Open Discussion on Beginning-Level
Courses, Wednesday, 9:00 a.m. to 10:20 a.m., organized
by Donald B. Small, U.S. Military Academy. An explosion
of interest in the role of beginning-level courses has
arisen within the past few years. The recognition that
the large majority of students enrolled in mathematics
are in the beginning level courses and the awareness that
these courses are not successfully serving a "feeder"
function into other mathematics courses has led to questions
concerning their roles, content, and pedagogy. Panelists
include Norma M. Agras, Miami-Dade Community College,
and Bob Mayes, West Virginia University. The panel
will be moderated by Jack Bookman, Duke University,
and is sponsored by the CUPM Subcommittee on Curriculum
Renewal Across the First Two Years (CRAFTY).
Quantitative Literacy Across the Curriculum, Wednesday,
2:15 p.m. to 3:35 p.m., organized by Rick Gillman,
Valparaiso University; Kim Rheinlander, Dartmouth
University; Emily Decker Larder and Gillie Malnarich,
Evergreen State University. Many institutions have made
quantitative literacy a priority and are now in the process
of changing their curriculum or instituting new requirements
to meet that goal. This past summer, two MAA PREP workshops
were held at which participants adapted and created QL
materials appropriate for their own courses and students,
drawing on materials developed at sites across the country.
In addition, participants discussed a general framework
for quantitative literacy by reading and discussing Mathematics
and Democracy and Radical Equations. They developed
strategies for assessing the effectiveness of the curricular
changes they are promoting. Our panelists, participants
from these workshops, will describe their experiences
at the Northeast and Northwest PREP workshops on Quantitative
Literacy Across the Curriculum. They will describe the
programs that they envisioned at the workshops and their
experiences at initiating these programs once they returned
to their home campuses. The session is sponsored by the
CUPM Subcommittee on Quantitative Literacy Requirements.
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Service Learning in Mathematics: They Wrote the Book,
Wednesday, 2:15 p.m. to 3:35 p.m., organized by Jerry
F. Dwyer, Texas Tech University. This session presents
descriptions of service learning activities as graded
sections of mathematics classes. The organization of these
activities and related implementation and grading issues
will be discussed. Contributions in all areas of service
learning in mathematics are solicited. Presentations related
to preservice teacher training are particularly welcome
for this session. Panelists include Josh Sabloff,
Haverford College; Richard A. Zang, University
of New Hampshire at Manchester; Perla L. Myers,
University of San Diego; Dana S. Craig, University
of Central Oklahoma; and Lida McDowell, University
of Southern Mississippi.
Writing Textbooks in Mathematics, Wednesday, 2:30
p.m. to 4:00 p.m., organized by Revathi Narasimhan,
Kean University. At some point or another, many of us
have thought about writing a mathematics textbook. What
does this involve? The panel, composed of experienced
authors and acquisitions editors, will discuss various
aspects of the textbook writing process, including reasons
for writing a textbook, current market trends in textbooks
at various levels, writing proposals for a textbook and
the editorial process, what editors look for when evaluating
a proposal, textbook writing and promotion and tenure
issues, and some "nuts and bolts" details of producing
a manuscript. There will be time for questions and answers
from the audience. Panelists include Lynn Cox,
Houghton-Mifflin; J. Douglas Faires, Youngstown
State University; William Hoffman, Addison-Wesley;
and Dan Kalman, American University. This session
was organized by the 199499 Project NExT Fellows
and is sponsored by MAA Project NExT.
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The Impact of Laptop Computers on Classroom Instruction,
Wednesday, 3:45 p.m. to 5:05 p.m., organized by Donald
B. Small, U.S. Military Academy. Laptop computers
are changing many, if not all, aspects of instruction.
For example, is hand computation of derivatives and integrals
an essential part of a calculus course in which students
have laptop computers? What approximation skills are required
to validate the output of computer algebra systems? How
does the use of laptop computers effect testing? The panelists
will discuss curricula impact of students using laptops
in the classroom. They will share their experiences and
lessons learned. Panelists include Allen Broughton,
Rose Hulman Institute of Technology; Michael Huber,
U.S. Military Academy; and Jim Rolfe, U.S. Air
Force Academy. The session will be moderated by Joseph
D. Myers, U.S. Military Academy, and is sponsored
by the CUPM Subcommittee on Curriculum Renewal Across
the First Two Years (CRAFTY).
NCATE AND THE MATHEMATICS COMMUNITY, Wednesday,
3:45 p.m. 5:15 p.m., organized by Judith Covington,
LSU-Shreveport and Marilyn Hala, NCTM. The purpose
of this session is to get feedback from the mathematics
community on the proposed new mathematics guidelines for
NCATE (National Council for Accreditation of Teacher Education)
accreditation. Someone will be present to discuss the
new changes and to get feedback from the audience. The
panel is sponsored by the MAA Committee on the Mathematics
Education of Teachers (COMET) and NCTM.
