at THE NEWSLETTER OF THE MATHEMATICAL ASSOCIATION OF AMERICA .: 1&1 II :I ::::» z o N 1&1 :I .::::»... o > o o o N III: 1&1 II :Ii .1&1 U 1&1 a

INSIDE: Art Inspired hy Mathcmatics in New York ...... 4

(;conlctry for a New (:entury ...... 1)

Ah'lI1doning De.ld Ends: Emhmdng Lively Beginnings ...... J()

The Brain in the Box ...... 1J FOCUS DECEMBER 2000

FOCUS IS published by the Mathematical Association of America in January, February, March, April, Mayl)une, August/September, October, November. and a FOCUS December. Editor: Fernando Gouvea. Colby College; [email protected] December 2000 Managing Editor: Carol Baxter. MAA Volume 20, Number 9 [email protected] Senior Writer: Harry Waldman. MAA [email protected] Inside Please address advertising inquiries to: Kate 4 Art Inspired by in New York Debelack. MAA; [email protected] By Ivars Peterson President: Thomas F. Banchoff. Brown University 6 Science and Technology Policy Site Now Part of MAA Online First Vice-President: Barbara L. Osofsky. By Al Buccino Second Vice-President: Frank Morgan. Secretary: Martha J. Siegel. Associate Secretary: James J. Tattersall. Treasurer: 8 MAA Issues Revised Guidelines for Undergraduate Gerald J. Porter Programs and Departments Executive Director: Tina H. Straley By John Fulton Associate Executive Director and Director of Publications and Electronic Services: 9 Geometry for a New Century Donald J. Albers By Joseph Malkevitch FOCUS Editorial Board: Gerald Alexanderson; Donna Beers; J. Kevin 10 Abandoning Dead Ends: Embracing Lively Beginnings Colligan; Ed Dubinsky; Bill Hawkins; Dan By Edward B. Burger and Michael Starbird Kalman; Maeve McCarthy; Peter Renz; Annie Selden; Jon Scott; Ravi Vakil. 12 Thinker Mills: Letters to the editor should be addressed to A Contradiction in Terms for Universities in an Age of Automation Fernando Gouvea. Colby College, Dept. of Mathematics, Waterville, ME 04901. By Brian A. Hagler Subscription and membership questions should be directed to the MAA Customer 13 A Different Pencil: The Brain in the Box Service Center, 800-331-1622; e-mail: By Frank C. Wilson [email protected]; (301) 617-7800 (outside U.S. and Canada); fax: (301) 206-9789. 14 Short Takes Copyright © 2000 by the Mathematical Association of America (Incorporated). 15 Dirk Jan Struik: , Historian, and Marxist Educational institutions may reproduce By Arthur B. Powell and Marilyn Frankenstein articles for their own use. but not for sale. provided that the following citation is used: "Reprinted with permission of FOCUS. the 18 Employment Opportunities newsletter of the Mathematical Association of America (Incorporated)." On the cover: "Quartic" by Clifford Singer. Acrylic on Plexiglas, 30 by 30 inches. ( 1999.) Periodicals postage paid at Washington, DC and additional mailing offices. Postmaster: Send address changes to FOCUS, Mathematical Association of America, P.O. Box 90973. Washington, DC 20090-0973. FOCUS Deadlines ISSN: 0731-2040; Printed in the February March April of America. Editorial Copy December 15 January 19 Display Ads January 4 February 4 February 22 Employment Ads December 19 January 26 February 15

2 DECEMBER 2000 FOCUS AAAS Meeting to Offer Strong Mathematics Program

T he 2001 Annual Meeting of the The Role of Mathematics in Pricing and tober 20th, 2000 issue of Science or visit American Association for the Advance• Hedging Financial Assets (Philip Protter) the AAAS Annual Meeting web site at ment of Science will be held on February http://www.aaas.org/meetings. 15-20, in San Francisco, CA. As usual, the The Mathematics of Congressional and meeting will feature many outstanding Other Apportionments (Donald G. Saari) AAAS annual meetings are intended to expository talks by prominent mathema• be showcases of American science, but ticians. These include the following three• Other symposia that will be of interest to participation by and hour symposia sponsored by Section A the mathematical community include: mathematics educators is often lower (Mathematics) of the AAAS: From Juggling and Magic to Combinato• than might be expected. AAAS program rics, Understanding Music with Statistical committees are usually very interested in Beauty and the Beast: Realizations of the Methods, Designing, Implementing, and offering symposia on mathematical top• Art in Mathematics (Michael Field) Assessing Active Learning College Science ics. Thus, Section lfs Committee is seek• and Mathematics, Mathematical Statistics ing organizers and speakers who can Mathematics of the Visual Cortex (Jack in Natural Language Analysis, Mathemati• present substantial new material in an Cowan) cal and Computational Properties of Uni• accessible manner to a large scientific versal Grammar Under Optimality Theory, audience. The Section would also like to The Nature and Origins of Mathematical The Sea of Data and How to Manage It, invite mathematicians to attend the Sec• Thinking (Keith Devlin) Science and Mathematics Education: Cali• tion A Committee business meeting 7:30- fornia Since the End ofAffirmativeAction, 10:30 P.M. Friday, February 16th, 2001 in Mathematical Aspects ofIntellectual Prop• and Journey Beyond TIMSS; Rethinking Mason room B of the San Francisco erty Management on the Internet (Mat• Professional Development. These are, of Hilton. Warren Page, the Secretary of Sec• thew Franklin) course, only a few of the 150 or so AAAS tion A, is looking for proposals for sym• program offerings in the physical, life, posia for future AAAS annual meetings. Applications of Mathematics to Problems social, and biological sciences. For details He can be reached by email at in Medicine (Parros M. Pardalos) of the 2001 AAAS program, see the Oc- [email protected] .•

2001 Grants: Call For Proposals for Women and Mathematics Projects

T he MAA plans to award grants for ematics faculty to develop projects to in• Proposals should be submitted as soon projects designed to encourage college crease participation of women in math• as possible but must arrive no later than and university women or high school and ematics, and provide support to project February 5, 2001. The MAA/Tensor middle school girls to study mathemat• directors. Foundation intends to make ten grants. ics. The Tensor Foundation, working Please do not hesitate to contact the Pro• through the MAA, is soliciting college, Grants of up to $5,000 will be made to gram Director, Dr. Florence Fasanelli, university and secondary mathematics the institution of the project director to (202-966-5591 or [email protected]) faculty (in conjunction with college or be spent within the year. An institution for assistance in preparing your proposal. university faculty) and their departments is expected to supply matching funds or and institutions to submit proposals. in-kind support as an indication of Complete guidelines are posted on MAA Projects may replicate existing successful commitment to the project. Grants will Online at http://www.maa.org/projects/ projects, adapt components of such be made to college and university math• solic_99.html. Please review the guide• projects, or be innovative. ematics faculty or secondary school or lines before submitting proposals. • middle school mathematics faculty work• The objectives of the MAAlTensor Foun• ing in conjunction with college or uni• dation Program are to encourage math- versity faculty.

3 FOCUS DECEMBER 2000 Art Inspired by Mathematics in New York By Ivars Peterson

Most people don't expect to encoun• festations and many others testify to the vent of powered flight to the unveiling of ter mathematics on a visit to an art gal• creativity inherent in both mathematics the atomic nucleus and Albert Einstein's lery. At first (or even second) glance, art and art. formulation of the special and general and mathematics appear to have very theories of relativity. At the same time, little in common, though both are prod• More generally, conceived as explorations the development of non-Euclidean ge• ucts of the human intellect. Looking at of form, space, light, and color, , ometries, which overturn 's postu• art with a mathematical eye or at math• paintings, and other artworks can them• late that parallel lines never meet, pro• ematics with an artistic eye, however, can selves embody a variety of mathematical vided alternative but perfectly consistent be illuminating and immensely reward• principles, expressed not only in such models of reality. Such concepts offered ing. And there is much more to see than obviously geometric objects as triangles, artists avenues of escape from conven• one would expect. circles, spheres, and cones but also tional representation. Obsessively explor- ing new math• The Art & Mathemat• ematical ideas, ics 2000 exhibit at the from to Cooper Union in New chaos, today's York City offers a rich creators continue sampling of artworks that tradition. inspired by math• ematics, ranging from Examples of the gracefully curved mathematics as sculptures of Brent art and art as Collins and tensegrity mathematics structures of Kenneth abound in all Snelson to the playful sorts of settings• polyhedra of George indeed, almost Hart and wavy anywhere one painted grids of Doug cares to look. Visi• Pedens. The show tors to Washing• runs from November ton, D. c., for ex• 7 to December 15. ample, can readily view several "A work of art is the sculptures based demonstration of an on the Mobius idea represented Infinity by Jose de Rivera. Photo by Ivars Peterson. strip, originally a through form, line, product of purely color, and value," says New York City art• through depictions of motion and meta• mathematical research. ist and exhibit curator Clifford Singer, morphosis. Renaissance painting of the whose own paintings reflect classical geo• fifteenth century celebrated the precisely A Mobius strip in the form of an eight• metric theorems. "Rarely has such har• mathematical use of proportion and per• foot-high, stainless-steel mony been better brought together than spective to achieve startlingly natural im• perches atop a tall pedestal in front of the in this exhibition." ages of the visual world while paying trib• National Museum of American History. ute to the purity of Euclid's geometric Looking like a surreal bird with out• Mathematics as art or art as mathemat• vision. Centuries later, artists such as stretched wings, this swooping, slowly ics can take on an astonishing variety of Pablo Picasso, Wassily Kandinsky, Salva• revolving twisted loop was designed in forms. It can appear as a huge, geometric dor Dali, Rene Magritte, and M. C. Escher 1967 by Jose de Rivera, who titled the framework built of steel plates, a pris• could play with those conventions and il• piece Infinity. Across the Mall, a more matic glass sculpture that refracts light lusions to nudge the mind in new and complicated Mobius form stands guard into a shower of miniature rainbows, a unexpected directions. at the entrance to the National Air and painting of brightly colored squares, rect• Space Museum. Created by sculptor angles, and lines that serves as a window The late nineteenth and early twentieth Charles O. Perry, it is called . into the fourth , an intricately centuries, in particular, were a vibrant branched, crinkled, or punctured form, period of astonishing, dimension-burst• Several miles away in a plaza in front of or a garish landscape of ragged peaks and ing scientific and technological advances, the U.S. Patent and Trademark Office valleys on a computer screen. Such mani- from the discovery of X rays and the ad- stands another Mobius strip-a giant,

4 DECEMBER 2000 FOCUS calligraphic loop of twisted, red-painted steel-also created by Perry. Further away, Art & Mathematics 2000 a granite Mobius strip, carved by Swiss artist Max Bill and called Endless Ribbon, Artists and mathematicians rep• reclines in the sculpture garden at the resented in Art & Mathematics Baltimore Museum of Art. 2000: Manuel Baez and Jean Le Mee, Bob Brill, Benigna Chilla, In commenting on the immense scope of Brent Collins, Mike Field, Nat mathematics, the nineteenth-century Friedman, Bathsheba Grossman, British mathematician James Joseph Sylvester remarked, "Its possibilities are George Hart, Clement Meadmore, as infinite as the worlds that are forever James Norman, Doug Pedens, crowding in and multiplying upon the Charles Perry, George Rickey, astronomer's gaze." The same can be said , Carlo Sequin, John of the unlimited scope of imagination, Sharp, Clifford Singer, Kenneth whether in mathematics, art, or everyday Snelson, and John Sullivan. life .• Additional information about the Ivars Peterson is the mathematics and com• Art & Mathematics 2000 exhibit puter writer and online editor at Science and the accompanying catalogue News magazine (also on the web at http:// can be obtained from Clifford www.sciencenews.org/) in Washington, Singer via email at D.C. He will present '1\ Kaleidoscope of " at the Joint Math• Calligraphic Mobius by Charles O. Perry. [email protected]. ematics Meetings in New Orleans on Jan. Photograph by Ivars Peterson. 13,2001, at 10:05 a.m.

MathML Comes of Age

N early two hundred leading mathema• dard are expected to be out soon. working group for its perseverance in the ticians, scientists, and web technology ex• Mathematica, Wolfram Research's well• effort to establish an XML standard for perts attended first "MathML and Math known flagship product, already fully mathematics. Berners-Lee predicts that on the Web" conference, held in supports MathML. (Visit http:// the MathML standard will have a wide• Champaign, IL, and hosted by Wolfram www.wolfram.com for more on Wolfram spread effect throughout the web user Research. MathML is the World Wide Research products.) IBM, a conference community, helping more people to get Web Consortium-endorsed standard for cosponsor, announced at the conference into mathematics, use existing math• representing mathematical notation on the release of tech explorer 3.0, a web ematics, and create new ways of doing the web. Based on XML (the Extended browser plug-in for Netscape Navigator mathematics. Markup Language), MathML fills the and Internet Explorer that is capable of need for an efficient means of adding rendering both MathML and TeX docu• More information about the MathML equations or other mathematical expres• ments on the screen. (For more on conference, including presentation ab• sions to web pages. Previously, the most tech explorer, visit their site at: http:// stracts and an update on the availability common method for representing equa• www.software.ibm.com/techexplorer. ) of conference proceedings, can be found tions was to use GIF or JPEG images, a Many other conference participants rep• at at http://www.mathmlconference.org. cumbersome method that does not come resented organizations that either have The World Wide Web Consortium's close to solving the problem. already begun to implement and support "Math Home Page" at http://www.w3.org/ MathML or have plans for doing so in the Math includes links to further web sites, MathML was developed by the "MathML near future. a list of the members of the working Working Group," with participation, group, and much more information among others, of Wolfram Research, Wa• Tim Berners-Lee, creator of the World about the MathML standard and its terloo Maple Software, IBM, and the Wide Web and director of its guiding con• implementation. • American Mathematical Society. A num• sortium, addressed the conference by ber of applications based on the new stan- video. He congratulated the MathML

5 FOCUS DECEMBER 2000 Science and Technology Policy Site Now Part of MAA Online By Al Buccino

On behalf of MAA's Science Policy The late Representative George Brown The American Association for the Ad• Committee and Committee on the Pro• (D-CA) was a strong proponent of sci• vancement of Science performs a valu• fession, it is a pleasure to invite you to ence and of the articulation of science able service to compiling the Budget for examine the new policy subsite of MAA policy. Recently, he said: "We don't have R&D for each fiscal year (currently FY Online at http://www.maa.org/ a science policy, we have a budget policy." 2001) and publishing it on its web site at sciencepolicy. This policy site will track Indeed, an argument can be made that http://www.aaas.org. We will track this indicators of science and technology in practice S&T policy is the sum of what information and point you to the relevant policy and trends of special interest to the can be extrapolated from the aggregate material. MAA, its members, and member institu• of various R&D budgets and programs. tions. The American Mathematical Society MAAlSPC plans to develop this site in publishes each year in the Notices of the Science and technology policy (science step with the annual Federal Budget cycle, AMS an analysis of funding for math• policy, for short) has played a significant beginning with the Budget proposal the ematics research in the Federal Budget. role for some time, and never more so President submits to the Congress each The site will report the AMS analysis and than today. Nevertheless, science policy January. We will follow the budget's also pay attention to education and train• is elusive concept. Ideally, such a policy (mis)fortunes and modifications as the ing funding and policy from NSF, the U.S. would be a set of principles by which sci• cycle moves through the congressional Department of Education, the Depart• ence and technology are directed toward processes. ment of Labor, and other science agen• national purposes. Currently, there is no cies such as NASA, Defense, and Energy. such clear national policy, and perhaps In addition to the Budget document it• there has never been. Nevertheless, there self, a key reference document is Science Policy is not advocacy, so the site, while are certain prominent features that may and Engineering Indicators (S&EI for inevitably reflecting different and contro• from time to time be discernible from short), the biennial compilation of data versial perspectives, will do so with the policies related to: (a) support and per• and information on the science and tech• demeanor of a trustee and with a certain formance of research and development nology enterprise undertaken by NSF's detachment. While we will occasionally (R&D), (b) the science and engineering governing body, the National Science include short opinion pieces, we see this workforce, (c) education in science, Board. The structure of S&EI provides an site as mainly a news and information mathematics, engineering, and technol• excellent framework for policy-issues, service for MAA members. Please visit ogy, and (d) contextual features such as needs, and trends. Thus the budget and and give us your feedback. • the condition of the economy, institu• S&EI will frame the discussion presented tions, laws, and regulation. on the site.

