Cape Cod Community College
|NEMATYC 2011 was held at Cape Cod Community College, West Barnstable, MA on Friday and Saturday, April 29, 30, 2011. The conference had been held at "4-C's" in 1998 also. The theme was "Relax, Refresh, Renew at the 4-C's ". (4-C's is of course “CCCC”) The conference chair was Mary Moynihan of Cape Cod CC. Besides a great program, attendees heard great plenary talks on Friday evening and at lunch on Saturday. On Saturday Ian Winokur, Professor of Mathematics at Greenfield CC, gave a talk on speedsolving, the process of solving Rubik's cube in a matter of seconds.|
Mary Monihan – Cape Cod Community College
|President||Mary Kehoe Moynihan||Cape Cod Comm College|
|Vice President||Meredith Watts||MassBay Comm College|
|Past-President||Carol Henry||Middlesex Comm College|
|Secretary||Marsha Pease||North Shore Comm College|
|Treasurer||David Cox||So. New Hampshire University|
||Judy King||NH Technical Institute|
|At-Large Member||Dave Henry||Bristol Comm College|
|At-Large Member||Dora Ottariano||Middlesex Comm College|
|At-Large Member||Robert Cantin||MassBay Comm College|
|Newsletter Editor||Phil Mahler||Middlesex Comm College|
|Newsletter Production Editor||Anne O'Shea||North Shore Comm College|
|Student Math League Awards Coordinator||Lois Martin||Massasoit Comm College|
|Webmaster||Rick Butterworth||Massasoit Comm College|
|2011 Conference Chair||Mary Kehoe Moynihan||Cape Cod Comm College|
|Past-Conference Chair||Meredith Watts||MassBay Comm College|
|Conference Exhibitor Chair||Meredith Watts||MassBay Comm College|
|Membership Chair||Phil Mahler||Middlesex Comm College|
Balance on April 3: $11,328.06
Engaging students in statistics and having them realize that there is value to be had from statistics is half the battle! Providing students opportunities to be in control of the statistics that they work with is the other half! In this presentation, authentic contextual situations are provided and students brainstorm possible ways to answer the questions of interest. Through the instructor’s assumption of the role of a ‘knowledgeable other’ and skillful questioning, students are guided to determine what they need to know, and then are introduced to essential statistical concepts, procedures, and technology supports.
Mary M. Sullivan
Many local colleges are interested in delivering their developmental mathematics courses in a self-paced, computer-lab setting through a mastery-based model. Some colleges are already trying it out. Hear the benefits and disadvantages of this new platform and learn how you may be able to implement this model without some of the challenges the early adapters faced.
Dave Henry (Bristol), Marsha Pease (North Shore), Carol Hay (Middlesex)
david.henry bristolcc.edu, mpease northshore.edu, hayc middlesex.edu
Two years ago, I wouldn’t have even considered an online course. Today, I’m offering a MyMathLab-based, YouTube-enhanced, online Precalculus course targeted specifically for at-risk students. From a traditional Precalculus course to a fully-online summer course, to a hybrid course starting at mid-Fall-semester, we’ll explore its evolution. How did I get here? What worked? What didn’t? Where is this all going?
This study investigated the relationship between attitudes toward statistics (ATS) and course achievement (CA) among Japanese college students majoring in non-mathematical sciences. Sixty-nine students participated in the study. The Japanese sample consisted of 35 male and 34 female students from a small liberal arts college in Tokyo. Statistics attitudes were measured using Wise’s (1985) Attitudes toward Statistics Scale (ATSS), consisting of twenty-nine, 5-point, Likert-type scales (“strongly disagree” to “strongly agree”). A Japanese version of the ATSS was developed by a team of the bilingual experts and college professors of linguistics. The instrument was administered at the outset and at the conclusion of the course. The final course grade of the participants, using a 9-point scale (A=9, A-=8, B+=7… and F=0), served as the measure of course achievement. Data analyses include factor analysis, reliability estimates for the ATSS, independent t tests for detecting a difference in ATSS mean factor scores by gender, and correlation analyses of CA and pre- and post-measures of the ATSS scores.