A Fresh Start for Collegiate Mathematics, Wednesday
4:30 p.m. - 6:00 p.m., organized by Nancy Baxter Hastings,
Dickinson College and Sheldon P. Gordon, Farmingdale
State University of New York. The MAA has launched a new
initiative, in cooperation with NCTM and AMATYC, to refocus
the courses below calculus to provide better mathematical
experiences to all students. This involves a greater emphasis
on conceptual understanding and realistic applications
via mathematical modeling. As part of this movement, the
MAA is publishing a collection of some 50 articles on
different aspects of the issues related to courses such
as college algebra and precalculus. Some of the major
themes include reforming college algebra, precalculus
and related courses, research on student learning, the
transition from high school, the needs of other disciplines,
implications of technology, implementation issues, and
projects that work. In this presentation, the four editors
of the volume will present overviews of the issues and
the points made by the authors. Panelists include Nancy
Baxter Hastings, Dickinson College; Sheldon P.
Gordon, Farmingdale State University of New York;
Florence S. Gordon, New York Institute of Technology;
and Jack Narayan, SUNY at Oswego, who will act
as moderator.
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The Impact of Technology in Calculus
Courses on Long-Term Student Performance and Employment,
Thursday, 9:00 a.m. to 10:20 a.m., organized by Susan
L. Ganter, Clemson University, and Jack Bookman,
Duke University. More than fifteen years after the funding
of the first NSF calculus reform projects, there is very
little consensus about the degree to which these efforts--and
particularly technology--have succeeded in improving the
post-calculus achievement of the participating students.
This panel will address this issue by discussing results
from a multiinstitutional project that includes data for
the purpose of comparing the performance of reform and
traditional calculus students in courses beyond calculus,
examining students prior to graduation from college to
determine these students' fundamental notions of calculus,
determining the extent to which potential employers value
the ideals supported by calculus reform efforts, and training
a group of on-site evaluators capable of developing and
sustaining a viable evaluation plan on multiple campuses
beyond this project. Panelists include Betsy Darken,
University of Tennessee at Chattanooga; Elton Graves,
Rose-Hulman Institute of Technology; Glenn Ledder,
University of Nebraska; and Howard L. Penn, U.S.
Naval Academy. The session is sponsored by the CUPM Subcommittee
on Curriculum Renewal Across the First Two Years (CRAFTY).
National Science Foundation Programs Supporting Learning
and Teaching in the Mathematical Sciences, Thursday,
9:00 a.m. to 10:20 a.m., organized by Elizabeth
J. Teles, Calvin L. Williams, Lee L.
Zia, NSF Division of Undergraduate Education; John
Bradley, NSF Division of Elementary, Secondary and
Informal Education; James H. Lightbourne, NSF Division
of Graduate Education; and Lloyd E. Douglas, NSF
Division of Mathematical Sciences. A number of NSF divisions
offer a variety of grant programs that support innovations
in learning and teaching in the mathematical sciences.
These programs will be discussed along with examples of
successful projects. In addition, anticipated budget highlights
and other new initiatives for the next fiscal year will
be presented.
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SUMMA Special Presentation, Thursday, 9:00 a.m.
to 10:20 a.m., organized by William A. Hawkins Jr.,
MAA and theUniversity of the District of Columbia. Panelists
will discuss programs for increasing diversity among mathematics
students. The panel will be moderated by William A.
Hawkins Jr., director of the SUMMA (Strengthening
Underrepresented Minority Mathematics Participation) program.
Panelists include Jong Pil Lee, SUNY College at
Old Westbury, and Thomas Martin, California State
University at Chico. The panel is sponsored by the MAA
Committee on Minority Participation in Mathematics (CMPM).
There will be ample time for discussion.
Mentoring New Faculty, Thursday, 9:00 a.m. to
10:30 a.m., organized by T. Christine Stevens,
St. Louis University; Joseph A. Gallian, University
of Minnesota Duluth; and Aparna W. Higgins, University
of Dayton. Panelists Emily Ann Hynds, Sanford University;
Jim Lewis, University Nebraska, Lincoln;
Catherine M. Murphy, Purdue University Calumet;
and Thomas Q. Sibley, Saint John's University,
will discuss formal and informal mentoring programs and
practices for new faculty offered in their departments.
What new faculty desire in the way of mentoring will also
be addressed. This session is sponsored by MAA Project
NExT.
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Undergraduate Programs and Courses in the Mathematical
Sciences: A CUPM Curriculum Guide, Thursday,
10:45 a.m. to 12:05 p.m., organized by Harriet S. Pollatsek,
Mount Holyoke College, and Susan L. Ganter, Clemson
University. The MAA Committee on the Undergraduate Program
in Mathematics (CUPM) periodically reviews its curricular
recommendations for college and university departments
and revises them as needed to fit new circumstances. The
2004 CUPM Curriculum Guide is the first explicitly to
address the needs of nonmajors as well as majors. The
panelists, William H. Barker, Bowdoin College;
David M. Bressoud, Macalester College; Susanna
Epp, DePaul University; Susan L. Ganter; and
Bill Haver, Virginia Commonwealth University, will
describe the new CUPM recommendations and discuss implementation
issues. The CUPM Curriculum Guide has been formed by the
CRAFTY Curriculum Foundations Project, and from the MAA
report CUPM Discussion Papers about Mathematics and
Mathematical Sciences in 2010: What Should Students Know?,
and other reports, plus focus groups on earlier drafts.