The Twelfth leMI Study: The Future of the Teaching & Learning of Algebra

T he International Commission on will share the findings with a broad in• Why algebra? For many, algebra acts Mathematical Instruction will be hold• ternational audience. ICMI is calling po• more like a wall than a gateway, present• ing a study conference entitled The Fu• tential participants to submit papers; par• ing an obstacle that they find too diffi• ture of the Teaching and Learning ofAlge• ticipation in the study conference is by cult to cross. What is the significance of bra at the University of Melbourne (Aus• invitation only, based on the papers sub• algebra for the broad population of sec• tralia) on December 10-14,2001. "Alge• mitted. ondary school students? bra" will be interpreted broadly as a math• ematical topic, and the conference will To offer some guidance on what ques• Approaches to Algebra: Many ap• deal with algebra education from early tions are to be addressed, ICMI has re• proaches to teaching algebra have been childhood to college. leased a Discussion Document which proposed: problem-solving approaches, highlights crucial issues about the teach• functional approaches, generalization Following the pattern of previous ICMI ing of algebra which are to be discussed approaches, language-based approaches, studies, one of the goals of the conference at the conference. Some of these issues, and so on. How do all these approaches is the production of a study volume to which will be addressed by study groups fit into the algebra curriculum? appear in the ICMI Study Series, which at the conference, are:

6 DECEMBER 2000 FOCUS Language Aspects of Algebra: The role Participation of Women in the MAA-the Data of notation in the learning of algebra is still not completely understood. A good notation for science may not be a good In 1995, the Board of Governors of the MAA passed a resolution asking that data be notation for learning. Current theories of collected on the level of participation of women in various activities of the Associa• mathematics teaching and learning do tion. The resolution also specified that the data should be published in FOCUS and not seem to answer these questions. MAA Online in order to keep members informed about how well we are managing to attract and involve women in MAA activities. In this issue, we give the data from 1998 Teaching and Learning with Computer and 1999. Please note that the MAA membership database does not currently include Algebra Systems: This section addresses gender information, so that there is no reliable data on the percentage of members questions that arise from the increasing who are women .• accessibility of computer symbolic ma• nipulation. 1998 1999 Technological Environments: In an at• tempt to characterize recent research and Board of Governors Total board members: SO Total board members: SO experience, this section will explore Women: 14 Women: 10 which aspects of specific computer/cal• Men: 26 Men: 40 culator environments are related to Female participation: 28% Female participation: 20% which kinds of algebra learning. Nominees to the Algebra with Real Data: Modeling the Board of Governors 1 Total nominees: 29 Total nominees: 27 behavior of real things with algebraic Women: 9 Women: 8 functions is fundamental to applications Men: 20 Men: 19 of mathematics. Using real data to teach Female participation: 31.0% Female participation: 30% about functions is therefore important in the curriculum, and can also be highly 2 motivating for students. Committee Chairs Total chairs: l32 Total chairs: 149 Women: 31 Women: 49 Early Algebra Education: This section is Men: 101 Men: 100 concerned with both the algebra educa• Female participation: 23.5% Female participation: 33% tion for young children-say age 6 and above-and also the initial steps in more 3 formal algebra education, which happens Speakers at Total speakers: 105 Total speakers: 234 in some countries when students are National Meetings Women: 26 Women: 73 about 12 years old. Men: 79 Men: 161 Female participation: 24.8% Female participation: 31 % Tertiary Algebra: Problems exist in the teaching and learning of tertiary algebra courses such as abstract algebra, linear MAAAwards Total awards: 26 Total awards: 24 algebra, and number theory. These issues Women: 8 Women: 1 of learning and teaching are of concern, Men: 18 Men: 23 as is the specific question of education Female participation: 30.8% Female participation: 4% for prospective teachers.

Further details about how to submit a paper for consideration can be found at Notes the home page for the ICMI study at http://www.edfac.unimelb.edu.au/DSME/ 1. Includes nominees for section governors elected in 1999 as well icmi-algebral. as nominees for other governor slots included in Board agendas.

The full Discussion Document, which 2. Includes chairs of committees, including joint committees, representatives, and includes more detailed discussions of editors. each of the topics above, can be found at http://www.edfac.unimelb.edu.au/DSME/ 3. Includes MAA Invited Addresses, Minicourses and Short Course Instructors, and icmi-algebra/discussiondoc.html. • Organizers of Contributed Paper Sessions.

7 FOCUS DECEMBER 2000 MAA Issues Revised Guidelines mendations included in these Guidelines as a basis for allocating resources and for Undergraduate Programs and Departments planning for the future. It is the joint re• By John Fulton sponsibility of institutional administra• on Undergraduate Statistics produced a tions and mathematical sciences pro• report that contains many suggestions for grams to provide and use properly the At Mathfest 2000, the MAA Board of revision of the 1993 Guidelines docu• Governors approved a new set of Guide• resources necessary to meet these Guide• ment. All have been addressed in the new lines:' lines for Programs and Departments in MAA Guidelines. Finally, the six "Guid• Undergraduate Mathematical Sciences. ing Principles" from Recognition and Re• The new MAA Guidelines document was The new MAA Guidelines are intended wards in the Mathematical Sciences, a 1994 to apply to all undergraduate programs prepared by the Task Force to Review the report from the Joint Policy Board for 1993 MAA Guidelines for Programs and in mathematical sciences departments Mathematics, have been incorporated that also include mathematics. Such pro• Departments in the Mathematical Sci• into the new MAA Guidelines document. ences. It replaces an older set of Guide• grams might include pure mathematics, lines that was approved by the Board of applied mathematics, mathematics edu• The purpose of the new MAA Guidelines cation, computer science, statistics, and Governors in January 1993. The 1993 is stated in the introduction to the docu• Guidelines document was intended to be operations research. The term "math• ment: "These Guidelines are intended to a "living" document subject to periodic ematical sciences" is used whenever ap• be used by mathematical sciences pro• revision. The new document is the result propriate to emphasize this diversity. grams in self studies, planning, and as• of just such revision. The complete docu• While the new MAA Guidelines attempt sessment of their undergraduate pro• ment is online at http://ww.maa.org/guide• to address the specific concerns of each grams, as well as by college and univer• lines/guidelines.html. discipline, they were written to apply sity administrators and external review• equally to all of the disciplines covered ers. Mathematical sciences programs and In 1996, the ASA/MAA Joint Committee by the term "mathematical sciences." their administrations can use the recom- A Sampling of the Guidelines Curriculum Access and Pedagogy: "De• Educational Background: "Except [for the department's mission and program partments must be provided with the re• graduate teaching assistants 1, those who goals." sources necessary to deliver high quality are hired to teach mathematical sciences teaching that includes the opportunity for courses for undergraduate credit should Assignment of Duties: "Institutional and students to interact frequently and have a minimum of a master's degree in departmental missions vary considerably. non trivially with their instructors. De• a mathematical science. In institutions Work assignments for faculty should re• partments should facilitate these personal that grant at least a bachelor's degree in flect institutional and departmental mis• interactions by avoiding the use of large the mathematical sciences, tenure-track sions. They should be consistent with lo• lecture settings that require students to faculty should possess a doctoral degree cally defined expectations for promotion become passive audiences. The best way in a mathematical science." and tenure as well as with comparisons to encourage active student -faculty inter• to assignments in peer departments at actions and to enable faculty to give stu• Promoting Excellence in Teaching: other institutions." dents individual attention is to provide a "Teaching ability and commitment to small-class environment with fewer than teaching should be key factors in all ap• Securing and Sustaining a Diverse Fac• thirty students in each section." pointments to the teaching staff. Faculty ulty: "Departments recruiting faculty should be supervised, monitored, and from historically underrepresented Impact of Technology: "Mathematical evaluated in order to help them improve groups must accept the responsibility for sciences departments should employ their teaching." nurturing the professional growth and technology in ways that foster teaching advancement of these faculty, especially and learning, increase the students' un• Promoting Excellence in Scholarship: during their early years of employment, derstanding of mathematical concepts, "All full- time faculty members should, as in order to insure long-term diversity and prepare students for the use of tech• part of their work assignments, engage in rather than short-term." nology in their careers or their graduate disciplinary or interdisciplinary scholar• study." • ship, broadly defined to include the dis• Faculty Isolated by Discipline: "If the de• covery of new knowledge, the integration partment has only one or two faculty John Fulton is Professor ofMathematics at of knowledge, the application of knowl• members in a discipline, it should seek Virginia Tech and currently is director ofa edge, and scholarship related to teaching. outside persons to serve as advisors for project whose goal is to foster more data• A department should encourage, recog• departments and mentors for these iso• based decision-making at the University. nize, and value the diverse nature of fac• lated faculty members early in their ca• He chaired the Task Force to Review the ulty scholarship that is directly related to reers." 1993 MAA Guidelines.

8 DECEMBER 2000 FOCUS Geometry for a New Century , curves and surfaces, By Joseph Malkevitch computational geometry, and . These courses are usually quite special• ((M ized and students planning to become illennium madness" has led the basic area, perimeter, and volume calcu• high school teachers rarely take them. mathematics community to take stock of lations) being taught in primary schools. what has been accomplished in math• High schools were teaching a pseudo-axi• The current paradigm has therefore cre• ematics in the last 100 (perhaps even omatic version of Euclidean geometry; it ated a "catch 22." If it would be wise to 1000) years. Geometry, like mathematics, was typical for a student to graduate from broaden what is taught in K-12 (which I has made dramatic progress in the last high school without being aware that feel is a good idea), we need teachers who 100 years. Here is a short list of land• Euclidean geometry was probably not the know a broader range of topics than are marks: geometry of physical space or that non• found in the typical current survey • Hilbert's work on putting Euclidean Euclidean plane geometries existed. In course. However, it is harder to find geometry on a firm footing with his de• fact, students were probably not aware of people to teach these broader courses. finitive axiomatization. any of the landmarks listed above. People who call themselves geometers • The work of Steinitz, Grunbaum, and should be teaching them. Such individu• Klee (and others) on the combinatorial It wasn't much better in college. Histori• als need to be willing to teach courses that theory of polyhedra, polygons, and cally, the needs of majors in the math• will appeal both to future high school tilings. ematical sciences have been met either teachers and to majors who do not plan • The development of the theory of fi• through a "survey course" or through a to teach. The best hope for this is a sur• nite geometries (and block designs). specific course with geometrical content. vey course which has broader reach than • The flowering of geometric graph The "survey course" typically was de• the traditional course but which achieves theory and the birth of the new field of signed primarily for students who were enough depth to attract (not frighten computational geometry. planning to become secondary school away) future high school teachers and yet • Dramatic breakthroughs in the under• teachers. It often consisted of simply a also appeal to students not planning high standing of packing, covering, tiling and survey of axiomatic Euclidean and non• school teacher careers. dissection problems. Euclidean geometry. Students not plan• • Significant new results about the ge• ning to become teachers rarely took this Geometry has often been the area of ometry of space, including work on course, and the people who taught this mathematics where many of the most space-time geometry and the use of dif• course would rarely have described them• important developments in mathematics ferential geometry, algebraic geometry, selves as geometers. This was because first appeared. It is not an accident that and sundry other tools to examine ques• many colleges (and universities) have no geometric approaches to problems have tions in mathematical (elemen• person who would describe himself/her• often been followed by later tary particles, relativity, quantum field self as a geometer. When they do, these "algebraization" of the same ideas. Math• theory, etc.). geometers try to create courses closer to ematical Sciences departments should be their research interest than the survey re-examining their teaching of geometry, Although many of the geometric results course. (Researchers in geometry rarely not only with a mind to training people we now know are quite technical, the are concerned with axiomatics any who can teach more geometry in K-12, questions involved are often easy to state longer.) Happily, in the last few years, in but also with the hope of creating a wealth using non-technical vocabulary. Geo• part because a variety of new textbooks of new geometrical results in the next metrical problems are often ones in which have appeared, the traditional survey century.• it is "easy to get started," at least in the course has broadened to include more sense that understanding the questions topics of value both to future high school Joseph Malkevitch teaches at York College requires a relatively low overhead of prior teachers and students not planning to (CUNY). He can be reached by email at study in mathematics. teach in high school. [email protected]. What implications does all the progress The other geometry courses that are typi• The Committee on the Undergraduate in the understanding of geometry have? cally taught at many colleges and univer• Program in Mathematics (CUPM) is ask• In particular, what are the implications sities are courses in a specific part of ge• ing the profession to think about and for the teaching of geometry and the role ometry. Such courses are often created comment on the curriculum for the un• that undergraduate mathematics depart• because the department has a geometer dergraduate majors. To stimulate the dis• ments have in the teaching of this geom• interested in this content. When the per• cussion, FOCUS will be printing articles etry? son who created the course leaves, retires, on various aspects of the curriculum, in• or dies, the department may have lots of cluding several in this issue. Comments Despite all the progress in geometry it• trouble finding someone to teach this on these and other curricular ideas can kind of course. These courses have many self, education in geometry during the last be sent to CUPM by email at cupm• titles. They might include topics such as century has been more problematic. By [email protected]. the middle 1960's there was little geom• convexity, graph theory, theory, dif• etry (beyond giving names to shapes and ferential geometry, algebraic geometry,

9 FOCUS DECEMBER 2000 Abandoning Dead Ends: Embracing Lively Beginnings By Edward B. Burger and Michael Starbird Good answer: Important, mind-opening, Interviewer: Do you like problems? surprising, interesting, full of useful tech• Question to typical college graduate ma• niques of effective thinking, life-chang• Student: No. joring in the liberal arts: You graduated ing, culturally significant, educationally from college 15 years ago. What was the fi• central. Interviewer: What is mathematics good nal mathematics course you took? for? Actual answer: I completed my math re• Former student: Pre-calculus. quirement. Student: Math gives the formulas you use to do problems at the end of each section Interviewer: What was your final litera• Follow-up question to likely answer: What of the textbook. ture course? did you learn? Question to the student's mathematics Former student: Pre-Shakespeare. Follow-up answer: I got a C. teacher: What do you teach your students?

Pre-calculus should never be a final math• We have a tradition of letting students Teacher: I teach them how to solve prob• ematics course. Pre-calculus and algebra end their mathematics education with• lems. provide essential techniques for a student out seeing any truly enticing mathemati• who requires those specific skills in a tech• cal notions. Why do we persist in throw• Interviewer: Where do you get these prob• nical profession or in subsequent courses. ing away golden opportunities to bring lems? However, technical facility with manipu• intriguing, deep, and valuable ideas from lating algebraic expressions is soon for• mathematics to students? Having stu• Teacher: At the end of each section of the gotten by anybody who does not prac• dents struggle up the first two rungs of a textbook. tice such manipulations. Algebra is not a lOO-rung ladder that they will never used or useful life skill for most people. climb is a curricular strategy born of habit Students have clear expectations as they rather than thought. Let's not have stu• enter a mathematics course. They expect Having students end their mathematical dents' mathematical journeys end in dead to have homework consisting of problems education with college algebra or pre-cal• ends. from the textbook. They expect those culus may be the result of a hierarchical problems to be identical to the problems view of mathematics. In the eyes of many, Things that are not used are not useful to that are worked out in the section, with mathematics is an edifice built on a foun• the non-user. Mathematical methods only the numbers changed .. They expect dation that includes algebra and pre-cal• such as linear programming and matrix tests consisting of problems similar to culus. Students often absorb this idea: manipulation are applied in the real ones at the ends of sections, with the they see mathematics as an unending world. However, does it follow that it is numbers changed once again. Most string of courses that starts with arith• important to teach such techniques to teachers follow this model of teaching. metic and progresses relentlessly through people who will not use them, or use high school algebra, geometry, pre-calcu• them only indirectly? Of course, we There is nothing wrong with this model lus, calculus, and so on ad infinitum or should not go out of our way to avoid real if the goal is to have students mimic perhaps ad nauseam. Each subsequent applications of mathematics. However, worked-out exercises from textbook sec• course is viewed as dependent on the pre• the question for students in non-techni• tions. When we teach liberal arts students, vious one, and there is no independent cal majors is whether mathematics can be we need to think honestly about what we payoff from any particular course. It is of personal value to them. The argument hope students will take with them from just the next step in the weary journey. that everyone might find uses for alge• the course and then emphasize those les• This curricular paradigm results in stu• braic skills in actual life (to figure how to sons in our teaching. We can highlight dents traveling along this road as far as amortize a loan, for example) is extremely methods of thought that arise within they can or wish to. Wherever they stop, weak. Let's be honest with ourselves. How mathematics and that are valuable to stu• their mathematical education ends and often in our everyday lives do we need to dents as they solve problems not in text• is quickly forgotten. If students stop pre• find the foci of a hyperbola? How often book sections, but in their real, complex maturely (as all liberal arts majors will), does anyone in a non-technical profes• lives. then they summarize their mathematical sion multiply matrices? education as, "I got as far as pre-calcu• Mathematics courses can touch the lives lus." Question to typical college graduate ma• of our students. Let's not have modest joring in the liberal arts: What is math• goals. We want our students to look at Question to typical college graduate ma• ematics? their lives, their habits of thought, and joring in the liberal arts: How would you their world in a new and deeper way. That describe the mathematics component of Student: Mathematics is problems. is the goal of the whole of education, and your college education? mathematics can playa central role in allowing all students to grow intellectu-

