MAA FOCUS Staff Editor: Ivars Peterson, Ipeterson@Maa.Org Managing Editor: Lois M

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MAA Officers President: Robert L. Devaney President-Elect: Francis Edward Su First Vice President: Jenna Carpenter Second Vice President: Karen Saxe Secretary: Barbara T. Faires Treasurer: Jim Daniel

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MAA FOCUS Editorial Board Donald J. Albers, Janet L. Beery, David M. Bressoud, Susan J. Colley, Brie Finegold, Joseph A. Gallian, Jacqueline B. Giles, Fernando Q. Gouvêa, Jacqueline A. Jensen, Colm Mulcahy, Adriana J. Salerno, Amy Shell-Gellasch, Francis E. Su, Laura Taalman, Gerard A. Venema

Letters to the editor should be addressed to Ivars Peterson, Mathematical Association of America, 1529 18th Street, NW, Washington, DC 20036, or by email to [email protected].

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MAA MathFest 2014 Portland Comes Up Roses . . . 4 Rare Double Win for Writer . . . 6 Teaching Award Winners . . . 8 Report of the MAA Secretary . . . 10

Honoring a Century of Martin Gardner . . . 12 Ivars Peterson

Make the MOOC Work for You . . . 14 Katharine Merow Aparna Higgins: An Appreciation . . . 16 Joe Gallian Project NExT Terms End for Covington and Schlicker . . . 17 Aparna Higgins and Gavin LaRose How You Can Make a Difference . . . 19 29 Joint Mathematics Meetings . . . 32 San Antonio, Texas January 10–13, 2015

About the CoverDepartments News 21 MAA Section Meetings 20 November Monthly Showcases 25 MAA Books Beat | Steve Kennedy Mathematical Biology Stories at the Heart of Teaching 20 Call for Suggestions for Mary P. 26 Archives Spotlight | Carol Mead Dolciani Award Mysteries: Answers, Corrections, 22 Team USA Takes Second in and New Questions Cape Town 27 Dear MAA | 29 Online Journal Convergence Willing to Volunteer Celebrates 10 Years 31 Puzzle Page | Laura Taalman, Editor Martin Gardner, JPBM video, 1994. Dice Letter Puzzles On this page: Geometric definitions from by Phillip Poplin the first printed edition of Euclid’sElements in 1485 (Convergence, August 2012) (Source: Beinecke Library, Yale University). 4

MAA MathFest 2014: Portland Comes Up Roses

By Ivars Peterson

ortland, awash in summer sunshine, welcomed more presented throughout the meeting, on topics ranging Pthan 1,650 mathematicians to the Oregon city’s from mathematical models of the retina to undergradu- bridges, fountains, coffee shops, bookstores, and more. It ate research, gave attendees much to ponder and pass on was the largest attendance ever at MAA MathFest, shat- to others. tering the record set in 2010 in Pittsburgh. One highlight of the MAA prize session was the pre- For many attendees, the meeting started on Wednes- sentation of two writing awards to Susan H. Marshall day evening with the gala opening reception in the (Monmouth University) as coauthor of a winning paper exhibit hall. For others, it began on the following day in Mathematics Magazine (“Feedback, Control, and with a bracing early-morning walk or group run along Distribution of Prime Numbers”) and another in the Portland’s scenic riverfront, part of the three-day well- American Mathematical Monthly (“Heronian Tetrahe- ness strand sponsored by Pearson. Some, however, dra Are Lattice Tetrahedra”) (see p. 6). A well-attended had arrived even earlier in the week, to participate in panel session later in the meeting gave all the editors of meetings of the MAA Executive Committee and Board MAA journals and magazines a chance to describe what of Governors or special sessions for the 82 new Project it takes to get published in their periodicals. NExT fellows. This MathFest featured the debut of a new sort of A large crowd greeted Keith Devlin (Stanford Univer- competition, the Estimathon, orchestrated by Andy sity), who led off the invited addresses with an impas- Niedermaier (Jane Street Capital). Attendees organized sioned argument for designing video games to enable themselves into teams, then attempted to come up with mathematical learning. The three Earle Raymond answers to a series of estimation questions, giving a Hedrick lectures on undecidability, presented by Bjorn number and range for each one. Example: Estimate the Poonen (Massachusetts Institute of Technology), also at- number of coffee shops in Portland, Oregon. Target an- tracted considerable attention and much corridor chat- swer: 1,426. Despite a complicated scoring scheme (and ter afterward. Indeed, the entire suite of invited lectures a ban on the use of any technological aids), participants

Above: The closing banquet. Middle, top: Two of the record attendees chat in the exhibit hall. Middle, bottom: James Tanton and Bud Brown. Right: Informal discussions. PHOTOS: L. McHUGH.

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enjoyed the contest, quickly becoming engrossed in the challenges of making estimates in unfamiliar settings, mathematical or otherwise. Anniversaries played a prominent part in Math- Fest proceedings. Pi Mu Epsilon, the national honor society for undergraduate students, celebrated its 100th anniversary starting with a student reception featuring temporary PME tattoos and Portland’s famous Voodoo doughnuts. In the Jean Bee Chan and Peter Stanek lecture for students, Jack Graver (Syracuse University) spoke about the founding of Pi Mu Epsilon. Keith Devlin presented the J. Sutherland Frame lecture after the PME banquet, which included singing the PME centennial anthem. An exhibit hall booth called attention to the 100th anniversary of the birth of math popularizer Martin Gardner. Visitors to the booth could try some fiendish puzzles or collect a listing of the top 10 things to know about Martin Gardner—fashioned into a Möbius strip. In a special public lecture, Persi Diaconis (Stanford University) reminisced about his longstanding relationship and correspondence with Gardner. Fittingly, the closing banquet was also about anniversaries. Walter Stromquist, editor of Math- ematics Magazine, and Dan Kemp (South Dakota State University) were recognized for reaching the 50-year mark as MAA members, as were the many others present who had been members for 25 years or more. This sets the stage for 2015, the centennial of the MAA itself, highlighted by a special edition of MathFest in Washington, D.C., with a full extra day of sessions and events. I hope you’ll be there for the festivities.

Ivars Peterson is MAA publications director.

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Rare Double Win for Writer

t’s impressive to win an MAA prize for writing an ar- also gives readers a lively introduction to the theory of Iticle. To win two in the same year makes people blink. feedback and control. MAA President Bob Devaney acknowledged the ac- “In this engrossing article,” reads the award citation, complishment by saying, “And yes, this is Susan’s second “descriptions and arguments are interspersed with his- award of the day” when he called Susan Marshall up for tory, which serves to round out a satisfying tour through the second time at the MAA MathFest prize session. both prime density and mathematical modeling.” Marshall won the Carl B. Allendoerfer Award and the Marshall’s other prize-winning paper also has an inter- Paul R. Halmos–Lester R. Ford Award. She had different esting backstory. Marshall went to graduate school with coauthors for each winning article. both her husband, David, and Louisiana State mathema- Marshall won the Allendoerfer Award, bestowed upon tician Alexander Perlis. At a 2010 get-together the three authors of articles of expository excellence published talked about a 2001 result, written up in the Monthly, in Mathematics Magazine, for a paper she coauthored about Heronian triangles. Heronian triangles are those with Monmouth University colleague Donald Smith. In whose side lengths and area are integers. Marshall and “Feedback, Control, and Distribution of Prime Num- Perlis thought they could generalize the 2001 result to bers” (Mathematics Magazine. 86, no. 3 [June 2013]: three dimensions, and they set to work. 189–203; KWWSELWO\=J.7*Q), the pair applies the The resulting paper, “Heronian Tetrahedra Are Lattice mathematical modeling technique of feedback and con- Tetrahedra” (American Mathematical Monthly 120, no. trol to the number-theoretic mystery of how the primes 2 [February 2013]: 140–149; KWWSELWO\U*%2J0) are distributed. won the Paul R. Halmos–Lester R. Ford Award, which The authors’ collaboration began when they served recognizes articles of expository excellence published in on a search committee together and Smith, a professor the Monthly. of business whose training is in operations research, “Thank you again to the MAA,” said Marshall upon mentioned to Marshall, a number theorist, a differential accepting the award. “And I just want to say this is espe- equation that seemed to model the density of primes. cially meaningful to share this with a very dear friend The equation captures the apparent self-regulation of the who since our grad student days together has taught me primes, their seeming tendency to compensate for being a lot of mathematics, a lot about doing mathematics, and too numerous in one interval by being subsequently a lot about writing mathematics.” sparser. This behavior gives the primes the appearance Writing mathematics has been an iterative process for of a feedback and control system, and Marshall and Marshall. The feedback and control paper was rejected Smith decided to investigate this resemblance further. twice, and it underwent many, many revisions before The paper that grew out of the pair’s shared interest not arriving at its final form. Marshall says that the paper only shows the derivation of the differential equation never would have gone to press without Mathematics that models the density of primes, but, in the process, Magazine editor Walter Stromquist’s enthusiastic and HUGH C

