The organizers listed below solicit contributed papers pertinent to their sessions. Sessions generally limit presentations to ten minutes, but selected participants may extend their contributions up to twenty minutes. Please see the limits on multiple author submissions as described at the end of this announcement.

Each session room contains an overhead projector and screen; blackboards will not be available. Persons needing additional equipment should contact as soon as possible but prior to September 14, 2004, the session organizer whose name is followed by an asterisk (*). Please note that the dates and times scheduled for these sessions remain tentative.

Submission Procedures for MAA Contributed Papers

Send your abstract directly to the AMS. At the same time, send a detailed one-page summary of your paper directly via email to the organizer, indicated with an asterisk (*). To enable the organizer to evaluate the appropriateness of your paper, include as much detailed information as possible within the one-page limitation. The summary need not duplicate the information in the abstract. Participants may speak in at most two MAA contributed paper sessions. If your paper cannot be accommodated in the session for which it was submitted, it will be automatically considered for the general session. Speakers may give only one presentation in the general session because of time/space limitations. A proposal should not be sent to more than one organizer. The summary must reach the organizer by Tuesday, September 14, 2004. Abstracts must reach the AMS by Tuesday, October 5, 2004.

The AMS will publish abstracts for the talks in the MAA sessions. Abstracts must be submitted electronically to the AMS. No knowledge of LaTEX is necessary; however, LaTEX and AMS-LaTEX are the only typesetting systems that can be used if mathematics is included or special formatting is desired. The abstracts submission page is at http://www. ams.org/cgi-bin/abstracts/abstract.pl. Simply fill in each field as instructed. Submitters will be able to view their abstracts before final submission. Be sure to use the last two characters of the event code as the subject code in the form, e.g., A1. Note that these subject codes appear at the end of the Math Subject Codes pull down display.

All questions concerning the submission of abstracts should be addressed to abs-coord@ams.org.

Getting Students to Discuss and to Write about Mathematics (MAA CP A1), Wednesday morning and Thursday 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 in-class oral presentations, in-class discussions that they must lead and motivate, and written assignments and/or papers. These assignments/projects 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. Presenters are encouraged to discuss how the use of the assignment/project helps the student to gain greater understanding of mathematics as well as to improve his/her understanding of mathematics language and his/her ability to communicate mathematics. Of particular interest is the effect of such projects/assignments/presentations throughout the course on the student's understanding of mathematics, his/her communication of mathematics, and his/her attitude toward mathematics.

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My Favorite Demo: Innovative Strategies for Mathematics Instructors (MAA CP B1), Wednesday morning and Thursday afternoon; David R. Hill*, Temple University (hill@math.temple.edu), and Lila F. Roberts, Georgia College and 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. 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.

Courses below Calculus: A New Focus (MAA CP C1), Wednesday morning and Friday afternoon; Mary Robinson*, University of New Mexico-Valencia Campus (maryrobn@unm.edu); Florence S. Gordon, New York Institute of Technology; Laurette B. Foster, Prairie View A&M University; Arlene H. Kleinstein, Farmingdale State University of New York; Norma M. Agras, Miami Dade Community College; and Linda Martin, Albuquerque T-VI. An unprecedented collaborative effort has been developed among members of the MAA, AMATYC, and NCTM to launch a national initiative to refocus courses below calculus. The goal of the initiative is to encourage development and implementation of courses that place greater emphasis on conceptual understanding and realistic applications of the mathematics. Courses that better motivate students and prepare them to take subsequent mathematics courses, including calculus, statistics, and quantitative methods, are needed to better serve the needs of the quantitative disciplines and prepare students to function effectively in today's workplace, as well as function effectively as citizens in today's increasingly quantitative society. Accordingly, for this session we specifically seek to address all of the college-level courses below calculus, with particular emphasis on offerings in college algebra and precalculus. We seek proposals for presentations that offer 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 follow-up 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 CRAFTY, the Committee on Two Year Colleges, and the Committee on Service Courses.

