2000 Bristol Community College Fall River, Massachusetts

NEMATYC'2000 was held at Bristol Community College in Fall River, Massachusetts, on Friday and Saturday, April 7 and 8, 2000. This was the 26th Annual Meeting. Vice presidents and program chairs were Bernice Bowdoin and Susan Hoy of Bristol Community College.

Besides a great program other events enjoyed by the participants included the following.

Friday Evening

• A visit to the Fall River Historical Society.
• A reception with Hors D'oeuvres at the Quequechan Club, followed by dinner.
• The after dinner speaker was Jules Ryckebusch, Bristol Community College faculty member and world renowned expert on Lizzie Borden, who gave a fascinating lecture on that subject.

Saturday After-Lunch Plenary Session

• Past President Ted Panitz, Cape Cod Community College, led the members in a great discussion entitled What we should teach and how we should teach it.

Executive Committee - 1999 - 2000

Past President	Ted Panitz, Cape Cod Community College
President	Roberta Kieronski, University of New Hampshire at Manchester
Vice President	Bernice Bowdoin, Bristol Community College Susan Hoy, Bristol Community College
Treasurer	Lois Martin, Massasoit Community College
Newsletter Editor	Judy Carter, North Shore Community College
Secretary	Rick Butterworth, Massasoit Community College
Membership Coordinator
At-Large Member	Alec Ingraham, New Hampshire College
At-Large Member	Maureen Woolhouse, Middlesex Community College

Program Committee 2000

• Bernice Bodoin, Bristol Community College
• Susan Hoy, Bristol Community College

NEMATYC AnnualMeeting
8 April 2000

Convened at 3:40 PM - President Roberta Kieronski presiding

The treasurer's report (below) was accepted unanimously.

Bernice Bowdoin and Sue Hoy were thanked for organizing and running the Conference.

The Constitution was amended.

• Click here to view the new Constitution
• Click here to view the new Constitution in PDF format.

Elections

President: Roberta Kieronski

Vice-President: Maureen Woolhouse

Secretary: Rick Butterworth

At-Large Members:

Alec Graham was elected to a two-year term

Elaine Previte was elected to a one-year term

Other

• Goals of NEMATYC were discussed
• Increase membership - increase contacts
• Ted Panitz will be co-ordinating campus representatives
• NEMATYC Service Award
• NEMATYC Teacher Excellence Award
• Sponsor Math League
• Summer workshops
• Cecilia Medeiros is the NEMATYC WebMistress

Adjourned 4:30pm

From unapproved minutes by Rick Butterworth

NEMATYC
Treasurer's Report
4/8/2000

Bank Account Balance, March 15, 1999			$3496.69
INCOME:
	Interest	115.04
	NEMATYC 99 Profit	2315.58
		$2430.62
EXPENSES:
	Newsletter expenses	634.29
	NEMATYC 99 expenses	350.00
	Taxes on Interest	17.00
	AMATYC Hospitality Sponsor	200.00
	AMATYC support for NEMATYC president	250.00
		$1451.29
Bank Account Balance, March 15, 2000			$4476.02

