Presenter: Benny Evans, Oklahoma State University
Title: A Modeling Approach to Entry Level Mathematics
Abstract: This will be a hands-on workshop. We will look at models used by academicians from fields outside mathematics and perform some elementary analysis using the models with the help of the graphing calculator. Most of the material will be drawn from "Functions and Change" by Crauder, Evans, and Noell.


Presenter: Cathy Kessel, Mathematics Education Consultant
Title: An Illustration of Longitudinal Coherence: Use of Representations and Different Subtraction Strategies in Japanese Texts and Teaching.
Abstract: Longitudinal coherence-one aspect of Ma's "profound understanding of fundamental mathematics" seems to be rarely discussed in the United States. This may related to the U. S. "splintered vision." Looking at examples from other countries may help to illustrate the meaning of longitudinal coherence. For instance, Japanese teaching materials reflect a focus on connecting previous, present, and later learning. Elementary teacher's manuals contain charts that show the mathematical topics students are to learn or have learned during elementary school (see, e.g., http://books.nap.edu/books/0309072522/html/80.html#pagetop). Japanese teachers' manuals and other publications describe students' strategies and the relationship of those strategies with later learning. In particular, Japanese teachers' knowledge of first graders' strategies for subtraction and relationships of these strategies with later topics may help to illustrate the meaning of longitudinal coherence.

Presenter: Paul Latiolais and Joyce O'Halloran, Portland State University
Title: Integrating Quantitative Reasoning into Freshman General Education
Abstract: General education for freshmen at Portland State University consists of a year-long interdisciplinary course, called Freshman Inquiry, which is designed to improve study skills, writing, reasoning, and basic math skills as a basis for success in future university experiences. In the course of developing curriculum "modules" which freshman instructors could insert into their courses, we had to address foundational questions:
* What mathematics content constitutes "quantitative literacy"?
* What are appropriate formats for the delivery of such content?

Since we are still struggling with these questions, we will present our progress to date and then open the floor to discussion of these questions. Our quantitative reasoning curriculum modules may be accessed at the following website:
http://www.mth.pdx.edu/~paul/frinqmath/

Presenter: Donald Marxen and Larry Zettel, Loras College, Dubuque, Iowa
Title: A Modeling Approach to College Algebra and Intuitive Calculus
Abstract: In the Spring of 2000, Loras College adopted a Modeling with Mathematics requirement as part of its new General Education Program. The Master Syllabus governing all mathematics modeling courses calls for student centered pedagogies, frequent use of technology, and the completion of a modeling project.

In addition to designing new modeling based courses, our department has modified existing courses to fit the Master Syllabus. We will share our experiences in modifying College Algebra and Intuitive Calculus. In particular, we will present specific examples showing how we promote active and collaborative learning, and how we make use of both DERIVE and Excel. We will also present samples of modeling projects being used in these courses.


Presenter: Amy Cohen, Rutgers
Title: Reinvigorating a course in mathematics for liberal arts students.
Abstract: At Rutgers, undergraduates are required to pass at least one semester of credit-bearing mathematics for graduation. For students in majors not requiring calculus, the department's offering "Topics in Math for the Liberal Arts" serves about 450 students per term in classes of about 45. Few of these sections are taught by "regular" faculty. The course treats about five topics usually including some (e.g. election paradoxes) unfamiliar to our majors.

This session will describe and discuss several recent changes in this course: scheduling a faculty coordinator to assist instructors in meeting departmental goals for the course, hiring (and training) successful students to grade homework, introducing honors sections dealing with more engaging topics. The discussion will include the issue of sustaining effective change. For example, one honors section on the policy and mathematics of secure communication has led to development of a crypto course for majors. A question of current interest is how to serve the needs of prospective elementary-school teachers within the constraints of state law and university practice.

