SIGMAA Activites at MathFest 2007


EM SIGMAA

BUSINESS MEETING AND GUEST LECTURER
Saturday, August 4
Business Meeting: 4:15 pm - 4:30 pm
Guest Lecturer: 4:30 pm - 5:30 pm
Nan Shostak, Geology Dept., SJSU
"Earthquakes and Bay Area Tectonics"


GEOLOGY TOUR
Ben Fusaro, Florida State University
Sunday, August 5, 1:30 pm - 5:30 pm
Nan Shostak of the San Jose State University Geology Department, will take us on a bus tour of the active geology in the surrounding area. San Jose, the 3rd largest city in California, is near the Hayward fault, a major source of earthquake activity. The Pacific oceanic plate is thrusting into and below (subducting) the N.A. plate, and this fault is the boundary between the two. Dr. Shostak will tell us about tectonic plate theory and other geology formations.

The tour will run from 1:30 PM to 5:00 PM. The cost is $10 for EM SIG members or spouses ($15 for non EM SIG members). Bus leaves from the front of the Fairmount Hotel. Please be there 10'-15' early. Please register with Hal Nesbitt at hnesbitt@maa.org.

For more information, contact Ben Fusaro at fusaro@math.fsu.edu  or (850) 297-2052.


HOM SIGMAA

TEACHING A HISTORY OF MATHEMATICS COURSE
Joel Haack, University of Northern Iowa
Amy Shell-Gellasch, Pacific Lutheran University
Sunday, 2:00 - 5:00 PM
More and more college mathematics teachers with little or no background in the history of mathematics are being asked to teach a history of mathematics course. This contributed papers session presents ideas for developing and teaching a history of mathematics course. We encourage discussion of courses aimed at all levels as well as general and topic specific courses. This session is a follow up to a session held at the JMM in 2004. The session is sponsored by the MAA SIGMAA on the History of Mathematics.


POM SIGMAA

BUSINESS MEETING AND INVITED ADDRESS
POMSIGMAA will hold a business meeting (starting at 4:15, invited address and reception. Michael Beeson, of San Jose State University, speaking on “The meaning of existence in mathematics,” Saturday, August 4, at 4:30 pm. His talk will be followed by a reception.

Abstract: 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?


QL SIGMAA

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.


RUME SIGMAA

WORKSHOP ON ESSENTIAL REASONING ABILITIES AND CONCEPTUAL FOUNDATIONS FOR BEGINNING CALCULUS
Marilyn Carlson, Arizona state University
Session 1: Saturday, August 4, 1:00 pm - 2:30 pm
Participants will discuss videos of students completing tasks from the Precalculus Assessment Instrument that assess their understandings of function concepts that are essential for successful completion of first semester calculus. Focused discussions of select research data will reveal these foundational understandings and reasoning abilities. The modules will be shared with workshop participants. The workshop is sponsored by 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 5, 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.


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 from the University of New Hampshire, Trisha Bergthold from San Jose State University, Karen Marrongelle from Portland State University, Chris Rasmussen from San Diego State University, and Joe Yanik from Emporia State University. Those who are developing or renewing graduate degree programs for in-service teachers are especially encouraged to attend. Panelist will include Steve Benson, Education Development Center and the 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. The session is co-sponsored by the San Jose Program Committee and the SIGMAA on Research in Undergraduate Mathematics Education.


STAT-ED SIGMAA

INNOVATIVE IDEAS FOR TEACHING CONCEPTS IN AN INTRODUCTORY STATISTICS COURSE
MurrayH. Siegel, Governor's School for Science & Mathematics, Hartsville, South Carolina
Friday afternoon
An ever-increasing number of college students are 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?
  • Simulations can provide useful insights or they might be viewed as hands-on activities that make the class "fun" but do not broaden 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 one teaching Advanced Placement Statistics at a high school or to one teaching an introductory statistics course at a two-year or four-year college or at a university. The session is sponsored by the MAA SIGMAA on Statistical Education.


