Contributed Paper Sessions

The Mathematical Association of America will hold its summer meeting July 21 - August 3, 2013 in Hartford, Connecticut.

Click on the session title or scroll down for details of this year's sessions.

1. Best Practices for Teaching Online Courses
2. History and Philosophy of Mathematics
3. Interactions Between History and Philosophy of Mathematics
4. My Favorite Geometry Proof
5. Inquiry-Based Learning Best Practices
6. Undergraduate Research Activities in Mathematical and Computational Biology
7. Research in Mathematics for High School and Community College Students
8. The Mathematics of Planet Earth in the College Mathematics Curriculum
9. The Mathematics of Planet Earth in Research
10. Recreational Mathematics: New Problems and New Solutions
11. Curriculum Development to support first year mathematics students
12. Math Circles: Best Practices
13. General Contributed Paper Sessions

Student Paper Sessions Deadline June 8th

1. : Best Practices for Teaching Online Courses

Thursday Afternoon
Online education is becoming increasingly common, and many institutions desire to offer courses online. Some faculty members are tasked with developing and teaching online courses without adequate training for doing so effectively. This session seeks to share ideas to help instructors of online courses. The focus will be on teaching courses completely online, rather than using online tools to augment a face-to-face class. Possible topics include strategies for delivering content, engaging students, fostering discussion and collaboration, and assessment in an online environment. Presentations about particular technologies useful for online classes are also welcome.
Organizers:
- Matthew Wright, Huntington University
2. History and Philosophy of Mathematics

Thursday, Friday and Saturday
This session welcomes contributions from all areas related to history and philosophy of mathematics. This includes reports on research, survey talks, and issues related to the use of history and philosophy of mathematics in the classroom.
Organizers:
- Rob Bradley, Adelphi University,
- Bonnie Gold, Monmouth University,
- Maria Zack, Point Loma Nazarene University
Sponsors:
- Canadian Society for History and Philosophy of Mathematics, HOMSIGMAA, and POMSIGMA
3. Interactions Between History and Philosophy of Mathematics

Saturday morning
This session is geared specifically to interactions between the history and philosophy of mathematics. Talks will be expected either to approach specifically how each discipline informs the other in particular or general contexts, or to discuss issues and episodes that have implications for both the philosophy and the history of mathematics. Organizers:
- Thomas Drucker, University of Wisconsin Whitewater Glen Van Brummelen, Quest University

Sponsors:

Canadian Society for History and Philosophy of Mathematics, HOMSIGMAA, and POMSIGMA

4. My Favorite Geometry Proof

Friday afternoon
This session invites presenters to share their favorite undergraduate geometry proofs. These proofs should be suitable for Euclidean and non-Euclidean geometry courses as well as for courses frequently referred to as “modern” or “higher” geometry but not those related to differential geometry or (low-level) graduate courses. Proofs must be for theorems other than the Pythagorean Theorem. Presenters must do the full proof, discuss how the proof fits into the course, provide information regarding prerequisite topics for the proof, and discuss associated areas with which students have difficulty and how such concerns are addressed so that students understand the proof. Presenters are invited to discuss how they have modified the proof over time as well as to share historical information for “classic” proofs and explorations/demonstrations that they use to help students understand the associated theorem. Abstracts should include the theorem to be proved/discussed as well as brief background information.
Organizers:
- Sarah Mabrouk, Framingham State University
5. Inquiry-Based Learning Best Practices

Saturday afternoon
In many mathematics classrooms, doing mathematics means following the rules dictated by the teacher and knowing mathematics means remembering and applying these rules. However, an inquiry-based learning (IBL) approach challenges students to create/discover mathematics. Boiled down to its essence, IBL is a method of teaching that engages students in sense-making activities. Students are given tasks requiring them to conjecture, experiment, explore, and solve problems. Rather than showing facts or a clear, smooth path to a solution, the instructor guides students via well-crafted problems through an adventure in mathematical discovery. The talks in this session will focus on IBL best practices. We seek both novel ideas and effective approaches to IBL. Claims made should be supported by data (student responses, test scores, survey results, etc.) or anecdotal evidence. This session will be of interest to instructors new to IBL, as well as seasoned practitioners looking for new ideas.
Organizers:
- Dana Ernst, Northern Arizona University
- Angie Hodge, University of Nebraska at Omaha
- Stan Yoshinobu, Cal Poly, San Luis Obispo
6. Undergraduate Research Activities in Mathematical and Computational Biology

Thursday afternoon
This session will 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. 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.

