THE NEWSLETTER OF THE MATHEMA TICAL ASSOCIATION OF AMERICA MAA Election Results Gerald L. Alexanderson of Santa Clara Uni• on Minorities in Math• Volume 15, Number 6 versity has been elected the next president of ematics, the report of the MAA, following the term of Kenneth A. which led to the forming Ross. Alexanderson will serve a one-year term of the SUMMA office at In this Issue as president-elect beginning in January 1996, MAA headquarters. She and will take over as president a year later, to has done research in the 5 Project NExT serve a term of two years. area of wavelets and mul• Fellows tivariate splines, in addi• On the same ballot, the members of the Asso• tion to being involved at Gerald L. Alexanderson ciation elected Louise Raphael of Howard Uni• the NSF as the first pro• 6 The Double versity and Wade Ellis, Jr. of West Valley gram director of the Cal• Bubble Conjecture College as first and second vice-president, re• culus Curriculum Init• spectively. Both will serve two-year terms iative. beginning January 1996. 12 A Foundation Ellis has served on numer• in High Gear Alexanderson served the Association as first ous committees of the vice-president in 1984-85, as editor of Math• MAA, most notably chair• ematics Magazine, 1986-90, and as secretary ingthe Committee on Two• 14 1996 Joint from 1990 to the present. He has been a mem• Year Colleges, and is a Louise Raphael Meetings ber of the Association for forty-one years and former member of the Update has served in various capacities on the Board Mathematical Sciences of Governors for a total of fourteen years. He Education Board. He is is familiar to many MAA members in the sec• well-known for his work 16 Survey on tions, having given talks to over half of the MAA Electronic on the use of calculators twenty-nine sections. He is coauthor of a vari• and computers in the class• Services ety of books on mathematics, including the room, having written Mathematical People volumes coedited with books and manuals in this 22 Employment Donald J. Albers and Constance Reid. area. He has been a mem• Opportunities Raphael, a member of the Association for ber of the MAA for fifteen Wade Ellis, Jr. twenty-five years, chaired the MAA Task Force years. 31 Meetings Calendar Math Education Programs That Work New MAA Study Provides Pointers to Success Models That Work: Case Studies in Effective (ii) Preparing students to pursue advanced study Undergraduate Mathematics Programs is the in mathematics; title of an MAA project report that has just (iii) Preparing future school mathematics teach• been completed. The project was sponsored by ers; or the NSF and directed by Alan Tucker, chair of the MAA Education Coordinating Council. The (iv) Attracting and preparing members of institutions visited spanned the spectrum from underrepresented groups in mathematics. The Mathematical two-year colleges to research universities. They The report describes general attitudes and strat• Association of America have undergraduate mathematics programs that egies as well as particular activities, along with 1529 Eighteenth Street, NW are particularly successful in several ofthe fol• suggestions for creating and sustaining an en• Washington. DC 20036 lowing areas: vironment that will foster such attitudes and (i) Attracting and preparing large numbers of activities. The following features, found among mathematics majors; See Education Programs on page 4 FOCUS December 1995 FOCUS Editorial FOCUS is published by The Mathematical Association of America six times a year: The Myth of Scientific Literacy February, April, June, August, October, and December. Some time ago I was one of two research mathematicians in a Editor and Chair of the MAA Newsletter group discussion whose other participants consisted of elemen• Editorial Committee: Keith J. Devlin, Saint tary and high school mathematics teachers and college math• Mary's College of California, devlin@ ematics education faculty. The question was raised as to whether stmarys-ca.edu schools should spend as much time as they do on the algorithmic aspects of elementary Associate Editor: Donald J. Albers, MAA arithmetic. The debate grew quite heated, with arguments in favor of higher standards Associate Executive Director and Director of competency in arithmetic ranged against the suggestion that the electronic calculator of Publications and Electronic Services had eliminated any need for arithmetical skills. At some point in the discussion, I was Managing Editor: Harry Waldman, MAA asked to give my view. (Until then I was content to be an innocent observer in what was clearly a long-running battle.) The individual who had just spoken was a high school Production Specialist: Amy Fabbri, teacher who had recounted the story of how she had recently used arithmetic to calculate MAA, [email protected] the amount of sand, gravel, and cement required to lay the base for a concrete driveway Proofreader: Meredith Zimmerman, at her home. This was an example, she claimed, of the importance of everyone having MAA basic arithmetical skills. Copy Editor: Nancy Wilson, Saint Mary's I disagreed. Whenever I had wanted building work done, I said, I had simply employed College of California, nwilson@stmarys• ca.edu a builder to do the work for me. I never had to make any calculations of the kind that had just been described. Indeed, I found it hard to remember the last time I had found it Letters to the editor should be addressed to: necessary to carry out a nontrivial arithmetic calculation. Or indeed to make explicit use Keith Devlin, Saint Mary's College of of any mathematical knowledge in my everyday life. My opponent-as now she had California, P.O. Box 3517, Moraga, CA 94575; e-mail: [email protected]. become-did not agree, though there were nods of assent from many of the math ed folk sitting around the table. As the debate grew ever more heated, I never did get an oppor• The FOCUS subscription price to individual tunity to put forward an argument-a different reason-why it might be important to members of the Association is $6.00, included teach arithmetic to young children. in the annual dues. (Annual dues for regular members, exclusive of annual subscription There is a story that often gets told when mathematicians and scientists justify the need prices for MAAjoumals, are $68.00. Student for all school and college students to take mathematics and science courses. It goes like and unemployed members receive a 66 this. percent discount; emeritus members receive a 50 percent discount; new members receive Today's society is more dependent on the products of mathematics and science than ever a 40 percent discount for the first two before. To be able to function effectively in society, a citizen should therefore be suffi• membership years.) ciently numerate and sufficiently knowledgeable of science to appreciate quantitative Copyright © 1995 by The Mathematical data and make informed judgements about scientific and technological matters. The Association of America (Incorporated). illustrations usually put forward to support this claim range from everyday matters such Educational institutions may reproduce as being able to count your change at the supermarket and checking the cost estimate articles for their own use, but not for sale, provided that the following citation is used: your builder submits for constructing your kitchen extension, to more profound matters "Reprinted with permission of FOCUS, the such as being able to handle scientific data when on a jury, evaluating the relative newsletter of The Mathematical Association benefits and costs to society of nuclear power, the justification-or not-for the use of of America (Incorporated)." animals in experiments and education, and being able to engage in the public debates on Second-class postage paid at Washington, DC Star Wars, the funding of the Supercollider, the teaching of 'creationism' in schools, and and additional mailing offices. Postmaster: so forth. Send address changes to the The Sound familiar? It probably does even if you yourself don't believe it, since the same Mathematical Association of America, P.O. Box 90973, Washington, DC 20090-0973. argument was used when we ourselves, today's mathematics and science educators, E-mail: [email protected],orcalll-800-331- were students. But is this argument valid? 1622 (US and Canada only) (301) 617-7800 Notice that I am not questioning the importance, desirability, or necessity of mathemat• (outside US and Canada). For advertising information, contact, Amy Fabbri, FOCUS ics and science education for all. The issue I am raising is the reason often given, both Advertising Coordinator, The Mathematical to funding authorities and to the students themselves, to justify such education. Association of America, 1529 Eighteenth Since the FOCUS readership is mathematically literate, I can express the issue by means Street Northwest, Washington, DC 20036, e-mail [email protected], or (202) 387-5200. of an algebraic formula. I am questioning the validity of the antecedent p in a conditional p -> q. I happen to think that q (the importance of mathematics and science education) ISSN: 0731-2040 is valid. But I don't think that p (the well-worn rationale outlined above) is valid. And Printed in the United States as any mathematically literate individual will know, the falsity of p here need have no of America. bearing on the truth or falsity of q. 2 December 1995 FOCUS

There is no question that society needs a sues involving science and technology, then short space available to me here, I can't number of people who are highly skilled it is not clear that all trained mathemati• even scratch the surface of the case Shamos in mathematics and science. And if we do cians and scientists would qualify-I know mounts.) Given that the present goal is not expose everyone to mathematics and I don't. unachievable, Shamos says, what is re• science early on in their lives, the supply quired is a refocusing from 'scientific lit• However you define it, scientific literacy of such people will soon dry up. So on eracy' to 'scientific awareness' . Ifwe learn for all is an impossible goal, Shamos as• simple, utilitarian grounds, society needs the lessons of history, he says, most col• serts. And he demonstrates this in true to ensure provision of good mathematics lege graduates will leave college with no scientific fashion with a proof. Suppose and science education for all students at significant mathematical skills and no real the goal was the far less ambitious one of least until well into the high school years. scientific ability-whatever we do as having enough citizens scientifically lit• But what about the continuation of "math• mathematics and science educators. And erate (whatever that means) so that a com• ematics and science for all" at the college what little they do learn will soon be for• mittee or a jury of twelve persons chosen level? gotten. But as citizens in a world domi• at random had at least one scientifically nated by technology, they should have a This is precisely the question raised by literate member. (Ignore the fact that such sophisticated awareness of what math• Morris H. Shamos in his book The Myth of groups are rarely selected at random, and ematics and science are, of their nature, Scientific Literacy, just published by lawyers usually exclude scientifically lit• their power, and their limitations (and, I Rutgers University Press. Shamos is Pro• erate people from serving on a jury.) A would add, the place of mathematics and fessor Emeritus of Physics at New York simple probability calculation (Shamos, science in human culture). Given an ad• University, was a president of the New p.192) tells you that if 20% of the adult equate supply of mathematics and science York Academy of Sciences, and is a past• population were scientifically literate, then experts, society as a whole can manage president of the National Science Teach• the probability of a randomly selected just fine if managers, politicians, and the ers Association. As the book makes clear, group of twelve citizens including at least various professionals are sufficiently he has thought long and hard about the one scientifically literate person is 0.93. aware of mathematics and science at the issues raised above. He does not argue that High, but not certainty. The significance very least to realize the level of their own we should not provide everyone with math• of the 20% figure is that this is the percent• ignorance and know when to consult an ematics and science education (and nor, age of college graduates in the United expert. let me repeat, do I). Like me, what he takes States population-in all subjects. Esti• issue with is the reason often given for mates of the number of individuals in the Shamos believes that we do not at present such education. And because we start with country who might reasonably be called achieve this far more modest goal of sci• the wrong reason, he says, the resulting 'scientifically literate' range from 3% to entific awareness, but that this is what we education is often inappropriate. 6%. With a 5% rate, the probability of a should set our sights on when it comes to randomly selected jury including one sci• mathematics and science education for the Decades of attempts to raise the base level entifically literate person is a low 0.46, non-science student. Though I don't agree of 'scientific literacy' in society have less than half. with everything in his book, the pragma• failed, Shamos says. (The book concen• tist in me says that on this point he is ab• trates on 'scientific literacy', but practi• Shamos presents a mass of evidence to solutely right. I recommend that you get cally everything he says refers to expose the myth that "scientific literacy hold of his book and decide for yourself. mathematics as well.) It is not even clear for all" is an achievable goal, as indeed is what exactly is meant by the phrase 'sci• the far weaker "scientific literacy for all -Keith Devlin entific literacy', he points out. If this re• college graduates". (If you disagree with ally does mean an ability to make informed the general thrust of this editorial, please The above opinions are those of the FO• decisions about societal and political is- read the book before flaming me. In the CUS editor and do not necessarily reflect the official view of the MAA. Another First: World's Largest Truncated Icosidodecahedron They said they would and they did! Former connected with pipe clean• ·'_""'k:E_ MAA Govemor-at-Large S. Brent Morris ers and bristol board hinges. lends a hand to Mrs. Priscilla Shaver's class The students illustrated of mathematicians who constructed what each of the sixty-two faces they believe to be the world's largest trun• (thirty squares, twenty cated icosidodecahedron. The 4th and 5th hexagons, and twelve deca• graders at Longfellow Elementary School gons) with appropriate in Columbia, Maryland, had set their new math themes. Assembly to• goal last year after tackling the world's taled about two and a half largest rhombicosidodecahedron (FO• hours. CUS, February 1994). What will they do for an The polygonal faces are made of quarter• encore? inch foam core board and the edges are

3 FOCUS December 1995

Education Programs from page I seemed to be effective in reaching virtu• requires a selective student body and ex• ally all students in their classes. Faculty cellent instruction to avoid scaring most the programs visited, seem to underlie were seen by all students to be setting high potential mathematics majors away. these programs' success: but achievable standards and then helping them meet these standards. Effective Programs for Preservice • No matter how successful their current Preparation of School Teachers programs are, faculty members in the vis• • Almost all the programs visited put a ited departments are not yet satisfied with large amount of effort into developing and • The syllabi and viewpoints of post-cal• the programs. Experimentation is continu• validating good placement tests whose culus courses enrolling substantial num• ous. results students tended to follow closely. bers of pre service secondary school This heightened the faculty's confidence mathematics teachers should give consid• • There is a great diversity of instructional eration to the special needs of these stu• and curricular approaches, varying from that in introductory courses all students could master the material. dents. Instructors of these courses should one visited department to another, and even have a basic familiarity with the NCTM varying within a single department. Organization of the Mathematics Ma• Standards. jor and Supporting Activities • Faculty members believe in the value of • The instructional style in the mathemat• their work as collegiate educators, enjoy • Most of the effective mathematics major ics program served as a model for good teaching, and care about their students. programs visited have an inclusive view, teaching practices. • Faculty members communicate explic• trying to serve a broad range of student • The mathematics methods courses de• itly and implicitly that the material stud• objectives with general training in the velop more than the mathematical foun• ied by their students is important, and that modes of reasoning and techniques of mathematical sciences. dations of school mathematics. They take they expect their students to be successful a broad view of contemporary mathemat• in mathematical studies. Courses are de• • The prime objective of the mathematics ics education issues. signed to meet the needs of the program's programs studied was to train their majors students, not the program's faculty. to think mathematically. Helping students EtTective Programs for Under-repre• sented Groups in Mathematics • There is an environment that fosters ex• master particular concepts and techniques tensive interaction among students and was less important. • Effective instruction and extensive stu• faculty. Students discuss mathematics in• • A very successful style of mathematics dent-faculty interactions in the mathemat• side and outside of class, with faculty major used at one institution is a contract ics programs visited appears to members and with each other. major in which a student and faculty advi• 'disproportionately benefit' women, but not minorities. Special, additional efforts Attracting Students to Study Math• sor negotiate the courses in the mathemat• seem to be required to obtain fuller par• ematics: In-Class Experiences ics major. As well as giving students a sense of ownership of their major, this format ticipation of underrepresented minorities • Most faculty in the visited programs forces faculty to justify the value of their in mathematics. approach all courses with a primary focus vision for a mathematics major. • The mathematics programs at historically on the general mathematical experience Black colleges and universities (HBCUs) ratherthan the particulars ofthe individual • Most of the programs visited had a sig• visited had especially nurturing atmo• subject. In every class, they try to moti• nificant number of students participating spheres for students. vate their students to learn and to be inter• in special individual or small group learn• ested in mathematics. The particular ing experiences such as independent study The institutions visited were Lebanon course syllabus is a context for achieving during summers or the academic year, an Valley College, Miami University ofOhio, these broad goals. internship, senior thesis, or a (small group) Mt. Holyoke, St. Olaf, Seattle Central directed reading course. Community College, Southern University, • All programs visited gave considerable Spelman College, University of Chicago, attention to the teaching of first-year cal• EtTective Programs for Preparing Stu• University of Michigan, and University culus. Many faculty considered it the most dents for Advanced Study of New Hampshire. A copy of the report important teaching assignment they had. Two very different strategies were ob• has been sent to each U.S. mathematical They believe the best inducement for be• served for increasing the number of stu• sciences department. Additional copies are ginning students to take another mathemat• dents continuing on to advanced study in available from the MAA. ics course is to have an excellent teacher mathematics: in their current course. As a consequence, the departments were more selective about • Develop a major attracting a large num• who was allowed to teach in beginning ber of students with an inclusive goal of calculus than in higher level courses. preparing students for a wide variety of careers and then moti vate some of this • Despite a variety of student abilities and large cohort to pursue graduate study; and classes with a mixture of those eager to learn more mathematics and those required • Have a major focused primarily on prepa• to be there, faculty in visited programs ration for graduate study; this approach