10 DECEMBER 2000 FOCUS ally. All teachers should share the goal of we can engineer a happy ending, the chal• fractals, coincidences, and the random. improving the lives of their students-that lenges of that journey will be one of the is the purpose of education. However, it highlights of the course. Mathematics has a great story to tell and seems that the mathematics community we should be forgiven for any excesses of has adopted a rather limited self-image Mathematics is not to be viewed from unbridled enthusiasm as we open doors about how profoundly our courses can afar. Students should personally engage for students to enter into worlds of pro• affect students. in the thinking of mathematical ideas. found interest and intrigue, but we When we present the idea of infinity, we should not be forgiven for making math• Mathematics involves penetrating tech• must expose the thinking process by ematics appear mundane and boring. niques of thought that all people can use which a systematic exploration of a This journey of the imagination and the to solve problems, analyze situations, and simple everyday concept of equality (that mind should be fun. If students don't sharpen the way they look at their world. is, one-to-one correspondence) leads to enjoy the course, then their thinking will Our mathematics courses should empha• an intellectual triumph. The idea of ex• end at the end of the final. Knowledge size basic strategies of thought and analy• ploring consequences of clearly stated comes and goes, but hatred lasts forever. sis. Part of the power of mathematics lies simple ideas is a lesson that can poten• Creating a positive attitude for a lifetime in its inexorable quest for elegance, sym• tially last longer than the recollection of has a continued, incrementally valuable metry, order, and grace. Seeking pattern, Cantor's diagonalization process. effect. It influences not only the students order, and understanding is a transform• in the class now, but it influences their ing process that mathematics can help Somehow, we must invite our students to presentation of a mathematical attitude students develop. These and other strat• answer questions and not be afraid to to their children in the future. If either egies of thinking that have led to great make mistakes. Failing is the only way to the teacher of the class or the students ideas in mathematics can have their great• learn. It is much better to guess a wrong don't enjoy the experience, the class has est value to people in making real-life answer than not to think about the ques• not realized its true potential. Students decisions and facing situations that are tion at all. But that idea is one that re• should leave the class with the impression completely outside mathematics. It is a quires acculturation and must be built that there is much more fascination re• crime for any student to leave a math• into the method of instruction. It is not maining to be discovered and learned. ematics course with the impression that in keeping with most of their mathemati• Let's leave them with a thirst for more. mathematics is a collection of mindless, cal experience. In short, failure must be rote procedures. encouraged. Shall any gazer with mortal eyes Or any searcher know with mortal mind Stressing some basic "life lessons," in• Top 10 Lessons for Life Veil after veil will lift but there must be spired by mathematical thinking, can Veil after veil behind. empower students to grapple with and 1. Just do it. -Sir Edwin Arnold conquer the problems and issues that they 2. Make mistakes and fail, but never all face in their lives from love to busi• give up. Interviewer: What was the biggest idea you ness, from art to politics. If such basic, 3. Keep an open mind. learned in college? effective strategies of thought allow stu• 4. Explore the consequences of new dents to conquer infinity and the fourth ideas. Former student: Infinity. dimension, then what can't they do? By 5. Seek the essential. emphasizing the process by which math• 6. Understand the issue. Interviewer: What was the most mind• ematicians create and discover concepts, 7. Understand simple things deeply. expanding concept you learned in college? we can find powerful strategies of think• 8. Break a difficult problem into easier ing that are effective everywhere. ones. Former student: The fourth dimension. 9. Examine issues from several points Effective thinking surely is the main goal of view. Interviewer: What class in college most of any mathematics course. Students 10. Look for patterns and similarities. improved your ability to think? must always realize that their primary job is to think and to develop habits of think• Mathematics contains some of the great• Former student: My math class. • ing that are illustrated by the mathemat• est ideas of humankind-ideas comparable ics. to the works of Shakespeare, Plato, and Edward Burger and Michael Starbird are Michelangelo. Mathematical ideas help co-authors ofThe Heart of Mathematics: Coming to grips with hard ideas is not shape history, and they can add texture, An invitation to effective thinking (text• smooth sailing. Sometimes students will beauty, and wonder to the lives of all stu• book with kit). Both have been awarded confront issues that start beyond their dents. Deep, fascinating concepts in numerous teaching awards over the years. grasp, but our challenge is to teach stu• mathematics can be authentically pre• Most recently, Starbird has won the presti• dents how to make vagueness turn into sented to liberal arts students. It is an ex• gious 2000 Friar Society Centennial Teach• clarity and confusion evolve into compre• citing adventure for students and their ing Fellowship and Burger has been named hension. The journey to true understand• instructors to grapple with notions of a winner of the 2001 MAA Deborah and ing can be difficult and frustrating, but if infinity, the fourth dimension, chaos, Franklin Tepper Haimo Award. 11 FOCUS DECEMBER 2000 Thinker Mills: A Contradiction in Terms for Universities in an Age of Automation By Brian A. Hagler

T here is no reason to believe that re• initiating and directing some of their own results are a proportionally huge and cent trends in public K-12 schools will not studies, students can claim greater per• growing number of graduates, but a continue to propagate throughout all of sonal ownership of their education, de• dearth of intellectuals and academics. academia. For example, we can expect velop self-teaching skills, and gain a wider ever more encompassing efforts to charge on the meaning of excellence. The defining properties of universities are colleges and universities with producing in conflict with the trends toward greater and greater numbers of individu• There is a distinction between the every• automation. The best teachers and role als who can pass standardized tests. The day experience of the people and univer• models for human thinkers are human fundamental motivation behind such sity experience. In mathematics today, thinkers, not automata, and mass produc• movements in higher education is the this is illustrated by the assumption that tion, with its standardization and use of need for the mass production of a viable certain skills, collectively referred to as technology, is contrary to student respon• workforce, not the improvement of Algebra, are in the purview of every high sibility and excellence at the peaks of schools (as is claimed at lower levels). school graduate, while Calculus forms the academia. But the two are not mutually Furthermore, automation, although nec• core of introductory, entry-level univer• exclusive. Compromises are made, and essary for those needs, conflicts in essen• sity mathematics and is beyond the ex• lines are blurred. The result is that uni• tial ways with the role of universities in pected experience of the general public. versities become thinker mills, so to education and society. Indeed, the suit• Typical of advanced studies, mathemat• speak. They promote themselves as ability is questionable at all levels. ics leaves the realm of craftsmanship and passageways to lifetimes of learning, yet enters a world of intellect and artistry. utilize methods of business and industry By definition, universities provide the ul• to train their students, en masse, in the timate in formal education. They are the The freedom to learn independently and name of education. Feeding upon itself, mountaintops in the academic world. the focus on intellect and art are impor• the process thus begun brings the number They represent this planet's best con• tant distinguishing characteristics of uni• of intellectuals spiraling downward. certed efforts to pass along and carry for• versities, ones that should be promoted Sooner or later, the eggheads are gone, ward intellectual discourse, in and out of in spite of counteractive societal forces. though the towers remain, ivory only in academia. As a consequence, approaches We need such ivory towers and the egg• name. to teaching and learning at the university heads they shelter. level should diverge in substantive ways This article, in a way, is a call for subver• from those at earlier stages, though In reality, the institutions we call univer• sion at the point of delivery. As such, it is oftentimes they do not. For example, it is sities today are primarily concerned with directed toward the teaching faculty of ridiculous to believe that the best an in• churning out workers with compulsory institutions offering advanced degrees. dividual can be is the same best as every• academic degrees, certificates of training, Recognize and subvert those instructional one else. Yet this is exactly what the usual and the like. They have migrated toward policies and implementations that would college or university course structure, fol• trade school status, trying to meet high treat students as widgets, you and your lowing earlier pedagogies, assumes, os• school graduates at their average current colleagues as production line workers and tensibly for the sake of fairness in grad• skill and knowledge levels and then to our universities as millhouses. Moreover, ing. It is generally thought necessary for process them into a usable labor force for promote those qualities that distinguish content and assessment details for each business and industry. Automation is re• universities from other educational course to be completely pre-determined. quired for this task, as it is for mass pro• institutions. Beyond instruction and This is a little like laying out a trail of foot• duction of any kind. It is also well suited evaluation in the basic tenets of your prints on a beach and judging student to the task, machines being appropriate discipline, build effective incentives and performance only by how well each can role models in this situation. Yielding to gauges of scholarly initiative and inde• trace the steps. pressure from inside and outside pendence into your teaching approaches academia, our colleges and universities and assessment schemes. Have high ex• A better definition of excellence at the have begun to evolve into automated in• pectations of your students, and don't be highest levels of education should include dustrial plants. Their administrators are surprised by occasional intense feelings the demonstrated ability of students to the business and operations managers, of swimming against a spiraling current. strive beyond the uniformly-applied con• their educators are technology-assisted structs of their teachers, to leave the trail assembly line quality control officers, and Brian A. Hagler teaches at University of of footprints to look at a starfish or to their graduates are standardized, ma• Texas of the Permian Basin. explore the beach. Such criteria can be chine-milled, market-ready product. As explicitly integrated into performance evident already in some fields, such as evaluation. By taking responsibility for Computer Science and Engineering, the

12 DECEMBER 2000 FOCUS

A Different Pencil: The Brain in the Box involves generating a population growth model from local census data. After the By Frank C. Wilson students have determined the equation, I have them plug it into their calculators and generate a table. Looking at the cal• Since I grew up in the 1980s, calcula• culator use on exams should be entirely culator data table, I ask them to predict tors and computers have surrounded me prohibited. I disagree. I feel I'm doing a the past, current, and future population for the majority of my educational life, disservice to my students if I don't teach of the city at specified times. The recog• and the effective use of technological them how to use the technology as a part nition of discrepancies between their tools has dramatically enhanced my un• of the learning process. For example, if model and the historical census data leads derstanding of mathematics. Every time they discover a discrepancy between the to a discussion on the effective use of I graph a function on my TI -89 graphing calculator result and their solution, they mathematical models. Generating the calculator, I'm amazed at the simple are motivated to scrutinize their work to same table of model data by hand would beauty of the graphics so effortlessly cre• discover their error. As they review their be so computationally intensive that stu• ated on my hand-held "brain in the box." work, they may gain additional under• dents would never reach the valuable dis• Exploring the graphical world of func• standing or insight into the concept. With cussion stage of the exercise. tions is quick and easy; analyzing several the added understanding, they can often graphs simultaneously is only a matter of rework the problem correctly. Admittedly, To avoid calculator-addiction, students a few keystrokes. Whether I'm graphing students can always review their work must be accustomed to moving back and a function or using advanced calculus fea• whether or not they are allowed to use a forth between calculator use and calcu• tures, my calculator is a tried and true calculator; however, using the calculator lator restriction. They must recognize teacher, continually revealing to me the allows them to identify incorrect solu• that the "brain in the box" must never subtleties of mathematics. I love teach• tions more quickly, so that they can fo• overcome their raw mental power. As ing with technology because it enhances cus their energy on ferreting out errors. teachers, we playa critical role in detoxi• my ability to communicate with my stu• By giving a mixture of calculator and cal• fying those who are calculator dependent dents. It is my goal to create within my culator-free assessments, I hope to en• while simultaneously stimulating all stu• students the same technological fascina• courage the effective use of technology dents to increase their learning through tion that has invigorated my education. without promoting an intellectual depen• technology. New educational technolo• dence on the "brain in the box." gies will emerge in the decades ahead. It Since I am so infatuated with technology, is up to us to make sure that they will my students are often surprised that al• Since calculator use both stimulates men• enhance, not undermine, mathematics though I let them use calculators on ex• tal engagement and spawns mental apa• education.• ams, I restrict them from using calcula• thy, how can we effectively use calcula• tors on quizzes. Many of them feel intel• tors, computer algebra systems, and other Frank C. Wilson taught mathematics at lectually paralyzed as they struggle technological media in the classroom to Brigham Young University, Park College, through a quiz armed only with a pencil encourage learning? The key is to use Rio Salado College, and the Air Force Acad• and paper. It is a painful experience for technology as an aid to intellectual dis• emy before assuming his current position some of them to face their inability to do covery and reaffirmation. Teachers can at Green River Community College. His mathematics without their "brain in the design learning activities to enable these research interests include educational tech• box:' two aims. For example, to help students nology, alternative assessment, and educa• determine the effect of a in the equation tional games. His e-mail address IS I began to restrict calculator-use on quiz• y = aX have them plot y = (O.sy and y = [email protected]. zes after witnessing the lack of mental (l.s)x simultaneously. Based on their ob• engagement by some students. More than servations, have them predict the shape once I've watched students reach for their of y = (0.3 Yand y = Y. Let them test their calculators when posed with a simple hypothesis by plotting the functions on arithmetic problem such as "45/3." I'm their calculator. Ask them to make some Pencils are no less technological than quick to confront them with: "Don't use generalizations about the shape of the calculators. Thus, mathematicians your calculator. Think." Usually they stare function given 0 < a < 1 or a > 1. Then and teachers of mathematics have at me somewhat surprised and then re• have them put away their calculators and been dealing with the issue of the X ply sheepishly, "It's 15." plot y = 2 by hand. Most will be able to appropriate use of technology in the plot the function successfully because of classroom for centuries. A Different Even though I restrict calculator use on what they learned from their calculator. Pencil is the overall title for a series quizzes, I highly encourage students to If they later forget the effect of a, they can of articles about the use of technol• use them on exams to check their an• repeat the discovery exercise and reaffirm ogy in mathematics and in the teach• swers. To ensure that students aren't re• their earlier understanding. ing of mathematics. lying entirely on their calculators to solve problems, I require them to show their Another stimulating calculator activity work. Some teachers may argue that cal-

13 FOCUS DECEMBER 2000 Short Takes out enduring value." ing PhDs in mathematics education." The article says that "an increasing number of Greenspan went on to express concerns Panel on articulation at the January mathematics departments in colleges and about the high level of mathematics anxi• Joint Meetings universities are recruiting" specialists in ety among young people, to laud attempts mathematics education. to reform and improve mathematics edu• A panel on Articulation Among Second• cation, and to argue that mathematics ary and Postsecondary Mathematics Pro• The article claims that an upcoming wave should be learned in the context of a grams has just been added to the program of retirements means that the situation broad liberal education. for the Joint Mathematics Meetings to be is not likely to improve soon, and recom• held this January in New Orleans. mends action to rectify the shortage. The Ethnomathematics at the Chronicle author calls for better ways to measure The panel, organized by Bradford Findell both supply of and demand for math• In its October 6 issue, the Chronicle of of the Mathematical Sciences Education ematics education PhDs and for more Higher Education reports on the growing Board, will be on Wednesday, January 10, extensive support for doctoral programs presence of ethnomathematics in math• from 2: 15 p.m. to 3:45 p.m. The organiz• from the National Science Foundation ematics classes and degree programs for ers note that there is a national need for and the Department of Education. He future schoolteachers. The term improved articulation among mathemat• also asks the AMS, MAA, and NCTM to "ethnomathematics" has a range of ics programs in high schools, two-year actively publicize the need for increased meanings these days. Originally intended colleges, four-year colleges, and univer• doctorates in mathematics education. as a research program whose aim was to sities. recognize and value the mathematical Alan Greenspan not a fan of technology achievements of other cultures, it is now Articulation depends upon competing in education also used for attempts to revamp math• influences, including the mix of reform ematical pedagogy by using a cultural and traditional high-school mathematics perspective. curricula, AP programs, the SAT, the ACT, In testimony given before the House university admissions policies, math• Education and Workforce Committee re• The article in the Chronicle mentions ematics placement exams, and widely di• lated to a bill seeking to improve elemen• such examples as "in an Orange Coast verse first-year curricula in college, all of tary and secondary school mathematics college math class, for example, students which collide at this borderland between and science education, Federal Reserve learn about the geometric designs in Na• grades 12 and 13. Board chair Alan Greenspan emphasized vajo rugs when studying the concept of the importance of good mathematics slope. And students in teacher-education In February 2000, the Mathematical Sci• education for the "new economy" but did algebra courses at the Newark campus of ences Education Board (MSEB) convened not seem very enthusiastic about heavy Rutgers University work out river-cross• a two-day Articulation Workshop that use of technology. ing problems based on different cultures." considered current curricular, instruc• Critics of this approach argue that it is tional, and assessment practices and As reported in the October 6 issue of Sci• one more way to "soften" the mathemat• trends, and identified key tension points ence, Greenspan said he was glad he was ics curriculum by allowing students to and potential coordination strategies brought up in a generation without cal• focus on the cultural aspects rather than among the many agents involved in the culators and argued that learning the al• on the mathematical content. Proponents articulation process. gorithm for long division has "enduring argue that the cultural approach human• value." In the official version of his re• izes mathematics and respects the diverse The panel will present some of the issues marks, which can be found on the web at cultures of the students. from MSEB's work and will engage par• http://www.house.gov/ed_workforce/ ticipants in a discussion of issues that in• hearings/1 06thlfc/mathsci921 001 Conference on Adults Learning hibit the transition of students from one wI92100.htm, Greenspan is a little more Mathematics level of education to another. The panel• cautious. He argues that "In my experi• ists will be Richelle Blair (Lakeland Com• ence, competency in mathematics-both ((A munityCollege); Christian Hirsch (West• in numerical manipulation and in under• dults Learning Mathematics" is the ern Michigan University); and Gail standing its conceptual foundations - name of an international research group Burrill, (Director of the MSEB). enhances a person's ability to handle the that tries to bring together researchers more ambiguous and qualitative relation• and practitioners in numeracy teaching An "acute shortage" of Mathematics ships that dominate our day-to-day and learning. Its goal is to promote the Education PhDs decisionmaking." Thus, "one is led to learning of mathematics by adults. ALM wonder whether the early sharpening of will be holding its 8th international con• An article by Robert E. Reyes printed intellectual rigor that occurs when young ference at Roskilde University in Den• in the November issue of the Notices of students struggle to negotiate the com• mark on June 28 to 30, 2001. For more the AMS claims that the United States is plexities of doing multiplication and di• information, visit the ALM web site at facing a "critical shortage of people hold- vision the old-fashioned way is not with- http://www.alm-online.org. •

