The MAA Committee on Contributed Paper Sessions
solicits contributed papers pertinent to the sessions listed below.
Contributed paper session organizers generally limit presentations
to ten or fifteen minutes. Each session room contains an overhead
projector and screen; blackboards will not be available. Speakers
needing additional audio-visual equipment should contact, as soon
as possible but prior to September 28, 2005, the session
organizer whose name is followed by an asterisk (*). Organizers
have been advised that the majority of speakers in a session must
require the use of additional audio-visual equipment in order
to justify the expenditure. Please note that the dates and times
scheduled for these sessions remain tentative.

Thursday

Philosophy of Mathematics (MAA CP A1), Thursday
morning; Roger Simons*, Rhode Island College (rsimons@
ric.edu), and Satish C. Bhatnagar, University of Nevada.
This session, sponsored by the SIGMAA for the Philosophy of Mathematics,
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.

Mathlets for Teaching and Learning Mathematics
(MAA CP B1), Thursday and Friday mornings; David Strong*,
Pepperdine University (david.strong@pepperdine.edu);
Thomas 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 computer-based (but ideally platform-independent) 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.

Post-secondary Mathematics Assessment: Needs
and Challenges (MAA CP C1), Thursday morning; Gloria Dion*,
Educational Testing Service (gdion@ets.org);
Daryl Ezzo, Educational Testing Service; and Luis Saldivia,
Educational Testing Service. We invite the submission of papers
related to the mathematics assessment of college students. Topics
of interest for this session include admissions testing, placement
or proficiency testing, course assessments, outcomes testing,
and exit exams. We are especially interested in innovative programs
and experiences with integrating technology into assessment; performance
or portfolio assessments; the uses and impact of national tests;
assessing students with disabilities; placement testing for incoming
students whose high school experience is in a standards-based
curriculum; outcomes testing at critical junctures, e.g., following
developmental courses; diagnostic and formative assessments; and
other new directions in assessment or research related to the
mathematics assessment of college students.

Professional Development Programs for K12
Teachers (MAA CP D1), Thursday morning; Zsuzsanna Szaniszlo*,
Valparaiso University (zsuzsanna.szaniszlo@valpo.edu);
Laurie Burton, Western Oregon University; Judith Covington,
LSU Shreveport; and Patricia Hale, California State Polytechnic
University, Pomona. The mathematical community has long recognized
the importance of teacher education. PMET (Preparing Mathematicians
to Educate Teachers) is a prime example of projects that aim to
help college mathematics faculty to train teachers. The next step
in this endeavor is to include mathematicians in the professional
development of in-service K12 teachers. All over the country
many small- and large-scale projects exist to provide a mutually
beneficial opportunity for mathematicians to work with K12
mathematics teachers. The directors of these projects will share
their experiences developing and implementing the projects, including
both mathematical and organizational issues. The session invites
talks that showcase successful in-service training programs for
K12 mathematics teachers that utilize college and university
mathematics faculty. The talks should reflect on every aspect
of the program and include a description of the experiences of
mathematicians. Programs that are easily replicable will be given
priority. The submissions should include the grade levels of the
participating teachers.

Number-Theoretic Applications (MAA CP E1),
Thursday afternoon; Thomas Koshy*, Framingham State College
(tkoshy@frc.mass.edu),
and Thomas Moore, Bridgewater State College. The advent
of modern technology has brought a new dimension to the beauty
and power of number theory. Once considered the purest of pure
mathematics, it is increasingly used in the rapid development
of technology in a number of areas. The various fascinating applications
have confirmed that human ingenuity and creativity are boundless.
Relevant and thought-provoking applications establish a strong
and meaningful bridge between number theory and a number of other
areas. Historical anecdotes, woven throughout a number theory
course, give a meaningful, historical perspective to the development
of the subject. They add a human face and touch on the development
of the subject, and should provide a meaningful context for prospective
and in-service teachers in mathematics. Attendees of the session
should be able to take these anecdotes to their own classes to
excite their students and share their enthusiasm with others.
This contributed paper session focuses on interesting applications
of and historical anecdotes in number theory and on the relevance
of computers in the study of number theory. It is primarily aimed
at number theory enthusiasts who enjoy teaching number theory
for mathematics majors and in-service and preservice teachers.

Teaching Mathematics Courses Online (MAA
CP F1), Thursday afternoon; Kate McGivney*, Shippensburg
University (kgmcgi@ship.edu),
and Cheryl Olsen, Shippensburg University. In recent years
there has been an increasing trend for undergraduate institutions
to offer mathematics courses online. This session will focus both
on presenting successful strategies for teaching such courses
as well as describing shortcomings in delivering mathematics online.
Consideration will be given to courses where at least fifty proposals
that address issues including, but not limited to, designing effective
means of communication between students and the instructor, managing
group projects and assignments, incorporating various technologies
into the course, and implementing successful assessment strategies
are welcome. Papers that address how to design an online course
that meets the same course goals as a traditionally taught course
are of particular interest. Finally, data based on student experiences
from learning in an online environment are welcome.