4 December 1995 FOCUS

writing, projects, and cooperative learn• able to find out more about the project. Project NExT• ing. Other sessions discussed such ques• Fifty of the 1994-95 fellows joined the tions as how to maintain a welcoming new class on Friday evening, August 4, classroom environment, what mathemat• The Second Year for a Ben and Jerry's Ice Cream event. The ics education research can contribute to 1994-95 fellows had planned their own On August 3, seventy-eight mathematics our teaching, and how best to prepare fu• program for Saturday morning, but joined faculty members new to the profession ture elementary and secondary teachers. with the 1995-96 fellows for the after• began their year as Project NExT Fellows. A panel on the faculty member as teacher noon activities. At the closing session, Intensive presentations, animated discus• and scholar addressed an issue of critical these 1994-95 fellows concluded their sions, conversations over dinner as well importance to new faculty. To acquaint the year with the project and were appropri• as late into the night, were among their fellows further with the professional as• ately recognized by the MAA and the activities at the opening workshop at the sociations, there was an evening discus• Exxon Education Foundation. Both Ed University of Vermont. During the sion with Ken Ross, president of the MAA, Ahnert, president of the Exxon Education MathFest, the fellows reinforced their links and John Ewing, executive director of the Foundation, and Robert Witte, chief pro• to one another with long walks into down• American Mathematical Society. town Burlington, mathematical card gram officer, were in attendance. In fact, games, and a juggling seminar. One goal of Project NExT is to build a they both had actively participated in many network of peers and more experienced of the events of the workshop. It was ex• The 1995-96 fellows include forty men mathematicians to provide professional tremely exciting to have 128 young fac• and thirty-eight women holding faculty support as the fellows launch their own ulty actively engaged in issues confronting positions in thirty-one states. The institu• careers. The intense workshop experience undergraduate mathematics education. tions represented include two-year and in Burlington got this network of peer Discussions and interactions continued four-year colleges, comprehensive state support off to a running start. The fellows throughout the three-day MathFest. A tre• universities, and research institutions. are connected through a special electronic mendous network has been formed. There are representatives from twenty-six network that the MAA has established for Project NExT is supported, in part, by a of the twenty-nine MAA sections. (A com• them and selected "consultants" from the three-year grant from the Exxon Educa• plete list of the fellows by MAA section of mathematical community. That network tion Foundation. The third group of fel• faculty appointment is included at the end has already been quite active in discuss• lows will be chosen in the spring of 1996. of this article.) As the workshop present• ing issues of teaching and learning. The We hope that you will actively encourage ers discovered, the fellows are an exciting variety of the fellows' institutions and applications from new faculty at institu• and energetic group with which to work. teaching assignments is reflected in the tions in your section. Further information Their application materials were impres• discussions that take place on this network. can be obtained on the Project NExT sive and indicated that they were already The comments of the more experienced Home page on the World Wide Web (http:/ wrestling with some of the major issues mathematicians who have joined the net• /archives.math.utk.edulprojnextl), at the confronting undergraduate mathematics work provide a resource for these new booth in Orlando, or from either of the co• education. fellows that reaches beyond their home directors [Jim Leitzel, University of Ne• schools. Recognizing that the movement to "re• braska-Lincoln; e-mail: jimleitz@ form" the teaching of undergraduate math• Project NExT is a full year of commit• unlinfo.unl.edu; (402) 472-7232; Chris ematics presents special challenges and ment on the part of the individual fellows Stevens, Saint Louis University; e-mail: opportunities to those just entering the and their home institutions. In addition to stevensc@sluvca. slu.edu; (314) 977- profession, Project NExT was developed the workshop and MathFest last August, 2444]. to provide not only an overview of current the fellows are expected to attend the Joint 1995-96 Project NExT Fellows issues in the teaching and learning of un• Mathematics Meetings in Orlando in Janu• Dora Cardenas Ahmadi, Morehead State Uni- dergraduate mathematics, but also to build ary 1996 and the 1996 summer MathFest versity a network of peers and more experienced at the University of Washington. The task Stuart Boersma, Alfred University mathematicians to provide advice and on• of the codirectors, James R. C. Leitzel going professional support. This project (University of Nebraska-Lincoln) and T. Theresa Ann Bright, Xavier University of the MAA is funded by the Exxon Edu• Christine Stevens (Saint Louis University) Michael A. Brilleslyper, Arizona State Uni- cation Foundation for a three-year period. has been made a bit easier by the enthusi• versity The project is now halfway through its asm and talents of the fellows, who have Clayton Brooks, Georgia Southwestern Col- second year. taken it upon themselves to plan a pro• lege Maureen T. Carroll, University of Scranton The workshop in Burlington included gram of activities for Project NExT par• more than twenty hours ofspecial sessions. ticipants at the Joint Meetings in Orlando. Kevin E. Chari wood, Saint Leo College Among the topics were calculus reform, Additional Project NExT activities at the Lee Chasen, Lebanon Valley College assessment, and the use of technology in Joint Mathematics Meetings in Orlando Robin A. Cruz, Univ. of Southern Colorado teaching .and learning mathematics. The will include a panel discussion by fellows Debra Curtis, Bloomfield College fellows not only discussed broad issues, on Friday, January 12, at 9:35AM and a Barbara K. D'Ambrosi, John Carroll Univer• but also explored specific curriculum booth in the exhibit area where members sity materials and teaching strategies, such as of the mathematical community will be See Project NExT on page 8 5 FOCUS December 1995

proved the pla• The Double Bubble Conjecture nar version of the Double Frank Morgan Bubble Conjec• ture: that the A proof of the equal-volumes case of the "empty chambers" because they are en• least-perimeter Double Bubble Conjecture, on the most closed regions containing none of the pre• way to enclose efficient shape for a double soap bubble, scribed volumes. two regions of was announced by Joel Hass (University prescribed areas of California, Davis) and Roger Schlafly in the plane is (president, Real Software, Santa Cruz, given by the California) at the Burlington MathFest. standard double The story has two remarkable features: bubble, consist- Joel Hass. one of the two ing of three mathematicians who finally • Although the problem is continuous, the circular arcs cracked the double bubble proof was by computer. meeting in two conjecture. 0 • Much of the relevant theory came from points at equal 120 angles, and not some undergraduate research. crazy alternative with empty chambers and regions of many components (see Figures Soap bubbles try to minimize area, and it 4 and 5). The proof used some ingenious is a famous theorem that a sphere-a single arguments and geometric constructions. round soap bubble-provides the least• Their result was published in the Pacific area way to enclose a given volume of air. Journal of Mathematics2 and featured in When two soap bubbles come together as the 1994 AMS What's Happening in the in Figure I, they produce a double bubble Mathematical Sciences. consisting of two partial spheres and a separating surface (which is flat if the two Michael Hutchings, a member of the later original bubbles have the same volumes). 1992 Geometry Group (which published Figure I Hass and Schlajly proved that the stan• 3 The Double Bubble Conjecture says that dard double bubble is the least-area way to en• results on the planar triple bubble ) and this standard shape is indeed the least-area close and separate the two given volumes of air. now a graduate student at Harvard, went way to enclose and separate the two given Graphics by John SuI/ivan. University of Minnesota on to exploit symmetry, convexity, and re• volumes of air. This fundamental ques• arrangement arguments to prove that any tion has remained open in general despite nonstandard least-area double bubble in the fact, as Brian White pointed out to me, R3 looks like that of Figure 3, and in the that the least-area solution must be a sur• case of equal volumes, looks like that of face of revolution, a fact which reduces Figure 2. The torus waist bubble need not the problem to a question about curves in lie symmetrically in the center; there is a the plane. large two-parameter space of possibilities. Sullivan, Rob Kusner, and Hutchings made Figure 2 shows John Sullivan's computer some early progress on numerical compu• simulation of a competing type of equilib• tations, but it was a big space to check rium double bubble, consisting of a pea• accurately. nut -shaped bubble with an innertube torus bubble around its waist. It is easy to com• Last year, during a calm stretch between pute that this particular nonstandard double rapids while kayaking down the south fork bubble has more area than the standard of the American River in Northern Cali• one and unequal volumes. But you can fornia, Hass and Schlafly had an inspira• begin to imagine there might be many other tion about carrying out a computer proof. possibilities. If you allow the two regions In the end, they narrowed the possibilities of prescribed volume to have several com• and reduced the problem to 200,260 inte• ponents, you might obtain chains of torus Figure 2 A nonstandard double bubble grals, which an ordinary PC running DOS bubbles on torus bubbles, as in Figure 3. John Sullivan. University of Minnesota on a Cyrix processor and coprocessor, pro• And unfortunately you must allow such grammed in C++ and some assembly lan• regions of several components because guage, accomplished in about twenty In the summer of 1990 my Williams Col• they arise as limits of connected regions minutes. All results were duplicated on an lege NSF "SMALL" undergraduate re• with similar subregions connected by thin Intel 486 DX2-66 processor. The compu• search Geometry Group, consisting of tubes of negligible area. Similarly you tations showed that every competing pos• Manuel Alfaro, Jeffrey Brock, Joel Foisy, must allow the exterior to have additional sibility had pieces which failed to match Nickelous Hodges, and Jason Zimba, bounded components, sometimes called up, or violated stability conditions, or had

6 December 1995 FOCUS unequal volumes. In close cases, they sub• ingly difficult fact that the area of a least• 101. divided the parameter domain more finely area double bubble is an increasing func• 6 Almgren, Ir., F. I. and Taylor, I. E. "Geometry of for greater accuracy. They maintained tion of the prescribed areas. An immediate Soap Films." Scientific American 235 (1976): 82- careful error estimates at every step. consequence is the absence ofempty cham• 93. bers, since filling such a chamber would Hass and Schlafly announced the result 7 Morgan, F. Geometric Measure Theory: A increase volume and decrease area. Sec• Beginner's Guide. San Diego, CA: Academic on August 6 at the Burlington MathFest at ond, Hutchings added a geometric decom• Press, 1995. my special session on Soap Bubble Ge• position argument to show that in the case ometry.4 The audience included Ivars 8 Morgan, F. "Mathematicians, Including Under• ofequal volumes, each region must be con• graduates, Look at Soap Bubbles." American Peterson, whose report appeared in Sci• nected. This reduced the competing possi• Mathematical Monthly 101 (April 1994): 343- ence News that Friday. S His title, ''Toil and bilities to those of Figure 2, which Hass 351. Trouble over Double Bubbles," refers to and Schlafly eliminated by their clever one of many Shakespearean quotes in Hass computations. Frank Morgan is a professor ofmathemat• and Schlafly's result, the one that begins ics at Williams College in Williamstown, and ends with "Double bubble": Massachusetts. His e-mail address is Double, double, toil and trouble; [email protected]. Fire burn and cauldron bubble. Macbeth Act 4, Scene 1, Line 10-11 All such work depends on foundational Summer Program work from 1960 of De Giorgi, Riefenberg, Federer, and Fleming on general theories Figure 3 You have to allow regions of many compo• for Women of surfaces with singularities. The difficult nents.' existence and regularity of least-area Undergraduates bubble clusters was proved in 1976 by Fred 6 7 Almgren and Jean Taylor. • Pending funding by the NSF, in 1996 Carleton and St. Olaf Colleges will con• Before parting I now provide a four-sen• tinue their successful, intensive, four• tence outline of a proof that a least-area week summer program to encourage double bubble must be a surface of revo• talented undergraduate women to pursue lution. It begins with the existence of two advanced degrees in the mathematical orthogonal planes (say the xz- and yz• sciences. planes) which split both volumes in half. Then one may assume symmetry under Figure 4 The standard double bubble (a and b): Students will take two courses in areas reflection through both planes, and hence not some crazy alternative with empty chambers of mathematics not normally offered in and regions of many components (c, d, e). under 1800 rotation about the z-axis. There• an undergraduate curriculum, with fe• fore, all vertical planes through the z-axis For more general background and further male instructors who are active profes• split both volumes in half. It follows that references, see my 1994 articleS and the sionals and outstanding teachers. In the double bubble must intersect these new chapter in my book's second edition.7 addition to their courses, the students will planes orthogonally and hence must be a The general Double Bubble Conjecture on participate in recreational problem-solv• surface of revolution. area minimization for unequal volumes re• ing, visit the Geometry Center, receive mains open. infonnation about graduate schools and Hutchings found a way to generalize this careers in mathematics, and attend twice• symmetry argument to prove the surpris- , Hutchings, M. "The Structure of Area-mini• mizing Double Bubbles." Journal of Geometric weekly colloquia. Analysis, to appear. Please announce this to your talented 2 Foisy, I., Alfaro, M., Brock, I., Hodges, N., and first- and second-year female mathemat• Zimba, I. "The Standard Double Soap Bubble in ics students. For infonnation or applica• R2 Uniquely Minimizes Perimeter." Pacific Jour• nal of Mathematics 159 (1993): 47-59. tion materials, e-mail Dr. Deanna [email protected], 3 Cox, C., Harrison, L., Hutchings, M., Kim, S., or write to Summer Math Program, Light, I., Mauer, A., and Tilton, M. ''The Shortest Enclosure of Three Connected Areas in R2." Real Mathematics Department, Carleton Col• Analysis Exchange 20 (1994-95): 313-335. lege, Northfield, MN 55057, or consult the program's WWW page at 4 Hass, I. and Schlafly, R. "Double Bubbles Mini• mize." Preprint, 1995. http://www.stolaf.edulstolafJdeptslmathI Figure 5 As part of his undergraduate thesis. Joel Foisy, now a graduate student at Duke, revised 5 Peterson, I. "Toil and Trouble over Double SummerProgram_html. the 1990 Geometry Group paper for publication Bubbles." Science News 148 (August 12, 1995): in the Pacific Journal of Mathematics.

