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**Call for MAA Contributed Papers**

The MAA Committee on Contributed Paper Sessions solicits contributed papers pertinent to the sessions listed below. Contributed paper session organizers generally limit presentations to fifteen minutes. Each session room contains a computer projector, an overhead projector, and a screen. Please note that the dates and times scheduled for these sessions remain tentative.

Send your abstract directly to the meeting website (abstracts should not be sent to the organizer(s) who will automatically receive a copy). Please read the session descriptions thoroughly as some organizers require an additional summary of your proposal be sent to them directly. Participants may speak in at most two MAA contributed paper sessions. If your paper cannot be accommodated in the session it was submitted, it will be automatically considered for the general session. Speakers in the general session will be limited to one talk because of time constraints. Abstracts must be submitted by Tuesday, September 16, 2008.

All accepted abstracts will be published in a book available at the meeting to all registered participants. Abstracts must be submitted electronically. While no knowledge of LaTeX is necessary for submission, LaTeX and AMSLaTeX are the only typesetting systems that can be used if mathematics or any text markup (e.g., accent marks) is included. The abstracts submissions page is at

http://www.ams.org/cgi-bin/abstracts/abstract.pl. Simply select the Washington, D.C. meeting, fill in the number of authors, and proceed with the step-by-step instructions. Submitters will be able to view their abstracts before final submission. Upon completion of your submission, your unique abstract number will immediately be sent to you. All questions concerning the submission of abstracts should be addressed to abs-coord@ams.org.

*General Session*, Monday, Tuesday, Wednesday, and Thursday mornings and afternoons; **Sarah Mabrouk**, Framingham State University.

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.

*Assessment of Student Learning in Undergraduate Mathematics, *

Wednesday Afternoon**William O. Martin**, North Dakota State University, and **Bernie Madison**, University of Arkansas.

Assessment continues to be an important issue for the mathematical sciences, with increasing faculty involvement in assessment activities. Departments are expected to document assessment activities focusing on student learning in general education, the major, and graduate programs for program review and institutional accreditation. We encourage faculty to disseminate information about their experiences by inviting contributed papers that (a) describe assessment projects in undergraduate mathematics programs, including the areas of quantitative literacy, general education, and the major; (b) report findings of those projects; and (c) describe faculty and departmental responses to those findings. Papers are solicited from any individuals or groups actively involved in assessment.

*Building Diversity in Advanced Mathematics: Models the Work*,

Monday Afternoon

Patricia** Hale** California State Polytechnic University Pomona, and **Abbe Herzig**, University at Albany.

Papers presented at this session give models of programs that have been successful at supporting diverse groups of people (women of all races, African Americans, Latinos and Chicanos, and Native Americans, people of all economic groups, people with disabilities) in their pursuit of advanced mathematics study and careers. Presentations will span the educational pathway, since issues of diversity need to be addressed at every educational and professional juncture. Proposals are sought that describe successful programs for post-doctoral (faculty), graduate, undergraduate or pre-college students. We interpret "success" broadly, and are looking for ideas that should be shared with others in the mathematics community as models for promoting diversity across the educational spectrum. These might be academic or extracurricular programs, which have targeted any group of people traditionally underrepresented in the mathematical sciences. Historical perspectives are also welcome.

*College Algebra: Focusing on Conceptual Understanding, Real-World Data, and Mathematical Modeling*,

Thursday Morning**Florence S. Gordon**, NYIT;

The MAA, under the leadership of CRAFTY, is conducting a national initiative to refocus the courses below calculus to better serve the majority of students taking these courses. The goal is to encourage courses that place much greater emphasis on conceptual understanding and realistic applications compared to traditional courses that too often are designed to develop algebraic skills needed for calculus.

We seek talks addressing all the college level courses below calculus, particularly college algebra and precalculus, that focus on conceptual understanding, the use of real-world data, and mathematical modeling. We seek presentations that:

- present new visions for such courses,
- discuss experiences teaching such courses,
- discuss implementation issues (such as faculty training, placement, introduction of alternative tracks for different groups of students, transferability issues, etc),
- 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 high school curricula and implications for teacher education.

The session is co-sponsored by CRAFTY and the Committee on Two Year Colleges.

*Cryptology for Undergraduates*

Monday Afternoon **Chris Christensen**, Northern Kentucky University, and **Robert Lewand**, Goucher College.

In increasing numbers, cryptology courses are being developed to serve the needs of undergraduate mathematics and computer science majors. For mathematics majors, cryptology fits into the undergraduate curriculum in much the same way that number theory does. In addition, cryptology is appearing as a topic in mathematics courses for non-majors, as it is a hook to interest these students in mathematics. This contributed paper session solicits presentations that address topics appropriate for undergraduate cryptology courses for mathematics or computer science majors, or presentations of cryptological topics that could interest and motivate on-mathematics majors.

*Demos and Strategies with Technology that Enhance Teaching and Learning Mathematics*,

Tuesday Morning and Afternoon. **David R. Hill**, Temple University; **Scott Greenleaf**, University of New England; **Mary L. Platt**, Salem State College; and **Lila F. Roberts**, Georgia College & State University.