The session will also feature undergraduate research projects in mathematical and computational biology which are mentored by a single faculty mentor without the support of a larger program. We seek scholarly papers that present results from undergraduate research projects in mathematical or computational biology, discuss the creation, maintenance, or achievements of an undergraduate research program, or describe the establishment or maintenance of collaborations between faculty and students in mathematics and biology.
Organizers:
- Timothy D. Comar, Benedictine University
- Carrie Eaton Diaz, Unity College
Sponsor:
- BIO SIGMAA
7. Research in Mathematics for High School and Community College Students

Friday afternoon

The goal of this contributed paper session is to share appropriate problems, course descriptions, and other opportunities designed to support and encourage small research project in mathematics at the high school and community college level.           Presentations that focus on examples of good problems, experiences with recruitment of students, support for both faculty and students, and presentation and publication of results are encouraged.
         In 2012 there were approximately 27,000 students who took BC Calculus before entering the 12th grade. For these students, a standard course in Differential Equations, Multivariable Calculus, or Linear Algebra may be offered at their school, a local community college or university, or on- line. While these may be good courses, they do not offer high-level investigative experiences emphasizing the creative aspects of mathematical discovery, which encourages continued study in mathematics.
         Encouraging students to use their own mind is absolutely essential when working with students who are talented and interested in mathematics. Students must be working on problems that are sufficiently rich to allow for extended work on them and sufficiently interesting and engaging so that they are willing to give the problems their time and intellectual energy. Small researchable problems offer this challenge to student creativity.

Organizers:

Daniel Teague, North Carolina School of Science and Mathematics

Sponsor

SIGMAA TASHM

8. The Mathematics of Planet Earth in the College Mathematics Curriculum

Saturday afternoon
Earth is a dynamic and complex planet; mathematics is a tool that we can use to understand it. The North American Mathematical Sciences Institutes are sponsoring the theme of “The Mathematics of Planet Earth” in 2013 (MPE 2013) with the goal of showcasing the role that mathematics plays in recognizing, exploring, and solving planetary problems. In support of MPE 2013, this session seeks proposals from those interested in integrating Environmental Mathematics issues into the typical college curriculum. Accepted papers will be published on the SIGMAA EM website to spark conversation on theme-related topics throughout this year and beyond.
Organizers:
- Ben Galluzzo, Shippensburg University
- Monika Kiss, Saint Leo University
Sponsor
- SIGMAA EM
9. The Mathematics of Planet Earth in Research

Friday afternoon
Earth is a dynamic and complex planet; mathematics is a tool that we can use to understand it. The North American Mathematical Sciences Institutes are sponsoring the theme of The Mathematics of Planet Earth in 2013 (MPE 2013) with the goal of showcasing the role that mathematics plays in recognizing, exploring, and solving planetary problems. In support of MPE 2013, this session seeks proposals from those who have engaged in Environmental Mathematics research. Accepted papers will be published on the SIGMAA EM website to spark conversation on theme related topics throughout the year and beyond.

Organizer:

Ben Galluzzo, Shippensburg University
Monika Kiss, Saint Leo University

Sponsor:

SIGMAA EM

10. Recreational Mathematics: New Problems and New Solutions

Thursday afternoon
As with all mathematics, recreational mathematics continues to expand through the solution of new problems and the development of novel solutions to old problems. For the purposes of this session, the definition of recreational mathematics will be a broad one. The primary guideline used to determine the suitability of a paper will be the understandability of the mathematics. Papers submitted to this session should be accessible to undergraduate students. Novel applications as well as new approaches to old problems are welcome. Examples of use of the material in the undergraduate classroom are encouraged.
Organizers:
- Paul Coe, Dominican University
- Kristen Schemmerhorn, Dominican University
11. Curriculum Development to support first year mathematics students