Teaching and Assessing Modeling and Problem Solving
(MAA CP G1), Thursday afternoon; Mike Huber*, United States
Military Academy (michael.huber@usma.edu),
and Alex Heidenberg, United States Military Academy. Developing
problem-solving skills in the modeling sense is a central component
in refocusing courses to emphasize process, conceptual understanding,
and student growth. Universities and colleges are now writing
institutional goals that address the capabilities of their graduates.
How do we measure success in teaching our students to be effective
problem solvers? This session invites presentations about courses
that focus on the process of problem solving as a vehicle to learning
mathematics at the precalculus/introductory calculus levels, with
special emphasis on modeling. Of particular value will be presentations
that offer assessment techniques in problem-solving courses. These
presentations can include course philosophy, mid-term examinations,
attitude surveys, past projects, and other successful methods
of assessment where students have become competent and confident
problem solvers. Each presentation should address the specific
goals in developing problem solvers as well as the assessment
techniques used to measure attainment of those goals.

Getting Students to Discuss and to Write about
Mathematics (MAA CP H1), Thursday and Friday afternoons; Martha
Ellen Murphy Waggoner*, Simpson College (waggoner@
simpson.edu); Charlotte Knotts-Zides, Wofford College;
and Harrison W. Straley, Wheaton College. 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/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.

Friday

Using History of Mathematics in Your Mathematics
Courses (MAA CP I1), Friday morning; Richard Jardine*,
Keene State College (rjardine@keene.edu),
and Amy Shell-Gellasch, Granfenwoer, Germany. This session
solicits talks that describe ways to use or embed the history
of mathematics in the collegiate mathematics curriculum. Talks
should discuss ways to use history to enhance the teaching of
mathematical subjects as opposed to ways to teach history of mathematics
courses.

Innovative Teaching/Learning Ideas Using Technology
in the Teaching of Courses before College Algebra (MAA CP
J1), Friday morning; Ed Laughbaum*, The Ohio State University
(elaughba@math.ohio-state,edu),
and Mohammad H. Ahmadi, University of Wisconsin-Whitewater.
In this session we are looking for creative ideas that demonstrate
how faculty are using handheld graphing or computer technology
to enhance teaching and learning in remedial/developmental algebra
courses. Examples might involve graphing calculator apps, the
use of function as a central theme, teaching techniques that promote
understanding, portable e-lessons, electronic class polling as
formative assessment, etc.

Research and Other Mathematical Experiences for
Students outside the Classroom (MAA CP K1), Friday morning;
Kay Somers*, Moravian College, (mekbs01@moravian.edu);
Susan Morey, Texas State University; Sivaram K. Narayan,
Central Michigan University; and Jody Sorensen, Grand Valley
State University. Mathematics "happens" both inside and outside
the classroom, and in fact many mathematics majors are drawn to
the subject through a special event sponsored by a student chapter
or math club or through special research projects and programs.
This session seeks presentations by academic, industrial, business,
and/or student mathematicians so that the audience will be encouraged
to organize and run special events for their students. Descriptions
of activities could include, but are not limited to, special lectures,
workshops for students, math days/fairs, student conferences,
recreational mathematics activities, problem-solving activities
and contests, general community-building activities, and student
consulting projects. We especially encourage information about
student research projects and programs, including program logistics
and project ideas. Information on how such activities are organized
and carried out, what activities especially grab students' interests,
how students are contacted and encouraged to participate, and
how the events are funded will be especially helpful. This session
is organized by the MAA Committee on Undergraduate Student Activities
and Chapters and by the CUPM Subcommittee on Undergraduate Research.

Courses below Calculus: A Continuing Focus
(MAA CP L1), Friday and Saturday mornings; Mary Robinson*,
University of New Mexico-Valencia Campus (maryrobn@
unm.edu); Florence S. Gordon, New York Institute of
Technology; Laurette Foster, Prairie View A&M University;
Arlene Kleinstein, Farmingdale State University of New
York; Norma Agras, Miami Dade Community College; and Linda
Martin, Albuquerque T-VI. The MAA, AMATYC, and NCTM have been
working together on a national initiative to refocus the courses
below calculus to better serve the majority of students taking
these courses. The goal of the initiative has been and continues
to be to encourage courses that place much greater emphasis on
conceptual understanding and realistic applications of the mathematics
compared to traditional courses that too often are designed to
develop algebraic skills needed for calculus. In support of the
emphasis placed on this topic by the MAA, AMATYC, and NCTM within
their committees and executive boards, this session will address
the 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, 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, and discuss the needs of other
disciplines from courses at this level. This session is cosponsored
by the CRAFTY, the Committee on Two Year Colleges, and the Committee
on Service Courses.

