Thursday, August 7, 1:00 p.m. – 2:20 p.m., Hilton Portland, Ballroom Level, Galleria I
Presenting our research to undergraduate students can be both fun and rewarding. It can also be difficult, however, since the gory details of our results often require a great deal of specific jargon and background. Nonetheless, the big ideas can almost always be presented at a variety of levels, and this workshop is designed to interactively help participants develop the skills needed to formulate a presentation on their research that is appropriate for an audience of undergraduate students. Since many colleges and universities require giving such a talk as part of a job interview, almost any graduate student will have the opportunity to do so, and the ability to communicate complex mathematical ideas to students is a valued trait in a candidate. This workshop will consist of hands-on activities and audience interaction aimed toward developing and improving the necessary skills for creating an engaging and accessible presentation for undergraduates. Participants should be prepared to discuss in groups a potential presentation on their research or other related topic.
Rachel Schwell, Central Connecticut State University
MAA Committee on Graduate Students
Young Mathematicians Network
Thursday, August 7, 2:35 p.m. – 3:55 p.m., Hilton Portland, Ballroom Level, Galleria I
New 3-D gaming technology allows for much more depth for playing, experimenting, and learning with mathematics. This workshop will investigate the different ways mathematics can be expressed and enjoyed through 3-D environments.
Charlie Van Norman, Imaginary Number Company
Friday, August 8, 10:00 a.m. – 11:20 a.m., Hilton Portland, Ballroom Level, Galleria I
In a typical elementary algebra class at the college level, students sit watching as the instructor presents a sequence of examples of the exercises and an occasional direct application. A few appear attentive, some are taking notes, some not. Some are covertly texting or listening to music, and others are doing work for other classes. Too many others did not come to class. The REvitalizing ALgebra Project (REAL) has created a two-semester sequence that includes problems that enable students to reveal and build on their prior knowledge and that engage small groups in the mathematical discourse necessary to understanding mathematical concepts. These materials are based on approaches to teaching and learning that have been affirmed by past research. The instructors for the new courses are primarily mathematics graduate students. The graduate students are required to take a course in mathematics pedagogy in conjunction with the first time they teach the course. During the workshop participants will learn about the key components in the remedial courses and in the mathematics pedagogy course. They will engage in activities from the courses, and will look at the evaluation data about students who completed the remedial courses.
Diane Resek, San Francisco State University
Judy Kysh, San Francisco State University