NEMATYC 13 Speakers

Featured Speaker: Phil Mahler
Perspectives on our Curriculum
Highlights from my perspective on two important issues in our typical two-year college math curriculum: Too many students do not achieve their goals because of developmental mathematics sequences and too much of our curriculum is not focused on student needs. What is being done, and what should we be doing, to make our math programs "a pump and not a filter".

1. The Anderson-Darling Normality Test Using Excel
   Barry Woods, Unity College
   While Minitab lists three (3) separate Tests for Normality, Excel lists none. However, Excel will be used to calculate and demonstrate the Anderson-Darling Normality Test.
   
   
2. Historical Development of Modern Probability Theory: Pascal, Fermat, and Bayes
   Eiki Satake, Emerson College
   This research presentation illustrates the historical development, philosophical foundations, and mathematical perspectives of the modern probability theory through (1) one of the greatest correspondences in the history of mathematics between Blaise Pascal and Pierre de Fermat, and (2) how Rev. Thomas Bayes invented and established the methods in quantifying personal probability called Bayes' Theorem. The author will present a couple of pedagogically relevant yet challenging questions and explain how Pascal and Fermat approached and derived the conclusion, and discuss how Bayes would have done it using his method.In a typical classroom situation, such topics are rarely mentioned and covered
   
   
3. Differentiated Instruction via Problem Solving
   Natalya Vinogradova, Plymouth State University
   To differentiate instruction does not necessarily mean to offer different sets of questions to different groups of students. Rich problems naturally differentiate instruction by allowing everybody to participate, yet challenging everyone at some point. Come to experience this approach. We will solve a problem of this kind working together, and will reflect on the learning process
   
   
4. Mastering Math, Not the System
   Anthony Belen, Hawkes Learning Systems
   You know the scenario: Students seem to be doing well on homework, yet are performing poorly on exams. With Hawkes, students cannot “cheat the system” to get through assignments. Instead, they are held accountable for mastering the material without relying on learning aids. Discover how Hawkes motivates students to succeed! We will end the presentation with a little fun and raffle off a $50 Amazon gift card!
   
   
5. Inquiry Based Learning in Mathematics (Workshop)
   Christine von Renesse, Westfield State University
   Our group "Discovering the Art of Mathematics" offers several free books for empowering your students in the liberal arts to explore mathematics in an inquiry-based way. We connect the beauty of mathematics and the process of discovery with the arts and the humanities throughout all our activities. We believe that this is the key in motivating and enabling liberal arts students to engage with mathematics. This workshop will help you experience what mathematical inquiry can feel like, investigate particular content areas that might connect with your students, understand and practice ways for creating a classroom environment where productive, safe, and deep mathematical inquiry can take place, reflect on the interaction of teacher, student, investigations, mathematics, and inquiry materials in the classroom. Several actual activities will be investigated, including the game Nim to introduce students on all levels to binary numbers
   
   
6. An Introduction to R
   Joseph Manthey, University of Saint Joseph
   R is an extremely powerful statistical software package used at many leading research universities and the New York Times to perform data analysis and produce graphics. In this presentation, I will show that R is also suitable for use in elementary statistics courses. Since R is an exceptionally large system, the focus will be on the subset of R commands needed for an elementary statistics course such as those needed for numerical summaries, frequency tables, graphs, regression analysis, probability distributions, simulations, confidence intervals and significance testing. One of R’s best features is that it is free!.
   
   
7. Scintillating Software and Amazing Apps for Teaching Math
   James O'Keefe, Lesley University
   This session will provide a brief overview of useful iPad apps for teaching mathematics at the postsecondary level. The main focus of the presentation will be FluidMath, which is a unique and innovative tool for teaching algebra, pre-calculus and calculus; it works on iPads, tablets, and SmartBoards. This software converts handwritten symbols to text, simplifies and solves equations, creates graphs and tables from equations, and allows for linked manipulation of representations. FluidMath enables the study of function families and functional behaviors in a way that is intuitive, seamless, and dynamic.
   