14 DECEMBER 2000 FOCUS Dirk Jan Struik: Mathematician, Historian, and Marxist (30 September 1894-21 October 2000)

By Arthur B. Powell and Marilyn Frankenstein

Dirk Jan Struik, Professor Emeritus of other works). Throughout his life, Struik limited opportunities in Europe. After an mathematics at the Insti• did considerable work in and kept cur• inquiry from , Struik ac• tute of Technology, died peacefully on rent with the mathematical ideas of ten• cepted a teaching post from Samuel Saturday, 21 October 2000 at his home sor calculus, Riemannian manifolds, dif• Stratton, the president of MIT. in Belmont, Massachusetts. He had just ferential geometry, and absolute differen• turned 106, on September 30. In celebra• tial calculus. He wrote a large number of From then until 1960, Struik taught and tion for what was to be his last birthday, mathematical papers and books, includ• researched at MIT and became interna• friends from around the world presented ing, in 1950, his Lectures on Classical Dif• tionally acclaimed as a mathematician him with many multicolor posters con• ferential Geometry. At age 10 1, he pub• and historian of mathematics and sci• taining expressions of admiration lished a review (1995a) of Karin Reich's ence. His A Concise History ofMathemat• and gratitude for the depth and ics, which has been translated into rigor of his academic scholarship more than seventeen languages, was and the boldness of his political first published in 1948 (Struik, stances, moving tributes attesting to 1948a). The fourth revision ap• how he enriched their lives, and peared in English in 1987. The book words of hope for the worldwide "has probably done more to pro• struggle for justice and peace that mote interest in and appreciation for he championed. the rich diversity of mathematical ideas and cultures than any other Struik's life spanned many eras. He single volume on the history of was born in 1894 in Rotterdam, mathematics" (Rowe, 1994, p. 245). Holland, where he studied from grammar through high school. In Perhaps not as well known as his a recent interview, he speculated other academic achievements is the that from his father, who was a fact that Struik was a founding edi• schoolteacher, he inherited a love of tor (in 1936) of the Marxist-oriented mathematics and history (Powell journal, Science and Society, and the and Frankenstein, 1999, p. 421). In editor of books on (Struik 1912, Struik entered Leiden Univer• 1964aand 1971). He was a scholar• sity to study mathematics and phys• activist whose work exemplifies a ics. In contrast to his high school Dirk J. Struik commitment to unite theory and notions, he attributed his under• practice in the struggle for social and standing of the spirit of mathematics and (1994) history of tensor calculus and a economic justice. Internationally, he in• science to the theoretical physicist Paul few years earlier had contributed his own fluenced scholars from diverse disci• Ehrenfest at Leiden: ''All the science I had account of the emergence of tensor cal• plines-mathematicians, philosophers of learned before was static. Ehrenfest culus (1989). mathematics and science, and historians showed me how science is a living and of mathematics and science-as well as growing field" (Powell and Frankenstein, A year after completing his doctorate, inspiring practical activities. 1999, p. 442). Struik married Saly Ruth Ramler, a na• tive of Czechoslovakia, who also became His research for his book, Yankee Science In 1922, Struik received a doctorate with an accomplished mathematician. She in the Making (1948b, reprinted 1991, a dissertation on applications of tensor died in 1993 at age 99. From 1924 to 1926, New York: Dover) helped lead to the res• methods to Riemannian manifolds with Struik's Rockefeller fellowship, he toration of several of the sites he studied, (Struik,1922). However, even before re• and his wife traveled to several other Eu• including the old manufacturing section ceiving a doctorate, he had already em• ropean countries and studied, met, and of Lowell, Massachusetts, and some sec• barked on publishing his many math• collaborated with many of the great tions of the Middlesex Canal. ematical reflections (Schouten and mathematicians and scientists of the 20th Struik, 1918). Struik and Jan Arnoldus Century, including Tullio Levi-Civita, As the above indicates, the influence of Schouten carried on an important and , and David Hilbert. Struik's work was not just confined to the fruitful collaboration (Rowe, 1994, con• academy. With other left and liberal ac• tains an extensive bibliography of their Nevertheless, by 1926, Struik found him• tivists, from 1944 to 1948, Struik founded technical papers, as well as of Struik's self unemployed in Holland and with and taught at the Samuel Adams School,

15 FOCUS DECEMBER 2000 where, on a volunteer basis, individuals mathematical ideas. However, Struik nect mathematics to its origins in culture taught courses on labor laws, interna• went beyond assertions and demon• (including social and productive con• tional conditions, science, and so on. The strated that social context interacts with texts) and to link mathematics education school filled a need for centers that would the production of mathematical knowl• to social justice. promote progressive and militant citizen• edge. Unlike historians before him, he ship among adult workers and an inter• believed that an understanding of the Struik had a fascinating career whose est in trade unions and left-wing politi• operative forces within a society was in• motive force was his pitiless intellectual cal parties, goals thought unattainable in dispensable for knowing and doing his• curiosity. During one of our last visits public schools and colleges. torical work on mathematics. In this way, with him, after we remarked on how Struik reconciled mathematics and poli• sharp his memory still was for details, From 1951 to 1956, Struik suffered an tics by shaping a new sociology of math• Struik pointed to a spherical, crystal bowl interruption in his MIT professorship. ematics and science and made significant given to him in Holland at a celebration He became a victim of the anti-demo• contributions to the history of these dis• of his 100th birthday with the etching M cratic political witch-hunt of communists ciplines. These included a study of how + M + M = lOO. He said that equation and their fellow travelers that was led by philosophical notions decisively influ• symbolized what was responsible for his Senator Joseph McCarthy and the House enced Marx's theoretical ideas on the stamina and continued intellectual acu• Un-American Activities Committee. The foundation of the calculus (Struik, 1942, ity: "Marriage, Mathematics, and Marx• Commonwealth of Massachusetts 1948c [reprinted in Powell and Franken• ism." • charged him with three counts of sedi• stein, 1997]; for more of his work on the tion, and MIT suspended him with pay. sociology of mathematics and science, see References In 1951, though denounced by FBI infor• 1964b, 1984a, 1984b, 1986). Interestingly, mant Herber Philbrick, using the right as Alberts (1994) states, Struik's "numer• Alberts, Gerard (1994). On Connecting awarded under the Fifth Amendment, ous contributions to the history of math• and Mathematics: Dirk Struik refused to "name names," which ematics were largely undertaken as a Struik, Jan Burgers, and Jan Tibergen, led him to be branded a Fifth Amend• complement to his own mathematical Historia Mathematica, 21, 280-305. ment communist. Eventually, the Su• production, and were only rarely self-re• Powell, Arthur B. and Frankenstein, preme Court accepted Struik's plea that flexive in the sense of touching on the lat• Marilyn, Eds. (1997). Ethnomathe• the Commonwealth's anti-sedition laws ter" (p. 290). matics: Challenging Eurocentrism in were unconstitutional. In 1956, MIT re• Mathematics Education. New York: instated Professor Struik, restored his ten• "Mathematicians grow very State University of New York. ure, but censured him "for conduct un• Powell, Arthur. B. and Frankenstein, becoming" an MIT professor, basing its old; it is a healthy profession. Marilyn. (1999). In His Prime: Dirk judgement on his use of the Fifth Amend• The reason you live long is that Jan Struik Reflects on 102 Years of ment before the House Un-American Mathematical and Political Activities. Activities Committee and "lack of can• you have pleasant thoughts. The Harvard Educational Review, 69, dor with members of the [MIT] admin• Math and physics are very 4: 416-445. istration." Four years later he retired from Reich, Karin (1994). Die Entwicklung des MIT. Struik's personal experience of per• pleasant things to do." Tensorkalkuls. Yom absoluten Dif• secution led him to lecture widely on free• -Dirk Jan Struik ferentialkalkul zur Reiativtatstheorie. dom of speech issues. Throughout his life, Struik remained an Berlin: Birkhauser Verlag. active intellectual. In recent years, Struik Rowe, David E. (1994). Dirk Jan Struik A major theme of Struik's life work con• extended his scholarship in the sociology and His Contributions to the History sisted of attempting to combine his math• of mathematics to include written and of Mathematics, Historia Math• ematics and his Marxism. The result was oral commentary on the nascent field of ematica, 21,245-273. to reconcile the two into a new discipline: ethnomathematics. He published articles Schouten, Jan Arnoldus and Struik, Dirk the sociology of mathematics (Struik, in Monthly Review (1995b), "Multicul• J. (1918). On the Connection between 1942 and 1986). Besides his purely math• tural Mathematics and the History of Geometry and Mechanics in Static ematical preoccupations, he concerned Mathematics;' and in Technology Review Problems, Proceedings Koninklijke himself with discovering whether and in (1995c), "Everybody counts: Toward a Akademie van Wetenschappen what ways social and institutional forces broader ," Even Amsterdam, 27: 801-809. influence mathematical research. As more recently, he spoke about research in Struik, Jan Dirk (1922). Grundzuge der Alberts (1994) notes, Struik asserted "that ethnomathematics at conferences at the mehrdimensionalen Differential• mathematical conceptions can better be University of Massachusetts in Boston geometrie in direkter Darstellung (Doc• understood in conjunction with larger (1997) and then at a pre-session of the toral Dissertation, University of social and intellectual processes" (p. 280). joint mathematics meetings in Baltimore, Leiden), Berlin: Springer-Verlag, 1992. He has used the analytical tools of dia• Maryland ( 1998). He was especially keen --(1942). On the Sociology of Math• lectical and historical materialism to ex• on the academic and political program ematics. Science and Society, 6, 58-70. amine and understand the unfolding of of ethnomathematics, which aims to con- --(1948a). A Concise History ofMath-

16 DECEMBER 2000 FOCUS

ematics. New York: Dover, 2nd rev. ed., 1951; 3rd rev. ed., 1967, 4th rev. ed. 1987. --(1 948b). Yankee Science in the Mak• ing. Boston: Little, Brown; reprinted, New York: Dover, 1991. -- .(l948c). Marx and Mathematics. Science and Society, 12, 118-196; re• printed in Arthur B. Powell and Marilyn Frankenstein (1997), pp. 173- 192. --(1950). Lectures on Classical Differ• ential Geometry. Cambridge, MA: Addison-Wesley; 2nd ed., Reading, MA: Addison-Wesley, 1961. -- Ed. (1964a). Economic and Philo• sophic Manuscript of 1844 by Karl Marx. New York: International Pub• lishers. --(1964b). The Influence of Mercan• tilism on Colonial Science in America. Organon (Warsaw), 1, 157-163. --Ed. (1971). Birth of the Communist Manifesto. New York: International Publishers. -- (1984a). Early Colonial Science in North America and Mexico, Quipu, 1 25-54. -- (l984b). Early Colonial Science in North America and Mexico, Quipu, 2, 323-325. -- (1986). The Sociology of Math• ematics Revisited. Science and Society, 50,280-299. -- (1989). Schouten, Levi-Civita, and the emergence of tensor calculus. In D. E. Rowe and J. McCleary (Eds.), The History ofModern Mathematics, 2 vols. Boston: Academic Press, 2:99-105. --(1995a). Reviews. Historia Math• ematica, 22, 323-330. -- (1995b). Multicultural Mathemat• ics and the History of Mathematics. Monthly Review, 28-33. --(1995c, August -September). Every• body Counts: Toward a Broader His• tory of Mathematics. Technology Re• view, 36-42,44.

Arthur B. Powell teaches mathematics and mathematics education at Rutgers Univer• sity-Newark. Marilyn Frankenstein teaches at the College of Public and Com• munity Service ofthe University ofMassa• chusetts-Boston.

17 FOCUS DECEMBER 2000

track Assistant Professor position in Mathemat• EMPLOYMENT OpPOR1lJNmES ics, effective September 2001. Candidates must ALABAMA State University, Fullerton has two tenure-track have a Ph.D. degree in mathematics, applied openings at the assistant professor level begin• mathematics, mathematics education, or statis• UNIVERSITY OF ALABAMA ning fall 2001. For candidates with exceptional tics. Candidates with an interest in mathemat• IN HUNTSVILLE qualifications, appointment at the rank of asso• ics education are preferred, but all specialties will Mathematical Sciences Department ciate professor may be considered. Minimum be considered. Candidates must have a strong The Mathematical Sciences Department at the qualifications are a Ph.D. in Mathematics or Ap• commitment to teaching. University of Alabama in Huntsville invites ap• plied Mathematics awarded by August 20, 2001, the position of Lecturer and plications for high potential in teaching and research, and ex• Responsibilities include teaching mathematics Director of the Mathematics Learning Center cellent communication skills. course from pre-baccalaureate to senior level and beginning Fall, 2001. Applicants must possess service to the Department and the University. at least a Master's degree in mathematics, ap• The first position is in the fields of geometry or Research and/or grant activity is strongly encour• plied mathematics or mathematics education. . An interest in the history aged. Evidence of excellent teaching ability and ex• of mathematics would be a plus. The second pertise in computer-assisted mathematics position is in applied mathematics in the fields A complete application consists of a letter of in• curriculum are essential requirements. The po• of computational mathematics, differential equa• terest, vita, copies of all transcripts, and three sition is a twelve-month appointment, and the tions (ordinary or partial), or dynamical systems. letters of recommendation (at least one of which duties include teaching undergraduate math• must address teaching). These materials should ematics courses and the supervision of Teaching duties include courses at the under• be sent to Dr. Judith L. Clarke, Chair, Depart• mathematics tutorial services, the calculus work• graduate and graduate levels. The successful ment of Mathematics, CSU Stanislaus, 801 W. shop, and computer-assisted mathematics candidate is expected to be professionally ac• Monte Vista Ave., Turlock, CA 95382. Screening program. The position is non-tenure earning. tive and to participate in departmental and uni• of applications will begin on November 15,2000, However, it is renewable upon positive annual versity affairs. Excellence in teaching and on• but we will continue to accept applications until evaluation. Send a letter of application, vita, going research activity are essential for promo• the position is filled. transcripts and the names of three references to tion and tenure. Chairman, Department of Mathematical Sci• CSU Stanislaus is a liberal arts university with ences, University of Alabama in Huntsville, Applicants should send a summary of their teach• approximately 7,000 students, located in Cen• Huntsville, AL 35899. Review of applicants will ing experience and current and future research tral California. Further information about the begin February 15,2001, and will continue until plans, a current Curriculum Vita, at least three University can be found on our web page (http:/ the position is filled. Women and minorities are letters of reference addressing their background /www.csustan.edu). encouraged to apply. The University ofAlabama and potential in both teaching and research, and in Huntsville is an Affirmative Action, Equal transcripts of graduate work to: Chair, Search CSU Stanislaus is an Equal Opportunity/Affir• Opportunity Institution. Committee (specify Pure or Applied), Depart• mative Action Title IX/Section 503/504 em• ment of Mathematics, California State Univer• ployer. Qualified women, minorities, and per• ARKANSAS sity, Fullerton, CA 92834-6850. For full con• sons with disabilities are encouraged to apply. sideration, they must be received by January 12, CSU Stanislaus hires only individuals lawfully OUACHITA BAPTIST UNIVERSITY 200 I. Further information regarding CSUF and authorized to work in the United States. MATHEMATICS: Ouachita Baptist University's the mathematics department can be found at Department of Mathematics and Computer Sci• http://www.fullerton.edu. Cal State Fullerton is CAL STATE POLYTECH. UNIV., POMONA ence invites applications for a Department Chair an AAlEOffitie IX.lADA Employer. Department of Mathematics or a tenure track position beginning August 2001. Four tenure-track positions The successful applicant will have a PhD in CALIFORNIA STATE UNIVERSITY, Pure Math and Math Ed. (Asst Prof) Teach ma• mathematics and strong commitments to Chris• NORTHRIDGE jor & service courses in secondary teaching/pure tian principles, to a liberal arts education in a The Department of Mathematics invites appli• option; advise students seeking secondary teach• church-related institution, to directing under• cations for one tenure-track appointment at the ing credential; interact with Center for Educa• graduate research, and to teaching courses for assistant professor level effective Fall 200 1. Cali• tion & Equity in Math, Sci. & Tech. (CEEMaST) majors and non-majors. Salary, rank, and ten• fornia State University Northridge is a compre• and College of Ed. (CEIS). Min qual: Ph.D. in ure are commensurate with experience. Review hensive university located in the greater Los An• pure math with ability to teach geometry, num• will begin January 15 and continue until the geles area. For more information see http:// ber theory or topology and strong background position is fIlled. Send Cv, transcripts, and state• www.csun.edu/math.Pleasesenda vita, the AMS in math ed. or doctorate in math ed. with ability ment of teaching philosophy including plans for standard cover sheet and three letters of recom• to teach upper division pure math courses. Ini• undergraduate research to Anne Selph; Depart• mendations, one that addresses the candidate's tial review of applications 12/15/00. ment of Mathematics/Computer Science; teaching abilities, to Hiring Committee, Depart• Ouachita Baptist University; Arkadelphia, AR ment of Mathematics, CSUN, Northridge, CA Math and Math Ed. (Asst Prof) Teach major & 71998-0001. E-mail: [email protected]; FAX 870- 91330-8313 by January 15,2001. Email (inquires service courses in math, applied math, or stat as 245-5241; phone: 870-245-5326. For informa• only) [email protected].· CSUN is an well as math ed courses; advise students pursu• tion about Ouachita: www.obu.edu. Equal Opportunity, Title IX, section 503 and 504 ing a secondary teaching credential; interact with employer. CEEMaST and CEiS. Min qual: Ph.D. in math, CALIFORNIA appl math, or stat and strong background in math ed. or doctorate in math ed. with ability to CALIFORNIA STATE UNIVERSITY, CALIFORNIA STATE UNIVERSITY, FULLERTON teach upper division math, appl math, or stat STANISLAUS courses. Initial review of applications 1/19/01. The Department of Mathematics at California CSU Stanislaus invites applications for a tenure-