Most recently, it was revised based on feedback from MAA
committees, individual mathematicians, and professional
societies in the mathematical sciences and allied disciplines.
The session will be moderated by Harriet Pollatsek and
is sponsored by the Committee on the Undergraduate Program
in Mathematics (CUPM).
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Finding Your Next Job, Thursday, 10:45 a.m. to
12:05 p.m., organized by Chawne M. Kimber, Lafayette
College, and David T. Kung, St. Mary's College
of Maryland. Panelists will present strategies for conducting
a search for a second job. Many angles will be covered,
including postdoc to tenure-track, academic to industry,
liberal arts college to research institution, and just
one job to another. Panelists are: Leigh Lunsford,
University of Alabama-Hunstville, Lyn Miller, Slippery
Rock University, and Holly Rosson, St. Mary's College
of Maryland. The session is cosponsored by the Young Mathematicians'
Network and MAA Project NExT.
Assessment in a Refocused College Algebra Program,
Thursday, 10:45 a.m. to 12:05 p.m., organized by Donald
B. Small, U.S. Military Academy. Refocusing
college algebra to emphasize modeling/problem solving,
communications skills, and conceptualunderstanding requires
changing the focus and means of assessment. The lack of
suitable assessment tools and guidelines is often a barrier
to implementing change. For example, how does one assess
a student's development of modeling/problem solving, communication
skills, or conceptual understanding? The speakers will
address these particular questions as well as others.
Panelists include Alex Fluellen, Clark Atlanta
University; Laurette B. Foster, Prairie View A
& M University; and Bruce C. Crauder, Oklahoma
State University. The panel will be moderated by Norma
Agrass, Miami-Dade Community College, and is sponsored
by the CUPM Subcommittee on Curriculum Renewal Across
the First Two Years (CRAFTY).
Successful Activities for a Math Club, Thursday,
1:00 p.m. to 2:20 p.m., organized by Jennifer M. McNulty,
University of Montana, and Janet C. Woodland, University
of Arkansas. Undergraduate education can be enhanced through
activities outside the classroom. For example, attending
a lecture on Ramsey Theory, viewing a movie about chaos,
or hearing the experiences of an industrial mathematician.
Such events are often inspiring to students. These types
of activities are typically sponsored by some type of
math club, be it an MAA Student Chapter, a Pu Mu Epsilon
Chapter, or university club. In this session activities
that have increased student enthusiasm for mathematics
are discussed and avenues for future growth are explored.
Panelists Jean Bee Chan and Elaine McDonald,
Sonoma State University; J. Douglas Faires, Youngstown
State University; Donna L. Flint, South Dakota
State; Philip K. Hotchkiss, Westfield State
College; Timothy R. Ray, Southeast Missouri State
University; and Robert S. Smith, Miami University,
will share their experiences. Audience participation,
both in regard to questions as well as ideas for activities,
is encouraged.
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Mathematics Education in a Research-Intensive Department:
What Makes It Work?, Thursday, 1:00 p.m. to 2:20 p.m.,
organized by David A. Gay, Deborah Hughes Hallett,
William G. McCallum, and Fred Stevenson,
University of Arizona. Research mathematicians and mathematics
educators at universities have traditionally worked in
different colleges. In many cases there was little or
no interaction between them. But times are changing. Educators
and mathematicians are finding that each has a lot to
offer the other. Mathematics faculties are now finding
ways of bringing educators into their ranks. This session
will focus on examples of how this is being accomplished
at several research-intensive universities. The session
will begin with an overview of how the collaboration of
mathematician and educator has successfully taken root
and grown. Panelists Marilyn P. Carlson, Arizona
State University; Jim Lewis, University of Nebraska-Lincoln;
Joan R. Leitzel, MSEB; William G. McCallum
and Fred Stevenson, University of Arizona, will
discuss how this has occurred over the past decade at
their respective institutions. A national perspective
from the MSEB will wrap up the session.
Technology and the Mathematics Major, Thursday,
1:00 p.m. to 2:30 p.m., organized by Ioana Mihaila,
California State Polytechnic University at Pomona. There
has been much discussion in the mathematical community
about changing the traditional mathematics major to reflect
new technologies and changing emphases. These changes
affect both the standard mathematics curriculum and the
way that courses are taught. The panelists will offer
their expertise and advice on how to wisely incorporate
technology into the math major. The panelists are active
mathematicians from academe and from organizations involved
in mathematics education and research. This session was
organized by the 199499 Project NExT Fellows to
address issues of concern to faculty who have four to
ten years of teaching experience. All meeting participants
are invited to attend. Panelists include Bernard W.
