Joint Mathematics Meetings Atlanta, Georgia January 5–8, 2005

MAA CP A1 Getting Students To Discuss and To Write About Mathematics Sarah L. Mabrouk, Framingham State University, Organizer Session I - Wednesday, January 5, 2005, 8:00 AM – 10:55 AM Session II - Thursday, January 6, 2005, 8:00 AM – 11:55 AM Session III - Thursday, January 6, 2005, 1:00 PM – 4:05 PM

This session invites papers about assignments and projects that require students to communicate mathematics through in-class oral presentations, in-class discussions that they must lead and motivate, and written assignments and/or papers. These assignments/projects can include analysis and applications of mathematics, presentations of and analysis of proofs, presentations about famous mathematicians and the mathematics that they studied, and assignments/projects that utilize creative writing. Presenters are encouraged to discuss how the use of the assignment/project helps the student to gain greater understanding of mathematics as well as to improve his/her understanding of mathematics language and his/her ability to communicate mathematics. Of particular interest is the effect of such projects/assignments/presentations throughout the course on the student's understanding of mathematics, his/her communication of mathematics, and his/her attitude toward mathematics.

· Session I - Wednesday, January 5, 2005, 8:00 AM – 10:55 AM

8:00 AM Storytelling Strategies in the Calculus Classroom. Preliminary report.

Linda McGuire, Muhlenberg College (1003-A1-1118)

8:15 AM The Sinusoidal Garden. Preliminary report.

Karen L. Shuman, Grinnell College (1003-A1-832)

8:30 AM Encourage Student Writing, Learning, and Informed Discussion Through Judicious Problem Choice.

Joyce Faye Fischer, Texas State University (1003-A1-357)

8:45 AM End of Course Projects in Calculus II. Preliminary report.

Vicky Williams, Appalachian State University (1003-A1-664)

9:00 AM The Devil Is in the Directions: Substantive Discourse from Simple Questions. Preliminary report.

Mary T Treanor, Valparaiso University (1003-A1-514)

9:15 AM Analysis of a Mathematics Writing Experiment. Preliminary report.

Sandra Rucker, Clark Atlanta University (1003-A1-863)

9:30 AM Written Papers in a Liberal Arts Mathematics Course. Preliminary report.

Ellen F Hill, Minnesota State University Moorhead (1003-A1-364)

9:45 AM Understanding Mathematical Proof in a Course for Liberal Arts Majors: Students write about teaching other students a geometric proof of the Pythagorean Theorem.

Charlotte Knotts-Zides, Wofford College (1003-A1-906)

10:00 AM Using student-designed projects in an introductory statistics course: How’s, what’s, and why bother? Preliminary report.

Lisa J Carnell, High Point University (1003-A1-269)

10:15 AM Communicating the Problem Solving Process through Memoranda.

Elaine Thompson Hale, The University of Texas at Austin (1003-A1-586)

10:30 AM Going All In—Taking a Gamble on a Poker Project in an Undergraduate Probability Course.

Christopher J Lacke, Rowan University (1003-A1-428)

10:45 AM Role of Online Mentoring in Improving Students’ Mathematical Communication and Understanding. Preliminary report.

Rapti M. de Silva, California State University, Chico (1003-A1-388)

· Session II - Thursday, January 6, 2005, 8:00 AM – 11:55 AM

8:00 AM Do Students Value the Use of Writing as a Way to

Learn Mathematics?

Martha Ellen Waggoner, Simpson College (1003-A1-896)

8:15 AM The Computational Fast Track.

Benjamin M Woodruff*, Jason Grout and Casey Johnson, Brigham Young University (1003-A1-640)

8:30 AM Conjecturing.

Robert E. Buck, Slippery Rock University (1003-A1-831)

8:45 AM Communicating Mathematics through Inquiry-Guided Instruction or a Modified Moore Method.

Katherine J. Mawhinney, Appalachian State University (1003-A1-940)

9:00 AM The role of 15-minute problems.

Curtis D. Bennett* and Jacqueline M. Dewar, Loyola Marymount University (1003-A1-807)

9:15 AM Implementing Miniature “Conferences” in the Now-Standard Bridge-to-Higher-Mathematics Course.

Damon Scott* and Thomas Fitzkee, Francis Marion University (1003-A1-229)

9:30 AM An Exploratory Approach to Analysis.

Kirk E Weller*, University of North Texas, and Joanne E Snow, Saint Mary’s College (1003-A1-846)

10:00 AM Creating Discussions with Classroom Voting.

Kelly S. Cline, Carroll College (1003-A1-1023)

10:30 AM Using Writing to Promote Learning and Self-Assessment in a Mathematics Course for Prospective Elementary School Teachers.

Donna Beers, Simmons College (1003-A1-818)

10:45 AM The Use of Journals in Content Courses for Future Elementary Teachers.

Timothy D Comar, Benedictine University (1003-A1-416)

11:00 AM Readings in Mathematics: A project-based mathematics course.

Dana P. Rowland, Merrimack College (1003-A1-931)

11:15 AM Problem Analysis: An Assignment to Deepen Understanding of School Mathematics.

Mary L Garner, Kennesaw State University (1003-A1-291)

11:45 AM About Us: From a Measurement Perspective.

Karen D Ivy, Montclair State University (1003-A1-790)

· Session III - Thursday, January 6, 2005, 1:00 PM – 4:05 PM

1:00 PM Mathematicians Are Real People, Too: Biographies in a Senior Capstone Course.

David W. Dempsey, Jacksonville State University (1003-A1-867)

1:15 PM What does a mathematician do? Presenting recent articles in upper level courses.

Elyn Rykken, Muhlenberg College (1003-A1-1054)

1:30 PM Introduction to Research Seminar: Getting students to read, write and talk about mathematics.

Kimberly A. Roth, Wheeling Jesuit University (1003-A1-841)

1:45 PM Using Letter-Writing to Enhance a Calculus Course. Preliminary report.

Russell E. Goodman, Central College (1003-A1-1213)

2:00 PM Talking about Vector Calculus. Preliminary report.

Barbara Edwards* and Tevian Dray, Oregon State University (1003-A1-426)

2:15 PM Four Revolutionaries, an Integral, and a Pizza Place, and The Midnight Trek.

Jennifer M. Switkes, California State Polytechnic University, Pomona (1003-A1-198)

2:30 PM Getting Students to Discuss Mathematics.

Youyu Phillips, Keystone College (1003-A1-902)

2:45 PM Creative Proof Critiques As Writing Assignments in Abstract Algebra. Preliminary report.

Reva Kasman, Grand Valley State University (1003-A1-796)

3:00 PM Getting Students to Discuss and to Write about Mathematics in a Linked Finite Math and Computer Technology Course.

Morteza Shafii-Mousavi* and Paul Kochanowski, Indiana University South Bend (1003-A1-212)

3:30 PM Writing to Learn: Writing Across the Curriculum in Undergraduate Computer Science.

Brian C. Ladd, St. Lawrence University (1003-A1-1536)

3:45 PM How Rhetoric Transformed a Business Mathematics Course.

Kris H. Green and Allen Emerson*, St. John Fisher College (1003-A1-377)

This page was created and is maintained by S. L. Mabrouk, Framingham State University.

This page was last modified on September 1, 2009