Mathematical Association of America (MAA)
Lecture
MAA Lecture on Teaching & Learning, Yvonne Lai, University of Nebraska, Lincoln, (Why) To Build Bridges in Math Education?; Thursday, 11:00 a.m.
Joint Lectures
MAA-AMS-SIAM Gerald and Judith Porter Public Lecture, Maria Chudnovsky, Princeton University, What Makes a Problem Hard?, Saturday, 3:30 p.m.
MAA-SIAM-AMS Hrabowski-Gates-Tapia-McBay Lecture, organized jointly by the Mathematical Association of America, Society for Industrial and Applied Mathematics, and the American Mathematical Society; Friday, 9:00–10:30 am. This year the session will consist of a lecture from 9:00–9:50 a.m. given by Kamuela E. Yong, University of Hawaii West Oahu, When Mathematicians Don't Count.
SIGMAA Special Sessions
SIGMAA on Undergraduate Research Special Session on Navigating the Benefits and Challenges of Mentoring Students in Data-Driven Undergraduate Research Projects, I, organized by Vinodh Kumar Chellamuthu, Utah Tech University, and Xiaoxia Xie, Idaho State University, Friday 1:00–5:00 p.m. In recent years, data-driven undergraduate research projects and collaborations with business, industry, and government (BIG) have provided excellent opportunities for students and faculty mentors in terms of professional development and innovative undergraduate research. However, these partnerships also pose unique challenges that must be addressed to ensure success for all involved. This session will explore the benefits and challenges associated with mentoring students in BIG projects. Speakers will address questions such as how research driven by BIG problems differs from traditional undergraduate research, how working on BIG projects can help students develop skills necessary for success in the demanding job market, and how problems from industry can lead to new and interesting mathematics. The session will feature speakers who have mentored data-driven undergraduate research projects. Attendees will have the opportunity to learn from the speakers and engage in discussions about how to navigate the unique challenges associated with data-driven undergraduate research projects. Overall, this session will provide attendees with valuable insights into the benefits and challenges of mentoring students in data-driven research projects and offer practical advice for faculty mentors interested in pursuing research in these areas. The session will be of particular interest to those in mathematics, data science, and other STEM fields.
SIGMAA on Undergraduate Research Special Session on Navigating the Benefits and Challenges of Mentoring Students in Data-Driven Undergraduate Research Projects, II, organized by Vinodh Kumar Chellamuthu, Utah Tech University, and Xiaoxia Xie, Idaho State University, Saturday 1:00–5:00 p.m. In recent years, data-driven undergraduate research projects and collaborations with business, industry, and government (BIG) have provided excellent opportunities for students and faculty mentors in terms of professional development and innovative undergraduate research. However, these partnerships also pose unique challenges that must be addressed to ensure success for all involved. This session will explore the benefits and challenges associated with mentoring students in BIG projects. Speakers will address questions such as how research driven by BIG problems differs from traditional undergraduate research, how working on BIG projects can help students develop skills necessary for success in the demanding job market, and how problems from industry can lead to new and interesting mathematics. The session will feature speakers who have mentored data-driven undergraduate research projects. Attendees will have the opportunity to learn from the speakers and engage in discussions about how to navigate the unique challenges associated with data-driven undergraduate research projects. Overall, this session will provide attendees with valuable insights into the benefits and challenges of mentoring students in data-driven research projects and offer practical advice for faculty mentors interested in pursuing research in these areas. The session will be of particular interest to those in mathematics, data science, and other STEM fields.
SIGMAA on Mathematical and Computational Biology Special Session on Undergraduate Research Activities in Mathematical and Computational Biology, I, organized by Timothy Comar, Benedictine University, and Anne Yust, University of Pittsburgh, Wednesday, 8:00 a.m.–12:00 p.m. This session is dedicated to aspects of undergraduate research in mathematical and computational biology. First and foremost, this session would like to highlight research results of projects that either were conducted by undergraduates or were collaborations between undergraduates and their faculty mentors. Of particular interest are those collaborations that involve students and faculty from both mathematics and biology. Secondly, as many institutions have started undergraduate research programs in this area, frequently with the help of initial external funding, the session is interested in the process and logistics of starting a program and maintaining a program even after the initial funding expires. Important issues include faculty development and interdisciplinary collaboration, student preparation and selection, the structure of research programs, the acquisition of resources to support the program, and the subsequent achievements of students who participate in undergraduate research in mathematical and computational biology.
