SIGMAA
SIGMAA on Environmental Mathematics Business Meeting and Guest Lecturer
Saturday, August 4, 4:15 pm – 6:15 pm
Environmental Modeling, Sunday morning.
Geology Field Trip, Sunday afternoon.
SIGMAA on the History of Mathematics
TEACHING A HISTORY OF MATHEMATICS COURSE
Joel Haack, University of Northern Iowa
Amy Shell-Gellasch, Pacific Lutheran University
Sunday, August 5, 2:00 pm - 5:00 pm
SIGMAA on Mathematical and COMPUTATIONAL BIOLOGY
MATHEMATICAL QUESTIONS IN BIOINFORMATICS
Jennifer Galovich, St. John’s University
Laurie Heyer, Davidson College
BIOMATHEMATICS IN THE FIRST TWO YEARS
Timothy D. Comar, Benedictine University
Saturday, August 4, 8:30 am – 10:30 am
CURRICULUM DEVELOPMENT AND RESEARCH BY UNDERGRADUATES IN MATHEMATICAL BIOLOGY
Jason Miller, Truman State University
K. Renee Fister, Murray State University
Saturday, August 4, 2:30 pm – 3:50 pm
SIGMAA on MATHEMATICS AND THE ARTS
Art Exhibit
Friday, Saturday, and Sunday
MATHEMATICS AND THE ARTS
Douglas E. Norton, Villanova University
Saturday, August 4, 1:00 pm – 3:00 pm
This session invites presentations of results on the connections between mathematics and the arts, from geometry to origami to group theory on quilts; from perspective in paintings to patterns and plane tilings; from music to maps, stitching to symmetries and tessellations to textual analysis; weaving fabrics to fashioning words, from dance to decorative arts, theater and film to theorems and fractals, beadwork to baskets to batiks to Bessel functions, and architecture to academic applications of the arts in algebra. We invite explorations of old and new connections, from ancient Islamic tilings to contemporary folk arts to sculptures of mathematical structures, as well as the use of new technologies to illustrate links between mathematics and the various arts. Mathematical concepts inform artistic presentation, while artistic presentation can illuminate mathematics. New technologies often provide new possibilities. Altogether, new approaches, new tools, and new looks at old examples provide new opportunities for working with and teaching mathematics, as well as providing modes of outreach to the general public about the often under-appreciated place of mathematics in relation to the arts, culture, and society. The session is sponsored by the SIGMAA on Mathematics and the Arts.
SIGMAA on Quantitative Literacy
QUANTITATIVE LITERACY, MATHEMATICS, AND CIVIC ENGAGEMENT: TEACHING THE IMPORTANCE OF QUANTITATIVE LITERACY FOR A HEALTHY DEMOCRACY
Robert G. Root, Lafayette College
Kira Hamman, Hood College
Maura B. Mast, University of Massachusetts Boston
Friday, August 3, 9:00 am – 10:20 am
This panel session will consist of presentations on pedagogy associated with courses investigating the interaction between quantitative literacy/mathematics and civic engagement. Potential topics include voting rights, voting fraud, gerrymandering, and one person/one vote; the impact of opinion polls on the democratic process; financial exploitation of the quantitatively illiterate; statistical misconceptions and their consequences in politics and policy; mathematics education as a determinant of economic status; and statistics and health policy. Panelists will be encouraged to share with the interested public curricular materials for units in a general education course linking mathematics to social justice, including reading lists, study guides, discussion guidelines, and assignments. The session is sponsored by the SIGMAA on Quantitative Literacy.
SIGMAA ON THE PHILOSOPHY OF MATHEMATICS
Guest Lecture: The meaning of existence in mathematics
Michael Beeson, San Jose State University
Saturday, August 4, 4:15 pm – 5:15 pm
Does the number two exist in the same way that electrons exist, or in a different way?What do we mean when we say, “There exists a number having such-and-such properties”?The talk will examine these questions in the light of twentieth-century science:Are we in a better position to answer these questions now than our predecessors were in 1907?