Banks, California State Polytechnic University, Pomona;
Robert J. Lopez, Rose-Hulman Institute of
Technology and Waterloo Maple; Olympia E. Nicodemi,
State University of New York, Geneseo; and Kathleen
G. Snook, Consortium for Mathematics and its Applications.
The session is sponsored by MAA Project NExT.
MAA Project NExT and YMN Poster
Session, Thursday, 2:00 p.m. to 4:00 p.m., organized
by Kevin E. Charlwood, Washburn University, and
Kenneth A. Ross, University of Oregon. Project
NExT and the Young Mathematicians' Network invite submissions
of abstracts for this session. We expect to accept thirty
posters from different areas within the mathematical sciences.
Only trifold, self-standing 48" by 36" tabletop posterboard
will be provided. Additional material or equipment is
the responsibility of the presenters. Applications should
be submitted to Kevin Charlwood, kevin.charlwood@washburn.edu,
or Kenneth Ross, ross@math.uoregon.edu,
by December 9, 2003. This session is sponsored by the
Young Mathematicians' Network and MAA Project NExT.
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The Undergraduate Mathematical Statistics Sequence,
Thursday, 2:40 p.m. to 4:00 p.m., organized by Carolyn
K. Cuff, Westminster College. A two-course sequence
in mathematical probability and statistics has traditionally
been part of the mathematics major. Computer technology,
AP Statistics, courses in the concepts of statistics,
demands of industry, and graduate school admission requirements
may necessitate changes in these courses. Panelists Matthew
J. Hassett, ASA, AdvancePCS; Elliot A. Tanis,
Hope College; Douglas A. Wolfe, The Ohio State
University; and Deborah Nolan, UC Berkeley, will present
their perspective on the current and future relevance
of the sequence. The session will be moderated by Allan
J. Rossman, California Polytechnic State University
at San Luis Obispo, and is sponsored by the MAA SIGMAA
on Statistics Education.
The History of Applications in Teaching Undergraduate
Mathematics: 19502000, Thursday, 2:40 p.m. to
4:00 p.m., organized by Joseph Malkevitch, York
College, CUNY; Walter Meyer, Adelphi University;
and Jack Winn, SUNY at Farmingdale. Today one often
finds applications in undergraduate mathematics courses,but
it wasn't always so. This panel will discuss how and why
the greater emphasis arose. Questions will include: What
were the major milestones in bringing about the change?
What were the reasons behind the push toward applications?
Did new ideas in research influence the changes at the
undergraduate level? Was it an internal development in
pedagogy? Did factors outside mathematics (such as developments
in other disciplines, perceived national needs, the role
of mathematics in World War II, Sputnik, NSF policies,
the availability of computers, changes in the student
body, or the "relevance" movement of the 60s) have an
influence? Was the change uncontroversial? Is there more
or less distinction between mathematics and applications
today? Panelists drawn from both the teaching and research
communities include Peter D. Lax, Courant Institute;
Donald W. Bushaw, University of Washington at Pullman;
Chandler Davis, University of Toronto; Andrew
M. Gleason, Harvard University; and Daniel P. Maki,
Indiana University. The session is sponsored by the MAA
SIGMAA on History of Mathematics.
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MAA Video Presentation, Only Four Colors and An Introduction
to Topology, Thursday, 5:45 p.m. - 7:00 p.m., organized
by Robin Wilson, The Open University. The first
video presentation features the origin and early evolution
of the Four Color Theorem. The second video introduces
the subject of topology to students studying an Open University
course on that subject. Each video is preceded by a short
introduction by Robin Wilson.
WEB SIGMAA Panel Discussion and Inaugural Business
Meeting, Thursday, 5:45 p.m. to 7:15 p.m., organized
by Kirby A. Baker, UCLA, and Marcelle Bessman,
Jacksonville University. The focus of the new WEB SIGMAA
is mathematics instruction using the World Wide Web. The
panel members will discuss the ongoing efforts of the
MAA in this area and the ways in which the members of
WEB SIGMAA and others can contribute. Light refreshments
will be served. All interested participants are encouraged
to attend.
SIGMAA on Environmental Mathematics Business Meeting
and Invited Address, Thursday, 5:45 p.m. 6:45
p.m., organized by Ben Fusaro, Florida State University.
Marcia Sward, former executive director of the
MAA, will speak on Assessing Americas Energy
IQ. Findings from a recent survey conducted by the
National Environmental Education and Training Foundation
will be presented.
SIGMAA on Statistics Education, organized by Carolyn
Cuff, Westminster College Thursday, 5:45 p.m. - 6:45
p.m. The SIGMAA for Statistics Education will hold it
fourth annual business meeting. After some necessary formalities,
we will hear the chair's report, results of the fall elections,
and discuss new business. Topics of discussion will include
outreach, membership services, and suggestions from the
membership related to statistics education. Members are
encouraged to bring hard copies of their favorite activity,
dataset or exam question to share.