7 FOCUS December 1995 Project NeXT from page 5 Math Options at Penn State Celebrates Steven M. Deckelman, Wayne State College D. Scott Dillery, Albion College Fifth Anniversary Jenny Dorrington, Colorado College Gerri M. Dunningan, University of North Da- In 1991 the Philadelphia Region of Women and Mathematics held the first Math Options kota program at Penn State Ogontz Campus for 150 seventh grade girls. Celebrating its fifth Della D. Fenster, University of Richmond year in 1995, this award-winning program has grown to host five hundred girls, again Benjamin Ford, University of Washington at Penn State Ogontz Campus. In total, Penn State campuses throughout Pennsylvania Frederick Ford, Dickinson College hosted almost two thousand girls, due in part to an expansion grant awarded in 1993 by Mark Foskey, Jacksonville University Bell of Pennsylvania (now Bell Atlantic). Gloria Dion and Deborah Simon, Women and Lisa R. Galminas, Northwestern State Univer• Mathematics Philadelphia Region coordinators, originated Math Options with the help sity of Louisiana of the Continuing Education Division of Penn State Ogontz Campus. Richard Gayle, Montana State University- Math Options is a series of career awareness programs offered at Penn State campuses. Northern At the Math Options Career Day, women in mathematics, science, and related fields lead Stephen 1. Giust, Nicholls State University hands-on sessions designed to expose young women to the varied career options avail• Philip E. Gustafson, Emporia State University able to those who have studied mathematics throughout high school. Math Options is Jacqueline A. Hal1, Hampden-Sydney Col1ege built upon the models of the UC Berkeley Lawrence Hall of Science's "Expanding Your John M. Harris, Appalachian State University Horizons" and Cedar Crest College's "MathConn" programs. The overwhelmingly John P. Holcomb, Jr, Youngstown State Uni- positive response to Math Options-from students, teachers, parents, and presenters• versity has underscored the need for providing such experiences for young women. In addition Judy A. Holdener, U. S. Air Force Academy to the Career Day, the Ogontz and Delaware County campuses of Penn State organized Philip K. Hotchkiss, Rhodes College one-week Summer Institutes for Math Options alumnae entering ninth grade. The Sum• Tamara J. Hummel, Al1egheny Col1ege mer Institutes began in 1994 and are funded for five years by the Mobil Corporation. As a follow-up activity, graduates of the Summer Institutes are invited to participate in the Sara Hawtrey Jones, University of Southern Colorado Women and Mathematics Philadelphia Region's mentoring program. Renee Koplon, Wright State University A manual with suggestions for organizing a similar career day is available by writing on Bonita A. Lawrence, North Carolina Wesleyan school letterhead to Dr. Mary Day Cote, Regional Director of Continuing Education, College Penn State Ogontz Campus, 1600 Woodland Rd., Abington, PA 19001-3990. Jeffrey Kent Lawson, Wake Forest University Aihua Li, Loyola University New Orleans Fengshan Liu, Delaware State University Secretary Search Sergio Loch, Grand Valley College John D. Lorch, Wingate University Due to the election of the current secretary to the position of president-elect, it will be William W. Ma, Pennsylvania College of Tech• necessary to find a new secretary for the Association. A nominating committee will be no logy formed. In the meantime please forward names of potential candidates for this position Mary K. Marshall, I11inois College to O. L. Alexanderson, Department of Mathematics, Santa Clara University, Santa William O. Martin, North Dakota State Uni- Clara, CA 95053; [email protected]. versity

Christine A. McMillan, Virginia Tech Vrunda P. Prabhu, William Woods Col1ege Troy D. VanAken, University of Evansville J. Lyn Miller, Western Kentucky University Mary Lynn Reed, Philadelphia Col1ege of Vonn Walter, Southeastern Oklahoma State Margaret L. Morrow, University of St. Tho- Pharmacy and Science University mas Stacey Rodman, Augustana Col1ege Fred Weening, Edinboro University of Penn- Carl D. Mueller, Georgia Southwestern Col• Elyn Rykken, Indiana University, Northwest sylvania lege Daniel J. Schaal, Clarion University of Penn- Randy Westhoff, Bemidji State University Leigh Ann Myers, Northwestern State Uni• sylvania Frederick J. Wicklin, University of Minnesota versity of Louisiana Paula A. Shorter, Rockhurst Col1ege Sheryl Wills, University of Wisconsin- Jodie D. Novak, Ball State University Richard M. Single, St. Olaf Col1ege Oshkosh Zephyrinus C. Okonkwo, Alabama State Uni- Jude Thaddeus Socrates, Pasadena City Col- Haidong Wu, Southern University versity lege Weiqing Xie, California State Polytechnic Uni- Robert Park, Southern University Jody M. Sorensen, Bates Col1ege versity Sharon Persinger, Bronx Community College Barry Spieler, Birmingham-Southern Col1ege Yajun Yang, SUNY -Farmingdale Kristin A. Pfabe, Northern Kentucky Univer- John Swallow, Davidson Col1ege Maureen Yarnevich, Towson State University sity Thaddeus Tarpey, Wright State University Kuo-chuan (William) Yin, LaGrange Col1ege Christopher J. Pladdy, Nicholls State Univer• Hol1y Zu110, Eastern Oregon State Col1ege sity John Thurber, Eastern Oregon State Col1ege C. Lanette Poteete-Young, Judson Col1ege Rebekah Valdivia, Augsburg Col1ege

8 December 1995 FOCUS Report Shows Improved Performance in High School Math American high school students are taking phasis on improving science and math • The percentage of twenty-five- to thirty• harder courses, especially in mathematics instruction are focuses of many educa• four-year-olds who had completed higher and science, and they are doing better at tion improvement strategies. [Indicators education (a bachelor's degree in the those courses, according to a government 15 and 16, pp. 58-61] U.S.) ranged from 7% in Italy to 23% in report released in early fall. The National both Japan and the U.S. • Although proficiency scores in reading Center for Education Statistics prepares and writing have not shown similar in• • A higher percentage of young women its report Condition of Education annu• creases [Indicators 13 and 14, pp. 54- had completed higher education in the ally, by examining sixty 'indicators' that, 57], U.S. students compared favorably U.S. (23%) than had their counterparts taken together, present a snapshot of the to those in other countries in an interna• in other industrialized countries (12% in health of American education since the tional assessment of basic reading lit• Japan and 11 % in Germany). publication of A Nation At Risk a dozen eracy in 1991-92. [Indicator 17, p. 62] years ago. The report includes data on There are positive economic returns enrollment, student achievement, cur• • Even though the number of Scholastic to education. ricula, the transition from school to work, Assessment Test (SAT) test-takers as a • Employment: In 1993, 64% of recent revenues and expenditures, school climate, percentage of high school graduates has high school graduates not enrolled in col• staffing and salaries, degrees conferred, increased 8 percentage points since 1983, lege were employed compared to 47% and tuition. the average mathematics score has in• of recent dropouts. [Indicator 28, p. 88] creased and the average verbal score has A selection of findings from the 1995 re• remained stable. [Indicator 20, p. 68] • Employment: For both young men and port include: young women, employment rates were More high school graduates go to col• High school students are taking higher for college graduates than for lege immediately after high school, those with only a high school diploma or harder courses, especially in math• even though college costs continue to GED. [Indicator 29, p. 90] ematics and science. rise relative to family income. • Between 1982 and 1992, the percentage • Earnings: For both young men and young of high school graduates taking the core • Between 1980 and 1993, the proportion women, the earnings gap between col• of high school graduates going directly courses recommended inA NationAt Risk lege graduates and their counterparts with to college increased from 49% to 62%. increased sharply, from 13%t047%. This only a high school diploma or GED has Most of this increase was in enrollments increase was broadly based, with in• widened since the early 1980s. [Indica• in four-year colleges and universities. creases observed for both sexes and in tor 30, p. 92] all racial/ethnic groups. [Indicator 25, p. Increasing preparation for college and • Welfare Dependency: In 1992 high 78] promoting college participation are con• tinuing to be at the heart of many educa• school dropouts were three times more • More students are taking algebra, geom• tion reforms, Riley said. [Indicator 9, p. likely to receive income from AFDC or etry, trigonometry, and calculus• 42] public assistance than high school gradu• courses emphasized in many recent ates who did not go on to college (17% school reform efforts-as well as ad• • Between 1980 and 1993, tuition, room, versus 6%). This gap has increased over vanced science courses, including chem• and board at public institutions increased time. [Indicator 32, p. 96] from 10% to 14% of median family in• istry and physics. For example, the Federal investment lessens revenue percentage of high school graduates who come. This increase was larger for low• took geometry increased from 48% to income families than for high-income disparity among school districts. 70% between 1982 and 1992; the per• families. Over the same time period, tu• • In 1989-90 the federal share of cost-of• centage of graduates who took chemis• ition, room and board at private institu• living adjusted revenue ranged from 13% try increased from 32% to 56%. tions rose from 22% to 39% of median in school districts with 25% or more family income. [Indicator 7, p. 38] [Indicator 26, p. 80] school-age children living in poverty to 2% in districts with less than 5% of The U.S. population compares favor• The mathematics and science profi• school-age children living in poverty. [In• ciency of students has increased. ably with other countries with regard dicator 53, p. 150] to educational attainment. [Indicator • Between 1982 and 1992, the mathemat• The full report is available in paper only. ics and science proficiency scores of sev• 23, p. 74] Send $34.00 to the Superintendent of enteen-year-olds on the National • In 1992 the percentage of twenty-five- to Documents, U.S. Government Printing Assessment of Educational Progress thirty-four-year-olds who had completed Office, PO Box 371954, Pittsburgh, PA (NAEP) increased 9 and 11 points, re• at least secondary education (high school 15230, Stock No. 065-000-00791-6. To spectively, on each assessment. This is in the U.S.) ranged from 42% in Italy to order by phone, call (202) 512-1800. roughly equivalent to an additional year 91 % in Japan. In the U.S. 87% of this age of learning in high school. Riley noted group had completed high school. that the new math standards and an em-

9 FOCUS December 1995

inspiration can accomplish wonders. The AAAS Meeting in Baltimore Offers mathematics programs at these meetings show that first-rate mathematical research• Strong Mathematics Program ers and educators can also effectively reach a broad scientific audience. Warren Page • Science of Decision Making in a Com• plex World. organized by Alice F. Healy We in Section A of the AAAS know that The 1996 Annual Meeting of the Ameri• and Francis A. Beer (University of Colo• the increasing representation and partici• can Association for the Advancement of rado) pation of mathematicians at the AAAS Science. February 8-13. 1996 in Balti• Annual Meetings are important means for • Are Women Succeeding in Science• more. will feature many outstanding ex• deepening public awareness and apprecia• Why and Why Not? organized by Mary pository talks by prominent tion of the manifold ways that mathemat• Frank Fox (Georgia Institute of Tech• mathematicians. These include the follow• ics contributes to science and society. We nology) ing symposia (three-hour sessions) and need and welcome your suggestions for invited talks sponsored by Section A • Frontiers of the Physical Sciences. two symposia topics and individuals who (Mathematics) of the AAAS. symposia organized by Rolf Sinclair might be able to organize them. (NSF) • Pattern Formation. organized by Martin I hope that you will have the opportunity Golubitsky (University of Houston) and The above symposia are only a few of the to attend some of the exciting symposia Charles Radin (University of Texas at 150 or so AAAS program offerings in the and talks in Baltimore. For details of the Austin) physical. life. social. and biological sci• program. see the October 27. 1995 issue • Analytic Approaches to Fairness. orga• ences that will broaden the perspectives of Science. I invite you to attend our Sec• nized by Steven J. Brams (New York of students and professionals alike. Indeed tion A Committee Meeting. 12:30-3:30 University) the AAAS Annual Meetings are the show• P.M .• Friday. February 9. 1996. Room 312 cases of American science. deserving • Geometric Arrangements. organized by of the Convention Center. The meeting is greater participation by mathematicians. Janos Pach (Courant Institute) and open to all who wish to stimulate interest Charles Radin (University of Texas at In presenting mathematics to the AAAS and activities of the mathematical sciences Austin) Program Committee. I have found the within the AAAS. Please send me. and encourage your colleagues to send me. • Mathematical Problems in the Diagno• committee genuinely interested in more symposia proposals for future AAAS sis and Treatment of Disease. organized symposia on mathematical topics of cur• meetings. by David Isaacson (Rensselaer Polytech• rent interest. The Section A Committee is nic Institute) looking for organizers and speakers who The AAAS wishes to acknowledge the AMS can present substantial new material in • Knots. organized by Cameron Gordon for their generous support. understandable ways. This task is not easy. (University of Texas at Austin) but the outstanding success of mathemat• Warren Page is secretary of Section A of • Building Evolutionary Trees: Evidence ics symposia at the previous AAAS An• theAAAS. and Analysis. organized by Martin nual Meetings proves that effort and Farach (Rutgers University) • Frontiers of Physical Sciences lecture "Partitions: From Number Theory to Top Ten Math Graduate Schools Physics." George E. Andrews (Pennsyl• The National Research Council recently 1. University of California, Berkeley & vania State University) released a report on the status of U.S. re• Princeton University (tie) • Topical Theme lecture. John Conway search doctorate programs, the first such 3. Massachusetts Institute of Techno logy (Princeton University) report it had issued since 1982. The study 4. Harvard University examined the quality and effectiveness 5. University of Chicago Other symposia that will be of interest to of more than 3600 doctoral programs in 6. Stanford University mathematicians and mathematics educa• forty-one fields at 274 universities, up• 7. Yale University tors include: dating and expanding on the 1982 assess• 8. New York University • Frontier Applications in Computer Meth• ment. The report provided ratings on a 9. University of Michigan & Columbia ods for Dynamic Systems. organized by variety of factors. However-and con• University (tie) troversially-the rankings of programs Ronald E. Mickens (Clark Atlanta Uni• Only the University of Michigan is new were based solely on the "scholarly qual• versity) to the top ten. The 1982 assessment's top ity of program faculty," as evaulated by • Using Problem Based Learning to Bol• ten included the other nine plus the Uni• other mathematicians, not on the quality ster Achievement for All Students. orga• versity of Wisconsin-Madison. nized by Maxine Bleich (Ventures in of the graduate programs offered. For those who are interested in such rankings, Education) More information is available on the here, according to the report, are the in• WorldWide Web at http://www.nas.edu, • Quantitative Literacy and Science Edu• stitutions where you will find the top ten via gopher at gopher.nas.edu, and via ftp cation. organized by Cathy Crocker graduate mathematics faculty. at fip.nas.edu/pub/. (American Statistical Association) 10 Check Ollt Ollr Web site I http://www.wri.com/ PUT ONE OF TH---

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CC 1995 Wolfram Re5eardl, n: Mamem.rtalSilIIl;lMlldtradrman.afWoIfrMIRnearttI. n: AfaIllem.JrGJIIna'lilua:indWlttl Mathema1ca PoIcyfleseaodl, 1rc.II'MmTedI.1rI: All mherp'o6..cI~ lTe1tI!n!darlluadernaUafltwprcO.url FOCUS December 1995 A Foundation in • Distinguished Teaching Awards EEF also has been very active in the devel• opment of new standards for mathematics High Gear education and the associated new ap• Don Albers proaches to teaching and curricula. In ad• dition to the MAA, support in pursuit of Ed Ahnert, president of the Exxon Educa• these goals has been given to the Ameri• tion Foundation (EEF), and Bob Witte, its can Mathematical Association of Two• senior program officer, were in Burlington, Year Colleges (AMATYC), the National Vermont in early August for the second Council of Teachers of Mathematics summer meeting of Project NExT (New (NCTM), the Mathematical Sciences Edu• Experiences in Teaching), the MAA's pro• cation Board (MSEB), and the Consor• gram for new Ph.D's entering teaching tium for Mathematics and Its Applications that EEF is funding. The project provides (COMAP). an overview of current issues in the teach• Math Horizons and two other mathemat• ing and learning of undergraduate math• ics publications can trace their all impor• ematics and has built a network of peers tant start-up funds to EEF: What's and more experienced mathematicians for Happening in the Mathematical Sciences?, advice and ongoing professional support. Ed Ahnert. President of the Exxon Education an annual publication of the American The success of Project NExT has been phe• Foundation Mathematical Society, and the Elementary nomenal and has brought big smiles to the Mathematician, a newsletter of COMAP. The NExT project underscores one of the faces of Foundation officials Ahnert and particular joys that Ahnert expresses about Witte. The first group of sixty-six NExT Although EEF is now forty years old, its being at the helm of EEF: "I like being fellows, selected in 1994, joined the 1995 involvement with mathematics education able to distribute funds to people who have group of fellows in Burlington at the com• dates back only to 1987 with the creation common problems and watch the empow• bined summer meetings of the MAA and of their Mathematics Education Program, ering effect. We empower them not only AMS. The energy and enthusiasm of the which is concerned with promoting math• with money but with recognition; just NExT fellows is contagious and power• ematics at all levels, with special empha• getting a grant is important. It may be more ful. Codirectors Professor James Leitzel sis on grades K-3. That early emphasis important for elementary school teachers of the University of Nebraska-Lincoln and reflects the reality that students' math who often don't have the same freedom to Professor Christine Stevens of St. Louis performance patterns are shaped largely practice their ideas as do college teachers. University describe the fellows as "exhila• in the early school years, where the qual• rating and exhausting!" Ahnert and Witte ity of math instruction has needed strength• "I enjoy being able to come back and get were impressed with the NExT project ening. By the early 1990s, seventy-five to know grantees over long periods of time from the start, and seemed like two proud school districts had received grants to in• and see them grow. The NExT program parents of 130 fellows at the various NExT troduce math specialists. and our program for developing math spe• activities in Burlington. They attended cialists for kindergarten through third The work ofEEF at college and university NExT workshops, NExT panel discus• grade (K-3) are especially gratifying in levels has been carefully targeted and very sions, and the NExT ice cream social. If that regard. successful. Each year EEF distributes there were not a slight age differential "I've been attending the annual meetings between them and typical NExT fellows, about twenty million dollars in grants to ofK-3 math specialists since 1990. At the you might have thought that they, too, were schools, colleges, universities, and edu• 1990 meeting, there was still a great deal NExTers. cation-related organizations. of uncertainty, skepticism, and fear. In that The impact of EEF on mathematics edu• In addition to funding Project NExT, EEF large group of developing math special• cation in seven years has been nothing has helped the MAA by providing support ists, there was an initial hesitancy to re• short of extraordinary. Marcia Sward, for the following: veal to their peers that they didn't know executive director of the MAA, is very something; that's a kind of fear. Now there • Math Horizons, our new magazine for impressed with the work ofEEF. She says, is a sense of the whole group working as students "The Exxon Education Foundation has a team and resource group. It's great to see been a key player in mathematics educa• • SUMMA (Strengthening Underrepre• them address problems openly, rather than tion reform efforts for almost ten years. sented Minority Mathematics Achieve• concealing them." ment) Exxon staff members have made it their business to understand our community and Taking the long view is central to EEF's • the Student Chapters Program what it is seeking to achieve, and to sup• success. Ahnert notes that "accomplish• port those activities with the greatest po• ing change in mathematics education is • publication and dissemination of "Guide• tential for transforming our vision into something that takes a while. We are will• lines for Programs and Departments in reality." ing to move into mathematics education Undergraduate Mathematical Sciences" reform and stick with it for a long period and "A Call for Change" 12 December 1995 FOCUS