   
8. From Face-to-Face to Virtual Reality
   Magdalena Luca, MCPHS University
   During the Spring 2013 semester, I had to develop two new Online courses: an undergraduate Algebra course and a graduate Biostatistics course. Teaching online courses was entirely novel for me, and each course presented its own challenges. This presentation will show a series of techniques used to teach the courses at the MCPHS University. I will describe effective online teaching methods, and, in contrast, I will also illustrate what does not work or is difficult to put into practice when teaching mathematics in a virtual environment. Furthermore, I will invite all participants to engage in discussing methods available to college professors that could facilitate the process of improving teaching mathematics online., Canada<BR>
   
   
9. Concepts of Numbers : Teaching Pre-Algebra using the Discovery Method
   Annette Guertin, Berkshire Community College
   Concepts of Numbers is an innovative redesign of a traditional arithmetic course emphasizing concept development and collaborative learning. This workshop will present the promising findings from Berkshire Community College’s first semester of implementing Concepts of Numbers for its classroom based developmental pre-algebra students.
   
   
10. Sharing Session - Something That Works
    Judy Carter, North Shore Community College
    In the spirit of the Project ACCCESS popular session “Something that Works”, the presenter will share quick activities that enhance student learning, icebreakers that foster a positive classroom atmosphere and group activities that encourage cooperative learning. Participants are encouraged, however, not required, to bring a simple activity that they have found useful in the classroom. Many of the activities involve few materials and minimal preparation time. Those in attendance will take home a packet of activities; some may even be used in your next class!
    
    
11. How ARE students learning math with a web-based homework system?
    Debbie Panasuk, Quincy College
    Computer software programs provide students with a variety of resources to aid them in their learning. As such, students actively learn by seeking knowledge while they develop their math skills. This presentation will focus on my recent research study which investigated how developmental math students solved problems and acquired knowledge and skills while they accessed the help resources in MyMathLab. Student observations were conducted with the screen capture software, CamStudio and a Livescribe Smartpen. Follow-up interviews were also conducted to glean what, if any learning strategies were developed by the participants when they used the web-based homework system to solve problems.
    
    
12. The Challenges of Starting a New Life in Developmental Math
    Jim Sullivan and Lori Heymans, Northern Essex Community College
    A new developmental course called “Mathematical Literacy for College Students” was created at our college to give non-STEM students an efficient pathway toward transferable, college level math courses like Statistics, Quantitative Reasoning, and Liberal Arts Math. Explore the curriculum and pedagogy used during the first year of implementation and learn about the ups and downs in scaling-up this “New Life” course.
    
    
13. Pre-Stats: If not Intermediate Algebra, then what?
    Mary Kehoe Moynihan, Cape Cod Community College
    Schools are looking at their Pre-Stats and Pre-nonSTEM tracks and asking themselves if it needs major revision. Many agree that there are algebraic manipulations in Intermediate Algebra that aren't essential to the nonSTEM track -- manipulations such as combining radical and rational expressions. Should we just drop Intermediate Algebra as a prerequisite? I say no and will share how I'm incorporating the rule of four in my Intensive six credit “looks a little like Intermediate Algebra”/Statistics to make the pre-nonSTEM track material more appropriate to Statistics.
    
    
14. Comic Books and Graphic Novels in the Mathematics Classroom
    Nicholas Fegley
    This talk will explore the use of comic books and graphic novels in the math and science classroom. Through examples and analysis we will explore the advantages of using comics and comic-like media as a replacement of or supplement to traditional math text books, and how comic books are an especially effective medium for communicating ideas to a generation raised on new media.
    
    
15. A Successful Innovation for the Developmental Math Sequence.
    Myrta Groeneveld, Manchester Community College
    Manchester community college is having a great success by utilizing classroom / computer lab for the developmental sequence. The college has increase students success and retention while reducing college cost by reinventing the delivery platform for all developmental courses. The classes are 50 to 55 students will multiple faculty assigned. Faculty provide support, lectures and testing in a single dedicated space. This format allows students to complete more than one course per semester or maintain placement for a partially completed course.
    