TAHSM SIGMAA

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?
Dan Teague, North Carolina School of Science and Mathematics
David Bressoud, Macalester College
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 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. Panelist will include:David Bressoud, Macalester College; David Lutzer, College of William & Mary; Dan Teague, North Carolina School of Science and Mathematics; 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 morning
Most mathematics majors now have the opportunity to take their introductory calculus course while in high school. SIGMAA TAHSM 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 MAA SIGMAA on Teaching Advanced High School Mathematics.


BIO SIGMAA

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
Information technology is revolutionizing the way life scientists choose questions to tackle and the way they seek answers. This so- called New Biology, which relies on mathematical tools and ways of thinking, now drives economic sectors of national importance, supports important governmental agencies, and is responsible for many important medical advances. As a result, there are pressures on the mathematical community to prepare today's students to contribute to this interdisciplinary, team-oriented workforce. This panel will discuss this issue and how curricular change and undergraduate research are being used to meet this national need. The panelists will include Amitahba Bose, New Jersey Institute of Technology; Meghan Burke, Kennesaw State University; Vincent Cassone, Texas A&M University; Eric Marland, Appalachian State University; John Milton, Claremont Colleges; and Lori Stevens, University of Vermont. The session is sponsored by the SIGMAA on Mathematical and Computational Biology.


BIOMATHEMATICS IN THE FIRST TWO YEARS
Timothy D. Comar, Benedictine University
Saturday morning
Reports including BIO 2010: Transforming Undergraduate Education for Future Research Biologists (National Research Council, 2003) and Math and BIO 2010: Linking Undergraduate Disciplines (L. A. Steen, ed., MAA, 2005) emphasize that aspects of biological research are becoming more quantitative and that there are needs to introduce life science students to a greater array of mathematical and computational techniques and to integrate mathematics and biological content at the undergraduate level. This session is designed to highlight successful implementations of biomathematics courses or modules designed for students during their first two years of undergraduate study, efforts to recruit students into biomathematics courses, involvement of these students in biomathematics research, and assessment of how these courses and activities impact the students. Topics may include issues related to the design of biomathematics courses, integration of biology into existing mathematics courses, collaborations between mathematicians and biologists that have led to new courses, modules, or undergraduate research projects, collaborations between two-year and four-year institutions, effective use of technology in introductory biomathematics courses, and assessment issues. We seek presenters from two-year institutions, liberal arts colleges, and universities of all sizes. We encourage submissions from teams of mathematicians and biologists. The session is sponsored by the MAA SIGMAA on Computational and Mathematical Biology.


SIGMAA ARTS

ART EXHIBIT
Friday, Saturday, and Sunday


CREATING GEOMETRIC ISLAMIC PATTERNS
B. Lynn Bodner, Monmouth University
Sunday, August 5, 3:30 pm – 5:00 pm
This presentation will briefly describe and illustrate the main characteristics of Islamic art, such as aniconism (except on secular and courtly works of art), Qur’anic calligraphy (considered the highest art form in the Islamic world due to its role in recording the word of God), the tendency to cover entire two-dimensional surfaces with infinitely-repeating elements (usually geometric patterns or vegetal arabesques), and three-dimensional architectural features, such as minarets, pendentives, squinches, muqarnas and ‘fancy’ arches. Next, the historical evidence for the use of various techniques (including grids, zillij, and compass and straightedge procedures) by medieval artisans for generating highly symmetric, infinitely-repeating planar geometric Islamic designs will be presented. Using each of these methods, (and noting the advantages and limitations of each), we will demonstrate the step-by-step recreation of numerous examples of geometric Islamic patterns found throughout the Islamic world. Lastly, we will show and explain examples of the “nearly perfect, quasi-crystalline” Islamic tilings discussed recently in the February 2007 Science article by Lu and Steinhardt (physicists at Harvard and Princeton Universities, respectively) and previously by Makovicky (University of Copenhagen). The session is sponsored by the MAA SIGMAA on Mathematics and the Arts.


MATHEMATICS AND THE ARTS
Douglas E. Norton, Villanova University
Saturday afternoon
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, tessellations to textual analysis, weaving fabrics to fashioning words, dance to decorative arts, theater and film to theorems and fractals, beadwork to baskets to batiks to Bessel functions, 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 MAA SIGMAA on Mathematics and the Arts.