Reception
5:15 pm – 6:15 pm
SIGMAA on Research in Undergraduate
DEVELOPING CONTENT-BASED MASTERS PROGRAMS FOR IN-SERVICE MATHEMATICS TEACHERS
Karen Marrongelle, Portland State University
Marjorie Enneking, Portland State University
Sunday, August 5, 1:00 pm – 2:20 pm
The CBMS report The Mathematical Education of Teachers, the national No Child Left Behind act, and results of national and international mathematics assessment have promoted increased attention to ongoing content development of secondary mathematics teachers. This session will highlight a spectrum of content-based masters programs for in-service secondary and community college mathematics teachers. Panelists will describe features and characteristics of their programs, specifically highlighting the role of mathematics content courses in the degree program. Panelist presentations will be followed by questions and comments from the audience. Panelists include Steve Benson, University of New Hampshire, Trisha Bergthold, San Jose State University, Karen Marrongelle, Portland State University, Chris Rasmussen, San Diego State University, and Joe Yanik, Emporia State University. Those who are developing or renewing graduate degree programs for in-service teachers are especially encouraged to attend. The session is cosponsored by the San Jose Program Committee and the SIGMAA on Research in Undergraduate Mathematics Education.
WORKSHOP ON ESSENTIAL REASONING ABILITIES AND CONCEPTUAL FOUNDATIONS FOR BEGINNING CALCULUS
Marilyn Carlson, Arizona State University
Session 2: Sunday, August 4, 1:00 pm – 2:30 pm
Participants will discuss four modules that have been developed in a current research project to promote students’ understandings of the concepts of function, limit, derivative and accumulation. Participants will examine video data that reveals students’ reasoning abilities as they complete the activities in these modules. Data will also be presented to illustrate students’ ways of thinking that have emerged by completing these modules. The modules will be shared with workshop participants. The workshop is sponsored by the SIGMAA on Research in Undergraduate Mathematics Education.
SIGMAA on Statistical Education
INNOVATIVE IDEAS FOR TEACHING CONCEPTS IN AN INTRODUCTORY STATISTICS COURSE
Murray H. Siegel, South Carolina Governor’s School for Science & Mathematics, Hartsville, South Carolina
Friday, August 3, 3:15 pm – 5:15 pm
An ever-increasing number of college students is taking introductory statistics courses, and the number of high school students taking Advanced Placement Statistics has been growing at a steady rate. Many of these students have minimal background in statistical concepts.
• What innovative ideas have been found to enhance learning among these students?
• Statistical software and hand-held technology can present graphical displays, but how are they best utilized?
• Do simulations provide useful insights, or are they just hands-on activities that make the class "fun" without broadening understanding?
• Journal articles recommend using data drawn from today’s newspaper, but what criteria should be used in selecting topical data for analysis?
This session invites papers that highlight innovative ideas that have been effective, as well as caveats resulting from those that produced less-than-glowing outcomes. All ideas, activities, and methods should be immediately useful to someone teaching Advanced Placement Statistics at a high school or an introductory statistics course at a two-year or four-year college or university. The session is sponsored by the SIGMAA on Statistical Education.
SIGMAA on Teaching Advanced
High School Mathematics
Business Meeting and Reception
Friday, August 3, 4:00 pm – 5:30 pm
CALCULUS IN HIGH SCHOOL: WHAT IS HAPPENING? WHAT DO WE NEED TO KNOW?
David Bressoud, Macalester College
Dan Teague, North Carolina School of Science and Mathematics
Friday, August 3, 1:00 pm – 2:20 pm
New data is in on dual-enrollment programs in calculus, on relative numbers of students taking calculus in high school versus college, on the number of students taking calculus before their senior year of high school, and on what mathematics they take in their remaining time in high school. This panel will present what we know and solicit suggestions for what we need to know and how we can learn it if we are to meet the challenges of the movement of calculus instruction into the high school curriculum. Panelists will include David Bressoud, Macalester College; David Lutzer, College of William & Mary; Dan Teague, North Carolina School of Science and Mathematics; and Ann Watkins, California State University Northridge. The session is sponsored by the SIGMAA on Teaching Advanced High School Mathematics.
TEACHING CALCULUS IN HIGH SCHOOL: IDEAS THAT WORK
Dan Teague, North Carolina School of Science and Mathematics
Susan Schwartz Wildstrom, Walt Whitman High School
Sunday, August 5, 8:30 am – 10:30 am
Most mathematics majors now have the opportunity to take their introductory calculus course while in high school. SIGTAHSM is committed to assisting teachers in making the mathematical experiences of their students as challenging and exciting as possible. This session will serve as a forum in which to share activities and approaches to teaching calculus that work well with high school students. Of particular interest are projects and investigations, activities, demonstrations, teaching strategies and techniques that bring the class and the mathematics to life for the students. The session is sponsored by the SIGMAA on Teaching Advanced High School Mathematics.
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