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Mathematics and Sports (MAA CP D1), Wednesday morning and Friday afternoon; Douglas Drinen*, University of the South (ddrinen@sewanee.edu); Sean L. Forman, St. Joseph's University; Howard L. Penn, U.S. Naval Academy. 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. 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.

Mathematics in the Islamic World (MAA CP E1), Wednesday afternoon; Glen Van Brummelen*, Bennington College (gvanbrum@bennington.edu), and Victor J. Katz, University of the District of Columbia. This session solicits presentations on all facets of the history of the mathematical sciences in the Islamic world, including the relationship of Islamic mathematics to Western mathematics and to Indian or Chinese mathematics. We hope to elaborate both the unity and diversity of Muslim contributions to both pure and applied mathematical disciplines.

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Mathlets for Teaching and Learning Mathematics (MAA CP F1), Wednesday 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 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. The session is sponsored by the MAA Committee on Computers in Mathematics Education (CCIME).

Drawing on Our Students' Thinking to Improve the Mathematical Education of Teachers (MAA CP G1), Wednesday afternoon; Dale R. Oliver*, Humboldt State University (dale.oliver@humboldt.edu), and Mary Kay Abbey, Montgomery College. The MET document (The Mathematical Education of Teachers, CBMS, 2001) and the PMET project (Preparing Mathematicians to Educate Teachers, MAA, 2003­2006) call for mathematics faculty to reexamine what they teach and how they teach in mathematics courses for prospective teachers. A key component of this reexamination is careful consideration of the mathematical understanding and thinking of the prospective teachers in our courses. Doing so informs faculty decisions about curriculum and pedagogy, and directs their instructional effort toward the individuals in the course. This session invites papers on the mathematical preparation of teachers in which what is taught and how it is taught is being informed by the understanding and thinking of the prospective teachers. This session is sponsored by COMET, the MAA Committee on the Mathematical Education of Teachers.

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History of Undergraduate Mathematics in America, 1900­2000 (MAA CP H1), Thursday morning; Jack Winn*, SUNY Farmingdale (winnja@farmingdale.edu); Walter J. Meyer, Adelphi University; Joseph Malkevitch, York College of CUNY; and Amy E. Shell-Gellasch, Grafenwoehr, Germany. This session will sketch how the last hundred years or so have led us to today's state of undergraduate mathematics. Questions that are appropriate to discuss include: what curricular changes occurred, how the changes depended on changes in mathematical knowledge, other reasons why changes in teaching occurred, what effects flowed from the changes, and how changes affected student learning. Papers may focus on: important individuals; important movements involving curriculum or styles of instruction, the evolution or disappearance of particular courses, case studies of particular institutions, the history and role of important organizations such as the NSF and the MAA, key events or circumstances external to the mathematical community, etc. The speaker's personal views about the best way to teach certain topics are discouraged, unless those views are part of or help explain historical issues.

Initializing and Sustaining Undergraduate Research Projects and Programs (MAA CP I1), Thursday morning, Margaret M. Robinson*, Mount Holyoke College (robinson@ mtholyoke.edu), and Suzanne M. Lenhart, University of Tennessee. Papers are requested describing undergraduate research projects, courses, and 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. Also, descriptions of courses with undergraduate research as the main goal will be included. This session is sponsored by the CUPM Subcommittee on Undergraduate Research.

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Projects and Demonstrations That Enhance a Differential Equations Course (MAA CP J1), Thursday morning; Richard J. Marchand*, Slippery Rock University (Richard.Marchand@SRU.edu), and Shawnee L. McMurran, California State University, San Bernardino. Differential equations is a diverse mathematical field that affords educators a great deal of flexibility in terms of content. The course can be highly theoretical, applied, or a combination of both. This session invites novel projects or demonstrations that enhance a differential equations course either through the facilitation of mathematical theory or exposure to interdisciplinary fields. New and interesting case studies are encouraged, especially those that require computational or qualitative techniques. Demonstrations may be virtual, physical, or mathematical. Examples include, but are not limited to, novel proofs, mathlets, or physical demonstrations.