The placement system and curriculum for introductory Math courses are a focus of both two-year and four-year colleges. As the number of students who transfer between higher education institutions increases, ensuring a smooth transfer pathway is of great importance. We outline a case study of redesigning Precalculus at a four-year college in consultation with two-year colleges in southeastern Massachusetts and the many challenges associated with such a project. In particular, we discuss the diagnoses of the problem, the solutions implemented that honor transfer agreements, as well as the logistical difficulties involved in implementing the proposed changes.
Irina Seceleanu, Rebecca Metcalf
iseceleanu bridgew.edu, rmetcalf bridgew.edu
(6) Using TI-nspire(tm) Technology in the Developmental Math and College Algebra Classrooms Participants of this session will explore various TI-nspire(tm) activities for use in the Developmental Mathematics and College Algebra classrooms. Activities will demonstrate how TI-nspire handhelds and student software use multiple representations, color, and other strategies to promote student discourse and deepen their understanding of concepts. Participants will be provided with a handheld for use during the session and will receive many activities for future use. A TI-nspire CX Color handheld will be offered as a door prize as well as several copies of TI-nspire Teacher Software
Jim Donatelli, Ed DePeau
jdonatelli ti.com, edepeau gmail.com
Driven by a tough economy and easy access community colleges enrollments are surging with students looking to improve their skills and further their education to prepare them for the 21st century. With increased enrollments come a greater number of underprepared students’ needing developmental courses. How then do community colleges increase student success and retention while ensuring that they possess the skills for success in credit bearing courses? The responsibility for student success resides with the departments, to help students who lack the skills needed to succeed. Therefore, we are committed to help students succeed in all courses so that they may transfer or to become successful members of the workforce. This poster will outline how Middlesex County College has addressed placement issues to ensure proper placement, development of new courses to reduce the time spent in developmental courses and the integration of ALEKS into our courses to the creation of a learning center to increase student success in both non credit and credit math classes.
Through a grant from the National Endowment for the Arts’ Big Read initiative, the presenter developed and taught the mathematics component of a multidisciplinary course for at-risk high school students. The curriculum is based on The Things They Carried, a work of fiction about the Vietnam War. Using the novel as a centerpiece, three faculty members from the Basic Skills, English, and Mathematics departments developed the program, focused on basic reading, writing, mathematics, and study skills.
Examples of how MyMathLab is being used for Course Redesign will be presented. Many long time users of MyMathLab are unaware of new features in MyMathLab that are key to designing and implementing a Modular/Self Paced Course Redesign. You will learn about specific and unique features of MyMathLab that lend themselves to the Course Redesign model.
Do your students struggle with algebraic formulas and procedures? Let’s get together to explore how geometric shapes can help. Moving rectangles and squares, we will help our students attach meaning to algebraic symbols and visualize the process of solving quadratic equations via completing a square. You will be able to use these strategies and activities in your next math class!
Looking for a way to make Business Calculus more exciting and relevant for students? The presenter will share her experience using Excel and the modeling of real-life data as the foundation for the course. Come learn how this powerful approach is making calculus come alive for business students!
Several early Presidents of the United States had significant interest in mathematics or other connections with the subject. For example, George Washington endorsed a major arithmetic book. John Adams was a schoolteacher before becoming president and owned numerous math books. Thomas Jefferson invented an apportionment method and generally took an avid interest in math. Abraham Lincoln studied Euclid’s geometry to improve his logical thinking. We will discuss these and other connections between presidents, as well as the state of American mathematics during the period.
Mathematics preparation of elementary teachers has been at the forefront of conversations and initiatives put forth by the Massachusetts Department of Elementary and Secondary Education. Hear a brief history of the recent changes in these regards and the response by public higher education institutes in southeastern MA. Engage in a discussion of the essential topics for mathematics content courses for elementary teacher candidates. Learn about the regional work of the CONNECT Math Project and the benefits of opening the door for communication among neighboring higher education institutes with respect to the transferability of these courses.
Innovation in the classroom and implementation of technology in mathematics are proven practices to promote student success. Hawkes Learning Systems' unique approach to mastery learning provides the software solution to motivate your students to excel in math. Come learn how to integrate Hawkes in your courses for guaranteed success!