18 DECEMBER 2000 FOCUS

AppI.Math/Stat. (Asst/Assoc Prof) Teach major with approximately half going to graduate college for women located in the San Francisco and service courses in appl math or stat, advise school. Over 40% of mathematics alumni from Bay Area. It offers 34 majors and 18 graduate graduate students. Preference will be given to HMC have obtained a PhD degree in some math• programs, including a master's program in in• applicants having multiple expertise in the fol• ematical field, or an advanced professional de• terdisciplinary computer science within the De• lowing areas: differential equations, modeling gree. The college enrolls about 680 students and partment of Mathematics and Computer Sci• (deterministic and stochastic), random pro• is a member of the Claremont College consor• ence. The faculty/student ratio is 1:11. cesses, estimation theory, numerical analysis, or tium, which consists of four other undergradu• operations research. Min qual: Ph.D. in math or ate colleges and two graduate institutions, form• Please send a completed AMS Standard Cover stat or related area. Initial review of applications ing an academic community of about 5000 stu• Sheet, a vita, at least three letters of recommen• 2/2/01. dents. There is an active and vital research com• dation, a list of the mathematics courses taken, munity of over 40 mathematicians in Claremont. and statements of teaching philosophy and re• Statistics (Asst/ Assoc Prof) Teach graduate stat search agenda to: Chair of the Mathematics courses, undergraduate and service courses in Claremont is situated approximately 35 miles Search Committee, Department of Mathemat• stat or math; advise graduate students. Prefer• east of downtown Los Angeles, in the foothills ics and Computer Science, Mills College, 5000 ence given to applicants with expertise in one or of the San Gabriel mountains. The community MacArthur Blvd., Oakland, CA 94613 (e-mail more of: statistical modeling, multivariate stat, is known for its tree-lined streets and village address: [email protected]). Indicate biostat, design of experiment, estimation theory, charm. It is an easy drive from Claremont to the whether you plan to attend the New Orleans statistical consulting. Min qual: Ph.D. in stat or cultural attractions and universities of the greater Meeting in January. To ensure fuJI consideration, math or related area. Initial review of applica• Los Angeles area, as well as the ocean, moun• all materials, including letters of reference, tions 2/2/01. tains and deserts of southern California. should be received by December 1,2000. Late applications will be reviewed until the search is All positions: Salary dependent on qualifications. Applicants should send a curriculum vitae, a closed. Women, people of color, and those com• Required: evidence of teaching excellence, abil• description of their teaching philosophy and mitted to working in a multicultural environ• ity to direct master's theses, potential for con• experience, a description of their current re• ment are encouraged to apply. AAlEOE. ducting scholarly activities. Completion of ter• search program, and arrange to have three let• minal degree by Sept. '0 1. Review of applications ters of recommendation sent to the address that continues until position is filled or closed. Sub• appears below. Further information about the mit application form (with name of position), college, department and position may be found CONNECTICUT curriculum vitae, transcripts, and min. of 3 ref• at http://www.math.hmc.edu. Preference will be erence letters to Faculty Search Committee, Math given to applications completed by January 5, WESLEYAN UNIVERSITY Dept., CSPU Pomona, 3801 W. Temple Ave, 2001. The Department of Mathematics and Computer Pomona, CA 91768-4007; 909-869-4008; Fax: Science invites applications for the following 909-869-4904; e-mail: 1mborchert@ Harvey Mudd College is an equal opportunity positions in Mathematics to begin in the aca• csupomona.edu. AA/EEO. See http:// employer and is committed to the recruitment demic year 2001-2002. Candidates for these po• www.csupomona.edu/-math. of applicants historically underrepresented on sitions must have a Ph.D. in Mathematics and college faculties. are expected to have strong records in both re• search and teaching. HARVEY MUDD COLLEGE Address for applications: Department of Mathematics Assistant Professor of Mathematics: We seek Assistant Professor of Mathematics Professor Arthur T. Benjamin candidates for two tenure-track assistant profes• Harvey Mudd College invites applications for a Chairman, Search Committee sorships, one in analysis and the other in alge• tenure-track assistant professorship. Preference Department of Mathematics bra. These positions are most suitable for candi• will be given to candidates whose research is in Harvey Mudd College dates with an established research program, typi• some area of algebra (including algebraic com• Claremont, CA 91711-5990 cally with some postdoctoral experience. For the binatorics, algebraic number theory and alge• analysis position, we are especially interested in braic geometry). Excellence in teaching is abso• MILLS COLLEGE probability theory, Lie groups, or geometry with lutely essential, as is evidence of a strong and Assistant Professor of Mathematics connections to dynamics; for the algebra posi• ongoing research program. Candidates will be Mills College invites applications for a tenure• tion, we are especially interested in arithmetic expected to teach courses in abstract algebra and track position as Assistant Professor of Math• or algebraic geometry, number theory, algebraic discrete mathematics, must be willing to super• ematics starting Fall 2001. Required: Ph.D in groups, commutative algebra, or algebraic com• vise undergraduate research, and work with oth• mathematics or statistics, and a broad back• binatorics. Outstanding candidates in any area ers in the development of departmental pro• ground in mathematics. Applicants must sub• of mathematics are encouraged to apply. grams. mit evidence of superior teaching and research abilities. Teaching load: five courses per year. Teaching duties for each of the above positions Harvey Mudd College is a highly selective un• Duties: teach a variety of upper and lower divi• are two courses per semester. dergraduate institution of science, engineering sion courses in mathematics; contribute to an and mathematics; the average SAT score of en• environment that excites women about math• Wesleyan University is committed to increasing tering students is over 1480. More than one• ematics and prepares them for careers that use the diversity of its faculty and is an equal oppor• fourth of the student body are National Merit mathematics; help build a strong program in tunity/affirmative action employer. Finalists, and one year of high school calculus is mathematics that is attractive to students with a requirement for admission. diverse backgrounds and interests. Applications must be submitted by January 29, 2001. Applicants should arrange for at least four Each year there are graduates in mathematics, Mills College is a small, well-known, liberal arts letters of recommendation, including one which

19 FOCUS DECEMBER 2000 evaluates teaching, to be sent to the address be• Ph.D. in Statistics or Biostatistics required. The review of applications will begin on Decem• low. ber 1,2000, and will continue until the position 2) Tenure track Assistant Professor of Mathemat• is filled. Valdosta State University is EOE/AA. All correspondence and applications should be ics. Ph.D. in Mathematics required. submitted to: ILLINOIS 3) Possible additional temporary positions in Mathematics Search Committee mathematics, statistics, or mathematics educa• Department of Mathematics tion subject to budgetary authorization. BENEDICTINE UNIVERSITY and Computer Science BENEDICTINE UNIVERSITY - DEPART• Wesleyan University Qualified candidates will have evidence of effec• MENT OF MATHEMATICS Anticipated tenure• Middletown, CT 06459 tive teaching and scholarship. Responsibilities track position at the assistant professor level be• include teaching undergraduate and graduate ginning Fall 200 I. Applicants must have a Ph.D. E-mail enquiries may be directed to level courses; advising students; conducting re• in mathematics or mathematics education and [email protected]; please mention that search; and participating in department, college, should be prepared to teach a broad range of you are enquiring about the assistant professor• and university service activities. undergraduate courses in a liberal arts environ• ships. ment. A commitment to continued scholarship, Applications for the tenure track positions will excellence in teaching using technology, and in• More information concerning the Department be reviewed beginning 1/1512001 and will con• terests in mathematics education and teacher of Mathematics and Computer Science and tinue until the positions are filled. Applicants training initiatives are essential. Duties include about Wesleyan University can be found via should indicate which position(s) they are in• 12 hours teaching per semester. Send resume, http://www.math. wesleyan.edu/. terested in and send vitae and 3 letters of refer• teaching statement, research summary and plans, ence to: Search Committee, Department of and 3 letters of recommendation (at least one Mathematics and Statistics, American University, addressing teaching excellence) to Dr. Thomas COLORADO 4400 Massachusetts Avenue, NW, Washington, Wangler, Department of Mathematics, DC 20016-8050. American University is an EEOI Benedictine University, 5700 College Road, Lisle, REGIS UNIVERSITY, DENVER AA employer committed to a diverse faculty, IL 60532-0900. Primary consideration will be Regis College, one of three schools within Regis staff, and student body. Women and minority given to applications received before 12/15/00. University, invites applications for a tenure-track candidates are strongly encouraged to apply. EOE. position in the Department of Mathematics to begin fall, 2001. Ph.D. in mathematics or math• GEORGIA EASTERN ILLINOIS UNIVERSITY ematics education required. The successful can• Two tenure-track positions: mathematics andl didate will have demonstrated excellence in un• or mathematics education. Visit www.eiu.edu/ VALDOSTA STATE UNIVERSITY dergraduate teaching and a strong commitment -math. Screening begins 1/16/01. Send a letter Department of Mathematics to professional growth. Interest in teaching a of application, vita, transcripts, 3 letters of ref• and Computer Science wide range of undergraduate mathematics erence, and statements of teaching philosophy Applications are invited for a tenure-track posi• courses, including courses in the College Core and scholarly interests to Dr. Max Gerling, Search tion beginning fall semester 200 I at the rank of Program, is essential. Interest and experience in Committee Chair, Mathematics Department, Assistant Professor. Candidates must have a doing research projects with undergraduates is Eastern Illinois University, 600 Lincoln Ave, Ph.D. in mathematics or a closely related field to a plus, and experience in using current technol• Charleston, IL 61920-3099. EO EIEAI AAE com• be conferred no later than August 1,2001, and ogy is also an asset. Administrative approval for mitted to achieving a diverse community. the equivalent of a masters degree in mathemat• this position is pending. Send letter of applica• ics. Special consideration will be given to candi• tion, a resume, and three letters of recommen• dates who can teach lower division courses in ILLINOIS STATE UNIVERSITY dation to: Dr. Diane Wagner, Regis University, cl computer science or statistics. Mathematics Position o Dean of the College E-24, 3333 Regis Boule• The Mathematics Department at Illinois State vard, Denver, CO 80221. Application deadline: Applicants should have a commitment to under• University is seeking applications for one tenure 1/5/01. graduate teaching and research. The typical track position in mathematics at the Assistant teaching load is 12 semester hours and includes Professor rank beginning August 1998. Appli• Regis is a Catholic liberal arts institution in the both service courses and major courses. Other cants should have a Ph.D. in Mathematics by Jesuit educational tradition. We seek to exam• responsibilities include continued professional August 1998 with a research focus in functional ine dominant societal values and major areas of development and service to both the department analysis, preferably operator theory or operator knowledge so that our graduates might become and the university. algebras; the ability to teach a wide range of articulate and persuasive leaders in the service mathematics courses for major and general edu• of others. Visit us at http://www.regis.edu. Send a letter of application, resume, statement cation programs; an active research program; of teaching philosophy, three letters of recom• and a commitment to quality teaching. To as• WASHINGTON, DC mendation, and unofficial transcripts of under• sure consideration send vita, three letters of rec• graduate and graduate work to: ommendation, and transcripts by February I to: AMERICAN UNIVERSITY Dr. Lotus Hershberger, Department of Math• The Department of Mathematics and Statistics The Mathematics Screening Committee ematics, Illinois State University, Normal, IL in the College of Arts and Sciences at American Department of Mathematics 61790-4520. See our web page at University is seeking applicants for the follow• and Computer Science www.math.ilstu.edu for more information. e• ing positions to begin in Fall 2001: Valdosta State University mail: [email protected] AA/EO Employer. Valdosta, GA 31698-0040 I) Tenure track Assistant Professor of Statistics.

20 DECEMBER 2000 FOCUS

LAKE FOREST COLLEGE Sciences; must be willing to participate in schol• the assistant professor level beginning August Department of Mathematics arship activities. Also, preference will be given 2001. Higher rank may be possible. Ph.D. in a and Computer Science to candidates who have experience and are will• mathematical science required. Normal teach• Lake Forest College invites applications for a full• ing to teach developmental mathematics and all ing load is twelve hours per semester. Quality time, tenure track position at the Assistant Pro• levels of mathematics and/or computer sciences. teaching is the Department's highest priority; fessor level in the Department of Mathematics Grand View College is Liberal Arts College that continued scholarly activity and service required. and Computer Science. Candidates should have supports a diverse student population of 1400 Oral and written competency in English is man• a Ph.D. in Mathematics, a commitment to ex• full and part-time students. The college was datory. For further information about the De• cellent teaching in a quality liberal arts environ• founded in 1896 and sits on a beautiful 25-acres partment, the University, the positions, or addi• ment, and an active interest in mathematical re• campus in the capital city of Des Moines, IA. tional positions in computer science and math• search. Willingness and ability to teach computer Des Moines offers exceptional facilities for en• ematics education, see http://www.nku.edu/ science courses within the department will also joyment oflectures, forum concerts, museums, -math/ Send letter of application, curriculum be an important consideration. and other cultural opportunities. To apply, sub• vita, transcript, and three letters of recommen• mit a letter of intent including AMS application dation to: Thomas J. Kearns, Chair, Department Lake Forest is a selective, 4-year liberal arts col• cover page, a curriculum vitae, three letters of of Mathematics and Computer Science, North• lege and offers a B.A. Degree in eighteen depart• recommendations with at least one addressing ern Kentucky University, Highland Heights, KY ments and eleven interdisciplinary fields. The teaching experience, transcripts (unofficial okay 41099. Interviews begin January 16,2001, con• college stands on a wooded 107 -acre campus in at this time), a brief statement of professional tinuing until the positions are filled. NKU is lo• the city of Lake Forest on Chicago's North Shore, goals and teaching philosophy to: Grand View cated in the Cincinnati metropolitan area and just 30 miles from the Chicago loop. With stu• College Human Resources Office 1200 serves approximately 12,000 students, including dents from approximately 45 states and 45 coun• Grandview Ave. Des Moines, IA 50316-1599.Re• some 375 mathematics or computer science tries, Lake Forest College embraces diversity view of applications will begin immediately and majors. AAlEOE. throughout all its constituencies and encourages continue until position is filled. A representa• applications from women and members of his• tive from Grand View College will be interview• torically underrepresented minority groups. The ing at the AMS/MAA Winter meeting. Department of Mathematics and Computer Sci• WESTERN KENTUCKY UNIVERSITY ence offers majors in both disciplines and has Head, Department of Mathematics seven full-time faculty members. The teaching KENTUCKY Applications are invited for the position of Head load is three courses per semester. of the Department of Mathematics. Applicants BELLARMINE UNIVERSITY should hold a doctorate in mathematics or Applications should include a curriculum vita, Department of Mathematics mathematical science and provide evidence of a statement on teaching, and three letters of ref• Louisville, Kentucky 40205 administrative leadership, as well as effective erence (at least one of which addresses teaching www.bellarmine.edu teaching, public service, and research/scholarly ability). Materials should be sent to: Tenure-track Assistant Professor position antici• activities appropriate for a tenured appointment pated starting August 15,2001. The position re• at the rank of professor. The Department of Dr. Jill Van Newenhizen quires the ability to enhance our successful pro• Mathematics is one of 12 in the College of Sci• Search Chair gram in Actuarial Science. In response to changes ence, Technology and Health. With 30 full-time Department of Mathematics in the SOA exams, we plan to update this pro• faculty (19 tenured/tenure track), the depart• and Computer Science gram. The new faculty member will be expected ment offers baccalaureate and masters programs Lake Forest College to contribute to our revisions. in mathematics. In addition, mathematics is in• 555 North Sheridan Road cluded in the university general education re• Lake Forest, IL 60045-2399 Experience at teaching with technology is highly quirements for all undergraduate degrees. West• desired. The department has its own teaching ern Kentucky University enrolls approximately Closing date for applications is January 15,2001. computer lab and most service courses utilize 15,000 undergraduate and graduate students, in• E-mail inqUiries are invited at graphing calculators. cluding more than 1000 minority and 300 inter• [email protected], but e-mail applications will national students, and has a strong commitment not be accepted. Bellarmine University is a Catholic liberal arts to achieving diversity among faculty, staff, and institution which emphasizes excellent teaching administration. The university is in Bowling in both major and service courses. We are in a Green, KY, between Nashville, TN and Louisville. For more information, see www.wku.edu/Math• IOWA period of growth, in enrollment and in pro• grams, and Mathematics is active across the Uni• ematics. Review of applications will begin Feb• versity. ruary 1,2001 and will continue until the posi• GRAND VIEW COLLEGE tion is filled, with date of appointment July 1, Assistant Professor of Mathematics/ Send a letter of application, vita, three letters of 2001. Send letter of application, vita, transcripts, Computer Sciences recommendation, and evidence of strong teach• and at least three letters of recommendation to Two tenure track positions: 1st position begins ing to: William Fenton, chair. Consideration will Professor Art Shindhelm, Chair, Search Commit• January 2001, 2nd Position begins September begin January 3. Department members will at• tee, Department of Mathematics, 1 Big Red Way, 2001; Responsibilities include teaching 12 hrs/ tend the Joint Meetings. AAlEOE. Bowling Green, KY 42101. Women and minori• sem in Mathematics and/or Computer Sciences, ties are encouraged to apply. Western Kentucky supervising students internships, advising stu• University is an EO/AA employer. dents and committee services. The successful NORTHERN KENTUCKY UNIVERSITY candidate should have a Ph. D or Ed.D. in Math• Applications are invited for at least two tenure ematics' Statistics, Math Education or Computer track positions in mathematics or statistics at