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Preparing Mathematicians to Educate
Teachers, Friday, 9:00 a.m. to 10:20 a.m., organized
by Alan C. Tucker, SUNY at Stony Brook, and Bernard
L. Madison, University of Arkansas at Fayetteville.
The MAA's project Preparing Mathematicians to Educate
Teachers (PMET) is a multifaceted initiative of the MAA
to help mathematical sciences departments enhance their
capacity to improve K12 mathematics teaching. As
mathematics departments seek to offer high-quality college
courses on the mathematical knowledge needed for K12
teaching, they face a major challenge in finding qualified
instructors. Mathematics faculty know the mathematics
well but are normally ill-prepared to help teachers connect
it to K12 instruction. The major components of PMET
are minicourses and summer workshops, minigrants, regional
networks, and a variety of dissemination efforts. Panelists
Ed Dubinsky, Cincinnati, Ohio, and Alan C. Tucker
will address some of the results of PMET and how others
can become involved. PMET is funded by NSF with additional
support from Texas Instruments.
Proposal Writing Workshop for Grant Applications to
the NSF Division of Undergraduate Education, Friday,
9:00 a.m. to 10:20 a.m., organized by Elizabeth J.
Teles, Calvin L. Williams, and Lee L. Zia,
NSF Division of Undergraduate Education. Presenters will
describe the general NSF grant proposal process and consider
particular details relevant to programs in the Division
of Undergraduate Education. Attendees of this session
will have an opportunity to read sample proposals and
take part in a mock panel review of proposals.
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Writing Expository Mathematics, Friday, 9:00 a.m.
to 10:30 a.m., organized by Jed Herman, University
of Wisconsin at Stevens Point; Jennifer Hontz,
Meredith College; and George W. Moss, University
of Virginia's College at Wise. Are you interested in writing
expository articles in mathematics? This panel discussion
includes experienced authors of expository articles and
current or former editors of MAA or AMS publications.
Panelists Lowell W. Beineke, Indiana University-Purdue;
Ezra Brown, Virginia Tech; Frank A. Farris,
Santa Clara University; Underwood Dudley, DePauw
University; Keith J. Devlin, Stanford University,
will provide advice about writing and publishing expository
articles in mathematics. They will discuss how to identify
suitable topics, how to organize and write such articles,
and how to choose a suitable journal. This session was
organized by the 1994 - 99 MAA Project NExT Fellows.
Assessment of Student Learning in Undergraduate
Mathematics: Works in Progress, Friday, 9:00 a.m.
to 11:00 a.m., organized by William E. Haver, Virginia
Commonwealth University, and Bernard L. Madison,
University of Arkansas. Posters are invited that describe
an institution's program of assessment of student learning
in a curricular block of undergraduate mathematics courses.
This poster session is aimed at assessment programs that
are in the early stages of development and implementation.
We expect that those presenting their programs will seek
guidance and suggestions from those who attend the poster
session. The session is sponsored by the NSF-supported
MAA project Supporting Assessment in Undergraduate Mathematics
(SAUM). The curricular blocks that have been identified
as focus areas by SAUM are (1) mathematics major, (2)
mathematics for teachers, (3) general education (or quantitative
literacy) courses, (4) placement/developmental programs,
(5) mathematics for and in mathematics-intensive majors,
and (6) innovations (e.g. reform courses). Programs of
assessment in these six focus areas are especially invited,
but programs of assessment in other curricular blocks
may be contributed. Contributions should present a clear
description of the assessment design and preliminary results.
The following outline is suggested to the extent that
the assessment program has been implemented: Background
and Goals: What did we hope to accomplish? Description:
What did we do? For example, developing the assessment
program, details of the assessment program, and revisions
based on initial experience (if applicable). Insights:
What did we learn? For example, findings and success factors,
use of the findings, and next steps and recommendations.
More details can be found at http://www.maa.org/SAUM/
index.html. The deadline for submissions is December 9,
2003. Abstracts of posters should be sent to Bernard
L. Madison, bmadison@mail.uark.edu.
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Mathematics for Business Decisions, Friday, 9:00
a.m. to 11:00 a.m. (and repeated 1:00 p.m. to 3:00 p.m.,
and 5:00 p.m. to 7:00 p.m.), organized by Richard Thompson
and Christopher Lamoureux, University of Arizona.
After five years of development, and testing by thousands
of students, the Mathematical Association of America is
publishing the electronic texts Mathematics for Business
Decisions, Parts 1 and 2. Jointly written by a mathematician
and a professor of finance, these e-texts feature four
interdisciplinary, multimedia projects for lower division
students in business and public administration. The projects
involve: loan work outs, stock option pricing, marketing
computer drives, and bidding on an oil lease. The two
course sequence, including probability, simulation, calculus
and optimization, is designed to replace the traditional
combination of finite mathematics and brief calculus.
