saturday afternoons, Caren L. Diefenderfer*,
Hollins University, cdiefenderfer@hollins.edu;
Janet L. Andersen, Hope College; and Elizabeth
G. Yanik, Emporia State University. We solicit papers
that describe strategies, both in and out of the classroom,
which demonstrate a positive impact on student attitudes
toward, and perceptions of, mathematics. These may be
strategies incorporated in math courses that general education
students are "forced" to take or strategies used in courses
designed for majors. In addition, talks may emphasize
departmental activities that have helped to create a positive
esprit de corps and talks that address encouraging members
of underrepresented groups are particularly welcome. Our
concern is that many students (including mathematics majors)
leave our programs with negative attitudes toward mathematics.
We are also concerned that there are potential majors
that we are not reaching, because we are not adequately
conveying the benefits and satisfaction of doing mathematics.
This may be particularly true of underrepresented groups.
We would like the mathematics community to be aware of
successful strategies that can be modified for use in
our individual programs which will help students to learn,
experience, and believe in the joy and magic of mathematics.
We are also interested in the question of how to cultivate
a mathematically appreciative society. In particular,
how can such strategies be used to attract and retain
more minority students in mathematics courses?
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General Contributed Paper Session
(MAA CP Z1), Wednesday  Saturday mornings, Wednesday,
Thursday, and Saturday afternoons, Laura J. Wallace*,
California State University San Bernardino, wallace@csusb.edu;
Jacqueline Jensen, Sam Houston State University;
Gary Townsley, SUNY at Geneseo, Michael Jones,
Montclair State University, and Shawnee L. McMurran,
California State University at San Bernardino . 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. Any paper that cannot
be accommodated in one of the named contributed paper
sessions will be diverted automatically to this session;
therefore, papers should not be sent to more than one
session organizer.
Audiovisual equipment available for MAA
talks: Each session room contains an overhead projector
and screen; blackboards will not be available. Persons
needing additional equipment should contact, as soon as
possible and definitely prior to September 9, 2003,
the session organizer whose name is followed by an asterisk
(*).
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