    
16. Course Redesign Revisited
    Suchitra Amritkumar, North Shore Community College; David Henry, Bristol Community College; Mike Williamson, Middlesex Community College; Maureen Woolhouse, Quinsigamond Community College
    Bristol, Middlesex and North Shore have implemented modified emporium model course redesigns, where students work in a computer-lab setting with on-line instructional platforms with an instructor embedded in the classroom for just-in-time instruction. These schools have years of experience with this methodology and implementation. Panelists will share the results of their efforts and offer best practices for those interested in learning more about Course Redesign.
    
    
17. Get off to a good start with Project ACCCESS
    David Henry, Bristol Community College
    If you are in your first three years of full-time instruction at a two-year college, AMATYC offers an outstanding professional development opportunity through its Project ACCCESS (Advancing Community College Careers: Education, Scholarship and Service). The project's goal is to provide experiences that will help new faculty become more effective teachers and active members of the broader mathematical community. Former Fellows will talk about the benefits of the program and how to build a successful application package. The best part is you get to attend AMATYC two years for free!
    
    
18. Motivate Your Students with Media
    Roland Cheyney, W.H. Freeman Publishers
    Media, used both inside the classroom and in homework, is a unique tool to demonstrate that mathematics and statistics provide analytic and visualization skills that students will need in their future coursework and careers. This presentation will show new media resources including real world videos, applets, formative assessment, and dynamic illustrations from statistics, liberal arts mathematics and calculus. These resources promote skills, concepts, and student motivation that are expressly promoted in national standards including the Common Core, GAISE and in other efforts in STEM education.
    
    
19. The Key to Success: My experiences with interactive technology in the classroom.
    Carl Fetteroll, Springfield College
    Interactive software promotes increased retention and success for students in mathematics courses. Students are engaged in learning at home and at school. The impact of the software in the curriculum will be explored through discussions of implementation, software options, student feedback and comparisons of student performance.
    
    
20. Improve Learning Outcomes with Developmental Course Redesign
    Michael Stranz, Cengage Learning
    Course redesign of developmental math curriculum is improving learning outcomes as it reduces the time students spend in basic math courses. In this presentation we will show how Cengage Learning partnered with faculty across North Carolina to develop a learning system, focused on identified learning outcomes, that integrates conceptual understanding by presenting problems in meaningful context. The program utilizes a highly customizable online homework system that includes assessment tools, personalized study plans, and algorithmically generated problems to reinforce learning. The system promotes the mastery of mathematical concepts correlated to the specific learning outcomes established by the North Carolina Redesign Task Force.
    
    
21. Mathematica 9 for Education
    Kim Schriefer, Wolfram Research
    Encourage high-level learning and make your classroom interactive. Faculty can quickly learn how to get started with Mathematica, thanks to improvements like free-form input and the new Predictive Interface, which anticipates your next steps and helps you quickly build up a series of calculations. Understand how Wolfram|Alpha, the technology behind Apple’s Siri assistant, can empower students to discover the data in everyday life using real-world examples. Finally, learn how real-world applications of Wolfram technologies can improve workflow and what that means for your graduating students. Whether or not you use technology in the classroom already, come hear how Mathematica can enliven and empower learning in your classroom.
    
    
22. MyMathLab, MyMathLabPlus, MyFoundationsLab and the NEW MyMathLab - Knewton® Partnership
    Kevin O'Brien, Pearson
    Since 2000 MyMathLab and MathXL have been used in New England to help college students learn mathematics. Over the past 12 years MyMathLab has changed and so have the needs of math departments. With the advent of course redesign, readiness boot camp programs, and larger classes, online self tutoring has become a critical part of what students need to succeed. This presentation will cover a quick overview of MyMathLab with a concentration on new features. Then examples of how MyMathLab, and it’s variants, MyMathLab, MyMathLabPlus, MyFoundationsLab and the NEW MyMathLab - Knewton® partnership, can accommodate readiness programs, traditional lecture setting and course redesign, will be given.

Exhibitors & Sponsors 2013

Registration List 2013