From left: Alexander Perlis, Bob Devaney (twice), Susan Marshall (twice), Donald Smith. M L. PHOTOS:

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compassionate support for the project. Snaps at MAA MathFest Marshall and Perlis’s initial submission to the Monthly reflected both their concern about length and their perception that such a prestigious journal demands a certain formality. At the suggestion of a referee and with the help of editor Scott Chapman, however, the pair ended up reworking their terse and technical text into one that laid out concrete examples in familiar language. “It was nice to discover that what the Monthly was looking for was what we would enjoy reading,” Marshall said.

“It was nice to discover that what the Monthly was looking for was Innovative math activities kept attendees busy. what we would enjoy reading.”

Although Marshall says the 2014 prizewinning articles make a nice track record, she doesn’t claim to have mastered some magic formula for mathematical exposition. “Part of me is worried that this is all beginner’s luck,” she admits. Would-be authors should expect to do lots of revisions, Marshall says, but advises that they try to shorten the process by soliciting feedback before submitting a manuscript. “Try to get someone to read it,” she says. “Someone who will tell you, ‘I have no idea what this word means.’” Looks like another interesting student poster session. No doubt Marshall will herself seek out readers when her latest crop of papers nears completion. She and Per- lis are still studying Heronian triangles and tetrahedra, currently puzzling over how many integer placements a particular triangle or tetrahedron will have, and Mar- shall says Smith is cooking up a project to renew their collaboration. Marshall won’t be disappointed, though, if the fruits of her next research and expository labors fail to garner her more prizes. “I’ll just be happy to get more things published,” she says. “But it would be nice to get an award. So I have something to shoot for.” —Katharine Merow

Online Extra Citations: KWWSELWO\U%][P8 and KWWSELWO\[(J5I. Keith Devlin spoke about video games and learning math.

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Teaching Award Winners at MAA MathFest

Lara Pudwell, Valparaiso University: function for the rational numbers, defined on the real In Math, New Is Relative line to be 1 for all rational numbers and 0 for all irratio- nals. Dirichlet’s function is continuous nowhere. hough the Alder Award recognizes her excellence It had never occurred to the teenage Pudwell that such Tin teaching, Lara Pudwell (Valparaiso University) a thing was even possible. In her Alder Award address, devoted part of her Alder Award address at MAA Math- Pudwell said that she remembers her first exposure to Fest 2014 to a story about an experience she had as a Dirichlet’s function as if it were yesterday. student. Looking back as an instructor herself, Pudwell is As an 11th-grader at White Station High School in impressed at how her precalculus teacher, Nancy Gates, Memphis, Tennessee, Pudwell entered her precalculus crafted an activity that not only met different students at class one day expecting a paper-and-pencil quiz asking different levels but transformed what could easily have her to match the equations of 15 functions—quadratic, been a dry topic into something extraordinary. Gates absolute value, exponential, inverse sine, and so on—to introduced Pudwell that day to the joy of discovery. their graphs. Instead, she got a graph taped to her back “Was it discovery in the same way as research?” and instructions to identify it by circulating the room Pudwell asked listeners in Portland. “No, because it and asking her classmates yes-or-no questions. wasn’t new mathematics, but it was discovery of math- “I thought, ‘I can do this quickly,’ ” Pudwell recalled. “ ‘I ematics that was new to me. And I think that, in certain know my math. I will ask questions that divide [the set classes, that’s just as important if not more important.” of possibilities] about in half every time, and I’ll be done in three or four questions.’ ” Pudwell But no. Pudwell’s inquiries about her graph’s asymp- totes, intercepts, and extrema quickly ruled out all the functions on the list she’d studied. When the time came for each student to name his or her graph, Pudwell—who had entered the classroom that day with a 108 percent average—could only confess perplexity. At her teacher’s prompting, Pudwell recounted everything she’d found out about her graph. “Would you like to guess what graph was on my back?” Pudwell asked her MathFest audience. “What 11th- grader is going to say Dirichlet’s function?” Dirichlet’s function, Pudwell explained, is the indicator

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Dominic Klyve, Central Washington University: has had statistics undergrads analyze data for natural Make Math Matter sciences graduate students, and he recommends asking students for help in assessing new teaching materials. o motivate your students, Dominic Klyve (Central Know a colleague who’s writing a textbook? Give it to TWashington University) stressed in his Alder Award your students, Klyve said. Tell them that almost no one address at MAA MathFest 2014, subject them to the has read the book and that they can be among the first. judgment of strangers. Or fake strangers, in a pinch. Tell them that the comments they make could change Students will try harder—and learn more—when they the book before it is published. feel their work matters, Klyve said, and instructors must “I’m not going to end this by telling you that you do what they can to create at least the illusion of impor- should go change the world,” Klyve said as he concluded tance. But how? his Alder address. “I’m not going to end this by saying Klyve had some suggestions. you should tell your students they should go and change Grades can motivate students, as can the desire to the world. I’ll tell you something much less strong. I please the professor. Many instructors try to impress strongly believe if they’re trying to change the world, upon students the need to learn mathematical material they’re much more motivated. A motivated student is an by emphasizing its usefulness. Klyve cautioned against engaged student, and an engaged student simply learns overstating the case. more.” “GPS systems are based on all sorts of math, it’s true,” —Katharine Merow Klyve noted, “and probably most of our students will never ever build GPS systems.” Klyve Better, Klyve said, to make students accountable to one another or—better yet—to a stranger. A student might study more at home to avoid looking foolish during in- class group work, for example. The idea that the judgment of strangers—even fake ones—can spur students to expend extra effort under- lies MAA’s 2004 book Writing Projects for Mathematics Courses (by Annalisa Crannell, Gavin LaRose, Thomas Ratliff, and Elyn Rykken;KWWSELWO\UM2%= ), Klyve said. The writing assignments in the book prompt students to respond to letters, such as a note from a university development officer requesting help with minimizing construction costs. “Students know it’s a fake stranger,” Klyve said, “and it doesn’t really matter.” The mere suggestion that someone outside the classroom might see their work makes all the difference, Klyve said. “We’re enchanted by the judgment of strangers.” Encouraging students to publish research inherently involves judgment by strangers, but Klyve has devised other means of harnessing this powerful motivator. He has had students write code to be posted to the On- Line Encyclopedia of Integer Sequences. When he was teaching calculus at Carthage College the term that WolframAlpha went live, Klyve and his students created a website about how to use the answer engine to do calculus homework responsibly. Klyve sees the most promise in activities that allow students to help the strangers who are judging them. He

