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Sunday General Session Submission Procedures

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.


Philosophy of Mathematics (MAA CP A1), Thursday morning; Roger Simons*, Rhode Island College (rsimons@, 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 (; 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 (; 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 (; 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 (, 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 (, 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 (, 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@; 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.


Using History of Mathematics in Your Mathematics Courses (MAA CP I1), Friday morning; Richard Jardine*, Keene State College (, 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, (; 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@; 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 (, 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 (; 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@; 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 ( 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 (, 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 (; 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 (, 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 (, 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