21 FOCUS DECEMBER 2000

MARYLAND teaching and a commitment to continued schol• graduate courses in mathematics and mathemat• arly and professional growth. We are particu• ics education and participate in department and LOYOLA COLLEGE larly interested in candidates who have a back• university activities, which may include curricu• Applications are invited for one, possibly two full ground in mathematics education and/or statis• lum development, program review, supervising time entry level tenure track positions beginning tics, although other strong candidates will be university courses taught in regional high in Fall 200 1. Candidates should be recent Ph.D.'s considered. The successful candidate would schools, and other outreach activities in both in theoretical or applied mathematics. For the teach courses throughout the mathematics cur• mathematics and mathematics education. Du• first position, preferential areas are discrete riculum including lower-level courses. The re• ties also include student advising, contribution mathematics, algebra, or allied areas, especially sponsibilities include a teaching load of three to student growth and development, evaluating coding theory and cryptography. For the pos• courses per semester (12 hours per week), ad• student performance, scholarly activities, and sible other position, the department seeks exper• vising, and service to the college community. service to the University and community. A doc• tise in numerical analysis, differential equations, torate in mathematics or mathematics education dynamical systems, mathematical finance, or re• To apply, please send vita, official transcripts, a is required, but individuals within a year of doc• lated areas. Candidates must have demonstrated statement of teaching philosophy, and three let• toral completion will also be considered. excellence in teaching and research potential. ters of reference, at least one of which comments Completion of the doctorate is required by Sep• Experience with innovative teaching techniques, on teaching ability, to Search Committee, De• tember 1 of the tenure application year. Appli• including technology, is a plus. Our homepage, partment of Mathematics, Framingham State cants should have good communication skills www.loyola.edu/mathsci,provides further infor• College, Framingham, MA 01701. The closing and demonstrate a strong commitment to un• mation. Loyola College is a Jesuit Catholic insti• date for applications is January 31, 2001. dergraduate teaching and to working with math• tution which welcomes applicants from all back• ematics and mathematics education students. A grounds who can contribute to our unique edu• Framingham State College is a four-year liberal letter of application addressing position qualifi• cational mission. Please submit a resume, state• arts college with a student population of approxi• cations, a curriculum vita, teaching evaluations, ment of research objectives, outline of teaching mately 3000. Teaching is the primary mission official transcripts, and the name, address, and philosophy, and arrange to have three letters of of the college, with the integration of technol• telephone numbers of three references should be reference, at least one of which addresses the ogy into the curriculum an important goal. The submitted to: Office of Human Resources, applicant's teaching ability, sent to Dr. Christo• campus is located 20 miles west of Boston. Southwest State University, 1501 State Street, pher Morrell, Chair, Department of Mathemati• Marshall, MN 56258. Review of the applications cal Sciences, Loyola College, 4501 N. Charles Framingham State College is an equal opportu• will begin immediately and will continue until Street, Baltimore, MD 21210. EOE. nity/affirmative action employer. Persons of the pOSitIOn is filled. E-mail: color, women, and persons with disabilities are [email protected] or visit our strongly urged to apply. website at www.southwest.msus.edu. UNITED STATES NAVAL ACADEMY The USNA Mathematics Department anticipates MICHIGAN SOUTHWEST STATE UNIVERSITY IS AN several tenure-track positions (subject to ap• EQUAL OPPORTUNITY EDUCATOR AND proval and funding) at the Assistant Professor EMPLOYER. APPLICANTS MUST BE ABLE CALVIN COLLEGE level to start in August 2001. Candidates must TO LAWFULLY ACCEPT EMPLOYMENT IN Tenure-track opening beginning Fall 2001 have a Ph.D., demonstrate a strong commitment THE UNITED STATES. to undergraduate teaching, and show potential (Pending approval). Requires Ph.D in math• to continue an active scholarly program. See web ematics or statistics and excellence in teaching site http://www.usna.edu/MathDept/website/ and scholarship. Statistician strongly preferred, but outstanding candidates in all areas will be Faculty/Hire/Hire.htm for full information. Tel: UNIVERSITY OF MINNESOTA considered. Calvin College is a Christian liberal 410-293-6700; Fax: 410-293-4883; Email: The School of Mathematics will have available a arts college, and faculty are expected to demon• [email protected] . The United States Naval Acad• tenure-track (Assistant Professor or higher) po• strate a Reformed and Christian perspective in emy is an Affirmative Action/Equal Employment sition starting fall semester, 2001. Ph.D. or their professional work. Send CV, graduate tran• Opportunity Employer. equivalent degree in mathematics, teaching and scripts, teaching statement, research program, related education experience at the undergradu• statement of faith, and 3 letters of recommen• ate level and research are required. This position dation to Chair, Department of Mathematics and WESTERN MARYLAND COLLEGE will emphasize: excellence in teaching, includ• Statistics, Calvin College, Grand Rapids, MI COMPUTER SCIENCE COORDINATOR (As• ing experience with mathematically talented high 49546 by December 18,2000. EOE. sistant/Associate Professor), Western Maryland school students; capacity for educational lead• College. 3 courses/semester. For complete details ership; involvement with creative academic pro• Deadline for Applications: December 18, 2000. visit our website: http://www.wmdc.edu/aca• grams and curriculum development; involve• URL For more information about the position demics/mathematics/math.shtml. ment with educational scholarship and profes• or institution/ company: http://www.calvin.edu/ sional involvement (new curricula and curricula academic/math/. supplements, professional development materi• MASSACHUSETTS als, and relevant statistical/evaluative studies and MINNESOTA publications); ability to constructively support FRAMINGHAM STATE COLLEGE administrative and public relations aspects of The Mathematics Department invites applica• SOUTHWEST STATE UNIVERSITY educational programs and projects. Experience tions for a tenure-track position beginning Sep• Southwest State University invites applications working with K-12 mathematics coursework and tember 2001. Applicants must have a doctoral for a tenure track Assistant/Associate Professor preservice/inservice teacher education is desir• degree in a mathematical science and show evi• of Mathematics to begin August 22, 2001. The able. dence of a strong commitment to excellence in faculty member will teach a full range of under-

22 DECEMBER 2000 FOCUS

Preference will be given to applicants at any level MINNESOTA STATE UNIVERSITY gram that shows real promise for the future. Can• whose background and experience are compat• MOORHEAD didates with several years of experience should ible with the above stated objectives. Salary will Mathematics Department in addition be ready to direct Ph.D. theses. be commensurate with background and experi• Moorhead, MN 56563 ence. Consideration of applicants will begin Tenure-track position at rank of assistant pro• To create an atmosphere supportive of research, December 15,2000 and will continue until the fessor to begin August, 2001. A Ph.D. in math• Dartmouth offers new faculty members grants position is filled. Send statement of interest, cur• ematics or statistics is required. Preference will for research-related expenses, a quarter of sab• rent curriculum vitae, at least 4 letters of recom• also be given to candidates with successful col• baticalleave for each three academic years in resi• mendation (including comments on teaching lege teaching experience and some preference dence and flexible scheduling of teaching respon• ability and educational experience), and a com• may be given to candidates qualified to teach sibilities. The teaching responsibility in math• plete description of related experience and re• upper division courses in applied mathematics. ematics is four courses spread over two or three search to: Professor Harvey Keynes, School of Duties include teaching undergraduate math• quarters. The department encourages good Mathematics, University of Minnesota, 127 ematics courses, advising students, service to the teaching with a combination of committed col• Vincent Hall, 206 Church Street S.E., Minneapo• university, and maintaining an appropriate level leagues and bright, responsive students. lis, MN 55455. of professional activity. The teaching load is twelve hours per semester. Screening of applica• To apply, send a letter of application, curricu• The University of Minnesota is committed to the tions will begin January 15,2001. Applications lum vitae, and a brief statement of research re• policy that all persons shall have equal access to accepted until filled. Completed applications sults and interests. Also arrange for four letters its programs, facilities, and employment with• must include resume, MSUM Standard Appli• of reference to be sent, at least one of which ad• out regard to race, color, creed, religion, national cation Form, graduate and undergraduate tran• dresses teaching, and, if the applicant's native origin, sex, age, marital status, disability, public scripts, and three current letters of reference. language is not English, the applicant's ability to assistance status, veteran status or sexual orien• Apply to Don Mattson, Chair, Mathematics De• use English in a classroom. All application ma• tation. partment, Minnesota State University terials should be addressed to Betty Harrington, Moorhead, Moorhead, MN 56563, (218) 236- Recruiting Secretary, Department of Mathemat• 2274; fax number: (218) 236-3692; e-mail: ics' Dartmouth College, 6188 Bradley Hall, MINNESOTA STATE UNIVERSITY [email protected] Univer• Hanover, NH 03755-3551. Applications com• MOORHEAD sity Moorhead is an equal opportunity/affirma• pleted by January 5 will receive first consider• Mathematics Department tive action employer and educator. Women, mi• ation. Dartmouth is committed to Affirmative Moorhead, MN 56563 norities, and persons with disabilities are en• Action and encourages applications from Afri• Tenure-track position at rank of assistant pro• couraged to apply. can Americans, Asian Americans, Hispanics, fessor to begin August, 2001. A Ph.D. or Ed.D. in Native Americans and women. Inquiries about mathematics education is strongly preferred. the progress of the selection process can be di• Substantial progress toward a terminal degree is rected to Dwight Lahr, Recruiting Chair. required. Eligibility for licensure at some level K-12 and good communication skills are re• quired. Preference will be given to candidates NEW HAMPSHIRE DARTMOUTH COLLEGE with evidence of successful teaching at the K-12 John Wesley Young Research Instructorship and college level. Interest or experience in teach• The John Wesley Young Research Instructorship ing a mathematics methods course and evidence DARTMOUTH COLLEGE is a two-year post-doctoral appointment for of ability to work effectively as a member of a The Department of Mathematics anticipates promising new or recent PhD's whose research teaching team are desired. Duties include teach• three tenure-track openings with initial appoint• interests overlap a department member's. Cur• ing mathematics education methods and con• ment in the 2001-2002 academic year. The first rent departmental interests include areas in al• tent courses and undergraduate mathematics is for an Assistant Professor in the field of ge• gebra, analysis, algebraic geometry, combinato• courses. Other responsibilities include advising ometry. The second is for an Assistant Professor rics, differential geometry, logic and set theory, students, developing in-service workshops, ser• who works in the intersection of topology and number theory, probability, and topology. Teach• vice to the university and maintaining an appro• analysis (for example, someone who works in ing duties of four ten-week courses spread over priate level of professional activity. The teach• topology and global analysis; or in gauge field two or three quarters typically include at least ing load is twelve hours per semester, which may theory; or in topology, C* -algebras, and one course in the instructor's specialty and in• include supervising student teachers. Screening noncommutative geometry). And the third is for clude elementary, advanced and (at instructor's of applications will begin January 15,2001. Ap• an Assistant Professor in applied mathematics. option) graduate courses. Nine-month salary of plications accepted until filled. Completed ap• Current areas of applied interests include signal $42,000 supplemented by summer research sti• plications must include resume, MSUM Stan• and image processing, informatics, and compu• pend of $9,333 for instructors in residence for dard Application Form, graduate and under• tational methods. The applied mathematics two months in summer. Send letter of applica• graduate transcripts, and three current letters of group enjoys close ties with computer science, tion, resume, graduate transcript, thesis abstract, reference. Apply to Don Mattson, Chair, Math• cognitive neuroscience, engineering, and the description of other research activities and in• ematics Department, Minnesota State University medical school. Of particular interest are can• terests if appropriate, and 3 or preferably 4 let• Moorhead, Moorhead, MN 56563, (218) 236- didates who will be able to enhance some of these ters of recommendation (at least one should dis• 2274; fax number: (218) 236-3692; e-mail: connections. cuss teaching) to Betty Harrington, Department [email protected] State Univer• of Mathematics, 6188 Bradley Hall, Hanover, NH sity Moorhead is an equal opportunity/affirma• Candidates for any position must be committed 03755-3551. Applications received by January 5 tive action employer and educator. Women, mi• to outstanding teaching at all levels of the un• receive first consideration; applications will be norities, and persons with disabilities are encour• dergraduate and graduate curriculum and must accepted until position is filled. Dartmouth Col• aged to apply. give evidence of a well-regarded research pro- lege is committed to affirmative action and