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Report of the Secretary of MAA

By Barbara Faires

AA MathFest 2014 in Port- bers including two governors- and Professional Development; Mland, Oregon, opened on at-large who began their terms Chris Stevens (AMS), chair of the Wednesday, August 6, with a grand February 1, 2014: Bob Megginson Council on Prizes and Awards; reception and a big thank-you to (University of Michigan) as a second President-Elect Francis Su (Harvey Aparna Higgins, Judith Covington, governor-at-large for minority Mudd College); First Vice President and Steve Schlicker for their leader- interests and Chuck Garner (Rock- Jenna Carpenter (Louisiana Tech); ship of Project NExT. At its meeting dale Magnet School for Science and Second Vice President Karen earlier on the same day, the MAA and Technology) for high school Saxe (Macalester College). Board of Governors approved cita- teachers. Every year approximately a third tions of appreciation to Aparna and Others who joined the board on of the sections elect new governors; Judith for long service, with Aparna February 1, but for whom this was those who began three-year terms completing her term as director of their first meeting as governors are on July 1, 2014, are listed in the box Project NExT. (See p. 16 for more council chairs and new officers: below. about these departing leaders.) Jimmy Buchanan (Hiram College), Each year the board elects one of The board welcomed new mem- chair of the Council on Meetings its members to serve on the Audit

New Section Governors Allegheny Mountain John Thompson, University of Pittsburgh at Johnstown Golden Shirley Yap, California State University East Bay Indiana John Lorch, Ball State Kentucky John Wilson, Center College Metropolitan New York Abraham Mantell, Nassau Community College Nebraska–SE South Dakota Jennifer Langdon, Wayne State College Oklahoma-Arkansas Lisa Mantini, Oklahoma State University Rocky Mountain William Emerson, Metropolitan State College of Denver Wisconsin Mark Snavely, Carthage College

Among those at the MAA MathFest 2014 Board of Governors Meeting were (from left) Associate Treasurer Hortensia Soto-Johnson, University of Northern Colorado; Eastern Pennsylvania & Delaware Section Governor Annalisa Crannell, Franklin & Marshall College; and President-Elect Francis Su, Harvey Mudd College.

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Committee; Sharon Robbert (Trinity Nominating Committee consist of cal Sciences. Christian College) begins a two-year Rick Cleary (Babson), Susan Col- Another discussion topic at the term on February 1, 2015. Current ley (Oberlin), Lloyd Douglas, and board meeting focused on gover- members of the Audit Committee are Magnhild Lien (California State nance. Jenny Quinn led the board chair Jenny McNulty (University of University, Northridge). Two will be in considering efficiency and ef- Montana), Allen Hibbard (Central elected to four-year terms during the fectiveness of MAA governance; College), and Mary Shepherd (North- national election in spring 2015. she is chairing the Governance and west Missouri State). The 2015 CUPM curriculum guide Communication Task Force (other In other action, the board approved has been a topic of discussion at the members of the task force are James Erica Flapan (Pomona College) as last two meetings of the board with Epperson, Rick Gillman, Michael a Pólya lecturer for the academic supporting materials provided in ad- Pearson, and Karen Saxe). years 2015–2016 and 2016–2017. In vance by Martha Siegel, chair of the The board approved the dissolu- any given year, there are two Pólya Committee on Undergraduate Pro- tion of the Committee on Short lecturers; for 2014–2015, the lecturers grams in the Mathematical Sciences Courses with our expression of are William Dunham (Muhlenberg) (CUPM), Carol Schumacher, and appreciation to members of this and Ruth Charney (Brandeis). We are Paul Zorn. The small group discus- committee. Bylaws were approved grateful to Ravi Vakil who just com- sions at the MathFest 2014 meeting for several sections. Finally, the pleted two years as a Pólya lecturer. of the board focused on the future of board approved the Mathematics The board approved Hendrick the curriculum guide, and the board Magazine editorial board as pro- Lenstra (Leiden University) to give approved motions to reaffirm sup- posed by editor-elect Michael Jones. the three Hedrick lectures for MAA port for the principles of the 2004 With this we say thank you to MathFest 2016 in Columbus, Ohio. curriculum guide and to support the Walter Stromquist for his good Karen Smith (University of Michi- cognitive and content recommenda- service as editor of Mathematics gan) is the Hedrick lecturer for our tions of the 2015 CUPM Curriculum Magazine; he completes his term on centennial celebration MathFest 2015 Guide for Majors in the Mathemati- December 31, 2014. in Washington, D.C., and the board approved David Bressoud (Macales- ter) to give the Leitzel lecture at this centennial celebration. The board approved prizes and awards that will be given at the JMM 2015 prize session and elected the following with terms beginning Feb- ruary 1, 2015: t Jennifer Quinn (University of Washington Tacoma) as chair of the Council on Publications and Communications; t Betty Mayfield (Hood College) as chair of the Committee on Sec- tions; t Lloyd Douglas (University of North Carolina at Greensboro) as governor-at-large for business, industry, and government; and t Elizabeth Burroughs (Montana State) as governor-at-large for teacher education. HUGH C The board approved the Executive Committee’s recommendation that Invited speaker Erika Camacho of Massachusetts Institute of Technology and

PHOTOS: L. M L. PHOTOS: the 2015 slate for membership on the Arizona State University with Talithia Williams, Harvey Mudd College.

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Honoring a Century of Martin Gardner

By Ivars Peterson

he foyer of the historic building that houses MAA tional types and more than 60 distinct tessellations by Theadquarters in Washington, D.C., features a unique pentagons. floor tiling made up of identical pentagons. Discovered Rice sent her discoveries to Gardner, and Gardner’s in 1995 by Marjorie Rice and adapted for use in the mathematical grapevine—an extensive network of lobby by Doris Schattschneider (Moravian College), experts and amateurs with whom Gardner regularly this distinctive tiling pattern also serves as a tribute to exchanged information and checked out ideas—helped renowned mathematics writer Martin Gardner. spread the word. Schattschneider was one of those who This year marks the centennial of Gardner’s birth. He received news of Rice’s findings and, as time went on, died in 2010 after a long began to correspond career, penning more directly with Rice to than 100 books, which follow her progress ranged from annotated and provide advice and editions of Alice’s Adven- pertinent references. tures in Wonderland to Schattschneider strong attacks on pseu- herself had also become doscience. His popular interested in the prob- and influential “Mathe- lem and, after present- matical Games” column, ing a talk on tiling with which ran from 1956 to convex pentagons at 1981 in Scientific Ameri- a recreational math can, introduced a wide conference, was invited audience to flexagons, to write an article on polyominoes, John H. the topic for Mathemat- Conway’s Game of Life, ics Magazine. The final Penrose tilings, public- A close-up of the tiling in the foyer of MAA headquarters inspired version of her article, key cryptography, the by a Martin Gardner column about convex polygon tiles. published in the Janu- art of M. C. Escher, frac- ary 1978 issue, included tals, and much more of mathematical interest. up-to-the-minute news of Rice’s discoveries and other The story of MAA’s floor tiling begins with Gardner’s advances. The article itself, “Tiling the Plane with Con- July 1975 column, “On Tessellating the Plane with gruent Pentagons,” went on to win the Carl B. Allendo- Convex Polygon Tiles.” Tiles in the shape of regular erfer Award for expository writing. pentagons, for example, fail to cover a flat surface with- Rice continued exploring pentagonal tessellations and out leaving gaps. However, by easing angle and length subsequently came up with the variant that became constraints, certain types of convex pentagons (such as the basis of the floor pattern displayed in the lobby of pentagons having a pair of parallel sides) do fit together MAA headquarters. Schattschneider was instrumental to cover the plane. In his article, Gardner described the in arranging for the fabrication and installation of the eight known classes of convex, plane-tiling pentagons custom tiles. and noted that this list was thought to be complete. Appreciation of just such highly productive, column- Marjorie Rice, a homemaker in San Diego and avid inspired interactions led the MAA in 1976 to award Gardner fan, regularly read her son’s copies of Scientific Gardner an honorary life membership in the associa- American and took particular note of Gardner’s original tion. In its resolution, the MAA Board of Governors article and its December follow-up, which announced lauded Gardner for “the substantial contributions he the surprise discovery of a ninth class of plane-tiling has made to the public appreciation of mathematics by pentagons. his superb exposition.” The citation continued, “The Inspired by the articles, Rice began her own search for enjoyment and humor which he conveys have been an additional pentagonal tilings. She developed a unique inspiration to many and are a model for all.” notation and procedure for systematically investigating Gardner was not present to receive his plaque, but he the possibilities and eventually discovered four addi- provided a written response. “It is true that I never took