SIGMAA on Mathematical and Computational Biology Special Session on Undergraduate Research Activities in Mathematical and Computational Biology, II, organized by Timothy Comar, Benedictine University, and Anne Yust, University of Pittsburgh, Wednesday, 1:00–5:00 p.m. This session is dedicated to aspects of undergraduate research in mathematical and computational biology. First and foremost, this session would like to highlight research results of projects that either were conducted by undergraduates or were collaborations between undergraduates and their faculty mentors. Of particular interest are those collaborations that involve students and faculty from both mathematics and biology. Secondly, as many institutions have started undergraduate research programs in this area, frequently with the help of initial external funding, the session is interested in the process and logistics of starting a program and maintaining a program even after the initial funding expires. Important issues include faculty development and interdisciplinary collaboration, student preparation and selection, the structure of research programs, the acquisition of resources to support the program, and the subsequent achievements of students who participate in undergraduate research in mathematical and computational biology.
SIGMAA on Mathematical and Computational Biology Special Session on Undergraduate Research Activities in Mathematical and Computational Biology, III, organized by Timothy Comar, Benedictine University, and Anne Yust, University of Pittsburgh, Saturday, 8:00 a.m.–12:00 p.m. This session is dedicated to aspects of undergraduate research in mathematical and computational biology. First and foremost, this session would like to highlight research results of projects that either were conducted by undergraduates or were collaborations between undergraduates and their faculty mentors. Of particular interest are those collaborations that involve students and faculty from both mathematics and biology. Secondly, as many institutions have started undergraduate research programs in this area, frequently with the help of initial external funding, the session is interested in the process and logistics of starting a program and maintaining a program even after the initial funding expires. Important issues include faculty development and interdisciplinary collaboration, student preparation and selection, the structure of research programs, the acquisition of resources to support the program, and the subsequent achievements of students who participate in undergraduate research in mathematical and computational biology.
SIGMAA Lecture and Discussion
SIGMAA on the Philosophy of Mathematics Guest Lecture and Discussion, Arezoo Islami, San Francisco State University, The Unreasonable Effectiveness of Mathematics: Dissolving Wigner's Applicability Problem, organized by Bonnie Gold, Monmouth University, and Kevin Iga, Pepperdine University, Friday, 5:30–6:30 p.m. At every JMM since 2005, POMSIGMAA has offered, in the late afternoon (around 5:30 p.m.) a talk, sometimes by a mathematician interested in the philosophy of mathematics, more frequently by a local philosopher of mathematics, on a topic in the philosophy of mathematics given at a level (i.e. avoiding excessive philosophical jargon) accessible to all mathematicians, including students. These lectures are generally well-attended (audience 100 people or more) by a range of mathematicians, not just our own members.
In a 1980 Monthly article, “The Unreasonable Effectiveness of Mathematics”, the mathematician Richard W. Hamming discussed what he took to be Wigner’s problem (from 1960) of “The Unreasonable Effectiveness of Mathematics in the Natural Sciences” and offered some partial explanations for this phenomenon. But does Hamming succeed in raising the same question as Wigner? The answer is no. My goal is to show that Hamming’s reading misses Wigner’s highly original formulation of the problem. Through a close and contextual reading of Wigner’s work, as I will show, we are led in new directions in addressing and solving the applicability problem.
Sessions Organized by Project NExT
Making Student Thinking Visible with Team-Based Inquiry Learning, Wednesday, 4:30–5:45 p.m. Organized by Christina Durón, Pepperdine University; Erin Ellefsen, Earlham College; and Aaron Osgood-Zimmerman, Bucknell University. Confirmed speakers are Francesca Gandini, St. Olaf College, and Joseph Hibdon, Northeastern Illinois University.
Team-Based Inquiry Learning (TBIL) is a structured form of active learning that incorporates inquiry-based learning into team-based learning. This pedagogy was primarily developed to facilitate the implementation of inquiry learning in lower-division service courses such as Calculus I, Calculus II, and Linear Algebra. This workshop will introduce participants to TBIL, including how to monitor student progress and make student thinking visible in this alternative learning environment.
Classrooms Meet the Future: How Modern Technology Is Enhancing the Classroom Experience of Mathematics, Thursday, 9:30–10:45 a.m. Organized by Keegan Kang, Bucknell University; Rachel Perrier, Franciscan University of Steubenville; and Shuyi Weng, Purdue University. Confirmed speakers are Tien Chih, Oxford College at Emory University; Kaitlyn Hood, Purdue University; and Nicholas Long, Stephen F. Austin State University.