ing are, then you quickly run into the swamp who get our grants." and bog down. What's next for EEF? Ahnert responds, "I "I go to a large number of educational manage not only the foundation, but the conferences where many presenters go on entire corporate grant-making apparatus, and on with all sorts of data. Oftentimes half of which is made up of EEF. We're you wouldn't know that they were talking involved in a lot of things: mathematics about students and teachers. In fact, at most education, science education at both the of those meetings there are no students or pre-college and college levels, and a huge teachers present. It 's amazing and sad how three-to-one educational matching gift far away that part of education has shifted program that has benefitted nearly every from what I think is the central purpose of university in the country. the enterprise. At EEF, we try to stick close "On the corporate side, we make grants to to the purpose." health and human services organizations. Bob Witte is in the unique position of si• In communities where we have Exxon multaneously working with primary facilities, we have provided grants for arts• school teachers and university teachers. related activities, environmental projects, The K-3 math specialists and the NExT and minority and women's services. I am fellows have established electronic dis• interested in trying to draw all of these Bob Witte. Senior Program Officer for the Exxon Education Foundation cussion groups that he is, as he puts it, activities together. One of the best things "privileged to observe on a day-to-day we do is to leverage two or three different basis." He has noticed that the K-3 group things at the same time. For example, what of time. spends most of its time discussing students we've learned about mathematics educa• and some time on mathematics. For the tion is infonning a lot of what we're doing "Because we're small and private, we can NExT group, the situation is reversed. That in our new collegiate science program. In be a bit more experimental than NSF or observation and his rapidly growing con• fact, we're calling it Science, Math, Engi• the Ford Foundation and take some risks. tacts with members ofMAA and other pro• neering, and Technology. The math is al• So Bob Witte can follow a thread that he fessional organizations lead him to ask, ready there in what Bob Witte is doing. sees developing, sort of go with the flow, "What in the long run is the role of the I'm interested in doing more cross fertili• and redesign what we're doing each year profession? It seems to me that the profes• zation and cross leveraging. in some small but important marginal sion from university to kindergarten needs way." "I also believe that we will have to engage to work hard at establishing two-way trans• in fewer and bigger projects. That's a re• When asked what it is like working with mission lines. If not, you will see more ality that many corporations are now fac• the mathematics community, Witte re• advertisements on TV and in the popular ing. Our budgets haven't been cut, but sponded, "What really impresses me about press for mathematics for our elementary we're getting head count pressure. So the mathematics community is their well• children that may be nothing more than there's pressure that's going to require developed sense of common purpose. number games. You can't build an educa• doing a few bigger things. We want to be Even the dissenting voices in mathemat• tional program on that sort of thing. as effective as we can, and Exxon's share• ics education reform are really quite "I was really encouraged by the discus• holders and directors deserve our account• healthy. They provide the basis for an sion about teaching and learning at the last ability for the resources they provide. Like ongoing discussion that needs to be there. joint meetings of the AMS and MAA in mathematics educators who are wrestling "I think that there's a lot that mathematics San Francisco. Ninteen-ninety-five may with assessment issues, we too are chal• can give to other disciplines as well, and have been the year when the discussions lenged to provide that accountability by I think that the right sort of perspecti ve on about teaching and learning took on a real measuring what's important to know about change in mathematics education could synergy." our programs, not just what is easy to be enonnously helpful to people who now measure. Our grantees can help us by In spite of considerable success, Ahnert aspire to improve teaching in science." making sure we understand and can ex• cites a problem that is common to many plain what is important to know about the The many successes of EEF are perhaps foundations. "It's saying no to good work we support." more easily explained when reflected in people. For every grant that we make, we Ahnert's general view of education. Ac• say no to ten. And nine of those ten are fine cording to him, "Education is a very per• projects." sonal experience. It takes place between a Witte adds, "In the end we end up betting learner and a guide, a teacher and a men• on people with vision. Most of the best tor, or a fellow student in some cases. It's grants we make go to people who would the most personal and intimate of activi• find a way to do what they want to do ties, and if you lose that sense of how whether we made the grant or not. That in personal and intimate learning and teach- a sense sets a very high standard for people

13 FOCUS December 1995 Updates for the Joint Mathematics Meetings January 10-13, 1996 Orlando, Florida

MAA Invited Addresses moderate this discussion. AMS Invited Address Janos Pach's title is "Geometric graphs." Robert L. Bryant's title is "Perspectives in Panelists for the discussion on Women and the geometry of differential equations" Mathematics: Case Studies of Interven• Peter Shor's title is "Quantum computa• Other MAA Sessions: tion Programs include Diana C. Dismus• tion." Campbell, Rutgers University and Making Teaching More Public: Thurs• Linda Preiss Rothschild's title is "Ge• Spelman-Bryn Mawr Summer Mathemat• day, 2: 15 P.M. The panelist who will repre• ometry ofreal algebraic manifolds in com• ics Program; Sarah J. Greenwald, Uni• sent the two-year college perspective is plex space." Linda Boyd, DeKalb College. versity of Pennsylvania Women in Mathematics; and Julie Kimbell, Chemi• Henry Rene Darmon's title is "Pell's Department Chairs Session: Encourag• cal Industry Institute for Toxicology and equation and elliptic curves: From Fermat ing Departmental Change: Thursday, North Carolina Women and Mathematics/ to Wiles." 7:30 P.M. to 9:00 P.M., organized by James Wake County Schools Math Mentoring R.C. Leitzel, University of Nebraska• Program. Other AMS Sessions Lincoln, sponsored by the Committee on Workshop on Teacher Enhancement the Teaching ofUndergraduate Mathemat• You're the Author, What's Next?: Pan• Opportunities: Friday, 1:00 P.M. to 2:30 ics. This session will open dialogue with elists include Robert L. Devaney, Bos• P.M., organized by Ronald A. Douglas, departmental chairs on aspects of chang• ton University; William E. Hoffman, SUNY at Stony Brook, sponsored by the ing the undergraduate experience. Topics Worth Publishers; Barbara A. Holland, Committee on Education. The National to be discussed include the role of depart• John Wiley and Sons; Kay Murray, Au• Science Foundation (NSF) sponsors a ment chairs in fostering change in con• thors Guild; and Michael J. Sullivan, Chi• number of programs for mathematics tent, teaching, assessment, and in cago State University. teachers. This session will describe ap• encouraging faculty participation in pro• AMS-MAA Invited Addresses proaches taken by various university and colleges. Presenters include Spud Brad• fessional development. Andrew J. Granville, University ofGeor• ley and Diane Spresser, NSF, Judith Poster Session on Research by Under• gia, Athens, "It's as easy as abc," Satur• Roitman, University of Kansas, the orga• graduate Students: Saturday, 8:00 A.M. day, 11: 10 A.M. nizer, and others. to 10:00 A.M., sponsored by the CUPM Roger A. Wiegand, University of Ne• Subcommittee on Undergraduate Re• The Council meeting will take place from braska-Lincoln, "A century of syzygies", search in Mathematics. Posters which 1:00 p.m. to midnight. Wednesday, 11: 10 A.M. describe mathematical research by indi• Does Calculus Reform Really Work?: vidual undergraduates will be judged on Neal Lane, National Science Foundation, Saturday, 8:30 A.M. This panel discussion mathematical content and on presentation. will give the government science policy will include viewpoints from panelists on Prizes will be awarded to all participants address, sponsored by the AMS Commit• 1) calculus reform works; 2) calculus re• and monetary prizes totalling at least $225 tee on Science Policy, JPBM, and the MAA form does not work; and 3) it's too early to will be awarded. Prospective participants Science Policy Committee, at 4:20 P.M. on assess whether or not calculus reform should submit an abstract by November Friday. works. Panelists include George E. 30 to the organizer, Judith Palagallo, De• Other AMS-MAA Sessions Andrews, Pennsylvania State University; partment of Mathematical Sciences, The Joint Prize Session: Thursday, 4:25 P.M. Morton Brown, University of Michigan, University of Akron, Akron, OH 44325- The Frank and Brennie Morgan Prize Ann Arbor; and John C. Polking, Rice 4002; (216) 972-7402; e-mail: palagallo@ for Outstanding Research in Mathemat• University. uakron.edu. ics by an Undergraduate Student, co• A reception hosted by Mathematical Re• Panelists for the discussion on The Job sponsored by AMS, MAA, and the Society views and MathSciNet will take place Market for New Ph.D.s include Ronald for Industrial and Applied Mathematics, Thursday, 8:00 P.M. to 10:00 P.M. All par• M. Davis, Anoka-Ramsey Community will be presented in addition to those listed ticipants are invited to attend where a dem• College; Paul D. Humke, St. Olaf Col• in the October issue. onstration of MathSciNet will be given. lege; Donald E. McClure, Brown Uni• An additional presenter in the Workshop versity; James F. Ramaley, Ziff-Davis on Teacher Enhancement Opportunities is Activities of Other Organizations Publishing; and James R. Schatz, National Philip D. Wagreich, University of Illinois Security Agency. Annalisa Crannell, Association for Symbolic Logic (ASL) at Chicago. Franklin and Marshall University, will See Joint Meetings Update on page 17 14 December 1995 FOCUS

15 FOCUS December 1995 History of Mathematics Institute Survey on MAA Would you like to teach a course in the David Pengelley, James Donaldson, and history ()f mathematics? Does your col• Karen Parshall. Activities at the institute Electronic Services lege or university plan to offer such a include reading of original sources, sur• The MAA will be expanding its electronic course soon for prospective teachers to vey lectures, small group projects, trips services over the next year and we are implement the recommendations of the to rare book libraries, and discussions of surveying our members to determine what MAA, NcrM, and NCATE? Do you methods ofconducting a history ofmath• services we should add. This survey is want to learn how the history of math• ematics course and of using history in intended to gather thoughtful suggestions ematics will help you in teaching other the teaching of other mathematics from our members, not to conduct a scien• mathematics courses? courses. Participants will also have the tific sampling of ranked preferences. Take opportunity to interact with mathemati• If you answered "yes" to any of these a look at the services currently available cians who will be returning to the insti• questions, you are invited to apply to par• on the MAA Gopher and MAA Web pages tute for their second year. ticipate in the second MAA Institute in and at the list below of possible additions the History of Mathematics and Its Use Applications are strongly encouraged that have already been suggested. Then in Teaching. It will take place at Ameri• from faculty at small institutions, at mi• make your suggestions in as much detail can University, Washington, DC, June 3 nority-serving institutions, and institu• and with as much justification as you wish. - 21, 1996, with work continuing through tions that prepare secondary teachers. (Your list may overlap the list below.) an electronic network during the aca• Then send your suggestions by January I, For more information and application demic year 1996-97. Participants will re• 1996, to Eugene A. Herman, Chair, Com• forms, contact V. Frederick Rickey at turn to Washington for three additional mittee on Electronic Services, Dept. of (419) 372-7452 or Victor J. Katz at (202) weeks in June 1997. The teaching staff Math and Computer Science, Grinnell 274-5374; or preferably bye-mail: of the Institute consists of well-known College, Grinnell, IA 50112; [email protected] and [email protected]. historians of mathematics, including V. herman@math. grin.edu. Applications are due by March 15,1996. Frederick Rickey, Victor J. Katz, Steven Applicants will be notified of their ac• H. Schot, Ronald Calinger, Ubiritan List of Possible MAA Electronic ceptanceordeclinationbyAprilI5,1996. D' Ambrosio, Judy Green, Uta Merzbach, Services

• Online searching of bibliographic in• Extending the Scope of Mathematics formation in MAA journals • Creating and maintaining electronic Education Reform mailing lists from the MAA member• In October, the Exxon Education Founda• widely available on the Internet through ship database tion announced a grant to support project the World Wide Web pages. • More complete schedule of conferences, EXTEND: Broadening the Scope of Re• The project will extend the discussion meetings, and workshops form in Mathematics Education. The goal about mathematics education reform into of this two-year project is to extend the • More complete information on the ac• its second decade through two key strate• momentum for reform of mathematics tivities of sections gies-by raising issues that still need to education by engaging the mathematics be addressed and by expanding the reach • Online registration for conferences, community in dialogue with constituen• of these discussions to include groups that meetings, and workshops cies whose support is crucial for contin• heretofore have not been major partici• ued progress. • Lifelong e-mail addresses pants (e.g., two-year colleges, business EXTEND will engage leaders of diverse leaders, vocational and technical educa• • Online versions of FOCUS and UME communities in discussion of challenges tors). Trends facing mathematics education in the next EXTEND operates in cooperation with • Online courses (Le., continuing educa• decade. These pivotal issues include: the The College Board, the Conference Board tion) for instructors nature and "ownership" of mathematics; of the Mathematical Sciences (CBMS), the growing public demand for account• the American Association of Higher Edu• ability; the increasing challenges of ac• cation (AAHE), the National Center for cess and diversity; and the changing nature This survey can also be filled out Research on Vocational Education of education in relation to careers. electronically on MAA Online. (NCRVE), and other organizations with Mathematicians and scientists, vocational interests in mathematics education. The and technical educators, business and project is directed by Dr. Susan L. Forman http://www.maa.org policy leaders will join mathematics teach• of Bronx Community College, City Uni• ers and teacher educators through semi• versity of New York and by Dr. LynnArthur Stop by and share your comments. nars and at electronic roundtables. Issues Steen of St. Olaf College in Northfield, and ensuing discussions will be made Minnesota. 16 December 1995 FOCUS

Joint Meetings Update from page 14 mathematicians with interesting stories to Opportunities: Mary M. Lindquist, Co• go public with them in various ways. Or• lumbus College, Georgia, is co-organizer. Invited Addresses Peter A. Cholak, Uni• ganized by Richard H. Herman and Additional presenters are Jean Klanica, versity of Notre Dame; Joan Kathleen Holmay, JPBM. Cherry Creek School District, Colorado, Feigenbaum, AT&T Bell Laboratories; and Barbare Reyes, University of Mis• Gregory Hjorth, UCLA; Kitty L. HoI• AMS-MAA Sessions souri, Columbia. land, Northern Illinois University; David Workshop on Teacher Enhancement E. Marker, University of Illinois at Chi• cago; Itay Neeman, UCLA; and David L. Reed, Duke University. The NSF Invited Address has been can• celled. Association for Women in Mathematics (AWM) Ol'ga Oleinik's affiliation was listed in• correctly in the October issue; it should be Moscow State University. The title for the panel discussion on Wednesday is "Affirmative action: A look back and a look ahead." The title of the 25th Anniversary Special Lecture by Kate Okikiolu is Determinants of elliptic operators. The title of the Noether Lecture given by Ol'ga Oleinik is On some homogeniza• tion problems for differential operators. Panelists in the AWM panel discussion include Ingrid Daubechies, Princeton University; Robion C. Kirby, University of California at Berkeley; and Cora S. Sadosky, Howard University. The mod• erator is Mary W. Gray, American Uni• versity. Joint Policy Board for Mathematics (JPBM) Then consider joining a highly talented Statistio;, Combinatorio; and more. And they func• Taking Advantage of Math Awareness group of mathematicians whose job it is to deduce tion as a true community, exchanging ideas and Week(MAW): Thursday, 9:00 a.m. to structure where structure is not apparent. to find working with some of the finest minds-and most 10:00 a.m. All participants are invited to pattems in seemingly random sets. to create order powerful computers--in the country. If you love share their MAW activities, ideas, prob• out of chaos. problem-solving and like the idea that those solu• lems, technology, so that JPBM may evalu• These are the mathematicians of the tions will be applied to real world problems, look ate the program and learn how to be more National Security Agency. They contribute to the into a career with NSA responsive to member needs in future plan• solution of cryptologic problems USing Number Send your resume to the address below or ning. Organizers are Richard H. Herman Theory. Group Theory. Finite Field Theory. Linear "Contact your campus National and Kathleen Holmay, JPBM. Algebra, Probability Theory. Mathematical placement office. Security Agency What the Media Look for in a Math Story: Thursday, 2: 15 p.m. to 3:45 p.m. The Opportunities of a Lifetime Mathematicians and representatives from Attn: M322(AIQl. Ft. Meade. Maryland 20755·6000 the media will discuss what they wish the An equal opportunity employer. U.S. citizenship required for applicant and immediate family members. public knew about mathematics, what the public may know about mathematics and how they learn it, how to improve the dia• logue between mathematicians and the general public, and how to encourage