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a college course in math—my major was philosophy— published in Mathematics Magazine. but math was my favorite subject in high school, and Over the years, the MAA republished a number of I never lost that enthusiasm and love for math that is Gardner’s books, including a special CD-ROM edition characteristic of the amateur,” he wrote. “If the Associa- of the books containing all of his Scientific American tion feels that my scribblings have contributed to a bet- columns. ter public understanding of the beauty and usefulness of In his autobiography, Undiluted Hocus-Pocus (Princ- math, then I am pleased beyond measure.” eton University Press, 2013), Gardner commented on Nearly two decades later, Gardner was again honored, the years during which he wrote his column. “One of the this time receiving the Joint Policy Board for Mathemat- pleasures in writing the column was that it introduced ics Communications Award. He couldn’t attend the me to so many top mathematicians, which of course I award ceremony, so JPBM sent a delegation to Gardner’s was not,” he wrote. home in Hendersonville, North Carolina, to present the Gardner’s correspondents included Solomon Golomb, award and to interview Piet Hein, John Horton him on camera. Conway, Raymond Recently unearthed Smullyan, Donald video footage of that Knuth, Benoit Man- visit reveals a relaxed, delbrot, Ronald L. playful, characteristi- Graham, and Roger cally modest Gard- Penrose, among many ner. He couldn’t resist others. Again and showing off a few of his again, he had the favorite magic tricks pleasure of introduc- and talked at length ing one mathematician about his work. and his or her ideas to Asked about the value another—to the benefit of recreational math in of all. Indeed, Gardner teaching and learning, was at the center of a Gardner noted, “I’ve wonderfully produc- always thought that the tive beehive of math- best way to get students Gardner in a 1994 interview filmed in his home. ematical activity and interested in math- research. ematics is to give them something that has a recreational Gardner also influenced careers. Many of an entire flavor—a puzzle or a magic trick or a paradox, or some- generation of mathematicians attribute their current thing like that. I think that hooks their interest faster than positions (and passions) to a Gardner spark. anything else.” In a special public address at MAA MathFest in On the subject of writing about mathematics for the Portland in celebration of the Gardner centennial, Persi public, Gardner said, “It’s good not to know much about Diaconis (Stanford University) spoke about the role that mathematics. . . . I have to work hard to understand Gardner played in his life and career. As a 13-year-old, anything that I am writing about, so that makes it easier Diaconis first met Gardner in New York City at a caf- for me to explain it, perhaps, in a way that the general eteria where magicians liked to hang out. From then on, public can understand.” the two talked and corresponded regularly, and Diaco- In passing, Gardner also made particular mention of nis often turned to Gardner for advice, especially as he the American Mathematical Monthly and Mathematics made the transition from a life as a magician on the road Magazine as important sources of new material for his to statistics professor. writing. Some years ago, Diaconis wrote the following blurb for The year 1994 saw not only the JPBM award but also one of Gardner’s books: “Warning: Martin Gardner has Gardner’s first article forMath Horizons (“Delicious turned dozens of innocent youngsters into math profes- Dissections”). His 1997 article “The Square Root of Two sors and thousands of math professors into innocent = 1.41421 35621 73095…” received the Trevor Evans youngsters.” award for expository writing. Along with Fan K. Chung That legacy continues. and Ronald L. Graham, his name was on another award- winning article, “Steiner Tiles on a Checkerboard,” Ivars Peterson is director of publications at MAA.

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Make the MOOC Work for You

By Katharine Merow

he very elements of Robert Ghrist’s calculus MOOC T(massive open online course) that engage students likely intimidate instructors. Watch the introductory video for Calculus: Single Variable, and you can’t help but notice the colors, the animations, the penmanship— and marvel at the time and care it must have taken to produce the course’s 58 lectures. But don’t despair. You don’t have to take a year out of your life or build a sound closet in your home or spend who have had calculus, so Ghrist assumes that students 20 hours—that’s three hours for design; seven hours for know how to integrate and differentiate. He tackles Tay- drawing; six hours for animation; and one hour each for lor series right off the bat, though not in a rigorous way. video recording, audio recording, video/audio process- This gets students’ attention, Ghrist says, and, despite ing, and uploading/checking—creating a 15-minute lec- scaring them a little, is well within their reach. Another ture on integration by parts (and then one on l’HÔpital’s benefit: As students compute Taylor expansions and rule, and then probability densities, and then . . .). start reasoning about which terms dominate, they begin Robert Ghrist (University of Pennsylvania) has already to get an inkling of why previously mysterious maneu- done that. All you have to do is see what—if anything— vers—like l’HÔpital’s rule—work. is in it for you. From Taylor series, Ghrist turns to asymptotic or big And that part’s easy. Although Ghrist’s course is dis- O notation. Students initially find this difficult, Ghrist tributed through the Coursera platform, he has made reports, but it equips them with the language they need all the lectures publically available—no registration, no to explain why certain integrals converge or diverge or account, no nothing—in what is called “preview mode.” why higher order derivatives behave the way they do. Just visit the course site (FRXUVHUDRUJFRXUVHFDOFVLQJ), Ghrist then recapitulates all of calculus: limits, deriva- click on the “Preview Lectures” button on the top left, tives, integrals definite and indefinite. Each step of the and browse away. way, students see the utility of the Taylor series and big You’ll find substance beneath the slick exterior. Ghrist’s O language mastered earlier in the course. MOOC not only beautifies calculus, but also broadcasts Ghrist concludes with a unit on what he calls “discrete a radical reenvisioning of the course that is largely inde- calculus.” He revisits the topics covered at the outset pendent of the delivery method. Get over your hang- of the course, but this time attends to such details as ups, open your mind, and you just might gain a new and convergence radii. Having seen and worked with series broader perspective on single variable calculus. from the start, students are, by semester’s end, motivated to bring rigor to their manipulations. Rather than tune Novel Sequencing out, they dig in. One novel aspect of Ghrist’s approach to calculus—in “I find that I get a lot better student interest and both the classroom and his MOOC—is how he sequenc- retention in that last section by having front-loaded the es topics. Calculus: Single Variable is intended for those reasons why we want to learn this stuff,” says Ghrist.

Ghrist creates his own slides and animation—and has made the material publically available.