Cengage Learning’s “Enhanced Web Assign” allows you to draw from thousands of end of chapter questions from your adopted textbook as well as any other Cengage Learning textbook and exposes your students to one of the most advanced online homework experiences available. Let us show you how you can assign homework that is enhanced with rich tutorial content including videos, animations, and personal study plans to aid student practice and learning. In addition, we will discuss how flexible Enhanced WebAssign can be and how you can use it for diagnostic testing and/or modular, self-paced learning. Finally, we will talk about the full support you will receive through Cengage Learning’s Course Care program that provides training and user support to adopters of Cengage Learning Digital Solutions and includes on-site faculty training, web-ex faculty training, and ‘First Day of Class’ trainings for students. This presentation will be general assembly with the presenters in front addressing the participants; there will be no group activities, etc.
The Cape Cod Baseball league has a long history, and many famous players played there. Come join us as we review the statistical accomplishments of such CCBL alumni as Mark Teixeira, Evan Longoria, Jason Varitek, Billy Wagner, Paul O’Neill, Thurman Munson, and many others. This is intended for teachers of algebra, statistics, and quantitative literacy.
As the old saying goes, “a picture is worth a thousand words.” I will present various techniques I use in the classroom for our visual learner students. These techniques make learning mathematics easier for those students and a more pleasant experience.
Over the past several years, I have changed my differential equations course to accommodate a broad spectrum of students with diverse math backgrounds, many of whom work 20+ hours per week. I will present a variety of visual tools, videos and worksheets that I use to motivate and engage my students.
This presentation will address the introduction of intensive scientific writing in a specialized introductory Statistics course for students enrolled in pharmacy and health sciences programs. In our degree programs, strong communication skills are absolutely essential in the students’ future treatment of patients, in their understanding of the development and approval of any drug, and in everyday life. Thus, it is important to develop our students’ critical reading, critical thinking, and analytical writing skills associated with the statistics found in medical journal articles. In my Statistics course, students use scientific writing during all lectures, tests, and assignments. I will present specific examples and ways of utilizing scientific writing in the Statistics course, as well as in other mathematics courses
Musicians of the eighteenth century, including such luminaries as Mozart and Haydn, were fascinated by the possibility of composing music randomly. Interest in the topic revived at the beginning of the age of computers. These musical games provide opportunities for giving extremely vivid illustrations of topics in elementary probability, combinatorics, and computation. They also serve to kindle interest in mathematics among music students, and vice-versa.
This talk will give a brief historical outline, and then concentrate on one scheme, which despite its great simplicity is capable of generating 2,821,109,907,456 different melodies. No knowledge of music theory is assumed. Audience members may participate in the creative process by rolling dice or tossing coins –
the resulting compositions will be performed immediately by a violin/synthesizer duet.
Many times students are placed lower in the math sequence than what they need to be.By attending a 1-week boot camp, students were able to quickly brush up on their math skills and retake the placement test for a higher placement in the math sequence. Most institutions use a standardized entrance test to assess students’ math background for appropriate placement in math courses. We all know, though, that this process is flawed and many students are not correctly assessed. These students may not need a full semester of math but just a “brush up” to prepare for the next level. In addition, most institutions are facing the challenge of moving developmental math students through the curriculum at a faster pace for the purpose of increased retention and, ultimately, increased graduation rates.
The presenter will impart the entire process of creating a 1-week math boot camp. Included in the presentation will be samples of worksheets, group activities, math games, study strategies, and an overview of the online program. There were many aspects of the boot camp that were successful but the presenter will also share “lessons learned”. Finally, the success rate data and future plans will be shared.
Oddness versus evenness is more than a simple distinction that divides the set of integers into two classes. It has interesting and significant applications in various areas of mathematics such as algebra, geometry, topology, graph theory, and calculus. I will show several of these applications, ending with Sperner’s Lemma, an intriguing theorem about triangles, whose proof initially appears daunting (if not impossible), but which turns out to be surprisingly simple by making use of the even-odd distinction.
Following an idea from a session at AMATYC 2010, I'm attempting a conceptual approach instead of the more traditional topical approach in my prealgebra class in hopes of increasing student understanding and success. [If the snow cancellations and delayed openings end so we can actually have class] I'll report on my results.