Respectfully submitted,
Lois A. Martin
Treasurer

Program

1. Teaching Statistics in an Online Environment
   Dr. Joyce Oster, Johnson & Wales University
   This session provides a method to improve student's conceptual understanding of statistics. The presenter will illustrate how her online Lecture Guide in Statistics allows students in the classroom to concentrate more on concepts, rather than focusing only on taking notes.
2. Linking Career Goals to the Classroom
   Carmine Vallese and Dave Mello, Johnson & Wales University
   This presentation will focus upon how the individual career goals of students can be used to motivate students in their study of mathematics. We will examine the typical "non-math major" (e.g. a Culinary Arts major) and show how students are encouraged to study mathematics in the context of their career goals.
3. What is Being Taught in K-12 and its Effect on Community College Math Curriculum
   Aileen Mack, Director of Mathematics Curriculum, Fall River School System
   Materials being used in the K-12 curriculum aim to develop student and teacher knowledge of mathematics that makes connections among topics and leads to a deep understanding and high level of skill. The overarching goal upon which this is based is that all students should be able to reason and communicate proficiently in mathematics. Knowledge and skill in the use of vocabulary, forms of representation, materials, tools, techniques, and intellectual methods of the discipline of mathematics, including the ability to define and solve problems with reason, insight, inventiveness and technical proficiency, are all part of this goal. What impact will this have on the Community College Math curriculum?
4. How do You Blend Traditional Calculus with Reform Calculus?
   Roberta Kieronski, University of New Hampshire
   Anyone who has taught a Calculus I course believes certain topics, concepts, and proofs should be included in the curriculum. When technology is added to the course, there is never enough time to cover this material. The presenter will discuss how she made her choices of what should be taught, and how, in her Calculus I course. Demonstration of technology will be included. If time permits, there will be a discussion of how she had to write different types of test questions, and her use of take-home quizzes.
5. The Use of the Energy Method in Teaching Elementary Differential Equations
   Dave Mello, Johnson & Wales University
   The presenter will show how the "energy method" can be used to help students derive elementary differential equations that describe simple physical systems, and how this method can be used to understand the behavior of their solutions.
6. Math Activities Workshop
   Aileen Mack, Director of Mathematics Curriculum Fall River School
   System
   Demonstration of several activities currently being used in middle schools. Each task will emphasize:
   • multiple approaches using different solution strategies
   • important, useful mathematics
   • different solutions, different decisions, or positions that can be taken and defended
   • student engagement and discourse
   • higher level thinking and problem solving
   • conceptual development of students
   • connections to other important mathematical ideas and applications
   • promotion of skillful use of mathematics
   • creation of an opportunity for the teacher to assess what his or her students are learning and where they are having difficulty

1. Magic Squares
   Richard Cooney, Johnson & Wales University
   Participants will learn how to create Magic Squares, and gain insight into discovery learning, problem-solving, and developing academic games and puzzles. Applications involving geometry, number theory, computer programming, and project ideas will be noted.
2. What is Being Taught in K-12 and its Effect on Community College Math Curriculum
   Aileen Mack , Director of Mathematics Curriculum Fall River School System
   Materials being used in the K-12 curriculum aim to develop student and teacher knowledge of mathematics that makes connections among topics and leads to a deep understanding and high level of skill. The overarching goal upon which this is based is that all students should be able to reason and communicate proficiently in mathematics. Knowledge and skill in the use of vocabulary, forms of representation, materials, tools, techniques, and intellectual methods of the discipline of mathematics, including the ability to define and solve problems with reason, insight, inventiveness and technical proficiency, are all part of this goal. What impact will this have on the Community College Math curriculum?
3. Is it True That Cooperative Learning Approaches Can Do it All?
   Ted Panitz, Cape Cod Community College
   Cooperative Learning (CL) paradigms involve students actively in the learning process and may be structured to include writing, discovery learning, technology, in-class tutorials, alternate assessment methods, projects, portfolios, and many more possibilities. In addition, CL helps students join the society of mathematicians by building their vocabularies through group discussions and projects, debates, and presentations of their problem solution methodologies. CL also helps teachers deal with students' social problems by encouraging interactions among students and between students and faculty. Is there anything CL can't do?
   