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Emphasis on Applications facilitation. A handful of high schools incorporated The 58 lectures that make up Ghrist’s MOOC are Ghrist’s lectures into their calculus courses during the grouped into five chapters, one of which is “Applica- 2013–2014 school year and are continuing to explore tions.” Ghrist says that the emphasis on applications how Ghrist’s by all accounts excellent materials might both serves the population targeted by the course—stu- best serve their needs. dents in engineering and the physical sciences—and Though Abbi Smith of Philadelphia prep school makes sense in light of calculus’s history. Friends Select covered Ghrist’s entire online course with “Calculus was invented for a reason,” he says. “For a group of advanced students last year, she recommends many reasons having to do with applications. The reason why we want so many students at a university to take at least some calculus is because it’s useful for solving problems.” When building his MOOC, Ghrist challenged himself not only to expose students to nonstandard applications, but also to draw examples from disciplines further afield than physics, such as economics and biology. The lectures on differential elements and averages include calculations of present value (how much tomorrow’s money is worth today) and rate of blood flow, respectively.

Dynamic Presentation As anyone who has taught integral calculus can testify, students have a hard time visualizing the solid generated by rotating a curve around an axis, let alone the discs or cylindrical shells used to calculate that solid’s volume. Which is where animation comes in. Ghrist told MAA Director of Publications Ivars Peterson in a September 2013 interview (KWWSELW O\$EUZ) that animation allows mathematical principles to be explained “more beautifully than has ever been done before.” Having wielded that explanatory power, however, he now finds returning to a traditional lecture format difficult. “When I’m trying to teach calculus at a chalkboard,” he says, “I’m perennially frustrated because I want anima- Ghrist front-loads his course with reasons for students to tions to appear and move around. That’s what I see in want to learn the details later. my head, and that’s what I want to communicate to the students.” it even to instructors who don’t see themselves flipping Ghrist thinks the visual presentation of mathematical or blending anytime soon. Ghrist provides an excellent concepts will make them more widely comprehensible. opportunity for professional development, she says. “Could you imagine teaching abstract algebra using a “The manner in which he makes calculus cohesive very visual medium?” he asks. “Or complex analysis? Or certainly informs my approach now,” she reports, “and dynamical systems? It could open up all the treasures his emphasis on applications has given me a wealth of that we have hidden to so many people for whom it’s new examples to bring to my lessons. Connecting currently inaccessible.” calculus concepts back to Taylor series makes sense, and is a useful and elegant way in which to develop the ideas. Future The manner in which I teach Taylor series has complete- For now, however, Ghrist is sticking to calculus. At the ly changed!” University of Pennsylvania this fall, he is experiment- ing with a blended model that pairs the video-based Katharine Merow is MAA FOCUS staff writer and MAA lectures from his MOOC with after-the-fact in-person online editor.

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Aparna Higgins: An Appreciation

By Joe Gallian

parna Higgins concluded her 16th Ayear as a member of the Project NExT leadership team by sending a heartfelt letter to the 1560 fellows and hundreds of consultants expressing her gratitude for the opportunity to serve the MAA and the mathematics community. Aparna’s involvement in Project NExT began in 1995 when she was asked by Project NExT founders Jim Leitzel and Chris Stevens to offer a four-hour course on engaging undergraduates in research at the Project NExT workshop. That decision was a bold and farsighted one. The notion that research by undergraduates was a good idea was not widely accepted then. Aparna’s energy, enthusiasm, and passion made the course an instant hit, and it has remained a highly popular course ever since. Aparna was appointed as a codirector of Project NExT when Jim Leitzel died in 1998. Her knowledge of the math community, attention to details, and Aparna is known for embracing the moment with gusto, even dedication ensured that Project NExT would maintain when she’s standing on a table (right). the level of excellence that it had already achieved. Project NExT is a complex program that involves se- Outside of Project NExT lecting fellows, presenters, panelists, consultants, break- Besides Project NExT, Aparna has served mathematics out session topics, group discussion themes; managing in many other significant ways. She has been one of the multiple email lists; arranging social events, meals, and people most responsible for the increasingly important banquets; scheduling rooms; extensive correspondence; role that undergraduate research in mathematics has tracking budgets; writing reports; and frequent interac- played over the last 25 years. She was codirector of an tions with the MAA officers and staff. NSF-REU in 1990–1991 and an internally funded REU Since its inception, Project NExT has made it a prior- in 1989. ity to balance gender, ethnicities, types of institutions, In addition to her Project NExT course on getting un- MAA sections participation, and teaching interests. All dergraduates involved in research, Aparna has presented of this has to be done by people who have academic jobs the same material at 17 MAA four-hour minicourses with heavy responsibilities. Project NExT’s great success at the January Joint Mathematics Meetings. Together, is the result of the great leadership of Leitzel, Stevens, enrollments in the Project NExT courses and the JMM and Higgins. Most amazing to me is their ability to re- courses have exceeded 1,300. member the names, affiliations, and even research areas These courses consistently receive high praise from the of the fellows. Aparna’s retirement from Project NExT participants. Typical comments on the evaluation forms ushers in a new group of leaders who will build on the are: “inspiring,” “lots of good info and resources,” and program’s successes, and it opens up the possibility for “I’m not afraid to launch into undergraduate research new leadership opportunities for Aparna after a well- now.” She has given one- or two-hour courses on the

deserved rest! same topic at numerous MAA section meetings, work- L. McHUGH

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shops, and conferences. doubled again the next year. The number of posters at Aparna was on the MAA Committee on Undergradu- the Joint Meetings went from 19 in 1994 to 287 in 2014. ate Student Activities and Chapters (CUSAC) for 10 From 1999 until 2005 she hosted the award ceremony years, including five years as chair. That committee for the poster session. Her enthusiasm and dynamic sponsors the poster session, the Hospitality Center, personality brought a unique excitement to the event. sessions for student talks, social opportunities for Seeing her standing on a table announcing the winners undergraduates at the JMM, and established an annual was one of the highlights of the Joint Meetings. While invited 50-minute Student Lecture for undergraduates. she was on the Student Chapters committee they also She also served one term on the MAA subcommittee organized MAA paper sessions for the summer meet- for Research by Undergraduates. These two committees ings, selected the prize winning presentations, and made play a key role in making the Joint Meetings attractive travel awards. for undergraduate students. They create promotional Other MAA committees on which Aparna has served material, plan the program for students, organize the include the Leitzel Lecture, Alder Award, JMM program, poster session for undergraduate research, and spon- sections, summer meetings, site selection, MAA FOCUS, sor contributed paper sessions on maintaining and nominating, position searches, professional development, sustaining undergraduate research programs. The work and membership. Aparna has served on three organiz- of these committees is in large part responsible for the ing committees for national conferences on promoting research by undergraduates. The proceedings of all three were published and are available free to the public. She has also written several articles about involving undergraduates in research. Aparna has received the Distinguished Service Award Ohio Section, been president of Ohio MAA Section, and received the MAA’s Haimo Award for Distinguished Teaching. For the past 20 years it has been my great fortune to have been Aparna’s co-Project NExT leadership team member, co-presenter, coauthor, co-PI, co-committee member, colleague, and friend. Her enthusiasm, energy, passion, dedication, wisdom and judgment have inspired undergraduate student attendance at the Joint Math- me and hundreds of others. One thing I look forward to ematics Meetings rising from 71 in 1993 (the first year when I attend a national meeting is Aparna’s huge smile of CUSACs existence) to 923 in 2014. Participation in and big hug. I think many others feel the same way. the poster session doubled from 1998 to 1999 when Aparna and Mario Martelli took over as organizers. And Joe Gallian is a former president of the MAA. Project NExT Terms End for Covington and Schlicker