17 FOCUS December 1995 Seattle MathFest International Conference on Functional Call for Proposals Analysis and Global Analysis

The Joint Program Committee is solicit• October 20-26,1996 ing proposals for sessions and/or organiz• University of the Philippines, Diliman Campus, Quezon City, Philippines ers for the MathFest to be held in Seattle August 10-12, 1996. These sessions may Topics include Evolution Equations, Operator Theory, Dynamical Systems, Viscosity concern any aspect of mathematical re• Solutions, Wavelets Analysis, Spectral Analysis, Spectral Geometry, Critical Point search, college education, professional Theory, Quantum Ergodicity, Mathematical Models for Phase Transitions, and Partial concerns, or other topics of interest to the and Ordinary Differential Equations in Complex Domains. Main sponsors are the general mathematical community as math• Department of Science and Technology of the Philippines (DOST) and the Japan ematicians. There will be two one-hour Society for the Promotion of Science (JSPS). Co-sponsors are the Southeast Asian fifty-minute sessions each day of the meet• Mathematical Society and the Mathematical Society of the Philippines. Registration ing for such sessions, and there can be up is October 20; talks October 21-25. Abstract must be sent no later than August 1, 1996, to fifteen in any of the six slots. A block to the organizers. Proceedings of the conference will be published. For further infor• schedule for the meetings, with sessions mation, contact Dr. Polly W. Sy, Department of Math, University of the Philippines, entered in these slots as they are accepted, Diliman Campus, Quezon City, Philippines 1101; fax: (632) 996868 or (632) 971266; will be posted on the World Wide Web, e-mail: [email protected]@nicole.upd.edu.ph. with hypertext access from both e• math.ams.org and www.maa.org. Please send your proposals for sessions and their Mathematics Awareness Week, 1996 organizers to the chair of the Joint Pro• gram Committee, Barbara Osofsky, De• Mathematics Awareness Week 1996 will be held during April 21-27 with the focus on partment of Mathematics, Rutgers "The Mathematics of Decision Making." The Joint Policy Board for Mathematics is University, New Brunswick, NJ 08904; e• seeking ideas, visuals, and other resources from the mathematical community to help mail: [email protected] as soon develop this theme in a way that can be conveyed to the general public, especially as possible. The committee will be meet• students. If you have suggestions to contribute, please contact JPBM Public Information ing in Orlando in January; it would help to Director Kathleen Ho!may at [email protected]. have proposals by then, but later ones will be accepted ifthey can be accommodated. Foundation Seeks Mathematician Receives 1995 National Proposals for Medal of Science A mathematician was among the eight researchers on whom President Clinton be• Programs for stowed the 1995 National Medals of Science at a White House ceremony in October. Louis Nirenberg of New York University was recognized for "his fundamental contri• Women and Girls butions to linear and nonlinear partial differential equations, and applications, particu• larly in geometry and complex analysis, thus having a decisive impact on the development The Tensor Foundation will continue the of mathematics and its applications over a period of years." program, started in 1995, to make funds available for programs to encourage women and girls in mathematics. Ten Symposium on Mathematical Modeling in grants of $5000 each will be made in April 1996 for student-centered projects con• Undergraduate Curriculum ducted by high school, college, or univer• sity mathematics faculty, to begin in the University of Wisconsin-La Crosse academic year 1996-97. The deadline for proposals is March I, 1996.Arequestform June 13-15, 1996 containing guidelines for proposal prepa• ration and submission is available on the Submissions are invited for twenty-five- and fifty-minute presentations focusing on any MAA Gopher or from the Mathematical aspect of mathematical modeling. Both mathematical and pedagogical themes are wel• Association of America, 1529 18th St. come. Publication of the proceedings is planned. Send a fifty-word abstract before NW, Washington, DC 20036; (202) 387- March 15, 1996 to Helen Skala, Math Department, University of Wisconsin, La Crosse, 5200; e-mail:[email protected]. WI 54601; e-mail: [email protected].

18 December 1995 FOCUS

Jane Friedman, University of San Diego Tensor Grants Cheryl Gregerson-Malm and Myrna Main, Travel Grants for Northwest Missouri State University Awarded Judith Johnson, Central State University ICME-8 (Ohio) Nine college and university faculty mem• Seville, Spain bers received grants of $5000 to carry out Virginia Knight and Paula Stone, Meredith College (North Carolina) programs for women and girls on their The National Council of Teachers of Anita Salem, Rockhurst College (Mis• campuses during the 1995-1996 academic Mathematics has applied to the National souri) year. Through this program, the Tensor Science Foundation for funds to permit Foundation, a newly formed charitable Viji Sundar, California State University, travel support for u.s. mathematics foundation, is seeking increased partici• Stanislaus. teachers at all levels, mathematics su• pation of women in mathematics and sci• The winning projects include: the design pervisors, teacher educators, and re• ence. The grants program is administered and teaching of an upper-division under• searchers to participate in the 1996 by the MAA on behalf of the foundation. graduate course that focuses on the work International Congress on Mathematics The foundation will make funds available and lives of five great female mathemati• Education (ICME-8) in Seville, Spain, to the MAA for an additional ten grants cians; a program supporting a Sonya July 14-21, 1996. In anticipation of the annually through the year 2000. Kovalevsky Day for middle school girls availability of funds, the council is pre• Winners were chosen through a competi• and a conference to prepare one hundred pared to administer the selection process. tion advertised in the June 1995 FOCUS high school counselors to provide more Application forms for support and the and on the MAA Gopher. Various types of encouragement for their female students First Announcement of the congress may institutions are represented among the first to study advanced mathematics; a program be obtained by writing to Department I, round of winners: three state universities, to introduce African American college National Council of Teachers of Math• a historically Black university, a private women to the TI-92 calculator; a ematics, 1906AssociationDrive, Reston, university, three small colleges, and a two• mentoring program for middle school VA 22091-1593, by calling (703) 620- year college. The 1995 winners are: girls; and a program for high school women 9840 ext. 113, by faxing (703) 476-2970, focusing on mathematical applications in Judy Ackerman, Montgomery College or bye-mail at [email protected]. the marine and environmental sciences and (Maryland) Completed applications must be received the importance of mathematics and scien• in the NCfM office by MardllS, 1996. Marcella Alkalay and Nancy Harrison, tific literacy to environmental issues and Applicants will be notified by April 30, Mercy College (New York) policy. 1996. Women and members of minority Helene Barcelo, Arizona State University A request for proposals for 1996 MAN groups are especially encouraged to ap• Tensor grants is on page 18. ply. Applications will be evaluated by a panel of mathematics educators and mathema• ticians under the terms of a proposal sub• mitted to the National Science Proposed Bylaws Revision Foundation (NSF). Should the proposal be funded, the following condition will The Board of Governors recommends to abilities of the Association, distribute all apply: applicants who are given grants the membership the addition of the fol• of the assets of the Association for one or for support oftheir travel to 1CME-8 may lowing section to the Association Bylaws. more exempt purposes within the mean• not supplement them with other NSF The revision is being proposed so that the ing of Section 502 (c) (3) of the Internal funds. Currently, it is the intention of Association can qualify with the Postal Revenue Code, or the corresponding sec• NSF's funding program to provide no Service for better rates for certain mail• tion of any future federal tax code, or to additional funds on its other regular ings. This note constitutes formal notifi• the federal government, or to a state or grants for travel to ICME-8 in 1996. cation to the membership that this Bylaws local government, for a public purpose. However, an individual who does not re• revision will be considered at the annual Any such assets not so disposed of shall ceive a travel grant may use regular NSF Business Meeting in Orlando. be disposed of by a Court of Competent grant funds, subject to the usual restric• Jurisdiction of the county in which the tions and prior approval requirements. principal office of the corporation is then "Article XII - Dissolution of the Associa• located, exclusively for such purposes or tion to such organization or organizations, as said Court shall determine, which are or• Upon the dissolution of the Association, ganized and operated exclusively for such the Board of Governors shall, after paying purposes." or making provision for paying all the li- G. L. Alexanderson, Secretary

19 FOCUS December 1995 College Mathematics Journal Survey Online Math JDumal The Furman University Electronic Jour• The MAA Committee on Publications has appointed a subcommittee-the College nal of Undergraduate Mathematics is an Mathematics Journal Ad Hoc Study Committee-to study the College Mathematics online journal designed to encourage un• Journal (CMJ). This is the first in what is intended to be a regular series of studies of dergraduate research in the field of math• MAA journals prior to the search leading to the appointment of a new editor. ematics. The journal accepts papers of This study is intended to address matters such as editorial policy, content, level, format, significant mathematical interest written and the like. Its goal is to make explicit features that already make the journal successful by students containing work done prior to and to recommend procedures needed to keep an excellent product running at top form. the students' obtaining a Bachelor's de• This is not a study of a journal in trouble, but an attempt to guarantee that the MAA not gree. Papers of all types will be consid• become complacent about the quality of its journals. ered, including technical, historical, and expository. The journal is not refereed in One specific question of interest to the committee is the editorial policy that excludes the traditional sense. Rather, any students from the CMJ material that is principally pedagogical (except in Classroom Capsules). wishing to submit papers must have a spon• Should this continue to be a guiding editorial policy? Or would the CMJ readership be sor-a full-time faculty member willing served by including appropriate pedagogical material, for example, on matters of under• to approve the student's work. The spon• graduate "reform" in mathematics? sor will playa role in ensuring the quality The work of the commi ttee will be conducted mostl y by e-mai I, phone, fax, and U.S. mai I. and veracity of the paper. The committee is extremely interested in the reactions of current subscribers to the CMJ, Access to the journal is provided by the former subscribers, and those never having subscribed. The committee wants to learn World Wide Web at the URL http:// what readers like about the journal; what might cause current readers to drop the journal; math.furman.edu/-mwoodard/fuejum/ and what would lure new readers to add the journal to their subscription list. You can reach welcome.html committee members at the e-mail addresses below or at their institutional addresses. U.S. mail sent to the MAA headquarters office in the name of the committee chair will be Papers are presented primarily in postscript forwarded to him. format. Papers will be accepted in a vari• ety of formats through anonymous FTP, The committee's report is due in late spring 1996. Hence, MAA members and other but TeX and LaTeX are the preferred for• readers are urged to respond promptly with their comments. mats. For more information, contact Edi• Stephen Rodi (Austin Community College; [email protected]) will chair the study commit• tor in Chief Mark Woodard; e-mail: tee. Other committee members are Victor Katz (University of the District of Columbia; woodard_mark/[email protected]. [email protected]), Dana Mackenzie (Kenyon College; mackenzi @kenyon.edu), Phil Straffin (Beloit College; [email protected]), and Bill Watkins (California State• Northridge; [email protected]). Bart Braden (Northern Kentucky; [email protected]) will provide liaison with the CMJ. Don Albers (MAA headquarters; NSA Sabbatical [email protected]) will support the committee in Washington. Program 1996 Summer Short Course Host Opportunity The National Security Agency has a pro• The Ohio State University Technology Summer College Short Course Program [T(SC)2], gram whereby established professors organized by Bert Waits and Frank Demana, will again be co-sponsoring a variety of wishing a glimpse of nonacademic math week-long short courses designed for college mathematics faculty at selected college as a change of pace spend a sabbatical sites throughout the U. S. during the summer of 1996. Short courses will focus on year at the NSA (at Fort George G. calculus reform and AMATYC Standards mathematical content. All short courses will Meade, Maryland). The NSA picks up feature instruction on Texas Instruments graphing calculators, including the TI-92. 50% of their academic salary and pays T(SC)2 instructors are all highly qualified college faculty with experience in the teach• the full salary during the summer. Ameri• ing and learning of mathematics enhanced with technology. Short course options in• can citizenship is required and it will be clude: necessary to obtain an NSA security clearance. Applications for 1996-97 are Mathematics in the foundation, developmental, and college preparatory levels (TI-82 now being accepted. For further infor• and CBL) mation, wri te or call Dr. Charles Osgood, College algebra and data analysis (TI-82 and CBL) Director, NSA Mathematical Sciences Precalculus and calculus (TI-82 and/or TI-85 and CBL) Program, National Security Agency, Fort Calculus enhanced with computer algebra (TI-92) George G. Meade, MD 20755-6000, Grants of up to $4000 are available from Ohio State to selected host sites. If you are Attn: R51A; (301) 688-0400; e-mail: interested in hosting a T(SC)2 short course at your college or university during the [email protected]• summer of 1996, contact Ed Laughbaum, Department of Math, Room 342 Math Tower, tion will also be available at the NSA The Ohio State University, 231 W. 18th Ave., Columbus, OH 43210; (614) 292-7223; booth at the January meetings. fax: (614) 292-0694; e-mail: [email protected].