We will demonstrate the new materials, discuss the challenges
and rewards of teaching the program, and allow plenty
of time for hands-on computer experimentation with the
texts. Participants will receive a guided tour CD with
video and narrated interactive PowerPoint demonstrations.
Examination copies of both e-texts will also be provided.
Talks by the Morgan Prize winner will be held
at the Phoenix Civic Plaza, Friday morning 10:00 a.m.
10:50 a.m. The session will be moderated by Fan
Chung Graham of UC San Diego. The talks will be given
by Melanie Wood, Duke University (Morgan Prize
Winner), Dessins d'enfants and the Absolute Galois
Group, and Karen Yeats, Boston University
(Morgan Prize Runner-Up), "A multiplicative analogue
of Schur's Tauberian theorem".
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Voices of the Partner Disciplines: Building on the
MAA Curriculum Foundations Project, Friday, 1:00 p.m.
to 2:20 p.m., organized by Tevian Dray, Oregon
State University; Deborah Hughes Hallett, University
of Arizona; Matthias Kawski, Arizona State University;
and William G. McCallum, University of Arizona.
As part of the Curriculum Foundations Project of the MAA,
faculty in other disciplines made recommendations for
the mathematics curriculum through a series of eleven
workshops held from 1999 to 2001, culminating in the MAA
report A Collective Vision. This session builds
on these workshops by bringing the conversations between
mathematicians and those in partner disciplines to a larger
audience. Panelists Corinne A. Manogue, Department
of Physics at Oregon State University; Ron Roedel,
Associate Dean for Academic Affairs, Arizona State University
College of Engineering and Applied Sciences; and Michael
Zeilik, Department of Physics and Astronomy, University
of New Mexico, will speak on the mathematical needs and
desires of their respective disciplines, both present
and future, for the courses taken by their students.
Session for Chairs: The Chair's Role in Teaching Teachers,
Friday, 1:00 p.m. to 2:20 p.m., organized by Catherine
M. Murphy, Purdue University Calumet, and Daniel
P. Maki, Indiana University. A panel of leaders
experienced in programs to develop preservice teachers
of mathematics will present their perspective on the topic.
This will be followed by a question and answer period.
Panelists include Benjamin M. Freed, Clarion University;
Sidney Graham, Central Michigan University; Jim
Lewis, University of Nebraska-Lincoln; and Alan
C. Tucker, SUNY at Stony Brook.
Projects Supported by the NSF Division of Undergraduate
Education, Friday, 1:00 p.m. to 3:00 p.m., organized
by Jon W. Scott, Montgomery College. This poster
session will feature principal investigators (PIs) presenting
progress and outcomes from various NSF-funded projects
in the Division of Undergraduate Education. Ample opportunity
will be permitted for attendees to engage in small group
discussions with the PIs and to network with each other.
Information about each presenter and her/his project will
appear in the program. Only trifold, self-standing 48"
by 36" tabletop posterboard will be provided. Additional
material or equipment is the responsibility of the presenters.
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Presentations by Teaching Award Recipients, Friday,
2:30 p.m. to 4:00 p.m. Winners of the Deborah and Franklin
Tepper Haimo Award for Distinguished College or University
Teaching will give presentations on the secrets of their
success. Presenters and their talks include Thomas
A. Garrity, Williams College, Functions for the
world; Andrew C.-F. Liu, University of Alberta,
A S.N.A.P. Math Fair, and Olympia Nocodemi,
SUNY at Geneseo, Clueless.
CINEMATH: Mathematics on the Silver Screen, Friday,
4:15 p.m to 6:00 p.m, organized by Charlie L. Smith,
Park University. The motion picture, a relatively recent
technological development, can become a marvelous tool
for introducing many mathematical topics, ranging from
the Pythagorean Theorem to the Twin Prime Conjecture.
This presentation will consist of film excerpts with mathematical
content, each followed by a rigorous analysis and explanation
of the material. A list of movies containing mathematical
references will be provided.
SIGMAA on Research on Undergraduate Mathematics Education
Session and Business Meeting, Friday, 4:00 p.m.to
6:00 p.m., organized by Anne E. Brown, Indiana
University South Bend. This SIGMAA is a group formed for
mathematics educators and professional mathematicians
interested in research on undergraduate mathematics education.
There will be welcoming comments, the business meeting,
the election of officers, and an invited address by Chris
Rasmussen of Purdue University Calumet exemplifying
research on undergraduate mathematics education.
Environmental Mathematics, Friday, 5:45 pm
7:00 pm, organized by Patricia Clark Kenschaft,
Montclair State University. Three authors from the book
Environmental Mathematics, published by the MAA
in 2003, will share some ideas about using environmental
issues to teach mathematics. All have written a chapter
about a unit that does so without using calculus. The
topics and type of mathematics will vary, but will be
useful to those teaching the first two years of college
mathematics, either to majors or to non-majors, both to
those especially interested in environmental issues and
to those who simply want to increase their quantitative
literacy. Panelists include Mohammed Moazzam, Salisbury
State University, Barry Schiller, Rhode Island
College, William Stone, New Mexico Institute of
Mining and Technology, and Donald Miller, St. Mary's
College.
