Call for Papers: Contributed Paper Sessions

The Mathematical Association of America will hold its eighty-seventh summer meeting Thursday, August 6, through Saturday, August 8, in Portland, Oregon.

The complete program will appear in the April 2009 issue of MAA FOCUS. This announcement is designed to alert participants to contributed paper sessions and their deadlines. Please note that the scheduling of the sessions remains tentative and could change.

The organizers listed below solicit contributed papers pertinent to their sessions. Sessions generally limit presentations to fifteen minutes. Presentations in the general session will be limited to ten minutes. Each session room will be equipped with a computer projector and a screen. Speakers are encouraged to make use of the computer projector but must provide their own laptop computer or have access to one.

The abstract submission deadline for MathFest 2009 has passed. Thank you for your submissions. We hope to have more information about the accepted papers in the coming months.

Contributed Paper Sessions

• Effective Use of Dynamic Mathematical Software in the Classroom

  Thursday, August 6, 8:30 – 10:30 am

  Friday, August 7, 8:30 – 11:30 am

  Saturday, August 8, 8:30 – 11:30 am

  Organizer:

  • Murphy Waggoner, Simpson College

  Although using dynamic mathematical software programs, such as GeoGebra or Fathom, can be very effective as a teaching tool, it often difficult to find the time to develop the files needed for a classroom experience. The purpose of this session is to provide a jump start to using software in the classroom. We are looking for talks that present one mathematics lesson using some dynamic software. The presentation will describe how the software was used in the classroom, and the files used in the lesson will be made available on-line. As a result, the audience will have a ready-made lesson to use in class. The lesson could be for any mathematical course and use any dynamic software including GeoGebra, Fathom, Geometer's Sketchpad, spreadsheets or a computer algebra system. It is preferred that the lesson include hands-on use of the software by students and not simply a classroom demonstration.

• The History and Philosophy of Mathematics, and Their Uses in the Classroom

  Friday, August 7, 8:30 – 11:50 am

  Friday, August 7, 1:00 – 6:20 pm

  Organizers:

  • Bonnie Gold, Monmouth University
  • Amy Shell-Gellasch, Pacific Lutheran University
  • Janet Beery, University of Redlands
  • Charlotte Simmons, University of Central Oklahoma

  Our understanding of the history and philosophy of mathematics can inform our teaching. This session invites contributions that describe how the speaker uses the history of mathematics, the philosophy of mathematics or the history of the philosophy of mathematics in the mathematics classroom. Talks presenting research in the history or philosophy of mathematics are also welcome.

• Graph Theory and Applications

  Saturday, August 8, 1:00 – 6:35 pm

  Organizer:

  • Ralucca Gera, Naval Postgraduate School

  Graph theory provides mathematical abstraction of situations that can model pairwise relations between objects. Some of the topics of interest are counting problems, coloring problems, topological problems, distance in graphs, labeling, oriented graphs, algorithms, trees, as well as applications to related fields. In the context of this theme, we solicit original contributions in all relevant areas of Graph Theory, including but not limited to:

  • Graph Coloring
  • Route Problems
  • Covering Problems
  • Optimization of network flows and transportation
  • Domination in graphs and digraphs.
  • Algebraic Graph Theory
  • Ramsey Theory
  • Spectral Graph Theory
  • Complexity
• Advances in Recreational Mathematics

  Thursday, August 6, 2:30 – 5:45 pm

  Organizers:

  • Paul R. Coe, Dominican University
  • Kristen Schemmerhorn, Dominican University

  There have been many recent advances in recreational mathematics. For the purposes of this session, the definition of recreational mathematics will be a broad one. The primary guideline used to determine suitability of a paper will be the understandability of the mathematics. For example, if the mathematics in the paper is commonly found in graduate programs, then it would probably be considered unacceptable. Novel applications as well as new approaches to old problems are welcome. Examples of use of the material in the undergraduate classroom are encouraged.

• Fascinating Examples from Combinatorics, Number Theory, and Discrete Mathematics

  Thursday, August 6, 8:30 – 10:30 am

  Friday, August 7, 8:30 am – 12:05 pm

  Saturday, August 8, 10:30 am – 12:25 pm

  Organizers:

  • Pallavi Jayawant, Bates College
  • Todd CadwalladerOlsker, California State University, Fullerton

  The undergraduate curriculum has become rich in courses, research projects, and internships in the areas of combinatorics, number theory and discrete mathematics. This is at least partly due to the accessibility of a great number of problems, and the technological advances which enable us to solve some of these problems that may involve large-scale computations. This session invites papers of interesting examples and results in these areas at a level suitable for advanced undergraduates. Mathematical results of in-class or undergraduate research projects are encouraged. Modern applications and little known results suitable for the undergraduate curriculum and papers describing novel courses are also welcome.