Saturday afternoon
A common focus of university administration is student retention and graduation. First year mathematics courses, both general education and major specific, have comparatively high drop/fail/withdraw rates. This means that they are often scrutinized in regard to their effect on retention and graduation rates. In this session, we would like to hear what you have been doing to respond to this scrutiny. We hope to focus on departmental-wide efforts, rather than specific classroom approaches. Presentations could include complete course redesign, co-requisite support courses, restructure of curriculum, departmental efforts to standardize, etc. Note that we would like to hear about successful, in process, and unsuccessful initiatives. Presentations that include a description of the initiative along with data supporting the success or failure of these initiatives are especially encouraged.
. Organizers:
- Donna Flint, South Dakota State University
- Charles Bingen, South Dakota State University
- Rebecca Diischer, South Dakota State University
12. Math Circles: Best Practices

Thursday, August 2, 1:00-4:15p.m., Hall of Ideas G
A math circle is broadly defined as a sustained enrichment experience that brings mathematics professionals in direct contact with pre-college students and/or their teachers. Circles foster passion and excitement for deep mathematics. The SIGMAA on Math Circles for Students and Teachers (SIGMAA MCST) supports MAA members who share an interest in initiating and coordinating math circles.

SIGMAA MCST invites speakers to report on best practices in math circles with which they are or have been associated. Talks could address effective organizational strategies, successful math circle presentations, or innovative activities for students, for instance. Ideally, talks in this session will equip individuals currently involved in a math circle with ideas for improving some aspect of their circle, while also inspiring listeners who have only begun to consider math circles.
Organizer:
- Sam Vandervelde, St. Lawrence University
- Tatiana Shubin, San Jose State University

Sponsor

SIGMAA MCST

13. General Contributed Paper Sessions

Thursday, Friday, and Saturday morning and afternoon

The general sessions accept abstracts of papers in all areas of mathematics, pedagogy, and the undergraduate mathematics curriculum. When you submit your abstract you will be asked to place it in one of the following categories:

Assessment
History or Philosophy of Mathematics
Interdisciplinary Topics in Mathematics
Mathematics and Technology
Mentoring
Modeling or Applications
Outreach
Probability or Statistics
Research in Algebra
Research in Analysis
Research in Applied Mathematics
Research in Geometry
Research in Graph Theory
Research in Graph Theory
Research in Linear Algebra
Research in Logic or Foundations
Research in Number Theory
Research in Topology
Teaching or Learning Advanced Mathematics
Teaching or Learning Calculus
Teaching or Learning Developmental Mathematics
Teaching or Learning Introductory Mathematics

Other than the above
Organizers:
Tom Hagedorn, The College of New Jersey
Kristin Meyer, Wisconsin Lutheran College

STUDENT PAPER SESSIONS

MAA Student Paper Sessions
Students who wish to present at the MAA Student Paper Sessions at MathFest 2013 in Hartford must be sponsored by a faculty advisor familiar with the work to be presented. Some funding to cover costs (up to $750) for student presenters is available. At most one student from each institution or REU can receive full funding; additional such students may be funded at a lower rate. All presenters are expected to take full part in the meeting and attend indicated activities sponsored for students on all three days of the conference. Abstracts and student travel grant applications should be submitted at www.maa.org/mathfest/abstracts. For additional information visit www.maa.org/students/undergrad.

Contact Persons:

Theron J. Hitchman, University of Northern Iowa
Jennifer Bergner, Salisbury University

Pi Mu Epsilon Student Paper Sessions
Pi Mu Epsilon student speakers must be nominated by their chapter advisors. Application forms for PME student speakers will be available by March 1, 2013 on the PME web site www.pme-math.org. A PME student speaker who attends all the PME activities is eligible for transportation reimbursement up to $600, and additional speakers are eligible with a maximum $1200 reimbursement per chapter. PME speakers receive a free ticket to the PME Banquet with their conference registration fee. See the PME web site for more details.

Contact Person:

Angela Spalsbury, Youngstown State University