Mathematics instructors use an ever expanding variety of instructional strategies to teach mathematical concepts. As new technologies emerge instructors employ them in interesting ways as a means to boost creativity and flexibility in lesson design. Tools an instructor utilizes may include specialized computer applications, animations (possibly with audio), and other multimedia tools on standard delivery platforms or handheld devices. This contributed paper session will focus on novel demos, projects, or labs that mathematics instructors have successfully used in their classrooms that support conceptual understanding. Presenters are encouraged to illustrate their approach with the technology, if time and equipment allow, and to discuss how it is employed in the classroom. Proposals should describe how the presentation with technology fits into a course, the effect it has had on student attitudes toward mathematics, and include a summary of any assessment techniques employed. The session is endorsed by CTiME (Committee on Technology in Mathematics Education)

*Developmental Mathematics Education: Helping under-prepared students transition to college-level mathematics*,

Thursday Morning **J. Winston Crawley** and **Kimberly Presser**, Shippensburg University.

*Environmental Mathematics*,

Monday Afternoon **Karen Bolinger**, Clarion University, and **Ben Fusaro**, Florida State University.

*Guided Discovery in Mathematics Education*, Thursday afternoon, **Jerome Epstein**

Polytechnic University. Following on a good session on the topic for JMM-2008, we are again soliciting contributions for 2009 on a topic which we believe to be of central importance for the further development of quality programs in mathematics education at all levels. We seek papers on:

- Programs with more than anecdotal evidence of efficacy, or the lack thereof,
- Means of assessment used to determine efficacy of discovery-based programs,
- Well thought out papers on the operational meaning of terms such as: "Guided Discovery", and thus on what specific aspects of programs actually are responsible for any observed differences in outcomes.
- Differences in outcomes in later mathematics courses for those in discovery-based programs vs. traditional lecture-based.

The session is sponsored by SIGMAA on Research in Undergraduate Mathematics Education (SIGMAA on RUME)

*Innovative and Effective Ways to Teach Linear Algebra*,

Tuesday Morning and Afternoon**David Strong**, Pepperdine University; **Gil Strang**, Massachusetts Institute of Technology; and **David C. Lay**, University of Maryland.

These innovative and effective ways to teach linear algebra include, but are not necessarily limited to:

- hands-on, in-class demos;
- effective use of technology, such as Matlab, Maple, Mathematica, Java Applets or Flash;
- interesting and enlightening connections between ideas that arise in linear algebra and ideas
- in other mathematical branches;
- interesting and compelling examples and problems involving particular ideas being taught;
- comparing and contrasting visual (geometric) and more abstract (algebraic) explanations of specific ideas;
- other novel and useful approaches or pedagogical tools.

*MAA Session on Research on the Teaching and Learning of Undergraduate Mathematics*,

Tuesday Afternoon**Keith Weber**, Rutgers University; **Michelle Zandieh**, Arizona State University; and **Karen Marrongelle**, Portland State University.

*Mathematics and the Arts*,

Thursday Morning and Afternoon **Douglas E. Norton**, Villanova University.

*Mathematics of Chemistry*,

Monday Afternoon **George Rublein**, College of William and Mary, and **Thomas R. Hagedorn**, The College of New Jersey.

*Mathematics Experiences in Business, Industry and Government*,

Wednesday Morning **Phil Gustafson**, Mesa State College, and **Michael Monticino**, University of North Texas.

*The Mathematics of Games and Puzzles, *Tuesday Morning

*Mathematics and Sports*,

Tuesday Morning **Howard Penn**, United States Naval Academy.

*Mathlets for Teaching and Learning Mathematics*,

Wednesday Morning and Afternoon **Thomas E. Leathrum, **Jacksonville State University; **David Strong**, Pepperdine University; and **Joe Yanik**, Emporia University.

*Operations Research in the Undergraduate Classroom*,

Monday Afternoon **Gerald Kobylski **and** Josh Helms, **United States Military Academy, and **William Fox**, Naval Post Graduate School.

*Performing Mathematics*,

Monday Afternoon **Timothy P. Chartier**, Davidson College, and **Karl Schaffer**, De Anza College.

*Productive Roles for Math Faculty in the Professional Development of K-12 Teachers*,

Wednesday Morning **Dale Oliver, **Humboldt State University, and **Elizabeth Burroughs**, Montana State University.

*Promoting Deep Learning for Mathematics Majors through Experiential Learning, Writing and Reflection*,

Thursday Morning and Afternoon **Murphy Waggoner**, Simpson College, and **Chuck Straley**, Wheaton College.

*Quantitative Literacy Across the Curriculum*,

Wednesday Morning **Kimberly M.** **Vincent, **Washington State University, and **Cinnamon Hillyard**, University of Washington, Bothell.

*Statistics in K-12 Education: How will it Affect Statistics at the College Level?*,

Wednesday Morning **Patricia Humphrey, **Georgia Southern University, and **Robin Lock**, St. Lawrence University.

*Statistics Resources on the Web*,

Wednesday Afternoon **Dorothy Anway**, University of Wisconsin, Superior; **Patricia Humphrey**, Georgia Southern University, **Chris Lacke**, Rowan University.

*Teaching Calculus in High School: Ideas that Work*,

Tuesday Morning **Dan Teague, **NC School of Science and Mathematics, and **John F. Mahoney**, Benjamin Banneker Academic High School.

*Undergraduate Mathematical Biology*,

Tuesday Morning and Afternoon **Timothy D. Comar, **Benedictine University; **Raina Robeva**, Sweet Briar College; and **Eric S. Marland**, Appalachian State University.