• Resources for Teaching Math and the Arts

  Thursday, August 6, 9:00 – 10:15 am

  Thursday, August 6, 1:00 – 5:35 pm

  Organizer:

  • Douglas Norton, Villanova University

  Have you taught a course on Math and the Arts? Do you have plans to teach a course more focused on Math and X, where X is Music, Architecture, Poetry or Dance? Have you had success with individual modules or projects on such topics? Do you have related Math and Art activities used or planned for use in more general math courses or in courses taught together with colleagues in other disciplines? Please share! SIGMAA-ARTS sponsors this session concentrating on sharing resources for teaching Math and the Arts. Let's talk! We envision a session from which attendees walk away saying, “Hey, I would like to try that in my class!” or even “I would like to try a course like that!” Come to share your experiences and to learn from those of others.

• Active and Innovative Learning Approaches for Pre-service Mathematics Teachers at the K-12 and University Levels

  Friday, August 7, 2:30 – 6:05 pm

  Organizers:

  • Elizabeth Burroughs, Montana State University
  • Cheryl Beaver, Western Oregon University
  • Laurie Burton, Western Oregon University
  • Jessica Deshler, West Virginia University
  • Klay Kruczek, Western Oregon University

  This session focuses on the preparation of pre-service mathematics teachers at all levels, including programs and courses for pre-service K-12 teachers and for Graduate Mathematics Teaching Assistants (GMTA) during their “pre-service” or “pre-faculty” years. The session invites submissions that describe one of the following:

  • Successful preparation programs for pre-service K-12 mathematics teachers. Of particular interest are programs or courses that implement the recommendations of the 2001 Conference Board of the Mathematical Sciences report on The Mathematical Education of Teachers;
  • Active and innovative methods for teaching courses designed specifically for the mathematical education of pre-service elementary or middle school teachers. These materials should be significantly different than standard pure mathematics materials that cover the same topics. Papers should explain what niche the materials were designed to fit as well as the placement of the materials in an effective program for pre-service teachers (foundational, special topic, capstone, etc.); or
  • The development, implementation or assessment of GMTA preparation programs. Submissions that describe efforts to support and mentor beginning mathematics teachers or faculty are also encouraged.

  All submissions should describe the content and structure of the activities, materials, courses or programs and provide central examples.

  This session is sponsored by COMET: The Committee on the Mathematical Education of Teachers.

• Biomathematics in the Undergraduate Curriculum

  Saturday, August 8, 1:00 – 4:15 pm

  Organizer:

  • Timothy D. Comar, Benedictine University

  Reports including “BIO 2010: Transforming Undergraduate Education for Future Research Biologists” (NRC, 2003) and “Math and BIO 2010: Linking Undergraduate Disciplines” (Steen, 2005) emphasize that aspects of biological research are becoming more quantitative and that life science students should be introduced to a greater array of mathematical and computational techniques and to the integration of mathematics and biological content at the undergraduate level. Since these reports, many successful programs and materials have been designed to address these issues.

  This session will highlight successful implementations of biomathematics courses in undergraduate curriculum, new course materials for biomathematics courses, efforts to recruit students into biomathematics courses, involvement of undergraduate students in biomathematics research, preparation for graduate work in biomathematics and computational biology, and assessment of how these courses and activities impact the students. Topics may include the issues related to the design of effective biomathematics courses, integration of biology into existing mathematics courses, collaborations between mathematicians and biologists that have led to new courses, course modules, or undergraduate research projects, effective use of appropriate technology in biomathematics courses, and assessment issues. Presenters are encouraged to provide handouts, electronic materials, or online references for their materials. This session is sponsored by the BIO SIGMAA.

• Getting Students Involved in Writing Proofs

  Friday, August 7, 8:30 – 11:30 am

  Saturday, August 8, 8:30 – 11:50 am

  Organizers:

  • Rachel Schwell, Central Connecticut State University
  • Jennifer M. Franko, The University of Scranton
  • Aliza Steurer, Dominican University

  How many times do your students watch a theorem being proved but do not fully understand because they themselves were not involved? After writing out the proof on their own, however, they obtain a substantially more solid grasp of the argument. Getting students involved in the writing of proofs is a difficult but important task. Some of the methods used to achieve this goal include having the students present their work at the board or breaking them into groups to develop ideas on their own, with the hopes of accommodating the variety of ways that students learn. This session invites papers that describe successful methods for getting students actively involved with writing and understanding proofs in any pertinent course.