   This session will explore the many facets of CL by asking participants to share their experiences, both positive and negative, using CL in all levels of mathematics classes.
4. Statistical Graphics: Using Microsoft Excel within PowerPoint Presentation Software
   Gary Tataronis, Kate MacDonald, Tracy Wong, Massachusetts College of Pharmacy and Health Sciences
   This presentation demonstrates the effective utilization of the Microsoft Excel Chart Wizard within PowerPoint. Options for the display of statistical data/information will be illustrated using actual data sets. A comprehensive reference guide is available for session attendees.
5. Prevent Calculator Dependency in Students!
   Paula Maida, Western Connecticut State College
   Are you making efforts to prevent calculator dependency in your classroom? Come learn about a "tried-and-true" two-part assessment process that benefits both the students and the teachers. Students have reacted to this process by stating that they wish more teachers would use it!
6. Round Table Discussion of Multi-Media Math Labs
   Susan Faulkenberry, Bristol Community College
   Current and upcoming practice will be discussed, including implementation problems and solutions, particular media pros and cons, strategies for success with the under-prepared student and/or other topics of interest to the group.
7. Teaching Statistics with Technology
   Barry Woods, Unity College
   Three different technology tools are generally used to teach statistics courses: calculators, spreadsheets, and statistics software packages. A PowerPoint demonstration will be used to illustrate these different technologies, specifically the TI-83 calculator, Microsoft Excel, and Minitab.
8. Creating Authentic Applications and Conceptual Exercises
   Jay Lehmann, College of San Mateo
   Many algebra students think they've seen it all before. Pull their attention and creativity back into the classroom with a curve fitting approach where students can model authentic situations. Enhance their understanding of concepts with conceptual exercises. Handouts include data and exercises.
9. Active Learning Exercises for Algebra and Trigonometry
   Richard Willson & Gary Tataronis, Massachusetts College of Pharmacy and Health Sciences
   This presentation illustrates active learning strategies that are currently used in our Algebra and Trigonometry classes. Methods for supplementing classroom lectures including mathematics projects, group work, and TI-83 graphing calculator exercises will be discussed. In addition, The Game Show Method will be demonstrated as a way of preparing students for exams.
10. Statistics and the TI-83
    Lois Martin, Massasoit Community College
    Have you been teaching Statistics using scientific calculators, Minitab, or Excel? The TI-83 is reasonably priced, portable, and easy to use. Bring your TI-83 (some extras will be available for use during the session) and learn how to use it effectively in an Elementary Statistics course.
11. A Reformed College Algebra Course
    Linda Kime, University of Massachusetts Boston
    At the University of Massachusetts Boston a reformed college algebra course is expected to become the primary means of fulfilling the math/quantitative reasoning requirement that is part of the new General Education requirements. This course uses the algebraic and technological tools employed in the social, physical and life sciences to analyze quantitative information. Students study some basic statistics, and then delve into linear, exponential and quadratic models. The course involves analyzing real world problems using numerical, symbolic, and visual representations, and determining how to solve them, deducing consequences, formulating alternatives, and predicting outcomes. Throughout, students are actively involved in discussing, reading, writing, and giving class presentations. Classes either meet full time in a computer lab or regularly use graphing calculators. Students are required to have e-mail, access the class web site, and be comfortable searching for and retrieving data from the Internet.
12. Mathematics for Fine Arts – Creating and Analyzing Patterns Using Mathematics
    Ivona Grzegorczyk, University of Massachusetts Dartmouth
    To understand the mystery and complexity of various repetitious designs, one has to understand mathematical rules governing their creation. We will show how by drawing, investigating and analyzing various geometric designs (including Escher-type designs) and their symmetry groups, students are able to create sophisticated pictures and completely classify small patterns, strip patterns, wallpapers, tilings, etc., as well as some patterns on 3D solids. The examples chosen show the variety of mathematical problems connected to pattern building and coloring. An interactive software producing design following mathematical rules will be presented. <top>

Exhibitors

*Donated door prizes.

Special thanks to Addison Wesley Longman, Brooks Cole/ITP and Prentice Hall for hosting coffee and pastry and to John Wiley & Sons for sponsoring part of the luncheon.

Registration List

We wish to thank the following individuals for their help and support in making arrangements for this conference:

Members of the Bristol Community College
Mathematics Department:

Dan Avedikian
June Chen
Susan Faulkenberry
Jerry Magnan
Cecilia Medeiros
Dave Richardson
Al Roy
Greg Sethares
Sally Sweeney

Also from Bristol Community College:

Sally Cameron
Honorato DaSilva
Shawn Elliott
David Feeney
Jeanne Grandchamp
Paul Jefferson
Jerry LePage
Jules Ryckebusch
Diane Silvia

Roberta Kieronski and the NEMATYC Executive Board

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