Classroom technologies have sprouted in recent years in the college classrooms. In all levels of courses in mathematics, modern technologies have shifted the perspectives of how instructors approach the topics, how students engage with the material, and how the learning outcomes improve. In this session, we examine ways that modern technology can be used in various undergraduate math courses to incorporate hands-on learning and allow students to retain their understanding of the material. No experience is required.
Active Learning Strategies for a Large Class, Thursday, 3:30–4:45 p.m. Organized by Hannah Burson, University of Minnesota; Paul Herstedt, Macalester College; and Richard Wong, UCLA. Confirmed speakers are Jennifer Austin, University of Texas at Austin; Katie Johnson, Florida Gulf Coast University; and Duane Nykamp, University of Minnesota, Twin Cities.
This session will demonstrate active learning activities and strategies that work in large courses. The activities demonstrated come from both IBL classes and classes with a more traditional lecturing component. Participants should come away with at least one activity ready to modify for their courses.
Panel discussion on Diversity, Equity, and Inclusion Practices in an Undergraduate Math Class, Friday, 1:00–2:15 p.m. Organized by Maria Amarakristi Onyido, Northern Illinois University, and George Nasr, Augustana University. Confirmed speakers are Alicia Prieto-Langarica, Youngstown State University; Shanise Walker, Clark Atlanta University; and Aris Winger, Georgia Gwinnett College.
Undergraduate Mathematics classes form a melting pot for students from diverse areas and backgrounds. As Mathematics educators, it is always our quest to find ways to make Mathematics not just accessible but enjoyable for more students, enhancing its place as a gateway to several career options. This interactive panel session seeks to bring together both new and experienced practitioners in Undergraduate Mathematics education to brainstorm on ways to recognize and appreciate the diverse perspectives our students bring to a math class, ensure that each is provided equitable opportunity to participate and thrive, and create an inclusive environment that makes each student feel a celebrated participant in the educational process.
Fostering a Growth Mindset in a Classroom, Friday, 4:00–5:15 p.m. Organized by Shuler Hopkins, Sewanee - The University of the South; Camille Schuetz, University of Wisconsin – Platteville; and Adam Yassine, Pomona College. Confirmed speakers are Jo Boaler, Stanford University, and Gizem Karaali, Pomona College.
Carol Dweck's best-selling 2006 book Mindset distinguished between a "fixed mindset", which insists that intelligence and ability are fixed qualities and a "growth mindset" which affirms that intelligence and ability are qualities that can be developed and improved with the proper support. Following this work, a body of research has made it increasingly clear that adopting a "growth mindset" has the potential to increase motivation, performance, and persistence in math courses, particularly among women and people of color. This session will discuss strategies to cultivate a growth mindset in the classroom.
Setting a New Standard: Implementing Standards-Based Grading, Saturday, 8:30–9:45 a.m. Organized by Daniel Graybill, Fort Lewis College; Alexis Hardesty, Texas Woman's University; and Maggie Regan, College of the Holy Cross. Confirmed speakers are Kelly Buch, Austin Peay State University; Oscar Fernandez, Wellesley College; Drew Lewis, University of Southern Alabama; Priya Prasad, University of Texas at San Antonio; and Gareth Roberts, College of the Holy Cross.
Traditional grading in mathematics courses has focused on single-chance opportunities for students to demonstrate their knowledge. Standards-based grading aims to relieve the pressure put on students from these single-chance opportunities by breaking down large subjects into smaller learning objectives. Student success is measured for individual learning objectives to determine an overall grade. In this session, we bring together instructors utilizing standards-based grading from across the country for a Q&A panel on implementing standards-based grading in your classroom. This is an interactive session in which participants are given time to ask questions and communicate with the panelists.
Project NExT Other Events
Welcome Reception for Green ‘23 Cohort, Tuesday, 6:00–8:00 p.m. Private.
Workshop for Green ‘23 Cohort, Wednesday, 8:00–10:00 a.m. Private.
Professional Enhancement Program
Social Event
MAA Reception: Celebrating Project NExT and Special Interest Groups of the MAA, Friday, 8:00–10:00 p.m. A Friday evening reception for Project NExT fellows and members of the Special Interest Groups of the MAA and friends. Come celebrate the achievements of the next generation of teaching innovators and discuss common interests with some of our favorite special interest groups.