• Effective Ways to Teach Upper Level Mathematics Courses for Secondary Mathematics Education Majors

  Friday, August 7, 1:00 – 3:00 pm

  Saturday, August 8, 8:30 am – 12:05 pm

  Organizer:

  • Joyati Debnath, Winona State University

  With the use and advances of technology, many upper level mathematics courses have become quite diverse and vary from instructor to instructor depending on the instructor's experience and interest in the use of technology. The courses can be theoretical, applied, or a combination of both. Secondary mathematics education majors are required to take some upper level mathematics courses. The session invites presentations that highlight efforts made in upper level mathematics courses to prepare secondary mathematics teachers. Topics may include but need not be limited to innovative ideas, projects, group work, and research articles that engage and motivate the students in learning course material as well as enhance and enrich their understanding of mathematics. This session invites papers that describe and provide specific examples and techniques implemented in instruction as well as the effect on the student's learning and attitude toward mathematics.

• Teaching Numerical Methods

  Friday, August 7, 3:15 – 6:30 pm

  Organizer:

  • Kyle Riley, South Dakota School of Mines & Technology

  The teaching of mathematics regularly necessitates the use of numerical methods and many departments in the mathematical sciences offer courses in numerical analysis, and/or numerical methods. This session solicits applications, projects, and other resource materials that could assist with the teaching of numerical methods. A particular interest is the discussion of creative techniques that demonstrate the insight that can be gained through the analysis of numerical methods. Preference will be given to material directed at the junior or senior level, however all levels will be considered.

• Current Research in Mathematics Education for In-service Teachers

  Thursday, August 6, 1:00 – 3:00 pm

  Organizers:

  • Nancy Leveille, University of Houston-Downtown
  • Carol Vobach, University of Houston-Downtown

  This session invites papers dealing with research results in mathematics education courses for in-service teachers at any level of K–12. Results are sought for professional development or masters programs. Topics may include assessment of courses or training programs, verification of learning outcomes or goals, comparison of courses or programs specifically aligned to national or state standards with those less dedicated, comparison of courses or programs that interact directly with local universities and/or school districts with those less directed, and indicators of success and/or failure in the acquisition or implementation of grants to support mathematics education programs. Submissions should have a research component. It is hoped that the presentations provide a venue for new contacts and an exchange of ideas for those interested in mathematics education for in-service teachers.

• General Contributed Paper Sessions

  Thursday, August 6, 8:30 – 10:30 am, 1:00 – 6:30 pm

  Friday, August 7, 8:30 am – 12:00 pm, 1:00 – 6:30 pm

  Saturday, August 8, 8:30 am – 12:00 pm, 1:00 – 5:45 pm

  Organizer:

  • Sarah Mabrouk, Framingham State College

  Papers may be presented on any topic related to mathematics. This session is designed for papers that do not fit into one of the other sessions. Papers that fit in one of the other sessions should be submitted to that session rather than to this session.

Call for Student Papers

The deadline for receipt of applications for MAA student papers is Friday, June 12, 2009. Students may not apply for funding from both MAA and ΠΜΕ. Every student paper session room will be equipped with a computer projector (presenters must provide their own laptops or have access to one) and a screen. Each student talk is 15 minutes in length.

• MAA Student Paper Sessions

  Thursday, August 6, 8:30 – 10:30 am and 2:00 – 6:15 pm

  Friday, August 7, 8:30 – 10:30 am and 2:00 – 5:00 pm

  J. Lyn Miller, Slippery Rock University

  John Hamman, Montgomery College

  Daluss Siewert, Black Hills State University

  Students who wish to present at the MAA Student Paper Sessions at MathFest 2009 in Portland, Oregon, must be sponsored by a faculty advisor familiar with the work to be presented. Some funding to cover costs (up to $600) 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. Nomination forms and more detailed information for the MAA Student Paper Sessions will be available by mid February, 2009.

  The deadline for receipt of applications for MAA student papers is Friday, June 12, 2009. Students may not apply for funding from both MAA and ΠΜΕ. Every student paper session room will be equipped with a computer projector (presenters must provide their own laptops or have access to one), and a screen. Each student talk is 15 minutes in length.

• Pi Mu Epsilon Student Paper Sessions

  Thursday, August 6, 2:00 – 6:15 pm

  Friday, August 7, 8:30 – 10:30 am and 2:00 – 5:00 pm

  Angela Spalsbury, Youngstown State University

  Pi Mu Epsilon student speakers must be nominated by their chapter advisors. Application forms for PME student speakers will be available by March 1, 2009 on the PME web site or can be obtained from PME Secretary Treasurer, Dr. Leo Schneider (leo@jcu.edu). A PME student speaker who attends all the Pi Mu Epsilon activities is eligible for transportation reimbursement up to $600, and up to five speakers per Chapter may be eligible for full or partial reimbursement.