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History of Mathematics (HOM) SIGMAA Annual Meeting,
Inaugural Annual Address, and Reception, Friday, 6:00
p.m. to 8:00 p.m., organized by Amy Shell-Gellasch,
SIAM-Germany. In addition to our annual meeting, The HOM
SIGMAA executive council is pleased to announce the inauguration
of our first annual guest lecture. Peggy Kidwell
and Amy Ackerberg-Hastings will present "Making
sense of your department's material culture". In this
talk you will learn how to identify, understand, and arrange
mathematical objects and books you might find in your
department. In many cases, math professors don't need
to leave their home institutions to explore the material
culture of mathematics. Historic models, devices, and
books may be tucked away in the drawers and closets of
their own departments. For more information, visit the
HOM SIGMAA website, accessible from the MAA website, or
contact Amy Shell-Gellasch at amy.shellgellasch@us.army.mil.
MAA Musical Presentation, The Mathematics of Acoustic
Paradoxes, Friday, 7:00 p.m.-8:30 p.m., presented
by Erich Neuwirth, University of Vienna. Most mathematicians
are familiar with Escher's picture with people going up
a staircase but nevertheless returning where they
started. There are analog paradoxes in music and acoustics. There
is a tone -- the Shephard-Risset tone -- that
constantly goes up in pitch but nevertheless returns to
the starting pitch. There is also a rhythm that constantly
gets faster, yet ends with the same rhythm as at the start.
We will hear examples of the paradoxes and we will see
and hear how they are created mathematically. We
will even be able to play on a keyboard that is tuned
with the Shephard-Risset tone. On this keyboard,
"scales go in circles."
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Nonpermanent Instructors: Implications
and Issues, Saturday, 9:00 a.m. to 10:20 a.m., organized
by Teri J. Murphy, University of Oklahoma, and
Natasha M. Speer, Michigan State University. Nontenured/tenure-track
instructors teach a large proportion of college mathematics
courses, especially lower-division. Panelists will identify
and discuss issues for these instructors as employees,
issues for departments as employers, and the need for
professional development opportunities for nontenured/tenure-track
instructors. The session is sponsored by the AMS-MAA Committee
on Teaching Assistants and Part-Time Instructors.
Mathematicians and Mathematics Teacher Educators Working
Together to Improve K12 Mathematics Education,
Saturday, 9:00 a.m. to 10:20 a.m., organized by Jodie
D. Novak, University of Northern Colorado. The purpose
of this panel is to present and discuss issues that arise
when mathematicians and mathematics teacher educators
work together with K12 mathematics teachers. The
panelists are two mathematicians and two mathematics teacher
educators who have been working together over the last
three years to deliver mathematics professional development
for K12 teachers. The panelists are: Jack Price,
past president of the National Council of Teachers of
Mathematics (NCTM); Judith E. Jacobs, former NCTM
board member and past president of the Association of
Mathematics Teacher Educators (AMTE); Randall J. Swift,
research mathematician; Jodie D. Novak, research
mathematician. In the panel discussion we will address
the following points: the importance of mathematics teacher
educators and mathematicians working collaboratively as
peers and developing respect for what each brings to working
with teachers; the synergy created when mathematicians
and mathematics educators work together; the benefits
to mathematics teacher educators, mathematicians, and
K12 teachers from this collaboration; first steps
for mathematicians in mathematics professional development
for K12 teachers; a natural progression of responsibility
for mathematicians in working with K12 teachers;
and field experiences that will provide mathematicians
a different perspective from which to understand the issues
K12 teachers face. There will be time for discussion
and questions from the audience.
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Doctorates in Mathematics Education: Where Do They
Go? What Do They Do? How Can Mathematics Departments
Contribute?, Saturday, 9:00 a.m. to 10:20 a.m., organized
by Robert E. Reys, University of Missouri-Columbia.
There is an acute shortage of doctorates in mathematics
education, because doctorates in mathematics education
pursue many different career options. Some options and
career directions taken by recent graduates will be presented
and different ways in which faculty in departments of
mathematics might contribute will be discussed. Panelists
include Douglas B. Aichele, Oklahoma State University;
Rick Billstein, University of Montana; and Ira
J. Papick, University of Missouri.
What Are Colleges Doing with Students with AP Placement?,
Saturday, 1:00 p.m. to 2:20 p.m., organized by Martin
E. Flashman, Humboldt State University. A rising number
of students now enter colleges with high grades on the
Advanced Placement Calculus Examinations. These students
form an important segment of the college freshman population,
with potential for continuing work in science and mathematics.