20 December 1995 FOCUS sible than a course emphasizing a com• Teacher training is a major concern of the New Advanced mon core of concepts and techniques. The committee. Last summer, members of the task force thus recommended that a con• committee led a teacher workshop at Placement Statistics cept-oriented AP statistics course and ex• Clemson University. This summer the amination be created and this was College Board will launch a more far• Course approved by the College Board in late reaching teacher training effort by host• 1993. ing a workshop in San Antonio. This will be attended by selected high school teach• Rosemary A. Roberts In 1994 the AP Statistics Test Develop• ers and statisticians and will again be led ment Committee was formed and started The College Board recently approved of• by members of the committee. It is antici• its work to make AP statistics a reality. fering an AP course and examination in pated that teams of these teachers and stat• The committee has written a preliminary statistics. The first will be given in May isticians will subsequently conduct course description, developed test ques• 1997. This article gives some background workshops across the country. information about the course and discusses tions for the first exam in May 1997, and the nature of the course and examination. planned workshops for teacher training. A preliminary course description (IN- The preliminary course description, pub• 201619) is available from Advance Place• In 1987 the AP Calculus Development lished in April 1995, includes a course ment Program, P.O. Box 6670, Princeton, Committee conducted a study of possible outline, a discussion of the AP statistics NJ 08541-6670; (609) 771-7243. new offerings in the mathematical sci• examination including sample questions, ences. A survey of high schools and col• and statements on the use of technology Rosemary Roberts is chair of the AP Sta• leges indicated that there was strong and instructional emphasis. tistics Test Development Committee. support for a course in statistics. It is note• worthy that this occurred at a time when The topics for the AP statistics course are Innovations in there was great interest in changing the divided into four major themes: explor• way in which introductory statistics is atory analysis, planning a study, probabil• taught at the college level. It was also a ity, and statistical inference. Within each Freshman and time when a knowledge of statistics was theme, the topics emphasize statistical becoming recognized as being important thinking and minimize computational pro• Sophomore for people in all walks of life. The com• cedures. The instructional emphasis is mittee recommended to the College Board toward a mode of teaching that engages that a task force be established to study the students in constructing their own knowl• Mathematics feasibility of offering an AP course in sta• edge. Important components of the course tistics. should include the use of technology, Instruction projects and laboratories, cooperative The task force began its work in 1992. To group problem-solving, and writing as a Friday, January 12, 1996

22 December 1995 FOCUS affinnative action employer and encourages ap• Mathematics/Computer Science will start January I, 1996, and continue until the plications from women, minorities, Vietnam era Fort Hays State University, Hays, KS, Depart• position is filled. FHSU is an AAEO employer. veterans, and persons with disabilities. ment of Mathematics and Computer Science. Women, minorities, disabled, and veterans are Position: Full-time tenure-track position begin• encouraged to apply. Valparaiso University ning in August, 1996. Responsibilities: Teach 12 Department of Mathematics and hours per semester. Duties include teaching com• The University of Akron Computer Science puter science and mathematics, primarily at the Department of Mathematical Sciences Valparaiso, IN 46383 undergraduate level, service, and course and pro• Assistant Professor Located one hour from Chicago loop. Pending gram development. An important focus for the An Assistant Professor (tenure-track) position budgetary approval, tenure-track, assistant pro• University is the integration of computer and available in Fall, 1996. Primary responsibilities fessor of mathematics, beginning August 1996. communication technology into the teaching involve curriculum development and coordina• Doctorate in mathematics desired, required for environment. Qualifications: Minimum require• tion of general education multiple-section tenure. Teaching experience preferred; back• ments are a doctorate in either mathematics or courses and the teaching of courses such as Math ground in combinatorics or experience in computer science, with a masters degree or for Elementary Education and Math for Liberal preparing secondary teachers a plus, as is famil• equivalent in the other discipline. Commitment Arts. Applicants with experience in these areas iarity with calculus refonn. Duties include teach to diversity and working in a multicultural set• and showing potential for external funding in 3 courses (12 hours per semester), continued ting highly desirable. Rank: Assistant Professor. areas related to mathematics education given scholarly activity, and service to the department Salary: Negotiable. Applicant must submit in preference. Applicants should possess a Ph.D. in and University. Applications from women and advance: A letter of application; a current resume Mathematics or Mathematics Education and are minorities especially encouraged. Candidates including previous teaching experience and schol• expected to establish and maintain a research should be willing to work in a scholarly commu• arly activity; copies of all college transcripts; program. The University offers competitive sala• nity committed to Christian higher education and letters of recommendation from at least three ries and excellent fringe benefits. the Lutheran tradition. Send letter of application, people regarding the applicant's abilities in teach• The University of Akron is the third largest state statement of teaching philosophy, summary of ing and scholarship. Mail application materials university in Ohio. The department offers Bach• research plans, and vita by January 15, 1996 to: to: Dr. Elton Beougher, Chair, Search Commit• elor and Master degrees in Mathematics, Applied Patrick Sullivan, Chair. E-mail: tee, Department of Mathematics and Computer Mathematics, Statistics, and Computer Science. [email protected]. Science, Fort Hays State University, 600 Park, Hays, KS 67601. Deadline: Review will start All materials (application, letter, curriculum vi• Hope College January I, 1996, and continue until the position tae, unofficial copy of graduate transcripts, and Chair, Department of Mathematics is filled. FHSU is an AAEO employer. Women, three letters of reference) should be sent to: Holland, Michigan minorities, disabled, and veterans are encouraged General Education Mathematics Search Hope College invites applications for the posi• to apply. Department of Mathematical Sciences tion of Chairperson of the Department of The University of Akron Mathematics beginning Fall 1996. The success• MathematicslMathematics Education Akron, OH 44325-4002 ful candidate will have credentials that would Fort Hays State University, Hays, KS. Depart• ment of Mathematics and Computer Science. Initial review ofcompleted applications will begin sustain a tenured appointment at a rank commen• December I, 1995. surate with the qualifications of the candidate. Position: Full-time tenure-track position begin• The field of specialty is open. ning August, 1996. Responsibilities: Teach 12 Women and minorities are encouraged to apply. hours per semester. Duties include teaching un• The University of Akron is an equal education The responsibilities of the chairperson include: dergraduate and graduate (in an MAT program) and opportunity institution. teaching two courses each semester; supervising mathematics and mathematics education, service, nine full-time faculty members; leading in areas and course and program development. An im• Millersville University of curriculum development and scholarly activ• portant focus for the University is the integration Mathematics Education ity including undergraduate student research; and of computer and communication technology into Assistant Professor. Full-time, tenure-track po• acting as a liaison between the faculty and the the teaching environment. Qualifications: Mini• sition to begin Fall, 1996. Annual teaching load administration. mum requirements are a doctorate in Mathematics of 24 semester hours will include teaching math• A complete application includes a vita, a state• or Mathematics Education and at least one year ematics courses in elementary and secondary ment of educational and leadership philosophy, of full-time mathematics teaching experience in teacher education, teaching a wide variety of and four letters of recommendation, at least two grades 6-12 and knowledge of the mathematics undergraduate mathematics service courses, stu• of which address the applicant's potential and/or needed to teach a broad range of undergraduate dent advisement, teaching and curriculum background for serving as a department chair. mathematics courses. Applicants must be active development in mathematics education both at Applications should be sent to: Professor Elliot in the mathematics education community. Expe• the undergraduate and M.Ed. levels, scholarly Tanis, Interim Chair, Department of Mathemat• rience in distance learning is desirable. activity, participation in departmental and uni• ics, Hope College, Holland, MI 49422-9000. Commitment to diversity and working in a versity committees, and supervision of student ([email protected]) multicultural setting is highly desirable. Rank: teaching experiences. Must have doctorate (or Assistant Professor. Salary: Negotiable. Appli• completion within one year) in mathematics edu• Please indicate in your letter whether or not you cant must submit in advance: A letter of cation or mathematics with a specialization in will attend the AMSIMAA meetings in Orlando application; a current resume; evidence of suc• mathematics education. Must be broadly trained in January. Applications received by December cessful teaching; a list of all mathematics courses in mathematics with at least 24 semester hours of 15, 1995 will be given full consideration. Hope taught; a complete description of scholarly ac• graduate level courses in pure or applied math• College complies with federal and state require• tivities; letters of recommendation from three ematics. Must exhibit evidence of a strong ments for non-discrimination in employment. people regarding the applicant's expertise and commitment to excellence in teaching and con• Applications are strongly encouraged from teaching effectiveness; copies of all college tran• tinued scholarly activity, and have familiarity with women and persons of color. scripts. Apply to: Dr. Elton Beougher, Chair, current direction in mathematics education in the Additional infonnation about Hope College and Search Committee, Department of Mathematics classroom. Evidence of teaching effectiveness is the department, including a more detailed adver• and Computer Science, Fort Hays State Univer• the primary consideration. Preference will be tisement, can be found on the Web at http:// sity, 600 Park, Hays, KS 6760 I. Deadline: Review given to candidates with experience teaching www.hope.edu. 23 FOCUS December 1995 mathematics in secondary or middle schools. teaching) to Betty Harrington, Department of and 3 letters of recommendation (at least one Candidates must be able to work effectively with Mathematics, 6188 Bradley Hall, Hanover, NH addressing teaching ability) to: professional and community groups. Full con• 03755-3551. Applications received by Jan. 15 Lothar A. Doshe, Chair sideration will be given to applications received receive first consideration, applications will be Department of Mathematics by 1119/96. Send letter of application, curricu• accepted until position is filled. Dartmouth Col• University of North Carolina at Asheville lum vitae, copies of all transcripts and three lege is committed to affirmative action and Asheville, NC 28804-3299, or current letters of recommendation (at least two strongly encourages applications from minori• FAX: (704) 251-6438 letters must attest to recent teaching effective• ties and women. ness) to: Dr. Bernie Schroeder, Search Chair, As an EEO/AA employer UNCA welcomes ap• Dept. of Mathematics/ F01295, MILLER• Dartmouth College plications of women and minorities. SVILLE UNIVERSITY, P.O. Box 1002, The Department of Mathematics has a tenure• Millersville, PA 17551-0302. EO/AA Institution. track opening (Assistant Professor) for a SUNY Farmingdale statistician with strong interests in signal pro• Fall 1996 anticipated tenure-track vacancies at Maryville College cessing with initial appointment to the 1996-1997 the Assistant Professor rank. Teaching responsi• Division of Math and Computer Science academic year. A candidate for the position must bilities will include a full complement of Maryville, Tennessee 37804-5907 be committed to outstanding teaching at all lev• undergraduate mathematics courses. Minimum qualifications-doctorate in mathematics, statis• Assistant Professor. Tenure-track position in els of the undergraduate and graduate curriculum tics or operations research. Teaching is Mathematics, beginning fall 1996. Ph.D. in Math• and must give evidence of a well-regarded re• emphasized with scholarship and service is ex• ematics preferred, ABO considered. Duties search program that shows real promise for the pected. Interest in using technology in the include teaching undergraduate mathematics future. Candidates with several years of experi• classroom and prior college teaching experience courses, advising majors, and supervising senior ence should in addition be ready to direct Ph.D. are desirable. Salary range is $36,000 to $40,000. theses. Expertise in Applied Mathematics pre• theses. Letter of application and resume including the ferred, all areas considered. Maryville College is To create an atmosphere supportive of research, names and telephone numbers of three references a four-year liberal arts institution related to the Dartmouth offers new faculty members grants (no letters of recommendation please) must be Presbyterian Church USA. The curriculum is for research-related expenses, a quarter of sab• received by January 17, 1996. Address correspon• notable for its emphasis on general education and batical leave for each three academic years in dence to: Dr. Phillip Reichmeider, Chair of Search for the senior thesis required of all students. The residence and flexible scheduling of teaching Committee, Department of Mathematics, SUNY College is ranked as one of the ten best Southern responsibilities. The teaching responsibilities in Farmingdale, Farmingdale, NY 11735. The Col• liberal arts colleges in the U.S. News and World mathematics are four courses spread over two or lege is an Equal Opportunity/Affirmative Action Report's annual college rankings. The 375-acre three quarters. The department encourages good Employer. campus is located in suburban Knoxville, seat of teaching with a combination of committed col• the main campus of the University of Tennessee, leagues and bright, responsive students. Washington and Jefferson College near Oak Ridge, and in sight of the Great Smoky To apply, send a letter of application, curriculum Washington, PA 15301 Mountains. Send letter of interest, curriculum vitae, and a brief statement of research results vitae, graduate transcripts, and three letters of Faculty Position in Mathematics and interests. Also arrange for four letters of ref• reference (at least two of which must address Washington and Jefferson College (W&J) seeks erence to be sent, at least one of which addresses teaching experience and potential) to: Dr. Will• a full-time faculty member in Mathematics. teaching, and if the applicant's native language is iam Dent, Chair, Division of Mathematics and Teaching assignments include calculus, statis• not English, the applicant's ability to use English Computer Science, Maryville College, Maryville, tics and a variety of upper level courses. in a classroom. All application materials should TN 37804-5907. Applications completed by Demonstrated excellence in teaching undergradu• be addressed to Betty Harrington, Recruiting January 15, 1996 will be given first consider• ates and a completed or nearly completed Ph.D. Secretary, Department of Mathematics, ation. EOE. Women and minorities are in Mathematics are required. Also required are Dartmouth College, 6188 Bradley Hall, Hanover, encouraged to apply. ability and enthusiasm for teaching students with NH 03755-3551. Applications completed by diverse preparations in mathematics. February I will receive first consideration. Dartmouth College A letter of application, resume, and the names, Dartmouth is committed to Affirmative Action John Wesley Young Research Instruc- addresses and phone numbers of three references and encourages applications from African Ameri• torship in Mathematics should be sent to the Dean of Academic Affairs, cans, Asian Americans, Hispanics, Native The John Wesley Young Research Instructorship Mathematics Search, Washington and Jefferson Americans, and women. Inquiries about the is a two year post-doctoral appointment for prom• College, Washington, PA 15301. The application progress of the selection process can be directed ising new or recent Ph.D.'s whose research deadline is January 5, 1996. to Thomas R. Shemanske, Recruiting Chair. interests overlap a department member's. Cur• W &1 is a private, co-educational undergraduate rent departmental interests include areas in The University of North Carolina at liberal arts college of 1200 students, located in algebra, analysis, combinatorics, differential Asheville Washington, PA, a medium-sized city situated geometry, logic and set theory, number theory, The mathematics department at UNCA invites thirty miles south of Pittsburgh. The college is an probability and topology. Teaching duties of four applications for one (possibly two) tenure-track Affirmative Action and Equal Opportunity Em• ten-week courses spread over two or three quar• position(s) as an assistant professor of mathemat• ployer. Women and minority professionals are ters typically include at lease one course in the ics beginning August I, 1996. Ph.D. is required. encouraged to apply. instructor's specialty and include elementary, UNCA is a small public liberal arts university advanced and (at instructor's option) graduate dedicated to undergraduate teaching. Candidates Indiana University South Bend courses. Nine-month salary of $37,000 supple• must show evidence of effective teaching in Department of Mathematics and mented by summer research stipend of $8,222 mathematics and introductory statistics, have an Computer Science for instructors in residence for two months in interest in computer enhanced instruction, and Assistant Professor of Mathematics summer. Send letter of application, resume, be active in mathematical scholarship. graduate transcripts, thesis abstract, description Education of other research activities and interests if appro• Application deadline is December 31, 1995. In• The Department of Mathematics and Computer priate, and 3 or preferably 4 letters of terested candidates send resume, a statement of Science invites applications for a tenure-track recommendation (at least one should discuss teaching philosophy, graduate school transcripts, position in mathematics education at the assis-