By Aparna Higgins and Gavin LaRose

udith Covington and Steve of being the longest-serving member fellows has a color assigned to it). JSchlicker completed their terms on of the Project NExT leadership team She entered Project NExT as a the leadership team of Project NExT (for 17 years), and of having been topologist, but soon turned to math- in August 2014. Both served Project associated with Project NExT since ematics education and the education NExT and its fellows with dedica- its first year. She was one of the 66 fel- of future K-12 teachers. It is from that tion and passion as they helped new lows in the inaugural 1994–95 cohort. perspective that some of her greatest faculty in their professional develop- Judith’s education—elementary influence in Project NExT and the ment at the start of their careers. through doctoral—was entirely in mathematics profession as a whole Louisiana, and she took her first has been felt. Longest-Serving Leader airplane trip, to Minneapolis, to join Chris Stevens (cofounder of Project

COURTESY OF J. GALLIAN OF J. COURTESY Judith Covington has the distinction the other “red dots” (each cohort of NExT along with Jim Leitzel) says,

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“In 1997, at the invitation of Jim In the last decade or so Judith has Exemplary Team Member Leitzel and me, Judith became the become involved with inquiry-based Steve Schlicker was appointed to the member of the Project NExT ‘team’ learning (IBL) advocates and prac- leadership team two years ago, after who focused on teacher prepara- titioners, and she has been a catalyst the first search to fill Project NExT tion.” Chris says that, each year, the in the interaction of the IBL and leadership positions. At Grand Val- new fellows saw in Judith someone Project NExT communities. ley State University, where he has who had been struggling, just a Judith’s leadership portfolio in worked since 1991, Steve supported few years earlier, with the issues of the Project NExT team increased the Project NExT applications of teacher preparation with which they significantly two years ago, when several new faculty during the six were wrestling, and that Judith was Project NExT had its first search years he served as chair. unfailing in her encouragement of for leadership positions, and tasks In fact, when Steve joined the their efforts. previously done by departing team team, GVSU was the institution with the largest number of Project NExT Fellows, although some were fellows before they came to GVSU. Steve also served as a consultant for Project NExT prior to joining the leadership team. Immediately following his appoint- ment, Steve threw himself into any activity he was assigned, working with a thoroughness and a sense of responsibility that the team appreci- ated very much. Steve was a quick learner, and contributed tremen- dously, especially by providing thoughtful and insightful answers to policy questions. Steve was an exemplary professional in all aspects of his service Aparna Higgins, Steve Schlicker, and Judith Covington at MAA MathFest 2014. to Project NExT, gracious and diplomatic. Everything he said and Judith has created workshops con- members (Joe Gallian and Gavin did was for the good of the project. necting Project NExT fellows with LaRose) needed to be covered. Team member Julie Barnes praised local teachers at MAA MathFests, Appropriately, Judith took over his great demeanor, how he was run courses on the education of fu- a number of community-building always working for the benefit of ture K-12 teachers for Project NExT tasks, including the management of others and never looking for praise fellows, and generally been the the Project NExT lists and matching or attention. communication hub that has joined consultants with fellows. She also Judith Covington and Steve fellows from all years interested in worked with the new team members Schlicker served Project NExT the education of teachers. to integrate them into the leadership through their stewardship of the At the intense two-and-a-half day structure, providing support and program and unfailing support of its workshop just preceding MathFest background as they grew into their fellows. Their work remains as an each year, the fellows also discov- own roles. essential part of the enduring fabric ered that Judith is an excellent Judith’s wonderful smile and wel- of Project NExT. teacher. Teaching awards from her coming nature made her the ideal university, local NCTM affiliate, and person to greet incoming fellows at Aparna Higgins, University of Day- MAA Section, and a 2015 Haimo the Project NExT registration desk ton, is a former director of Project Award attest to this as well. at each summer workshop, and she NExT. Gavin LaRose, University of Judith’s presence through years of was, appropriately, many fellows’ Michigan, is a 1994–95 Project NExT Project NExT has been instrumental first impression of the Project NExT fellow and former associate director

to its development as a community. program. of Project NExT. L. McHUGH

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The Next 100 Years: How You Can Make a Difference

he year 2014 brings MAA’s first century of service to the Tmathematical community to a close. We’re reaching out hank you for your today to ask you to join with your colleagues to support MAA as we Tgenerous support! enter our Second Century. Your continued membership is essential to our success. But dues President’s Circle fund only a small portion of MAA’s budget. That’s why we have ($5,000 or above) launched the MAA Second Century Campaign. Recognition: Invitation to exclusive For 100 years, MAA has led the mathematical sciences community’s MAA events and a limited-edition, efforts to improve the undergraduate program in mathematics, 3D crystal representation of the building bridges between the frontiers of mathematical research and Helaman Ferguson sculpture the classroom. Umbilic Torus N.C. as well as Grand As a reader of MAA FOCUS, you are already familiar with—and Benefactor benefits. value—MAA publications, meetings, camaraderie, programs, the MAA American Mathematics Competitions and Curriculum Inspirations, Grand Benefactor the Putnam Competitions, Project NExT, advocacy, curriculum ($2,000–$4,999) review, lectures, web-based resources, outreach to underserved Recognition: Recently published constituencies, and other professional development activities that MAA book as well as Benefactor exemplify our vision. benefits. MAA members contribute expertise through service on editorial boards, planning national and section meetings, developing and Benefactor leading reports on curriculum and other key issues facing faculty and ($1,000–$1,999) departments, constructing contests for MAA’s American Mathematics Recognition: Name inscribed on the Competitions, and contributing to a variety of professional Honor Roll of Donors displayed in development programs. the lobby of MAA headquarters in Your contribution will help us strengthen the valuable services we Washington, D.C., in addition to provide to you, your colleagues and students, and future generations Partner benefits. of mathematicians and mathematics educators. Your tax-deductible donation can be made securely on the MAA Partner website by clicking on the “Give” button to the right of the new MAA ($500–$999) Centennial logo, or by submitting your gift in the enclosed envelope. Recognition: Listing on the Honor Thank you for joining us and investing in a MAA’s Second Century. Roll of Donors published annually in MAA FOCUS, the MAA MathFest and Joint Mathematics Meetings programs and donor recognition boards; invitations to the President’s Robert L. Devaney Receptions at national meetings; as MAA President well as Supporter benefits.

Supporter ($100–$499) Recognition: Gift with MAA logo.

Your gift is tax deductible under Section 501(c)3 of the Internal

L. Mc h UG Revenue Code.

maa.org/pubs/focus.html • October/November 2014 • MAA FOCUS

F_OctNOv2014_9-22_final.indd 19 9/23/2014 3:17:32 PM 20

Monthly Showcases Mathematical Biology

aybe you don’t usually read papers about micro- Park City Mathematics Institute’s 2005 summer school Morganism motility in fluids. Or phylogenetics. Or in mathematical biology—collected papers that re- cancer modeling. This November, however, you’ll want flect the excitement and diversity of a field that applies to do so. mathematical methods and curiosity to everything from Three guest editors—Elizabeth Allman (University finding control methods for AIDS to reconstructing the of Alaska Fairbanks), Fred Adler (University of Utah), evolutionary relationships between species. and Lisette de Pillis (Harvey Mudd College)—have as- Authors address computational neuroscience, animal sembled for your edification a special November issue of territory pattern formation, gene regulatory networks, the American Mathematical Monthly: seven articles on and synthetic biology. topics at the intersection of mathematics and biology. The editors have high expectations for their opus. While mathematical biology is a rapidly growing re- “Whatever your area of mathematical expertise,” they search area, the Monthly receives few math-bio manu- write in their introduction, “we hope that you find this scripts. A special issue, thought Monthly editor Scott special issue in mathematical biology provocative and Chapman, would be an excellent means of introducing informative, like a good novel—hard to put down the journal’s readership to the burgeoning field. initially and then awarded a special place on your Allman, Adler, and de Pillis—who all taught at the bookshelf for future examination.”