Mathematics of Sports and Games (MAA CP M1),
Friday afternoon; Sean Forman*, Saint Joseph's University
(sforman@sju.edu), and Doug
Drinen, Sewanee: 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 game-theoretic aspects of in-game strategy
(for example, Albert and Bennett's Curve Ball presents introductory
statistics through baseball statistics). Recent books on jai alai,
football, and a few other sports have likewise 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 in sports. Games have
likewise taken on additional interest with the explosion of the
professional poker circuit and interest in simulation and combinatorics
relating to poker and other games of chance. The objectives of
this session include the presentation of interesting classroom
examples utilizing examples from sports and games and the discussion
of research topics relating to sports and games.

Mathematical Connections in the Arts (MAA
CP N1), Friday afternoon; Douglas E. Norton*, Villanova
University (douglas.norton@villanova.edu);
Reza Sarhangi, Towson University; and Nathaniel A. Friedman,
State University of New York, Albany. This session seeks interdisciplinary
abstracts relating mathematics and one or more of the arts, considered
in the broadest sense: architecture, dance, music, literature,
theater, film, the visual arts, and others. Number, pattern, line,
shape, and symmetry have long been mathematical tools at the disposal
of the arts. Increasingly, the various expressions of artistic
form have lent themselves to aesthetic presentations of mathematical
topics and results. Mathematical concepts inform artistic presentation,
while artistic presentation illuminates mathematics. In both directions,
new technologies provide new possibilities. Altogether, the new
approaches and new tools provide new opportunities for teaching
and for outreach to the general public about the perhaps unexpected
place of mathematics in relation to the arts, culture, and society.
Session objectives include: (i) explore old and new connections
between math and the arts, from ancient Islamic tiles to contemporary
folk arts, from perspective in paintings to Möbius sculptures;
and (ii) demonstrate the use of new technologies and new looks
at old technologies to illustrate connections between mathematics
and the arts.

Research on the Teaching and Learning of Undergraduate
Mathematics (MAA CP O1), Friday afternoon; Bill Martin*,
North Dakota State University (william.martin@
ndsu.edu); Barbara Edwards, Oregon State University;
and Mike Oehrtman, Arizona 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
that further existing work in the field.

Mathematics of Chemistry (MAA CP Q1), Saturday
morning; George Rublein*, College of William and Mary (gtrubl@math.wm.edu).
Mathematics makes its appearance early on in college-level chemistry
courses. Physical chemistry, which is heavily laced with mathematical
models, has a reputation as the most difficult course in the undergraduate
chemistry curriculum. The treatment of mathematics in chemistry
textbooks often bears little resemblance to the approaches that
students see in mathematics courses. This session solicits contributions
that show examples of models drawn from chemistry that might comfortably
appear in the calculus, differential equations of linear algebra
courses in which chemistry students are commonly enrolled. Chemical
thermodynamics, stoichiometry, and chemical kinetics are good
sources for such models.

Mathematics Experiences in Business, Industry,
and Government (MAA CP R1), Saturday morning; Phil Gustafson*,
Mesa State College (pgustafs@mesastate.edu),
and Michael Monticino, University of North Texas. 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).

Countering "I Can't Do Math": Strategies for
Teaching Underprepared, Math-Anxious Students (MAA CP S1),
Saturday and Sunday mornings; Bonnie Gold*, Monmouth University
(bgold@monmouth.edu);
Suzanne Dorée, Augsburg College; and Richard
Jardine, Keene State College. How can we create a comfortable
learning environment for underprepared or math-anxious students,
and, in particular, how can we constructively assess student learning?
What classroom practices are especially effective with such students,
and how does research on student learning inform those practices?
How might the recommendations of the 2004 CUPM Curriculum Guide
influence our approach in teaching developmental or introductory
courses to better reach these students? This session invites papers
on all aspects of "what works" in teaching underprepared, math-anxious
students.

Teaching Operations Research in the Undergraduate
Classroom (MAA CP T1), Saturday morning; Christopher J.
Lacke*, Rowan University (lacke@rowan.edu),
and Paul E. Fishback, Grand Valley State University. This
session solicits papers highlighting innovative instructional
strategies and assessment methods in the introductory undergraduate
operations research sequence. Suggested topics include, but are
not limited to, course projects, case studies, technology demonstrations,
cooperative learning activities, and writing assignments. Papers
may focus on original teaching materials or the creative use of
previously existing ones, but all papers should provide specific
learning objectives addressed by the use of such materials. Each
submission must focus on operations research topics at the undergraduate
level, including those in the introductory undergraduate operations
research sequence or undergraduate courses in stochastic processes,
queuing theory, network optimization, etc. In addition to the
abstract sent to the AMS, the organizers request that they be
sent a course syllabus relating to the submission.

My Favorite Demo: Innovative Strategies for Mathematics
Instructors (MAA CP U1), Saturday morning and afternoon; David
R. Hill*, Temple University (hill@math.temple.edu),
and Lila F. Roberts, Georgia College & State 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
to facilitate learning. Mathematical content areas will include
precalculus, calculus, elementary probability, and selected post