23 FOCUS DECEMBER 2000

strongly encourages applications from minori• NEW JERSEY SUNY COLLEGE AT BROCKPORT ties and women. Department of Mathematics Assistant Professor ROWAN UNIVERSITY Tenure-track assistant professorship in the De• KEENE STATE COLLEGE Tenure-track assistant professor to teach lower partment of Mathematics beginning August Mathematics and upper division courses in analysis and engi• 2001. Required: Earned doctorate in Mathemat• Assistant Professor neering mathematics beginning September, ics. Demonstrated expertise in Applied Math• Tenure Track Position 2001. The ideal candidate should have a back• ematics with concentration in Numerical Analy• Beginning Fall 2001 ground in numerical analysis and PDEs and will sis and/or Mathematical Modeling. Evidence of Responsibilities: teach the full range of introduc• be expected to teach undergraduate and gradu• a strong commitment to teaching mathematics tory and advanced undergraduate courses in ate level courses based on active research in these at the basic and advanced undergraduate and mathematics. All faculty positions include teach• fields. Normal teaching load is twelve hours per graduate levels. Expertise in developing math• ing 12 credits per semester, academic advising, semester. All applicants must have an earned ematics courses which utilize technology exten• curriculum development, committee service, doctorate in mathematics, with an interest in un• sively. A long-term commitment to scholarship and scholarly activity. dergraduate research and teaching. Submit a regularly culminating in refereed publications. letter of application, a curriculum vitae, official Ability to work with a diverse population. Send Qualifications: Doctorate in Mathematics, Sta• transcripts, and three letters of reference that a letter of application, resume, transcript show• tistics, or Math Education, evidence of excellence attest to your mathematical qualifications and ing highest degree earned, statement of teach• in teaching mathematics at the college level, a your teaching abilities. Review of applications ing philosophy and research plans, or teaching strong commitment to teaching, and excellent will begin January 24, 2001 and proceed until and research portfolios, and have three letters of communication skills are required. Experience the position is filled. Submit all materials to: reference sent to: Mr. Richard D. Meade, Fac• with the use of technology in teaching and/or Ronald J. Czochor, Chair, Department of Math• ulty/Staff Recruitment Office, SUNY College at expertise in Statistics are desirable. ematics, Rowan University, Glassboro, NJ 08028. Brockport, Brockport, New York 14420-2929. E-mail: [email protected]. Rowan Univer• Minimum salary for Assistant Professor: $39,510. sity is an Affirmative/EEO employer. Applica• AAlEOE/ADA. Review of applications will be• Submit a letter of application and include why tions from women and minorities are particu• gin on December 15,2000. Applications will con• you are interested in Keene State College, a cur• larly encouraged. tinue to be accepted until the position is filled. riculum vitae, a statement of teaching philoso• phy, a statement of professional interests, and three letters of reference (at least one of which SUNY COLLEGE AT BROCKPORT addresses the candidate's teaching) by January Department of Mathematics NEW YORK 19,2001 to, Mathematics Search Committee, Assistant Professor Vacancy Office of Human Resource Management, Keene Tenure-track assistant professorship in the De• State College, 229 Main Street, Keene, NH 03435- partment of Mathematics beginning August 1604. Keene State College will be represented at SUNY COLLEGE AT BROCKPORT 2001. Required: Earned doctorate in Mathemat• the January 2001 AMS/MAA Meetings in New Department of Mathematics ics. Demonstrated expertise in Number Theory Orleans. Application materials received by Janu• Assistant Professor Vacancy and/or History of Mathematics. Evidence of a ary 3, 2001 will be considered in scheduling in• Tenure-track assistant professorship in the De• strong commitment to teaching mathematics at terviews at the meetings. partment of Mathematics beginning August the basic and advanced undergraduate and 2001. Required: Earned doctorate in Mathemat• graduate levels. Expertise in developing math• Keene State College is a public, liberal arts col• ics. Demonstrated expertise in Applied Math• ematics courses which utilize technology exten• lege of the University System of New Hampshire ematics with concentration in Operations Re• sively. A long-term commitment to scholarship with an enrollment of 5000 students. The Col• search and/or Actuarial Science. Evidence of a regularly culminating in refereed publications. lege has been recognized as a leader in Ameri• strong commitment to teaching mathematics at Ability to work with a diverse population. can higher education for its commitment to its the basic and advanced undergraduate and mission, broad-based strategic planning initia• graduate levels. Expertise in developing math• Send a letter of application, resume, transcript tives, and cohesive sense of community. Located ematics courses which utilize technology exten• showing highest degree earned, statement of in the southwest corner of New Hampshire, sively. A long-term commitment to scholarship teaching philosophy and research plans, or teach• Keene provides traditional New England charm regularly culminating in refereed publications. ing and research portfolios, and have three let• and easy access (2 hrs) to Boston, Hartford, and Ability to work with a diverse population. ters of reference sent to: Mr. Richard D. Meade, Albany. To learn more about Keene State Col• Faculty/Staff Recruitment Office, SUNY College lege, the University System of New Hampshire, Send a letter of application, resume, transcript at Brockport, Brockport, New York 14420-2929. and the Keene Community visit these websites: showing highest degree earned, statement of www.keene.edu/ or www.keenesentinel.com/ teaching philosophy and research plans or teach• AAlEOE/ADA. Review of applications will be• toplist.shtml ing and research portfolios, and have three let• gin on December 15, 2000. Applications will ters of reference sent to: Mr. Richard D. Meade, continue to be accepted until the position is filled. Keene State College is a member of the Council Faculty/Staff Recruitment Office, SUNY College of Public Liberal Arts Colleges, a national alli• at Brockport, Brockport, New York 14420-2929. ance of leading liberal arts colleges in the public SUNY COLLEGE AT BROCKPORT sector. As an AAlEEO employer, we actively seek AAlEOE/ADA. Review of applications will be• Department of Mathematics women and minority candidates. gin on December 15,2000. Applications will con• Assistant Professor Vacancy tinue to be accepted until the position is filled. Tenure-track assistant professorship in the De• partment of Mathematics beginning August

24 DECEMBER 2000 FOCUS

200 1. Required: Earned doctorate in Mathemat• research expenditures in excess of $2 million, the tions will begin 01 Dec 2000 and will continue ics. Demonstrated expertise in Real or Complex Department has strong research programs in until the position is filled. NCSU is an equal Analysis. Evidence of a strong commitment to both pure and applied mathematics and an ex• opportunity, affirmative action employer and teaching mathematics at the basic and advanced ceptional record of interdisciplinary collabora• especially solicits applications from women, undergraduate and graduate levels. Expertise in tions with other departments, government, in• underrepresented minorities and persons who developing mathematics courses which utilize dustry, and other academic institutions such as are physically challenged. technology extensively. A long- term commit• Duke, the University of North Carolina, and ment to scholarship regularly culminating in ref• other universities in the greater Triangle area. ereed publications. Ability to work with a diverse State-of-the-art computing and communication population. facilities support strong undergraduate, gradu• WARREN WILSON COLLEGE ate, and outreach programs, all of which the fac• Full-time Mathematics/Computer Science posi• Send a letter of application, resume, transcript ulty takes very seriously. Members of the Depart• tion beginning August 2001; level of experience showing highest degree earned, statement of ment provide leadership for the Center for Re• open. Ph.D. in Mathematics or related discipline teaching philosophy and research plans or teach• search in Scientific Computation, an interdisci• expected but master s degree and computer ing and research portfolios, and have three let• plinary Center that provides a focal point for expertise may substitute. Excellence in teaching ters of reference sent to: Mr. Richard D. Meade, research in applied mathematics and computa• and ongoing scholarly involvement required. Faculty/Staff Recruitment Office, SUNY College tional science and facilitates collaborations with Warren Wilson College located among the Blue at Brockport, Brockport, New York 14420-2929. outside departments and institutions. The De• Ridge Mountains ten miles from Asheville en• partment and the Center jointly sponsor an In• rolls 725 residential students in a unique cur• ANEOE/ADA. Review of applications will be• dustrial Applied Mathematics Program that in• riculum of academics, work, and community ser• gin on December 15, 2000. Applications will volves graduate students, postdoctoral research vice. Applications accepted until position is filled. continue to be accepted until the position is associates, faculty, and industrial scientists. Send cover letter, c.v., graduate transcripts, evi• filled. dence of teaching excellence, and 3 letters of ref• The new Head will have an exceptional oppor• erence to Dr. Virginia McKinley, VPAA, Warren tunity to take a leadership role in new directions Wilson College, PO Box 9000, Asheville, NC THE STATE UNIVERSITY OF NEW YORK for the Department. He or she will be expected 28815-9000. See http://www.warren-wilson.edu AT OSWEGO to establish high standards for the teaching and for details. Mathematics. The Mathematics Department at research programs of the Department, to have a the State University of New York at Oswego seeks balanced appreciation for teaching, pure and applied research, and outreach, and to maintain a statistician for a tenure track position (pend• OHIO ing budgetary approval) beginning August 2001. a vigorous program of scholarship and profes• The successful candidate will have a Ph.D. in Sta• sional activity. The salary and initial package for tistics and must aspire to excellence in teaching. the successful applicant will be competitive and BALDWIN-WALLACE COLLEGE Preference will be given to those candidates with commensurate with qualifications. MATHEMATICS - The Department of Math• experience as an applied statistician. Duties in• ematics and Computer Science at Baldwin• clude teaching 12 hours of undergraduate sta• NCSU offers unique opportunities for indus• Wallace College announces a tenure track posi• tistics and mathematics, advising students and trial-academic collaborations on the new Cen• tion at the Assistant Professor level beginning in the development and successful completion of tennial Campus, an over lOOO-acre site housing August 2001. Principal responsibility will be the consulting and scholarly activities. Review of both University and industrial research facilities. teaching of freshman and sophomore math• applications will begin on December 11, 2000 The nearby Research Triangle Park is home to ematics courses at the pre-calculus level or be• and continue until the position is filled. Send numerous industrial research campuses, the low, although there may be some opportunity letter, resume, official transcripts, and three let• National Institute of Environmental Health Sci• for teaching upper division courses as sabbati• ters of recommendation to: Dr. Margaret ences, a major Environment Protection Agency cal replacemnet. The teaching load is 21-24 se• Groman, Chair; Department of Mathematics; complex, the Microelectronics Center of North mester hours per academic year. Other impor• SUNY Oswego; Oswego, NY 13126. SUNY Os• Carolina, and the NCSU Biotechnology Center. tant responsibilities include undergraduate stu• wego is an Affirmative Action Employer. The Triangle area is regularly acclaimed in na• tional publications as a great place to live. dent advising, service on College committees, continuing professional development, and the Applicants should send a letter of interest, a cur• willingness to become a part of a departmental team that works together to provide an excellent NORTH CAROLINA riculum vita, and by arrangement at least three letters of reference to: program for its students. NORTH CAROLINA STATE UNIVERSITY Dr. D. E. Aspnes, Chair Qualified candidates will possess a Ph.D. in Professor and Head Mathematics or a Ph.D. in Mathematics Educa• Department of Mathematics Mathematics Head Search Committee College of Physical and Mathematical Sciences tion with master's level work in mathematics. The Department of Mathematics, in the College Applicants must also provide evidence of good of Physical and Mathematical Sciences at North Box 8201 North Carolina State University teaching as well as commitment to teaching at Carolina State University (NCSU), invites ap• this level. plications and nominations for the position of Raleigh, NC 27695-8201 Professor and Head of the Department. The De• The Department and its many activities are de• Baldwin-Wallace is a liberal arts oriented college partment has 66 full time faculty, over 100 located in Berea, Ohio, a suburb of Cleveland. graduate students, over 200 undergraduate ma• scribed more fully on its Web site http:// www.math.ncsu.edu. Questions may be directed See www.bw.edu for more information. The jors, and a number of visiting faculty and Department and the College seeks to attract an postdoctoral research assistants. With annual to [email protected]. Review of applica-

25 FOCUS DECEMBER 2000 active, culturally and academically diverse fac• pected to teach 35 credit hours per academic year teaching and communication skills, strong com• ulty of the highest caliber, skilled in the scholar• (approximately 7-8 courses, quarter system). mitment to teaching undergraduate mathemat• ship of teaching, research, application and inte• These will include courses at all levels of the ics. Applicants must be well qualified to teach gration of knowledge. We are particularly inter• mathematics program, including entry-level ser• upper division Analysis. See http:// ested in receiving applications from members of vice courses. Send application letter, vita, and www.sou.edu!math!jopen! for complete posi• underrepresented groups and strongly encour• three (3) letters of recommendation to: Dr. tion description. Send vita, statement of teach• age women and persons of color to apply for the Patricia A. Frick, Vice President for Academic ing philosophy, description of professional goals, position. We are primarily a teaching College Affairs, Otterbein College, One Otterbein Col• brief summary of teaching evaluations, tran• and are looking for applicants with well devel• lege, Westerville, 01-143081. Deadline: January scripts and 3 letters of recommendation to: Per• oped teaching skills. 15,2001. sonnel Committee, Department of Mathemat• ics, SOU, Ashland, OR 97520. SOU is an Affir• Please send a letter of application stating teach• Otterbein College is an equal opportunity, affir• mative Action! Equal Opportunity Employer. ing experience and research interest, curriculum mative action employer. Women and minorities vita, and three letters of recommendation to Dr. are encouraged to apply. (Web page: http:// Timothy Riggle, Chair, Department of Math• www.otterbein.edu). PENNSYLVANIA ematics and Computer Science, Baldwin-Wallace College, 275 Eastland Road, Berea, OH 44017- 2088. Applications will be reviewed beginning OREGON LA SALLE UNIVERSITY December 15,2000. On-campus interviews of Department of Mathematics the most qualified candidates will begin Janu• and Computer Science ary 15, 200 I. Email inquiries may be directed to PORTLAND STATE UNIVERSITY [email protected] oriented college located in Applications are solicited for a possible Tenure-track Mathematics Position La Salle University invites applications for a ten• Berea, Ohio, a suburb of Cleveland. postdoctoral position (max 3 years) as an assis• tant professor in mathematical sciences, start• ure-track Mathematics position effective Fall, ing September 16,2001. Applicants must have 200 I. La Salle is a Roman Catholic institution of (or complete by September, 2001) a doctoral higher Education in the tradition of the De La BOWLING GREEN STATE UNIVERSITY Salle Christian Brothers. The university strives Assistant Professor, Mathematics degree in pure or applied mathematics or statis• tics, demonstrated excellence in teaching, and to offer, through effective teaching, quality edu• Bowling Green State University's Firelands Col• cation founded on the idea that intellectual and lege is conducting a search for a tenure-track evidence of outstanding research potential. Strong consideration will be given to candidates spiritual development go hand in hand mutu• position, available August 2001, in the Natural ally complementing and fulfilling one another. and Social Sciences Dept., teaching 12 hours per whose research interests most closely comple• ment existing faculty and support a new profes• Candidates should hold the Ph.D. in Mathemat• semester of mathematics courses, in the areas of ics or Applied Mathematics. The duties of this algebra, trigonometry, statistics, calculus, and sionally based Ph.D. program. Postdoctoral du• ties include teaching one course per term and position are those typically associated with a fac• related courses. Possess a doctorate in math• ulty position including teaching twelve hours ematics, mathematic education, or equivalent. being an active participant in the initiation of the new Ph.D. program. each semester, undergraduate advising, and com• Info on BGSU Firelands available at mittee assignments. www.firelands.bgsu.edu. Send letter of applica• Further program information is available on the tion, resume!vita, official transcripts of all un• Please submit a curriculum vita and three let• dergraduate & graduate courses, and at least 3 department's home page, www.mth.pdx.edu. Qualified applicants are invited to submit an ters of recommendation (with at least one ad• recent letter of reference to: Office of the Dean, dressing the applicant's teaching experience) to BGSU Firelands College, Attn: Mathematics application including (I) a letter of intent in• cluding AMS application cover page, (2) a cur• Linda J. Elliott, Chair, Department of Mathe mat• Search Committee, One University Drive, Hu• ics and Computer Science, La Salle University, ron, OH 44839. Must be postmarked by Janu• riculum vitae, and (3) three letters of recommen• dation. 1900 West Olney Avenue, Box 258, Philadelphia, ary 19, 200 I. Electronic and fax applications PA 19141-1199 ([email protected]). Reviewof cannot be considered. BGSU is an AAlEO insti• applications will begin immediately and con• tution. Send materials to: Search Committee tinue until the position is filled. Department of Mathematical Sciences Portland State University La Salle University is an Equal Opportunity, Af• OTTERBEIN COLLEGE P.O. Box 751 firmative Action employer. Mathematical Sciences Department Portland, OR 97207-0751 Mathematics Otterbein College invites applications for a ten• Review of files will begin February 15,200 I and ure-track, Assistant! Associate Professor position continue until the position is filled. Portland URSINUS COLLEGE in Mathematics, beginning September 1,2001. State University is an Affirmative Action!Equal Ursinus College invites applications for a ten• A Ph.D. in Mathematics is required. ABD can• Opportunity Institution. ure-trackAssistant Professor of Mathematics po• didates will be considered if completion of dis• sition in the Department of Mathematics and sertation requirements is imminent. Preference Southern Oregon University Computer Science to begin Fall 200 I. A Ph.D. in will be given to individuals with prior teaching Tenure-track Assistant Professor, Southern Or• mathematics is required by the date of com• experience at a variety ofJeveis in the breadth of egon University, starting Fall 200 I mencement of teaching. All specialties will be the field. Strong commitment to quality teach• Application review begins February 15, 2001. considered, but preference will be given to can• ing and to the objectives of liberal arts educa• didates with the ability to teach number theory, tion is essential. The faculty member will be ex- Requirements: Ph. D. in Mathematics, excellent graph theory, analysis, or introductory computer