Call for Suggestions for Dolciani Award 7KH0DU\3'ROFLDQL$ZDUG UHFRJQL]HVDSXUHRUDSSOLHG PDWKHPDWLFLDQZKRLVPDNLQJD GLVWLQJXLVKHGFRQWULEXWLRQWRWKH PDWKHPDWLFDOHGXFDWLRQRI. VWXGHQWVLQWKH8QLWHG6WDWHVRU MAA Found Math: Buckypumpkin &DQDGD7KLVDZDUGLVJLYHQDQQXDOO\ 7RP/HDWKUXP -DFNVRQYLOOH6WDWH8QLYHUVLW\ VHQWWKLVSKRWRRIKLV DW0$$0DWK)HVW1RPLQDWLRQV SXPSNLQLQ+HZURWHWKDWWKH³EXFN\SXPSNLQ´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maa.org/dolciani-award-guidelines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email protected]DQGZH OODGGWKHPWRRXUJDOOHU\

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Team USA Takes Second in Cape Town

ou’re 17 years old, seven hours Yahead of your native time zone, 2014 IMO Team Members and running on roughly a third of the recommended amount of sleep. Joshua Brakensiek ăVLOYHU(home school, Arizona College The USA6 on your name tag serves Prep–Erie Campus, Chandler, Arizona) as a constant reminder that you’re representing your country in what’s Allen Liu ăJROG(Penfield Senior High School, Penfield, New York) only the most prestigious interna- Yang LiuăJROG(Ladue Horton Watkins High School, St. Louis, tional mathematics competition Missouri) at the high school level, the Inter- national Mathematical Olympiad Sammy LuoăJROG(North Carolina School of Science and Math- (IMO). ematics, Durham, North Carolina) “At the IMO,” says U.S. contestant James Tao, “at least half of the chal- Mark Sellke ăJROG(William Henry Harrison High School, West lenge is a psychological one.” Lafayette, Indiana) Tao and his five teammates met challenges—mathematical and James TaoăJROG(Illinois Mathematics and Science Academy, otherwise—and took second place Aurora, Illinois) (behind China) at the 55th IMO, held July 3–13 in Cape Town, South Africa. The U.S. squad also brought home six individual medals, five before, and neither had any of the gold and one silver (see box). More U.S. contestants. Thankfully, even than 500 students from more than with the math and the killer jet lag, 100 countries took part. the team did get a chance to absorb IMO 2014 The oldest and largest scientific the scenery. Along with most of the Country Results Olympiad, the IMO is a rigorous Spanish contingent and a Chinese &KLQD two-day math competition held participant, Team USA rode a cable 8QLWHG6WDWHV each summer in a different location car to the top of Table Mountain and 7DLZDQ around the globe. Each day partici- hiked down. 5XVVLD pants take a 4.5-hour, three-question Even more than being impressed -DSDQ exam featuring deceptively simple- by the stunning backdrop, though, 8NUDLQH looking problems that in fact require members of the 2014 U.S. IMO 6RXWK.RUHD considerable ingenuity to solve. team relished interaction with their 6LQJDSRUH All Olympiad problems can be international peers. Contestants in &DQDGD solved using only elementary math- Cape Town connected over games 9LHWQDP ematics, but IMO veteran Tao (he of foosball and compared notes )RUPRUHUHVXOWVVHH won a gold medal at the 2013 IMO) about clever solutions to the contest http://bit.ly/1o93qc4. reports that awareness of such areas problems. as abstract algebra and differential “Even in the brief time I was there,” geometry proves useful. says U.S. team member Joshua Brak- “It’s not surprising to me that ensiek, “I was able to have fun with ideas from higher math can help,” people from countries such as Japan, Tao says, “because some Olympiad New Zealand, Mexico, the Nether- problems arise as elementary sub- lands, and China.” problems of research problems.” Tao, too, remarks on the camara- Problem 6 on the 2014 IMO turned derie. “Mathematical ideas,” he says, out to have such a research connec- “have a way of overcoming the tion (see box, facing page). language barrier.”

The IMO had never been to Africa —Katharine Merow GELCA RAZVAN PHOTO: TEAM EARTH/NASA;

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Connecting Competition Problems and Research

ifteen years after he won a silver professional Problem Selection answer to the question about the Fmedal at the 1999 IMO, U.S. Committee proposed the exercise, bound. He raised it to √(n log n). Team Leader Po-Shen Loh (Carn- they were unsure whether the √n Then, after the competition, Po- egie Mellon University) talked to bound could be improved. Team Shen gave a talk to IMO contes- young competitors about the leap leaders have a say in final problem tants about the connection be- from Olympiad math to math- selection, and, as his counterparts tween research combinatorics and ematical research. deliberated about which six would the problem they had just tackled. Problem 6 (see below) gave him make the cut, Po-Shen knocked Despite the late hour—he ended his chance. Even as the IMO’s out a definitive (affirmative) up speaking from 11 p.m. to midnight—about 100 students showed up to hear Po-Shen The USA explain the probabilistic com- team in binatorial techniques he used front of the to improve the bound sought. competition (Determining the best pos- hall. sible bound remains an open problem.) Making this connection explicit “was widely considered to be a success,” Po-Shen said afterward, “and this action has nudged the IMO in a new direction, somewhat more closely aligned with mathematical research.”

Problem 6. A set of lines in the plane is in general position if no two are parallel and no three pass through the same point. A set of lines in general position cuts the plane into regions, some of which KDYHoQLWHDUHDZHFDOOWKHVH its oQLWHUHJLRQV Prove that for DOOVXIoFLHQWO\ODUJHnLQDQ\VHW of n lines in general position it is SRVVLEOHWRFRORUDWOHDVWÛn of WKHOLQHVEOXHLQVXFKDZD\WKDW QRQHRILWVoQLWHUHJLRQVKDVD FRPSOHWHO\EOXHERXQGDU\

1RWH5HVXOWVZLWKÛn replaced E\cÛn will be awarded points depending on the value of the constant c.

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Stories at the Heart of Teaching

By Steve Kennedy

teve Willoughby and the problem is solved to the deeply human interaction between Staught mathematics satisfaction of all concerned without student and teacher. The book is also for 59 years at every level a single thought passing through irascible, opinionated, and some- 0$$%RRNV%HDW from elementary school the head of anyone involved or of times funny: the story of the zeal- to graduate school. He is a keen and any child making the heinous error ous editor of a national standards perceptive observer and a witty and of counting the cages depicted. document who changed half of the talented storyteller. And, man, after Did the authors really suppose occurrences of “real number” to “ac- 59 years does he have some stories that if somebody wanted to know tual number” still makes me laugh. to tell in Textbooks, Testing, Training: how many cages there were, he Like a good teacher, Steve’s stories How We Discourage Thinking. would count the turkeys, count how carry you along and drive you to many are in each cage, and, upon ask the questions he’s been asking From a fourth-grade book on a page discovering the unlikely fact that himself for decades: Why do we do titled “Dividing By 6”: the same number were in each cage, things this way? Why can’t our text- Twelve turkeys. Six turkeys in would divide the first number by books be better? What can we do to each cage. How many cages? the second? make things better for students? There was a picture on the page At the center of this essay is a with the right number of cages so Steve served a term as president compassionate, and passionate, core that exactly six turkeys could be, of the National Council of Teachers that will resonate with every and were, placed into each with no of Mathematics, and his opinions passionate, and compassionate, leftover turkeys. The teachers’ guide are thoughtful, cogent, and firmly teacher—which I suspect means just directed that any student who wrote held. His book, really an extended about everyone reading this maga- the answer without writing “12 ÷ essay as it’s only about 50 pages zine. It will, at times, make you 6 = 2” was to be marked wrong. long, addresses the problems he sees laugh; it will, at times, make you Fortunately, because of the title at with our current textbooks, teacher angry; and it will make you think the top of the page and four years of preparation programs, and testing about what we do and why. intensive schooling, no child would regimes. have an urge to read the problem. But it is more than that. Steve’s Correction: In last month’s column, There are two numbers. One is 6. book throbs with a deep under- I highlighted Joel Schneider, who Certainly 12 must be divided by 6 standing that the act of teaching is a is featured in 101 Careers in Math- ematics and was content director for the fabulous Square One TV. I mentioned that Joel “is still in TV.” Several readers wrote in to inform me that Joel, sadly, passed away in 2004. You can read about his life and contributions in the January 2005 issue of The Notices of the AMS. I regret the error.