24 December 1995 FOCUS tant professor level starting August 1996. Appli• Applications from women and underrepresented ASSISTANT PROFESSOR OF cants must have completed all requirements for minorities are strongly encouraged. Respond to MATHEMATICS a Ph.D. or Ed.D. by August 1996. The responsi• Chair, Search Committee, Department of Math• Southwestern University invites applications for bilities of this position include: teaching courses ematics and Computer Science, Calvin College, a tenure-track position in mathematics at the in mathematics and mathematics pedagogy; re• Grand Rapids, MI 49546. Assistant Professor level beginning fall 1996. A search in the area of secondary/post-secondary Ph.D. in mathematics is required. Faculty are mathematics pedagogy; coordinating departmen• The University of Oklahoma expected to have a strong commitment to excel• tal efforts in the mathematical preparation of Department of Mathematics lence in undergraduate teaching, to maintain an pre-service teachers; and liaison with IUSB's Applications are invited for a tenure-track or ten• active interest in scholarly pursuits, and to pos• Division of Education. The Department currently ured faculty position in Mathematics Education sess an appreciation of a liberal arts and sciences has 15 full-time faculty and 40 associate faculty. starting in Fall 1996. Rank and salary will be education. All mathematical areas will be con• Salaries are competitive and the fringe benefits commensurate with qualifications and experi• sidered, but areas of particular interest include package is excellent. ence. Candidates are required to have a Ph.D. in applied statistics, minority retention in mathemat• Mathematics or in Education with a Mathemat• IUSB is an Equal Opportunity/Affirmative Ac• ics, and calculus reform and technology in the ics specialization, and demonstrated commitment tion employer; women and minority candidates classroom. The University is committed to in• to research in Mathematics Education. A strong are especially encouraged to apply. Send a vita creasing the diversity of its faculty; applications background in Mathematics beyond the Master's and arrange for three letters of recommendation are specifically invited from women and mem• level is also required. Preference will be given to to be sent to William J. Frascella, Chair, Depart• bers of traditionally underrepresented groups. those whose primary research involves collegiate ment of Mathematics and Computer Science, Southwestern University is a selective, under• Mathematics Education, or secondary school Indiana University South Bend, South Bend, IN graduate institution committed to broad-based teacher training. 46634. Completed applications received by liberal arts and sciences education. Affiliated with January 31, 1996 will be given full consideration. The faculty member is expected to carry a teach• the United Methodist Church, it has 1200 stu• ing load of two courses per semester. Candidates dents and a history of stable enrollment. Ursinus College should be capable of directing doctoral students Southwestern's endowment of more than $175 Anticipated one-year position as Asst. Prof. start• and contributing leadership to the department's million ranks among the top 30 institutions in the ing Fall 1996. Independent four-year liberal arts active graduate program in Mathematics Educa• nation in endowment per student. The University college near Philadelphia. Salary commensurate tion. Responsibilities will include involvement is located in Georgetown, Texas, 28 miles north with qualifications. Ph.D. in math required. Ap• with undergraduate Mathematics courses, and of Austin, the state capital and site of the Univer• plied math or analysis preferred. Excellent with both undergraduate and graduate courses in sity of Texas. teaching credentials essential. Experience with a Mathematics Education. Applicants should send a letter of application, computer algebra system desirable. Teach three The Mathematics Department at the University courses per semester. Standard benefits. Send curriculum vitae, and current letters of reference, of Oklahoma offers a Doctoral Degree in Re• letter of application, resume, and three letters of at least one of which should address teaching, to: search in Undergraduate Curriculum and recommendation to Search Committee, Dept. of Search Committee, Department of Mathematics Pedagogy. Faculty interests include research in and Computer Science, Job # 9546, P.O. Box 770, Math, & Compo Sci., Ursinus College, quantitative literacy, undergraduate curriculum Collegeville, PA 19462; or e-mail jschuck@ Georgetown, TX 78627-0770. and pedagogy, and international comparative acad.ursinus.edu. Send by Jan. 15 to receive full Southwestern University is an Affirmative Ac• Mathematics Education. The Mathematics De• consideration. E-mail accepted as plain text only. tion, Equal Opportunity Employer. partment faculty cooperate with the University'S EOElAA. College of Education which has an M.Ed. Pro• Presbyterian College gram in Mathematics Education and a Ph.D. Calvin College Department of Mathematics program focusing on research in K-12 Mathemat• Department of Mathematics and Tenure-track position to teach all levels of math• ics Education. As a University service the ematics in a liberal arts college, beginning August Computer Science Department is also responsible for advising and 1996. Rank and salary commensurate with quali• The Department of Mathematics and Computer preparation of some undergraduate secondary fications. Completion or near completion of Ph.D. Science invites applications for two possible ten• Mathematics Education majors, and for provid• in mathematics required, with any specialization ure-track openings (one in computer science and ing courses for both elementary and secondary considered. Upon receipt of a letter or an e-mail one in mathematics) and a one-year position in preservice teachers (about 250 and 20 per year, message indicating your interest in the position, mathematics, all to begin September 1996. A respectively). Ph.D. is required for each position. Two areas of you will be sent more information about the col• special need in mathematics include applied Applicants should send a vita, a statement of lege, the position, and how to complete your mathematics and mathematics education but professional goals, and three letters of recom• application. Women and minority candidates are applicants from all areas of mathematics are en• mendation to: encouraged to apply. Send letter or e-mail by couraged. Evidence of teaching effectiveness, an Math Education Search Committee January 5, 1996 to Dr. Brian D. Beasley, Presby• active research program, and a religious com• Department of Mathematics terian College, Clinton, SC 29325; e-mail: mitment compatible with the mission of a University of Oklahoma [email protected]. Presbyterian College Christian liberal arts institution are essential. 601 Elm Avenue, Phsc 423 is affiliated with the Presbyterian Church (USA). Completed applications should be submitted by Norman, OK 73019-0315 December 31 to ensure full consideration and OHIO UNIVERSITY Initial screening will begin on January 31, 1996 must include a resume, three letters of reference Department of Mathematics and continue until the position is filled. (including at least one which addresses the Applications are invited for a tenure-track assis• candidate's teaching abilities), a graduate tran• The University of Oklahoma is an Equal Oppor• tant professorship which will begin September script, and a letter of interest addressing tunity/Affirmative Action Employer. I, 1996. A Ph.D. in Mathematics in the area of specifically the qualifications listed above. Calvin Women and minorities are encouraged to apply. Analysis is required. We seek a person with strong is a liberal arts institution of about 4000 students evidence of research potential and a commitment and is affiliated with the Christian Reformed The University of Oklahoma has a policy of be• to undergraduate teaching. Preference will be Church. It is an Equal Opportunity Employer. ing responsive to the needs of dual career couples. given to applicants whose research interests are

25 FOCUS December 1995 compatible with those of present faculty mem• of technology. While the positions are open to 24 Hour Employment Opportunities Line (703) bers; in particular, we are looking for people in exceptional applicants from all fields, efforts will 284-1518 the areas of sequence spaces and harmonic analy• be made to match current research interests of AAlEEO sis. The salary is competitive and there is an members of the department. These include model excellent benefits package. Women and minori• theory, group theory, combinatorics and dynam• Department of Mathematics ties are especially invited to apply. ics. College of Natural Sciences and The committee will begin processing applica• Situated on the banks of the Hudson, Marist Mathematics tions after Jan. 31, 1996 and will continue to do College is a four year liberal arts institution en• Indiana University of Pennsylvania so until the position is filled. rolling 3200 full-time undergraduate students. Indiana University of Pennsylvania invites ap• OU is an Equal Opportunity, Affirmative Action Marist prides itself on a dedicated faculty com• plications for a tenure-track position in Operations employer. mitted to our students and to excellence in Research and possibly a second tenure-track teaching. Housed in the Division of Computer position in Applied Mathematics beginning in Send a letter of application and a resume and Science and Mathematics, the mathematics de• the Fall of 1996. An appointment is anticipated at have three letters of recommendation sent to: partment currently employs 12 full-time the Assistant Professor level. Appointment at the Dr. Jeff Connor, Chair mathematics faculty. Associate Professor level is possible in the case Analysis Position Search Committee Review of resumes will begin immediately. Ap• of exceptional qualifications. Ph.D. required by Department of Mathematics plications reviewed by January 15, 1996 will September, 1996. Ohio University receive full consideration. Please submit a letter Complete job descriptions are available on WWW Athens, Ohio 4570 I of application, curriculum vitae, a statement of at http://www.ma.iup.eduljobad.htmlor by con• teaching philosophy, and at least three letters of tacting: Bronx Community College of CUNY recommendation to: The Department of Mathematics and Computer Dr. Rebecca Stoudt, Chair of OR/AM Search Science at Bronx Community College invites Dr. Onkar P. Sharma, Dean Committee Division of Computer Science and Mathematics applications for at least one position starting in Mathematics Department MPO Box 905 September, 1996 (possibly February, 1996). A Indiana University of Pennsylvania Marist College, MAA-MF doctorate in mathematics or computer science is Indiana, PA 15705 Poughkeepsie, NY 1260 I preferred but not required, although enrollment E-mail: EMWHITE+ORSEARCH@GROVE. in a doctoral program is highly recommended in Marist College is committed to the principle of IUP.EDU its absence. Candidates must have a record of diversity. The College is particularly interested Fax: (412) 357-5700 and a commitment to excellence in teaching and in receiving applications from women and mem• IUP is an affirmative action!equal opportunity continued scholarly activity. bers of ethnic minorities. Marist College is an employer. Teaching duties range from developmental math• Equal Opportunity! Affirmative Action Employer. ematics to advanced calculus. The department Northern Kentucky University has 21 full-time and 55 part-time faculty mem• Marymount University Assistant Professor Department of Mathematics and bers. For general information about the college Computer Science and the department, see http://www.panix.coml Department of Mathematics Tenure-track position. Assistant Professor begin• -shallalBCC.html. Bronx Community College Arlington, VA ning August 1996. Doctorate in a mathematical encourages applications from women and mi• Marymount University invites applications for a science or computer science; demonstrated po• nority candidates and is an Affirmative Action! position at the Assistant Professor level in the tential for effective teaching, scholarly activity Equal Opportunity Employer. Send a letter of Department of Mathematics, beginning in the fall and service; and good oral and written commu• application, a statement of teaching philosophy, of 1996. Ph.D. in Mathematics, excellent teach• nication skills required. Quality teaching is the resume, graduate transcript(s), and three recent ing skills, teaching expertise in Analysis or department's highest priority. Normal teaching letters of reference, at least one of which should Applied Mathematics required. Experience us• load is twelve credit hours per semester. Prefer• address teaching, to: ing technology in the classroom preferred. ence given to candidates qualified to teach Research area open. Responsibilities include Dr. Gerald Lieblich mathematics and computer science or statistics academic advising, curriculum development, Mathematics and Computer Science courses. Send letter of application, curriculum research, and scholarship. The Department in• Bronx Community College vitae, transcript, and three reference letters to: cludes five full-time faculty and twenty-three University Ave. and West 181 St. Dr. Gail Wells, Chair of Search Committee, De• majors. Bronx, NY 10453 partment of Mathematics and Computer Science, Marymount University is an independent, com• Northern Kentucky University, Highland Marist College prehensive University related to the Catholic Heights, KY 4 \099-1700. Applications will be Department of Mathematics Church. The University enrolls 4,100 students in reviewed as received; interviews will begin Feb. The Marist College Department of Mathematics 34 undergraduate and 24 master's programs. The 12, 1996. NKU is located seven miles from Cin• invites applications for two, possibly three, ten• University is located in residential Arlington, cinnati, Ohio and enrolls approximately 12,000 ure-track positions to begin Stepember 1996. Virginia, ten minutes from Washington, DC. students. NKU is an AAlEOE actively seeking Responsibilities include teaching 12 hours per Review will begin on February 1,1996 by a search the candidacy of minorities and women. semester at the undergraduate level, continuing committee and will continue until the position is scholarly activity and institutional participation. filled. Contact Personnel Services for an official Dean of Natural Sciences Minimum qualifications include a Ph.D. in Math• faculty application by phone: (703) 284-1680; or and Mathematics ematics or a closely related field, ability to teach by mail: 2807 North Glebe Road, Arlington, VA California State University, all undergraduate level mathematics courses, and 22207-4299. TDD (703) 284-1516. Official ap• Long Beach continued scholarly activity commensurate with plication must include letter of application, The College of Natural Sciences and Mathemat• the teaching load. Candidates should provide curriculum vitae and five references. An official ics, consisting of the Departments of Biological evidence of outstanding teaching skills and of a application must accompany supplements. Cur• Sciences, Chemistry and Biochemistry, Geologi• strong interest and record in the pedagogical uses rent authorization to work in the U.S.A. required. cal Sciences, Mathematics, Physics and

26 December 1995 FOCUS

Astronomy, and Science Education, are recruit• UNIVERSITY OF DELAWARE letters of recommendation (2 to focus on ing for the position of Dean. University Department of Mathematical Sciences invites ap• applicant's teaching ability and potential) and a enrollment approximates 27,000; there are about plications for a tenure track position at the personal statement addressing the applicant's 1,500 majors in the College served by 175 fac• Associate!Assistant professor level starting Sep• teaching philosophy, experience with and expec• ulty. All departments in the College, except for tember I, 1996. A doctorate in mathematics or tations regarding the use of technology in Science Education, offer the bachelor's and mathematics education with an active research teaching. Send these materials to: WNMU, Hu• master's degrees. The successful candidate must program in secondary mathematics education is man Resources Office, Castorena Hall, Room possess an earned doctorate and be eligible for required. Candidates must possess at least a 114, Silver City, NM 88062. appointment as a tenured faculty member in one Master's degree in mathematics or equivalent in All qualified applicants will receive consider• of the College's departments. The candidate must course work and have a distinguished publishing ation without regard to race, color, religion, sex, be committed to research and have a strong pub• record in educational research. Candidate may age, handicap or national origin. lication record, have had college or university have the opportunity to work with doctoral can• teaching experience, be open to faculty gover• didates in the College of Education who have an WNMU IS AN AFFIRMATIVE ACTION/ nance and consultation, have successful academic interest in mathematics education at the second• EQUAL OPPORTUNITY EMPLOYER administrative experience, have been involved ary level. Candidates are expected to help support in fiscal management and fund raising efforts, our preservice program. The department pres• Costal Carolina University and have the ability to communicate effectively ently has some effort and expertise available for Department of Mathematics with an ethnically and culturally diverse campus preservice and inservice programs. Candidates The Department of Mathematics at Coastal Caro• community. Review of applications will begin will be expected to teach a variety of mathemat• lina University is accepting applications for two on January 9, 1996; the position will remain open ics courses at the undergraduate level including entry level tenure-track assistant professor posi• until filled. Preferred starting date is July I, 1996. methods courses, and to supervise student teach• tions beginning fall 1996. One position in Applications must include a resume, a letter of ers. Applicants should send a curriculum vitae, STATISTICS will involve teaching introductory interest that addresses qualifications, and a list of reprints and/or preprints and arrange to have three and upper-level statistics and mathematics. The at least three professional references including letters of reference sent to Professor David J. second position in MATHEMATICS will involve names, addresses, and telephone numbers. Nomi• Hallenbeck, Chair; Search Committee; Depart• teaching both introductory and upper-level math• nations are also invited. Send applications, ment of Mathematical Sciences; University of ematics and applied mathematics. nominations and requests for more detailed in• Delaware; Newark, DE 19716. Applications must Located near Myrtle Beach, Coastal Carolina formation about the position to Dr. Kenneth be received by January 15, 1996 to receive full University is primarily an undergraduate liberal Marsi, Chair, Dean Search Committee, Office of consideration. The University of Delaware is an arts institution with 4,500 students. Applicants the Vice President for Academic Affairs, Califor• equal opportunity employer which encourages must be committed to excellence in undergradu• nia State University, Long Beach, 1250 applications from qualified minority group mem• ate classroom instruction and be active scholars. Bellflower Blvd., Long Beach, CA 90840. Cali• bers and women. Candidates must have a Ph.D. in mathematics or fornia State University, Long Beach is an Equal statistics. Review of applicants will begin De• Opportunity/Affirmative Action, Title IX Em• Western New Mexico University cember 15 and continue until the positions are ployer and is in compliance with the Civil Rights Anticipated Position (August 1996) filled. Applicants should submit a letter of appli• Act of 1964 (Title VI and Title Vll), Title IX of ASSISTANT PROFESSOR OF MATHEMAT• cation, a curriculum vitae, and arrange for three the Education Amendments of 1972, the Reha• ICS - Tenure-track, 9 month ($28,450-$31,000). letters of reference ( at least one addressing teach• bilitation Act of 1973, the Age Discrimination Responsibilities include teaching 12 hours per ing skills) to be sent to: Act of 1975, and the Americans with Disabilities week at the undergraduate level, maintaining an Deborah A. Vrooman Act of 1990. active program of professional development and Coastal Carolina University student advising. MATHEMATICS AND COMPUTER Department of Mathematics SCIENCE A Ph.D. in Mathematics or mathematics related P.O. Box 1954 field is required. Applicants working in all areas Conway, South Carolina 29526 The Department of Mathematics and Computer of mathematics will be considered, but prefer• Science at Ouachita Baptist University invites An Affirmative ActionlEqual Opportunity Em• ence will be given to applicants working in the applications for an August 1996 entry-level or ployer areas of applied mathematics, applied statistics higher tenure track position. A doctorate in Com• or mathematics education. Applicants in math• puter Science is preferred. Candidates must have The University of Wisconsin Oshkosh ematics education must also have the equivalent at least a Masters in Computer Science or Math• The Mathematics Department of the University of a Master's degree in mathematics. It is desir• ematics and be working toward doctorate in one of Wisconsin Oshkosh invites applications for able that the applicant be bilingual, as well as of the disciplines. A strong commitment to lib• five positions, including three tenure track posi• having had past successful professional experi• eral arts education, to teaching courses in both tions to begin September, 1996. Applicants must ences with groups from diverse backgrounds. computer science and mathematics, and to di• have a Ph.D. in Mathematics, Statistics, or Math• Proficiency in Spanish preferred. recting undergraduate research is expected. ematics Education and at least two years of Ouachita emphasizes academic excellence within The University serves a diverse, multicultural successful experience in teaching undergradu• a Christian environment. Salary and rank are population of nearly 2500 including non-tradi• ates (may include TA experience). Tenure track commensurate with experience. Review of ap• tional students and is located in Silver City which candidates must also have a demonstrated com• plications begins immediately and continues into is surrounded by the Gila National Forest in a mitment to scholarly activity, to national standards January, 1996. Send resume, statement of teach• beautiful mountain environment along the Con• for curriculum, teaching and assessment and the ing philosophy, and arrange for three letters of tinental Divide. Exemplary teaching, quality ability to apply technology to the classroom. recommendation to be sent to Alton Crawley, programs, commitment to diversity and enhanced Duties of tenure track positions include teaching Chair, Department of Mathematics and Computer regional service characterize WNMU's mission. three courses per semester, continued scholar• Science, Ouachita Baptist University, DEADLINE DATE: February IS, 1996 (4:40 ship, service on department committees and Arkadelphia,AR 71998-0001. Phone (501) 245- p.m.) advising students. One tenure track position will 5596, FAX (501) 245-5500, email be filled from the area of Applied Mathematics. A complete application must include a cover let• [email protected]. Preferences for other positions will be given to ter, vitae, copy of graduate transcripts, at least 3