Presenter: Jim Fulmer and Tom McMillan, University of Arkansas at Little Rock
Title: College Algebra on the Web and a Math Tutorial Lab for Students
Abstract: Two innovative projects have recently been implemented in the Department of Mathematics and Statistics at the University of Arkansas at Little Rock. We will present the results of the project in which we developed and implemented College Algebra on the Web, a web-enhanced and web-based course. Phase one was to develop a hybrid classroom/web-based course. Phase two was to implement a web-based course with no classroom component. We will discuss how we presented material on the web, communicated with students, administered exams, tracked student progress, and the results of the assessment. The second project to be discussed is the planning, implementation, and ongoing assessment of the Math Tutorial Lab. This lab is designed to provide math tutors and software tutorials for students enrolled in mathematics courses.

Presenter: Marc A. Sylvester, Edinboro University of Pennsylvania
Title: Developing a Meaningful Undergraduate Statistics Sequence
Abstract: At many liberal arts colleges and small universities, the undergraduate statistics courses are housed within a department of mathematics. In such environments it is likely that one or two faculty members serve in the role of “isolated statisticians.” This breakout session is designed to discuss effective strategies for the creation of a meaningful two-semester sequence in statistics. Issues such as curriculum sequencing, constructivist approaches, technology implementation, and coordination of instructors will be discussed. Also, strategies for obtaining support from the campus community will be addressed. Participants will be encouraged to share their successes and concerns in developing undergraduate statistics curricula.

Presenter: Ros Welchman, Brooklyn College
Title: A Mathematics Course for Elementary School Teachers
Abstract: The session will concern a mathematics course for K-6 teachers which has
evolved through close collaboration among education and mathematics faculty,
and master teachers from local schools. We will discuss the importance of a
shift in pedagogy and assessment in such courses, and how sample activities and
materials used in this course address the special needs of the K-6 teacher .
We will also discuss how departments can support the design of appropriate
courses for prospective teachers, and select the faculty for them.
Breakout Sessions: Saturday 1:30 - 2:30


Presenter: Solomon Friedberg, Boston University
Title: Instructional Development: Teaching our Diverse Students
Abstract: Excellent teaching contributes to all aspects of an institution's program. It is crucial to meeting the mathematical needs of non-mathsci majors. This session will be concerned with the teaching development of both graduate students and faculty. How can we stimulate such individuals to understand and embrace the challenge of teaching, especially non-mathsci students? We will focus on the use of case studies--multifaceted teaching scenarios, whose discussion may bring out useful, non-trivial, issues-- as a teaching-development tool. Participants will watch a video of graduate students engaged in a discussion of a teaching scenario, we will discuss one ourselves, and we will discuss the implementation of a teaching-development program. We will conclude with a discussion about how to modify existing materials to meet the needs of diverse institutions, in particular institutions without a graduate program.


Presenter: Matt Isom , Katie Kolossa, Scott Surgent, and Paul Vaz, Arizona State University
Title: MAT 114 'College Mathematics' At Arizona State University
Abstract: Seven years ago a "College Mathematics" course was designed and implemented to satisfy general education requirements in the area of mathematics for non-calculus track students. This course is primarily taught by lecturers housed in the First-Year Mathematics (FYM) division of the Department of Mathematics at ASU. In this session we will discuss the student population and their skill levels, as well as the course objectives, content and the people who teach the course.


Presenter: Michael Starbird, The University of Texas at Austin
Title: The Other Lessons: What students keep for life
Abstract: "Education is what survives when what has been learned has been forgotten."-B.F. Skinner. The vast majority of our students soon forget the vast majority of the mathematical details they learn in class (sometimes, in fact, before the final). But mathematical analysis has produced some of the greatest triumphs of human thought and creativity. Let's design our courses and curricula so that what survives in our students, after they forget, clearly makes an important contribution to their lives. This session will deal with the reality of how to bring truly significant mathematical perspectives and ideas to real students. We will discuss and develop some specific ways to teach mathematical ideas that may leave a residue of intellectual development of value to students in their lives beyond the classroom.