Countering "I Can't Do Math"; Strategies for Teaching Underprepared, Math-Anxious Students (MAA CP K1), Thursday morning, Suzanne Dorée*, Augsburg College (doree@augsburg.edu); Bonnie Gold, Monmouth University; and Richard J. Jardine, Keene State College. How can we create a comfortable learning environment for under-prepared 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.

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Using Real-World Data to Illustrate Statistical Concepts (MAA CP L1), Thursday afternoon and Friday morning; Thomas L. Moore*, Grinnell College (mooret@grinnell.edu), and John D. McKenzie Jr., Babson College. Guidelines in statistical education emphasize the use of real data instead of the small, contrived data sets that appear in some textbooks. Faculty who have used real-world data to illustrate statistical concepts are invited to submit proposals that describe the data set, its location on the Web, and their use of the data set to teach ideas related to an introductory course in statistics: (1) data collection (sampling, design of experiments, potential biases); (2) data description (numerical summaries, graphical displays); (3) sampling distributions; (4) elementary inference (interval estimation and hypothesis testing); (5) other applications, such as ANOVA, regression, and chi-square tests.

Environmental Mathematics and the Interdisciplinary (MAA CP M1), Friday morning; Karen Bolinger*, Clarion University (kbolinge@mail.clarion.edu); Ben Fusaro, Florida State University; and William Stone, New Mexico Institute of Mining & Technology. We seek presentations that deal with all aspects of the pedagogy and the modeling of environmental problems suitable for general education, calculus, and above. Readers are invited to take up the challenge of searching the natural sciences, as well as economics, environmental science, and environmental education for problems that can be clarified, extended, or solved by undergraduate mathematics. We encourage contributions that emphasize computational, visual, or qualitative approaches.

Teaching Visualization Skills (MAA CP N1), Friday morning; Mary L. Platt*, Salem State College (mplatt@salemstate.edu); Catherine A. Gorini, Maharishi University of Management; and Sarah J. Greenwald, Appalachian State University. The ability to understand, use, and create diagrams, graphs, and illustrations is essential for students in every area of mathematics. Computers have made graphics of every form widely available, so there is an increasing need to help students develop their ability to handle visual information. This session invites papers on all aspects of visualization in the college classroom: which skills are needed for success in mathematics, how to train students to use visual information, examples of classroom activities that helpdevelop visualization skills, and ways to assess a student's visualization skills.

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Teaching and Assessing Problem Solving (MAA CP 01), Friday morning; Alex J. Heidenberg*, U.S. Military Academy (alex.heidenberg@usma.edu), and Michael Huber, 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. 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. These presentations can include course composition, philosophy, teaching ideas, and/or past projects, examinations, or 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. In addition, presenters should address how technology (calculators, computer algebra systems, etc.) is incorporated into the teaching plan.

Philosophy of Mathematics (MAA CP P1), Friday afternoon; Charles R. Hampton*, The College of Wooster (Hampton@wooster.edu), and Bonnie Gold, Monmouth University. This session, sponsored by the SIGMAA on 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, the role of esthetics in the development of mathematics.

Using Handheld Technology to Facilitate Student-Centered Teaching/Learning Activities at the Developmental Algebra Level (MAA CP Q1), Friday afternoon; Ed Laughbaum*, The Ohio State University (elaughba@math.ohio-state.edu), and Maria DeLucia, Middlesex County College. Lecture is the predominate method of choice for teaching remedial-level algebra, but handheld graphing devices are often integrated by faculty. However, in many cases the teaching/learning is still instructor centered. Handheld devices offer the flexibility of enhancing teaching and learning through student-centered activities, which can be used outside of class or during class through group work. Anecdotal evidence shows developmental algebra teachers often supplement textbook materials with "graphing calculator" activities because even "reform" textbooks do not offer appropriate ancillary packages. Therefore, we invite developmental algebra faculty to submit proposals on creative teaching/learning activities that are student centered, provide a diverse learning environment, offer options for learning and teaching, and use handheld devices.