26 DECEMBER 2000 FOCUS

science. The successful candidate will demon• Ph.D. in mathematics. Candidates must be com• Tennessee, Knoxville, TN 37996-1300. Electronic strate interest in and potential for excellence in mitted to both teaching and research in a four• applications are not acceptable. Use of the AMS teaching and research in a liberal arts setting. year liberal arts college. application form is appreciated. Review of ap• Responsibilities include teaching (three courses plications will begin December 1 and will con• per semester) departmental courses or appro• The University of the South, commonly known tinue until the position is filled. Information priate interdisciplinary courses, such as fresh• as Sewanee, is a highly selective church-related about the department can be found at http:// man seminar, as well as establishment of a re• (Episcopal) liberal arts college of 1300 students www.math.utk.edu/. search program and supervision of undergradu• located on a 1O,000-acre forested domain in the ate research and internships. Ursinus College is Tennessee uplands. The student faculty ratio is UTKnoxville is an EEOI AAlTitieVIITitleIXlSec• a highly selective, nationally ranked, indepen• 10.6 to one and the endowment per student is tion5041 ADNADEA institution in the provision dent, co-educational residential liberal arts col• among the highest in the nation. of its education and employment programs and lege of 1250 students located 25 miles north• services. west of center-city Philadelphia. Ursinus Col• The Department of Mathematics and Computer lege is an equal opportunity employer (AA/ Science offers majors in both mathematics and EOE). In keeping with the college's historic computer science as well as the respective mi• commitment to equality, women and minori• nors. The department also offers service courses ties are encouraged to apply. Send letter of ap• for students majoring in other programs and TEXAS plication, resume, statement about undergradu• teaches courses which are part of the core cur• ate research in mathematics, transcripts and riculum of the college. ABILENE CHRISTIAN UNIVERSITY three letters of recommendation to Search Com• Abilene Christian University invites applications mittee co-Chairs, Professor Nancy Hagelgans A complete application will include a letter stat• for a tenure-track position in Mathematics avail• and Professor Peter Jessup, Department of ing one's professional aims and giving reasons able fall 2001. Applicants must have a Ph.D. in Mathematics and Computer Science, Ursinus for interest in a liberal arts college, a resume, mathematics. In addition, the successful candi• College, Collegeville, PA 19426. Review of ap• graduate and undergraduate transcripts, and date will have a commitment to teaching in an plications will begin mid-November, and con• three letters of recommendation. All should be undergraduate environment and demonstrated tinue until the position is filled. Preliminary sent to Laurence Alvarez, The University of the professional development and/or research activi• interviews will take place at the Joint Mathemat• South, 735 University Avenue, Sewanee, TN ties. ics Meetings in January 2001. 37383-1000. For more information about the University of the South see our web pages at Abilene Christian is a private independent uni• http://www.sewanee.edu. For more information versity affiliated with the fellowship of the about these positions send email to Church of Christ. All full-time faculty members WESTMINSTER COLLEGE [email protected] received by must be active members of a congregation of the Mathematics December 15,2000 will have first consideration. Church of Christ. Assistant Professor: Department of Mathemat• ics and Computer Science seeks applications for The University of the South is an equal-oppor• To apply, send a letter of application, CV, names a tenure-track position in mathematics begin• tunityemployer. Women and minorities are en• and addresses of three references including one ning August 2001. Applicants must possess a couraged to apply. reference regarding church activity to Ph.D. for appointment as assistant professor, be committed to excellence in teaching in an un• Dr. David Hughes, Chair dergraduate liberal arts environment, and be Department of Mathematics prepared to engage in continuing scholarly ac• UNIVERSITY OF TENNESSEE KNOXVILLE and Computer Science tivity. The Department seeks candidates with The Mathematics Department of The Univer• ACU Box 28012 broad intellectual interests. Candidates inter• sity of Tennessee seeks to fill a tenure-track as• Abilene, Texas 79699-8012 ested in developing new courses in statistics and sistant professorship in partial differential equa• directing undergraduate research projects are tions. A Ph.D. is required. Some postdoctoral Abilene Christian University does not discrimi• particularly encouraged to apply. Please send experience is preferred but not required. Sub• nate on the basis of race, color, age, sex, disabil• letter of application, a curriculum vita, three let• stantial research promise as well as dedication ity, or national or ethnic origin in employment ters of recommendation, teaching evaluations, to teaching are paramount. Employment begins opportunities, in keeping with applicable state and graduate and undergraduate transcripts to August 1, 2001. and federal laws. Nominations of and applica• Barbara T. Faires, Chair, Department of Math• tions from women and minorities are especially ematics and Computer Science, Westminster Applicants with research experience in any area encouraged. Applications will be accepted until College, New Wilmington, PA 16172. (724) 946- of partial differential equations are encouraged the position is filled. Additional information 7158. Email:[email protected]. Ap• to apply, including: dynamical systems, differ• about the mathematics program can be found plicant review will begin December 1. ential geometric problems, curvature-driven at http://www.csmath.acu.edu/. Westminster is an Equal Opportunity Employer. flows and applications, variational methods and geometric measure theory, mathematical phys• ics, spectral problems, materials science, inverse TENNESSEE problems, and control theory. VIRGINIA

THE UNIVERSITY OF THE SOUTH Interested applicants should arrange to have a ROANOKE COLLEGE Applications are invited for two tenure-track vita, three reference letters, a research statement Applications are invited for an entry level ten• positions in mathematics at the assistant profes• (including abstracts), and evidence of quality ure track position of Assistant Professor in the sor or associate professor level to begin in the teaching sent to Professor John B. Conway, PDE department of Math, Computer Science, and Fall of the year 2001. The positions require a Search, Mathematics Department, University of Physics beginning August 2001. Ph.D. in Statis-

27 FOCUS DECEMBER 2000 tics or related areas required. Salary commen• in courses before calculus, generating new ini• Priority will be given to applications received by surate with qualifications and experience. Ex• tiatives with the K-12 community, aggressively January 15, 2001. cellent teaching emphasized, active scholarship competing for nationally-awarded grants that encouraged. Commitment to liberal learning would support the pedagogical dimension of the West Virginia University is an Equal Opportu• expected. Roanoke College is a private liberal Institute, and working toward an Institute that nity/Affirmative Action Employer. Minorities, arts college affiliated with the Lutheran church is regarded for its national leadership in innova• disabled, and women candidates are urged to and is located in the Roanoke Valley of Virginia. tive and effective math learning models. The In• apply. A completed application consists of a vitae, stitute will be part of the Department of Math• graduate and undergraduate transcripts, and 3 ematics, with its own Director, and with opera• letters of reference (at least one about teaching). tional governance that will allow tenured and WISCONSIN Applications should be sent to Dr. Jane Ingram, tenure track faculty to be rewarded and recog• Chair of the Search Committee, Roanoke Col• nized for their roles in teaching excellence and UNIVERSITY OF WISCONSIN-LA CROSSE lege,221 College Lane, Salem, VA 24153. Appli• in scholarship associated with the goals of the The Mathematics Department at the University cations completed by January 15,2001 will re• Institute and pedagogy associated with math of Wisconsin-La Crosse invites applications for ceive first consideration. Roanoke College en• learning. All applicants should have professional one (or more) tenure-track assistant professor courages applications from qualified women and credentials qualifying for a tenure-track appoint• position(s), beginning August 26, 2001, contin• minority candidates. An affirmative action, ment at least at the rank of Assistant Professor. gent upon availability of funding. Responsibili• equal opportunity employer. One appointment of a dynamic and innovative ties: Teach both introductory and advanced individual with outstanding leadership abilities mathematics or statistics courses (average 12 may be made at a higher rank with administra• hours per semester); maintain a productive pro• WASHINGTON tive responsibilities as Director of the Institute. gram of research in mathematics or statistics; A truly outstanding individual will be consid• contribute to departmental, college and univer• UNIVERSITY OF WASHINGTON ered for appointment at the rank of Associate/ sity service activities. Qualifications: Ph.D. in Department of Mathematics Full Professor as an Eberly Professor, with ben• mathematics or statistics (anticipated by August Applications are invited for the position of Di• efits accorded to the Eberly Family Distinguished 2001); evidence of successful college/university rector of the Mathematics Study Center. The Professors in the Eberly College of Arts and Sci• teaching; experience (or demonstrated potential) Math Study Center (MSC) provides group study ences. in directing undergraduate students on research opportunities and assistance for students in pre• projects is desirable. Applications from all areas calculus and calculus. The title of the position is West Virginia University is the Land Grant in• of pure or applied mathematics or statistics are Senior Lecturer in Mathematics, and the initial stitution in the State of West Virginia, enrolling encouraged. Current areas of strength within appointment is for a period of three years. Full 23,500 students. It is a Doctoral/Research Uni• the department include computational math• details about the position are available at http:// versity-Extensive in the Carnegie Classification ematics, graph theory, and applied statistics. www.math.washington.edu/-sheetz/Appts/ of Institutions of Higher Education, based on Applicants should submit an AMS Cover Sheet, dmsc.htm. Priority will be given to applicants the complexity and breadth of the institution's a letter of application, a curriculum vitae, un• whose completed applications are received by mission. The Department of Mathematics has dergraduate and graduate transcripts, and ar• February I, 2001. Applicants are encouraged to 24 full-time faculty members and approximately range to have three letters of recommendation apply online at: https:llwww.mathjobs.orgl.Ap• 30 M.S. and Ph.D. students. The Department is (at least one commenting on teaching) sent to: plications which are not submitted online should housed in newly refurbished facilities which in• Bruce Riley, Mathematics Department, Univer• be sent to: Appointments Committee Chair clude networked offices and the University's sity of Wisconsin-La Crosse, La Crosse, WI (DMSC), Department of Mathematics, Box Mathematics Library. The University is located 5460 I. All application materials must be received 354350, University of Washington, Seattle, WA in Morgantown, an award winning small city by January 22, 2001. The department will con• 98195-4350. The University of Washington is an with a metropolitan population of about 50,000. duct preliminary interviews at the Mathemati• affirmative action, equal opportunity employer. Morgantown has a large federal research pres• cal Sciences Employment Center during the Joint The University is building a culturally diverse ence, diverse cultural and recreational opportu• Mathematics Meetings in New Orleans, January faculty and strongly encourages applications nities, excellent medical facilities, and a favor• 10-13, 200 I; thus, applicants are encouraged to from female and minority applicants. able location with ready access to the urban ar• submit their applications well in advance of the eas of Pittsburgh, PA and Washington, D.C. Meetings. UW -La Crosse is an affirmative action/ equal opportunity employer. Applicants should provide a letter of application, WEST VIRGINIA a statement of teaching philosophy and any ex• perience and vision you may have related to WYOMING WEST VIRGINIA UNIVERSITY achieving the goals of the Institute; a vita; and the names and contact information of five ref• Eberly College of Arts and Sciences UNIVERSITY OF WYOMING erences. Applications and inquiries should be Department of Mathematics Department of Mathematics sent to Faculty positions in the Institute We invite applications for an Academic Profes• for Math Learning sional Lectureship position to begin August 200 I. Sherman D. Riemenschneider Applications and nominations are invited for up The position is defined by a probation period Chair, Department of Mathematics to four faculty positions starting August 16,200 I, followed by extended -term, renewable appoint• 320 Armstrong Hall to be part of a new "Institute for Math Learn• ments. Minimum requirements are three years West Virginia University P.O. Box 6310 ing". The Department of Mathematics seeks teaching experience with evidence of exceptional Morgantown,WV 26506-6310 mathematicians with excellent teaching skills and dedication and success with students, a strong (sherm@math. wvu.edu) strong commitment to extending and develop• mathematical background and a graduate degree ing effective, efficient ways of teaching students in mathematics or a complementary area such

28 DECEMBER 2000 FOCUS as Curriculum and Instruction. A strong com• mitment to outreach instruction and service is 14S1 PARK CITY necessary. ~AT"[~ATlCS INSTITUn (PC~I) Preference will be given to applicants who have A three·week summer program for: experience in the use of technology and innova• graduate students tive curriculum in mathematics instruction. undergraduate students Preference will be given to applicants with a Topic: high school teachers strong commitment to continued scholarly and Quantum field theory, mathematics researchers professional growth. Duties will include instruc• supersymmetry, and researchers in mathematics education tion, supervision, and staff development for in• enumerative undergraduate faculty structors in two of three entry-level service geometry courses in algebra and trigonometry. See our web July 8-28, 2001 site (math.uwyo.edu) for a current description Park City, Utah of our department and these courses, Math 1400/ 140511450. Organizers: Daniel Freed, University of Texas at Austin; David Morrison, Duke University; Isadore Singer, MIT. Applicants should send a vitae, a statement of Graduate Summer School Lecturers: Daniel Freed, University of Texas at Austin; teaching philosophy, evidence of outstanding Orlando Alvarez, University of Miami; David Morrison, Duke University; Ronen Plesser, teaching merit, and three letters of recommen• Duke University; William Fulton, University of Michigan; Aaron Bertram, University of dation to the APL Search Committee, Depart• Utah. Organizers of Other Programs: High School Teachers: Herb Clemens, University of ment of Mathematics, University of Wyoming, Utah; James King, University of Washington. Mathematics Education Research: Joan P.O. Box 3036, Laramie, WY 82071-3036. Review Ferrini-Mundy, Michigan State University; Timothy Kelly, Hamilton College; Richard of applications begins March 1,2001. Lehrer, University of Wisconsin. Undergraduate: Roger Howe, Yale University; William Barker, Bowdoin College. Undergraduate Faculty: Daniel Goroff, Harvard University. The University of Wyoming is an affirmative ac• tion/equal opportunity employer. Application information: IAS/PCMI, Institute for Advanced Study, Einstein Drive, Princeton, NJ, 08540; 1-800-726-4427; MATHEMATICS AND ART [email protected]; http://www.ias.edu/parkcity. WORKSHOP! PCMI is a program of the Institute for Advanced Study, Princeton, NJ. FRANKLIN & MARSHALL COLLEGE and receives major funding from the National Science Foundation. Learn from experienced instructors Financial support is available. how to blend Math & Art in your classes at VIEWPOINTS 2001, June 3-8, Franklin & Marshall College. VIEW• POINTS workshops are sponsored by NSF, EPADEL, and the Indiana Univer• sity Mathematics Throughout the Cur• MATHEMATICS riculum project. Visit php.indiana.edu/ -mathart/viewpoints, or contact Dr. Annalisa Crannell, Dept. of Mathemat• Benedictine University ics, Franklin & Marshall College, Informing today-Trangorming tomorrow Lancaster, PA 17603, (717)291-4222, [email protected].

Antic~e~Pn~~!~~i!!t t2~J~!~r!!!~~I~b!!~i~g Fall 2001. Applicants must have a Ph.D. in mathematics or mathematics education and should be prepared to teach a broad range of undergraduate courses in a liberal arts Advertising Information environment. A commitment to continued scholarship, excellence in teaching using technology, and interests in mathematics education and teacher training initiatives The 2000 rates for FOCUS Employ• are essential. Duties include 12 hours per semester. ment Advertisements are $99.00 per Send resume, teaching statement, research summary and plans, and three letters of column inch (one inch minimum). recommendation (at least one addressing teaching excellence) to: Advertisers should contact: Kate Debelack, The Mathematical Associa• Dr. Thomas Wangler tion of America, 1529 Eighteenth Department of Mathematics, Benedictine University, Street, NW; Washington, DC 20036; 5700 College Road, (202) 387-5200; fax (202) 265-2384; Lisle, IL 60532·0900 e-mail: [email protected]. Primary Cun>id

29 FOCUS DECEMBER 2000 MAA Section Meetings• Spring 2001 ALLEGHANY MOUNTAIN April 6-7, 200 I-Penn State Altoona, Altoona, PA Nebraska UNIVERSITY OF NEBRASKA LINCOLN

EASTERN PA & DELAWARE April 21, 2001-Bloomsburg University, Third Annual Bloomsburg, PA

FWRlDA March 2-3, 200 I-Florida Gulf Coast University, Nebraska Conference for Fort Myers, FL

ILLINOIS Undergraduate Women March 22-24, 200 I-University of Illinois at Urbana-Champaign, Urbana, IL in Mathematics

INDIANA March 23-24, 2001-University of Indianapolis, Indianapolis, IN IOWA February 2 - 4, 2001 April 6-7, 2001-Drake University, Des Moines, IA A national showcase for research projects KANSAS March 30-31, 200 I-Emporia State University, of undergraduate women Emporia, KS in the mathematical sciences. KENTUCKY April 6-7, 200 I-University of Kentucky, Lexington, KY Main Program ror more information loUISIANA-MISSISSIPPI Talks by undergraduate women or to register. request funding March 23-24, 2001-University of Mississippi, about their own research or sign up to give a talk. Oxford,MS write to us at MD-Dc-VA Plenary Speakers [email protected] April 20-21, 200 I-Virginia Military Institute, Lexington, VA Professor Jennifer Key, or visit us on the web at

METRO NEW YORK Clemson University www.math.unl.edul-womensws May 5, 200 I-Webb Institute, Glen Cove, NY Professor Alice Silverberg, Dept. of Mathematics & Statistics MICHIGAN The Ohio State University University of Nebraska-Lincoln April 27-28, 2001-Hope College, Holland, MI 810 Oldfather

MISSOURI Lincoln. NE 68588-0323 April 6-7, 200 I-University of Missouri-Rolla, Rolla,MO Deadline for registration

NEBRASKA-SOUTHEAST SOUTH DAKOTA January 18, 2001 University of Nebraska-Lincoln .... An equal opportunity educator and employer .. March 30-31, 2001-Doane College, Crete, NE with a comprehensive plan for diverSity

NEW JERSEY OKLAHOMA-ARKANSAS April 21, 200 I-Rowan University, Glassboro, NJ March 30-31, 200 I-Oklahoma Christian Fullerton, CA

NORTH CENTRAL University, Oklahoma City, OK SOUTHWESTERN April2001-Gustavus Adolphus College, St. Peter, PACIFlC NORTHWEST April 6-7, 2001-New Mexico State University, Las MN April 7, 2001-Seattle Pacific University, Seattle, Cruces, NM

NORTHEASTERN WA SEAWAY June 8-9 OR June 15-16, 200 I-Norwich RocKY MOUNTAIN April 6-7, 2001-SUNY at Binghamton, University, Norwich, VT April, 20-21, 200 I-Western State College, Binghamton, NY Gunnison, CO NORTHERN CALIFORNIA TEXAS March 3, 200 I-Santa Clara University, Santa SOUTHEASTERN March 29-31, 200 I-University of Houston-Clear Clara,CA March 30-31, 2001-Huntingdon College, Lake, Houston, TX

OHIO Montgomery, AL WISCONSIN March 23-24, 200 I-Bowling Green State SOUTHERN CALIFORNIA April 20-21, 2001-St. Norbert College, De Pere, University, Bowling Green, OH March 17, 2001-California State University, WI

30 WHAT SCULPTURE Is To A BLOCK OF

MARBLE, EDUCATION Is To THE SOUL.

- JOSEPH ADDISON

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