This panel will consider what is happening to these students
in their placement and continuation in mathematical studies,
what might be done to enhance their early experiences
with mathematics at colleges and universities, and current
approaches that encourage them to continue work in mathematics.
Panelists include Shahriar Shahriari, Pomona College;
Morton Brown, University of Michigan; Wade Ellis
Jr., West Valley College; and Susan Kornstein,
The College Board. The session is sponsored by the CUPM
Subcommittee on Curriculum Renewal Across the First Two
Years (CRAFTY).
What Can You Do with a Degree
in Mathematics? Saturday, 1:00 p.m. to 2:20 p.m.,
organized by John A. Vano, University of Wisconsin-Madison,
and Kim Roth, Wheeling Jesuit University. Ever
wanted to know what all of your options are for careers
with your math degree? This panel will talk about some
of the options, from industry to grad school and other
things in between. Panelists are Andrew Sterrett
( Denison University), Patrick McCray (IIT (Illinois
Institute of Technology)), David Hammett (Oakwood
School), and Robert L. Wilson (Univesity of Wisconsin
- Madison).
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Oral Presentations: Let's Talk About It!, Saturday,
1:00 p.m. to 2:20 p.m., organized by Tom J. Linton,
Central College; Suzanne Dorée, Augsburg
College; Nancy L. Hagelgans, Ursinus College; and
Richard J. Jardine, Keene State College. This session
will introduce and elaborate on the main points of using
oral presentations in mathematics classes. This will be
an active learning session where participants will work
in small groups at various stations. These stations include:
"Why do oral presentations?", "How do you do it?", "How
do you prepare the students?", "How do you assess an oral
presentation?".
Revisiting Crossroads: Continuing the Dialogue on
Two-Year College Mathematics, Saturday, 2:30 p.m.
to 3:30 p.m., organized by Susan S. Wood, J. Sargeant
Reynolds Community College. Panelists will describe a
project to revisit the 1995 AMATYC Standards and the development
of a vision and recommendations for two-year college mathematics
education. Attention is given to the student and learning,
faculty and teaching, mathematics content challenges,
and outside communities. Resting upon revised basic principles,
it is expected that a written document will be released
in 2006 with supporting products that use a variety of
media. In addition, a set of "Standards Supporting Student
Learning" will complement the "Standards for Intellectual
Development, Content, and Pedagogy" from the 1995 Crossroads.
The goals of the session are to inform attendees about
the project to revisit the 1995 AMATYC Standards, Crossroads
in Mathematics: Standards for Introductory College Mathematics
Before Calculus, and to collect input from attendees
on the project and an annotated outline. Panelists will
include Judy E. Ackerman, Montgomery College, and
Susan S. Wood
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How to Implement Curriculum Change, Saturday,
2:45 p.m. to 4:05 p.m., organized by Donald B. Small,
U.S. Military Academy. The past fifteen years has been
a time of change in undergraduate mathematics. Expectantly,
there will be continued improvements to college algebra,
precalculus, calculus, linear algebra, differential equations,
and other courses. Accessibility of new technologies,
advances in learning research, and accountability to the
workplace have fueled the reform efforts. Panelists Mike
Moody, Olin University; Stephen B. Maurer,
Swarthmore College; and Jeff Floyd, Texas A&M
University, will share their experiences and expertise
in implementing change. The session will be moderated
by Gary W. Krahn, U.S. Military Academy, and is
sponsored by the CUPM Subcommittee on Curriculum Renewal
Across the First Two Years (CRAFTY).
Informal Session on Actuarial Education, Saturday,
2:45 p.m. to 4:45 p.m., organized by Krzysztof M. Ostaszewski,
Illinois State University, and Curtis E. Huntongton,
University of Michigan. This is an informal session to
discuss current issues in actuarial education. The presenters
will discuss latest developments in the actuarial examinations
system and the relationship of professional actuarial
societies to academia. Refreshments will be provided.
Math Horizons, Saturday,
3:45 p.m. to 4:45 p.m. organized by Arthur T. Benjamin,
Harvey Mudd College, and Jennifer J. Quinn, Occidental
College. Meet the new editors of Math Horizons
magazine. It is the magazine written for students, filled
with intriguing articles, profiles, problems, humor, and
contests. We are looking for your ideas and suggestions.
How to Assess Problem Solving, Saturday, 4:15
p.m. to 5:35 p.m., organized by Donald B. Small,
U.S. 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. Assessing the extent to which a student
achieves the goal of becoming a competent and confident
problem solver is a very difficult. Panelists Jack
Bookman, Duke University; Alex J. Heidenberg,
U.S. Military Academy; Bill Haver, Virginia Commonwealth
University; and Bonnie Gold, Monmouth University,
will share their experience and expertise in addressing
this type of assessment. The session will be moderated
by Kathleen G. Snook, Consortium for Mathematics
and Its Applications, and is sponsored by the CUPM Subcommittee
on Curriculum Renewal Across the First Two Years (CRAFTY).
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