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My Three Favorite Original Calculus Problems (MAA CP R1), Saturday morning; J. D. Phillips*, Wabash College (phillipj@wabash.edu), and Timothy J. Pennings, Hope College. This session is for those who, while teaching single and multivariable calculus over the years, have thought of a few clever or novel problems with solid pedagogical value that they would like to share with others. In particular, we are looking for original problems suitable for homework assignments or challenging test questions. (We are not looking for extended modeling projects and open-ended problems, since good collections of these already exist.) We hope to organize these into a booklet for publication, which could be used as a resource for calculus courses. Thus, we ask that each submission adhere to the following template: (i) statement of the problem, (ii) brief explanation of why it is interesting and pedagogically valuable, (iii) complete solution leading to an answer in closed form. Submissions may include from two to four problems. Participants should bring copies of their problems to the session for distribution. Each problem should begin on a new page. To include as many as possible, each participant will be given 10 minutes for presentation of the problems.

Meeting the Challenge: Relationship between Mathematics and Biology in the 21st Century (MAA CP S1), Saturday morning; Catherine M. Murphy*, Purdue University Calumet (murphycm@calumet.purdue.edu); G. Elton Graves, Rose Hulman Institute of Technology; and David A. Smith, Duke University. "Biology as Information", the title of the 2004 Gibbs Lecture by Eric S. Lander, professor of biology at MIT, emphasizes the fundamental changes that the science of biology is undergoing, especially in the connections between biology and mathematics that are of necessity becoming broader and deeper. This contributed paper session will provide a forum for mathematicians with experience working at the interface of mathematics and biology to present papers that discuss the mathematics needed by contemporary biologists, the opportunities for mathematicians and biologists to collaborate in teaching, curriculum development, student research projects, or professional research. Talks especially valued are those that make practical suggestions concerning how to establish fruitful communication between mathematicians and biologists and how to stimulate mathematics and biology students to prepare themselves to participate in this swiftly changing field. This session is sponsored by the Subcommittee on Mathematics Across the Disciplines.

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Mathematics Experiences in Business, Industry and Government (MAA CP T1), Saturday morning; Philip E. Gustafson*, Mesa State College (pgustafs@mesastate.edu), and Michael G. 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. Thissession is sponsored by the MAA Business, Industry and Government Special Interest Group (BIG SIGMAA).

Mathematical Experiences for Students outside the Classroom (MAA CP U1), Saturday afternoon; Kay B. Somers*, Moravian College (somersk@moravian.edu), and Jody M. 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. 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 non-classroom activities could include, but are not limited to, special lectures, workshops for students, math days, math fairs, research projects for students, math career days, student conferences, recreational mathematics activities, problem-solving activities and contests, general community-building activities, and student consulting projects. 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.

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Research on the Teaching and Learning of Undergraduate Mathematics (MAA CP V1), Saturday afternoon; William O. Martin*, North Dakota State University (william.martin@ndsu.nodak.edu); Barbara E. Edwards, Oregon 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 that further existing work in the field.

In-Service Training Programs for K­12 Mathematics Teachers (MAA CP W1), Saturday afternoon; Zsuzsanna Szaniszlo*, Valparaiso University (zsuzsanna.szaniszlo@valpo.edu); Judith L. Covington, Louisiana State University, Shreveport; and Tamas Szabo, Weber State University. All over the country many small- and large-scale projects exist to provide in-service training for K­12 mathematics teachers. The directors of these projects will share their experiences developing and implementing the projects, including both mathematical and organizational issues. Mathematicians contemplating starting similar projects will be able to learn about successful strategies and potential pitfalls for these outreach activities. The session invites talks that showcase successful in-service training programs for K­12 mathematics teachers. The talks should reflect on every aspect of the program, including funding sources, organizational details, information on cooperation with the school districts, mathematical content and methodology, follow-up, evaluation and dissemination. Programs that are easily replicable will be given priority.

General Contributed Paper Session (MAA CP X1), Wednesday, Thursday, Friday, Saturday mornings and afternoons; Daniel E. Otero*, Xavier University (otero@xavier.xu.edu). 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.

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