SATURDAY AFTERNOON WORKSHOPS

1:45 pm – 3:20 pm

The Mathematical Preparation of Future Elementary Teachers – ROOM 115

Presenter: Dr. Brian Beaudrie and Dr. Barbara Boschmans

Presider: Paul Laverty

This presentation will begin with a discussion of the mathematical content typically covered in courses designed to prepare future elementary teachers in mathematics. In conjunction with this discussion, activities used to teach mathematical concepts to the students in these courses will be demonstrated, with time at the end of the presentation for discussion of any questions the audience may have pertaining to the mathematical education of prospective elementary teachers.

1:45 pm – 2:25 pm

Improving Student Performance in Developmental Mathematics – ROOM 248

Presenter: Tom Carson 

Presider:  Rick Butterworth

Most developmental students have had bad experiences with math in their past, so they have a great deal of anxiety and animosity towards the subject.  I call this math "baggage."  In the presentation, I will share a three-step approach that I have found to be effective in overcoming that baggage.

            1. Deal with the baggage

            2. Equip students for success

            3. Motivate students through enrichment       

Regarding math baggage, I will share stories that I use to put the fear of failure in perspective.  Also, I will share how sports can be used to answer the "big" questions: "Why do I have to take this?" and "When will I ever use this?".

I believe the most important thing that we do as developmental educators is to equip students for success.  We may teach reading, writing, and math skills in our courses, but I believe we have a greater purpose, which is to teach students how to learn. I will discuss how I use learning styles and a study system to equip students for success. The study system involves organizing a notebook a specific way, writing color-coded notes, and creating study materials.  I will summarize this portion of the discussion with some student testimonies about how the system changed their academic lives.

In the third part of the presentation, I will share how to use art, music, history, science, etc. to turn some ordinary math problems into discussions that excite students.  I will also share a song that I use in the classroom as a sing-a-long to learn the rules for signed numbers.

The net effect of the approach is that student's anxieties are dispelled (or at least diminished), they know how to study effectively, and they actually enjoy mathematics.  I will conclude with some tracking statistics that show a trend of improvement in student performance not only in my prealgebra classes, but also in target courses that follow prealgebra.

Have You Ever Seen A Number? - ROOM 204

Presenter: Herb Gross

Presider: Judy Carter

Strange as it may seem, no one (other than mathematicians) thinks of numbers as nouns. That is, we see 3 fingers, 3 apples, 3 people, but never “threeness” by itself. By selectively choosing the noun a number modifies, we can simplify the traditional arithmetical algorithms and supply a vehicle whereby mathematics from K through 12 can be presented in the form of a seamless transition. The same theme can also be used to help students develop a better number sense. For example, a million seconds is about 12 days and a billion seconds is about 31 years. Students often confuse a million and a billion but no one confuses 12 days with 31 years. (On the other hand, it won’t be a million days since the birth of Jesus until the 26^th century!)

In this presentation we will show how the “adjective/noun” theme allows us to replace any problem involving fractions with an equivalent problem that uses only whole numbers.

Exploring the Use of Mathematica in a PreCalculus Course – ROOM 212

Presenter: Yoav Elinevsky

Presider: Elaine Falcone

In this presentation you will hear how Mathematica and the Web were used in the course. We will discuss the benefits and problems from the instructor and student’s points of view of using Mathematica. Is this the way mathematics courses will, or should, be taught in the future? What about blackboard work? What does it take to learn how to use Mathematica? Should Mathematica be used in every mathematics course in our curriculum? Should it be used in a lecture-based classroom or a lab, or both?

This has been a very exciting experiment for me. I can no longer imagine teaching multiple sections of the course, or any PreCalculus or Calculus course, without using Mathematica-based presentations in the classroom. Mathematica is a platform that allows for creativity and variety that can meet the specific needs of each different group of learners. It can be used to create a Power Point presentation or it can be used as an interactive Computer Algebra System (CAS) by the instructor AND the students. Both ways can be beneficial for the instructor and the students.

Keeping Your Class in the Palm of Your Hand – ROOM 240

Presenter: Mark Duston

Presider: Tom Pandolphini

HP palmtop PC's were distributed to group of faculty with a diverse computing background. In addition to the palmtop units, docking stations and synchronization software were supplied including EXCEL templates for record keeping and grading. In addition, the software was able to synchronize and update contact lists and calendars with MS Outlook. Instructor experiences and student reactions will be presented.

Adjuncts Helping Adjuncts – ROOM 206

Presenters: John Jacobs and Jack Kim

Presider: Mark Charambolous

A round table discussion of problems encountered and some of their solutions. Adjuncts are encouraged to bring concerns. A list of employers, contacts (who actually hires), department chairs, helpful web sites, and publisher contacts will be distributed.

2:35 pm – 3:20 pm

Maintaining a Lively Classroom to Reduce Stress and Enhance Student Learning – ROOM 240

Presenter: Gary R. Tataronis

Presider: Judy Carter

The use of humor as a way to reduce stress and enhance student learning in the mathematics classroom will be discussed. In addition, specific examples (including impersonations and sound effects) utilized in Algebra, Calculus, and Statistics courses will be presented. Attendees should have a sense of humor.

Industrial Strength Math – ROOM 248

Presenter: P. Brady Townsend

Presider: Ken Takvorian

The Math in Industries Institute at Worcester Polytechnic Institute (http://www.wpi.edu/Academics/Depts/Math/CIMS/teachers/about.php) is dedicated to developing real world applications that can be used in the classroom to excite students about the possibilities math can offer. I’ve had the good fortune to be involved with the program for the past four years, writing and preparing many of the industrial projects currently available (http://users.wpi.edu/~imphss). Whether for algebra or post-calculus students, these projects give students a satisfying answer to the eternal question: When are we ever going to use this stuff? The industrial projects are open-ended questions whose answers often reflect the individual insights and perspectives of the students working to solve them. This summer will mark the third Math in Industries Institute conference at WPI, but I think the uniqueness and exciting approach of these industrial problems can be a great asset to every teacher.

Improving Student Success in Intermediate Algebra – ROOM 212

Presenter: Elaine Previte

Presider: Bonnie Wicklund

For nearly three years, Quinsigamond Community College has been working to improve the success of its developmental students in Reading, Writing, and Mathematics through its Title III grant. The presenter has piloted a unified course in Intermediate Algebra, and the data show that student performance is on the rise! Materials and data will be shared with participants.

The Mathematics of Time Travel – ROOM 204

Presenter: David Mello

Presider: Steve Kravinsky

The presenter will discuss the basic mathematics of Special Relativity and show

how first-year students can perform simple calculations relating to time travel.  Some of

the most interesting paradoxes of relativity are discussed, along with how this material can be used to engage students enrolled in elementary mathematics courses.