27 FOCUS December 1995 candidates with interests in geometry or math• theory, history of mathematics, operations re• scholarly activity or the potential for continuing ematics education or quantitative literacy but not search, or graph theory. Requirements include a scholarly activity is required. to the exclusion of excellent candidates in other Ph.D. in mathematics completed by September Responsibilities include a maximum three course fields. I, 1996, a commitment to excellence in teaching, teaching load consisting of a variety of under• Closing Date: January 15, 1996. research, and service. graduate and graduate courses, continuing Send letter of application, vita, three letters of Send a letter of application, a resume, unofficial researCh/scholarly activities, and university/de• recommendation ( at least one of which deals transcri pts of all undergraduate and graduate partmental service. with teaching effectiveness), transcripts, personal work, and arrange for three letters of recommen• The application package must include a letter of statements on approach to teaching and to schol• dation to be sent to: application, vita, and copies of graduate tran• arship, with AMS cover sheet to: c.P. Collier, Ashok Kumar, Head scripts. The immigration status of non-U.S. Chair, Mathematics Department, University of Department of Mathematics citizens should be indicated on the vita. All ap• Wisconsin Oshkosh, Oshkosh, WI 54901. UWO and Computer Science plicants must meet federal guidelines for is an AAlEO Employer. Valdosta State University employment in the U.S. For full consideration, Valdosta, GA 21698-0040 applications must be completed by December 21, Assistant Professor of Mathematics The deadline for applications is January 15, 1996. 1995. Harvey Mudd College VSU is an Equal Opportunity/Affirmative Ac• Send the application package and direct three Harvey Mudd College is hiring one tenure track tion Employer. letters of recommendation to: Assistant Professor in mathematics. Excellence in teaching is absolutely essential, as is evidence ELON COLLEGE Dr. Robert Pervine, Search Committee Chair Department of Mathematics and Statistics of a strong and ongoing research program. Pref• Applications are invited for a continuing posi• Murray State University erence will be given to applicants in the areas of tion at the assistant professor level in the PO Box 9 differential geometry, dynamical systems theory, mathematics department. Applicants must hold a Murray, KY 42071-0009 and functional analysis. Applicants should also Ph.D. in Mathematics by the effective date of have wide mathematical interests and be able to appointment, August 1996. A strong commitment Murray State University is an equal education teach across the undergraduate mathematical to teaching at the undergraduate level is required. and employment opportunity, MIF/D, AA em• curriculum. Candidates must be willing to super• Preference will be given to candidates with ex• ployer. vise undergraduate research, and work with others perience in teaching and a demonstrated interest in the development of departmental programs. in curriculum development. Evidence of experi• Harvey Mudd College is a highly selective un• ence in statistics, applied mathematics, and dergraduate institution of science and interdisciplinary study is desired. Elon is a pri• engineering. High school calculus is required for vate, liberal arts college with 3500 students admission to the college. More than one-third of located between Greensboro and Burlington, the student body are National Merit Scholarship within an hour's drive of several colleges and finalists. The college enrolls about 630 students research universities. The mathematics depart• MATHEMATICAL SCIENCES and is associated with four other undergraduate ment has ten full-time faculty members and 45 DEPARTMENT HEAD colleges and the Claremont Graduate School, undergraduate majors. A representative will be WorcssIer Polytechnic Institute jWPI) is on innovative university of forming together an academic community of attending and interviewing at the Orlando AMS/ science, engineering and monogernent with on enrollment of 2,500 about 5,000 students. There are over 40 math• MAA meetings in January, 1996. Send letter of undergraduates oncl400 full·time graduate students, located in central ematicians in Claremont. application, vita, undergraduate and graduate Massachusetts. transcripts, statement of teaching and research The WPI Mathematical Sciences deportment, currently with 22 full·time Harvey Mudd College is an equal opportunity faculty, provides under!lroduote and graduate education through the goals, and at least three letters of reference to: Dr. employer and is committed to the recruitment of Ph.D. Active areas of fOculty ~rch include applied mathematics, Rosalind Reichard, Associate Dean of Academic candidates historically underrepresented on col• optimal control, discrete mothemoOCs, slatistics, operations research, Affairs, 2163 Campus Box, Elon College, NC scientific ~ and pedagogy. Its teoching/~rch facilities lege faculties. Preference will be given to 27244. Applications should be received by Janu• include netwo

Summer Teaching Opponunities in Mathematics ',~"""""oI...... ,.orOlnMl""'OIbotNlllltlw(NtJI""'" Teach academically talented children & adoles• IJiA, 1)29 Eighteenth St •• NW, Washington, DC 20036-1385 cents in summer programs held on college NIIItw ""MtJ~u..rvAcatw8J campuses & at independent schools in the East• The Hatbe.atlcal Asqoclat1on 01" Merlca, 1529 Eighteenth St •• HW ern and Western United States. Hiring on a rolling Washington. DC 20036-1385 £da"."..rrtJ~ • .v.IrIg~ basis. with preference given to candidates who Keith J. Devlin, School of SCience, St. 14ary's College of California apply by Feb. I. 1996. Call 410-516-0191 for lIoraga. CA 94575 ...... EdIIaJ~ ..~ ...... more info and an application. JHU is an EOE. Barry Waldman, HAA. 1529 Eighteenth St., HW, Washington, DC 20036-1385

Fairfield University lDo.r..{tI"""'.~"'_~-*-""""''''''~''~''''''''''''''''''''~''''''d~~ ~~~t£:=-:--=E5:Vofn::=----=:;::.n~::::cn~::c" Department of Mathematics and ... -. Computer Science The Mathematical Association- or America 1529 Eighteenth St, NW Fairfield University's Department of Mathemat• Washington, DC 20036-1385 ics and Computer Science invites applications for a tenure-track assistant professorship which begins in September 1996. A doctorate in math• ematics or statistics is required. Strong evidence of research potential. demonstrated success in classroom instruction and a solid commitment to teaching are essential. The ability to teach math• ematical statistics is preferred. but all applicants will be considered. Experience and interest in the use of technology in instruction are desirable. Fairfield University. The Jesuit University of Southern New England. is a comprehensive uni• versity with about 2.900 undergraduates and a strong emphasis on liberal arts education. There are 14 full-time faculty members in the depart• 13.Pulllic8llDnN8m8 , ...... 0.. JDr CwaMIorI DMII BIlow October 199~ ment and approximately 35 majors per year. The FOCUS picturesque campus is located on Long Island Sound in southwestern Connecticut about 50 29,239 28,37~ miles from New York City. Fairfield is an Affir• mative Action/Equal Opportunity Employer. 25,648 24,614

Send a letter of application. a curriculum vitae. 25,6,8 24,614 and three letters of recommendation. which com• 2,049 2,397 ment on the applicant's experience and promise as a teacher and scholar to Joan Weiss. Chair. Department of Mathematics and Computer Sci• .,..".OiItrtdan(Su'nat'5d~,s.J 2,0119 2,397 ence. Fairfield University. Fairfield. CT 06430-5195. 203-254-4000. ext. 2516. [email protected]. We plan to participate in the Employment Register at the AMSIMAA Meetings in Orlando. Full consideration will be given to complete applications received by Feb• ruary I. 1996. ' .. THI...... ,oI()wneqtip .. bepllnlldn .. Dec. 1995 ..... 01""~ O~oo.lInot~lOpubhlh 17.~8ftdT_oIEdiIDr.PWIIIhtf.""'MInegIr.orOwlW 10-16-95 :ofembership Hanager ~~ ';;('~ - 1--,...... nII:Inn8IIan~on .. Ionn .. llUea'ld~.IIoI'IdIrIIandI ... ~whotun.t...CMMor~~on""lonnor __ orftt:m:I'-IIIlor~~raquc,drlon"!OFI'IlTIoIyl»~..,~tan~("~hoI8'trl~fJ.ndlor~MI....cbOnl (ncfUIfnJ".....~ ..CNiI,.,.,..,J

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http://www.maa.orgl

MAA members who are connected to the Internet can learn more about a host of services by visiting our home page at http://www.maa.org/ . MAA Online is growing at a rapid rate and already includes information on: ~ MAA Meetings, national and sectional ~ Publications ~ Professional development opportunities ~ Innovative programs on campuses around the country ~ Curriculum recommendations ~ Competitions ~ Student Activities ~ MAA Sections ~ Minority programs

30 December 1995 FOCUS Calendar National MAA Meetings February 28 - March I, 1997, Millsaps November 8-9, 1996, SUNY College College, Jackson, MS at Geneseo, Geneseo, NY January 10-13, 1996 Seventy-ninth An• nual Meeting, Orlando, FL. Board of MD-DC-VA April 12-13, 1996, SOUTHEASTERN April 12-13, 1996, Governors Meeting January 9, 1996 Randolph-Macon College, Ashland, University of Alabama-Huntsville, VA Huntsville, AL August 10-12, 1996 Annual Joint Sum• mer Meetings, University of Washing• METRONEWYORK May 5,1996, SOUTHWESTERN April 1996, North• ton-Seattle, Seattle, WA. Board of C.W. Post College, Greenvale, NY ern Arizona University, Flagstaff, AZ Governors Meeting August 9, 1996 May 3, 1997, Mercy College, Dobbs Ferry, SOUTHERN CALIFORNIA March 2, January 9-7, 1997 Eightieth Annual NY 1996 University of San Diego, San Diego, CA Meeting, San Diego, CA. Board of MICHIGAN May 10-11, 1996, Siena Governors Meeting January 8, 1997 Heights College, Adrian, MI TEXAS March 28-30,1996, Texas Tech University, Lubbock, TX January 7-10, 1998 Eighty-first Annual MISSOURI April 12-13, 1996, South• Meeting, Baltimore, MD. Board of east Missouri State Univ., Cape Spring 1997, Texas Lutheran College, Governors Meeting January 6, 1998 Girardeau, MO Seguin, TX Spring 1997, Missouri Western State Spring 1998, Southern Methodist Uni• Sectional MAA Meetings College, St. Joseph, MO versity, Dallas, TX ALLEGHENY MOUNTAIN April 12- Spring 1998, Southwest Missouri State WISCONSIN April 12-13, 1996, Univer• 13, 1996, Indiana University of Penn• University, Springfield, MO sity of Wisconsin-Platteville, sylvania, Indiana, PA Platteville, WI NEBRASKA-SOUTHEAST SOUTH EASTERN PA & DELAWARE April 13, DAKOTA April 19-20,1996, Univ.of 1996, Millersville University, Nebraska-Kearney, Kearney, NE Millersville, PA Other Meetings NORTH CENTRAL April 1996, Fall 1996, Delaware State University, Hamline University, St. Paul, MN March 13-16, 1996 Seventh International Dover, DE Conference of the Society for Informa• NORTHEASTERN November 17-18, tion Technology and Teacher Education FLORIDA March 1-2 1996, Florida 1995, Salem State College, Salem, MA (SITE 96), Phoenix, AZ. Power Corporation, St. Petersburg, FL June 7-8, 1995, 1996, Hampshire Col• June 17-22, 1996 World Conference on ILLINOIS March 1-2 1996, Illinois lege, Amherst, MA Wesleyan University, Bloomington, IL Educational Multimedia and Hypermedia November 22-23, 1996, University of (ED-MEDIA 96), Boston, MA. INDIANA March 29-30, 1996, Butler Massachusetts-Boston, Boston, MA University, Indianapolis, IN June 17-22, 1996 World Conference on NORTHERN CALIFORNIA March 2, Educational Telecommunications (ED• October 26, 1996, Rose-Hulman In• 1996, Sonoma State University, TELECOM 96), Boston, MA. stitute of Technology, Terre Haute, IN Rohnert Park, CA For more information on above three con• Spring 1997, Franklin College, OHIO April 12-13, 1996 University of ferences, contact AACE, PO Box 2966, Franklin, IN Akron, Akron, OH Charlottesville, VA 22902; (804) 973- INTERMOUNTAIN April 19-20, 1996, October 26, 1996 Denison University, 3987; fax: (804) 978-7449; e-mail: Mesa State College, Grand Junction, Granville, OH AACE@ virginia.edu. CO (joint meeting with Rocky Moun• tain Section) OKLAHOMA-ARKANSAS March 22- 23,1996, Westark Commuity College, IOWA April 26-27, 1996, Cornell Col• Fort Smith, AR lege, Mt. Vernon, IA ROCKY MOUNTAIN April 1996, Mesa KANSAS April 19-20 1996, McPherson State College, Grand Junction, CO College, McPherson, KS (joint meeting with Intermountain Sec• KENTUCKY March 29-30, 1996, tion) Murray State University, Murray, KY SEAWAY April 12-13,1996,ElmiraCol- LOUISIANA-MISSISSIPPI March 1- lege, Elmira, NY 2 1996, Southern University, Baton Rouge, LA

31 ew rom -An Immediate Bestseller Five Hundred Learn from She Does Math! Marla Parker, Editor Mathematical the Masters She Does Math! presents the career histo• Frank Swetz, John Fauvet Otto ries of 38 professional women and math Challenges Be/cUn, Bengt Johansson, VICtor Katz, problems written by them. Each history Editors describes how much math the author took Edward J. Barbeau, Wdliam O. Moser, in high school and coJlege; how she chose This book is for high school and college and MUmlY S. Klamkin her field of study; and how she ended up teachers who want to know how they can This book contains 500 problems that in her current job. Each of the women use the history of mathematics as a peda• range over a wide spectrum of areas of presents several problems typical of those gogical tool to help their students construct high school mathematics and levels of she had to solve on the job using math• their own knowledge of mathematics. difficulty. Some are simple mathematical ematics. Often, a historical development of a par• puzzlers while others are serious problems ticular topic is the best way to present a Who should have this book? at the Olympiad level. Students of all lev• mathematical topic, but teachers may not els of interest and ability will be enter• Your daughter or granddaughter, your sis• have the time to do the research needed to tained and learn from the book. For many ter, your fonner math teacher, your stu• present the material. problems, more than one solution is sup• dents-and young men, too. They want to plied so that students can see how differ• The book is divided into two sections: the know how the math they study is applied• ent approaches can be taken to a problem first on the use of history in high school and this book will show them. and compare the elegance and efficiency mathematics; and the second on its use in By reading the career histories of the of different tools that might be applied. university mathematics. women profiled in this book, young people Teachers at both the college and second• The articles are diverse, covering fields will learn that if they take mathematics ary levels will find the book useful. both such as trigonometry, mathematical mod• courses in high school and coJlege they for encouraging their students and for their eling, calculus, linear algebra, vector will be qualified to enter interesting tech• own pleasure. Some of the problems can analysis, and celestial mechanics. nical fields and earn good salaries. be used to provide a little spice in the regu• 312 pp .. Paperbound. 1995 The problems are interesting and challeng• larcurriculum by demonstrating the power ing, yet require only high school math• of very basic techniques. ISBN-0-88385-703-0 ematics. They demonstrate how good math 300 pp .• Paperbound. 1995 List: $23.00 skills are applied to real-life problems. ISBN-O-88385-519-4 MAA Member: $ 18.00 272 pp., Paperbound, 1995 List: $29.50 Catalog Code: LRMlFOC ISBN 0-88385-702-2 MAA Member: $23.50 List: $24.00; MAA Member $18.50 Catalog Code: CHMPIFOC Catalog Code: SDMlFOC To ORDER, CALL 1·800·331·1622 The Mathematical Association of America SCf.:und c1a~). pustage paid at Washingtun. lX' and 1529 Eighteenth Street, NW additional mailing office' Washington. DC 20036-1385