Steve Kennedy, senior acquisitions editor at MAA, can be contacted at NHQQHG\#PDDRUJ.

Order Textbooks, Testing, Training: How We Discourage Thinking, Ste- phen S. Willoughby ($11 ebook, $18 POD) in the MAA ebooks MORGUEFILE store: maa.org/ebooks/TTT. ]

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Mysteries: Answers, Corrections, and New Questions

By Carol Mead

thank those who emailed me with corrections Griffiths, first suggested by Zbigniew Nitecki and con- Iand suggestions to the mysteries in the June/ firmed by Griffiths’s former graduate student, Lisa Man- July issue. What I learned is below, followed by tini. I had misidentified him in the August/September $UFKLYHV6SRWOLJKW more questions. issue as Donald Burkholder.

[Lancaster1984] Someone suggested that the person pictured might be Richard Swan. Can you confirm or refute this guess?

[MSRI-2015] The person in the foreground with his shoul- der to the camera is most likely Donald Burkholder, whose sons, Peter and Bill, thought he closely resembled their father. Thanks to Jay Hook at Indiana University for initiating that idea.

[5745] Halmos wrote what seems to be “Kibbey” and “Hammer” on the back of this snapshot. Is the man on the left Donald Kibbey? And, who is Hammer on the right with the cane? Halmos took the picture during the 1967 MAA-AMS summer meeting in Toronto. [MSRI-3016] The gentleman in the middle of this photograph with the sweater around his waist is Phillip

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Dear MAA

Willing to Volunteer

Dear MAA, I’m thinking that joining an MAA committee would be a good way to help me meet colleagues from other places and beef up my CV. How do I do it? [11] On the back of the photograph Halmos wrote “To- Ready and Willing pology? Berkeley Aug. 86.” Do you know anyone in the group and the occasion? Dear Ready, 6RKDSS\\RXDVNHG7KH0$$KDVDERXW0$$ FRPPLWWHHVRIIHULQJPDQ\RSSRUWXQLWLHVWREH LQYROYHGZLWK0$$HDFKFRPPLWWHH H[FHSWWKH $XGLW&RPPLWWHH EHORQJVWRRQHRIVHYHQFRXQFLOV Ć&RXQFLORQ0HHWLQJVDQG3URIHVVLRQDO'HYHORS PHQW Ć&RXQFLORQ0HPEHUVDQG&RPPXQLWLHV Ć&RXQFLORQ2XWUHDFK3URJUDPV Ć&RXQFLORQ3UL]HVDQG$ZDUGV Ć&RXQFLORQ3URJUDPVDQG6WXGHQWVLQWKH0DWK HPDWLFDO6FLHQFHV Ć&RXQFLORQ3XEOLFDWLRQVDQG&RPPXQLFDWLRQV Ć&RXQFLORQWKH3URIHVVLRQ 7KHFRPPLWWHHVXQGHUHDFKDUHOLVWHGRQWKH0$$ ZHEVLWHZZZPDDRUJDWAbout MAA/Governance/ Councils and Committees Lists. 7KHSURFHVVLVDOLWWOHVORZ,QVSULQJ\RXFDQ DSSO\WRILOOFRPPLWWHHWHUPVWKDWEHJLQLQ 7RVXJJHVW\RXUVHOI RUVRPHRQHHOVH IRUDQ0$$ FRPPLWWHH\RXILOORXWDQRQOLQHIRUPLQHDUO\ VSULQJ,QWKH)HEUXDU\0DUFKLVVXHRIMAA FOCUS DQGLQWKHHQHZVOHWWHU Math Alert ZH¶OOJLYH \RXWKHOLQNWRWKHIRUP1DPHVVXEPLWWHGDUHVHQW WRFKDLUVRIFRXQFLOVLQ$SULO7KH\SUHSDUHUHFRP [10904] These two men are in Bloomington in 1972. The PHQGDWLRQVWRWKH0$$SUHVLGHQWIRUDSSRLQWPHQWV name of the person on the left seems to be “Tromli” or HPDLOVDVNLQJPHPEHUVWRVHUYHDUHVHQWLQHDUO\ “Trombi” and the man on the right is Gustafson, who I -XQH,QWKHPHDQWLPHFRQVLGHUYROXQWHHULQJWR believe is probably William Gustafson. Can you help me KHOSZLWK\RXUVHFWLRQRUMRLQD6,*0$$LI\RX with the names? KDYHQ¶WDOUHDG\0$$GHILQLWHO\ZDQWVWRSXW\RXU Thank you all for your assistance! HQWKXVLDVPWRXVH

Carol Mead is the archivist for the Archives of American “Dear MAA” is our regular column offering advice and Mathematics, located in the Research and Collections information. Please send us questions, large or small, division of the Dolph Briscoe Center for American History regarding the MAA and life as a mathematician. “Dear on the University of Texas at Austin campus. Contact her MAA” will answer as honestly as possible. Address by email (FDUROPHDG#DXVWLQXWH[DVHGX) or by phone questions to the attention of 'HDU0$$#PDDRUJ. (512-495-4539).

PDDRUJSXEVIRFXVKWPOv2FWREHU1RYHPEHUv0$$)2&86 PULLING TOGETHER

Join NCTM in Boston as we bring together thousands of education professionals for the nation’s largest math education event.

Go beyond the classroom to examine the innovative ideas that can improve the quality of learning for every student.

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Learn about Principles to Actions: Ensuring Mathematical Successs for All, which describes what is essential for a high-quality SAVE mathematics education. UP TO $80 Collaborate wwiwithth peers on concepts that diversifydiversiffyy learning and support when you register studentt llearners. by March 6. WHO SHOULD ATTEND? ExExplorexxpp more than 700 sessions

Pre-K–12 teachers tot hhelp you grow and learn as a Math teacher educators teteacher.a New and soon-to-be-teachers Discover fresh ways to Math coaches and specialists integrate mathematics into Math researchers other disciplines. School and district administrators

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Online Journal Convergence Celebrates 10 Years

By Janet Beery ÍInteract with Euler’s elegant example ounded in 2004 by two well- of “When Nine Points Are Worth known mathematics historians But Eight.” (&RQYHUJHQFH February F 2014) (Source: Applet created by Lee and educators, Victor Katz and Stemkoski using GeoGebra) Frank Swetz, Convergence is an on- KWWSELWO\VM'EG line journal on mathematics history and its use in teaching. It is also an ever-expanding collection of online resources to help you teach mathematics using its history. Convergence is celebrating 10 years of publication by continuing to bring you interesting articles and features on the history of grades 8–16 mathematics and exciting ideas and resources for sharing this history with your students. The images shown here have geometry in common but otherwise were selected to reflect the diversity of offerings and styles of delivery as well as the long span of history represented in Convergence. Visit the journal to explore and learn (PDD RUJFRQYHUJHQFH .

Janet Beery (University of Redlands) is editor of Convergence. ÏWatch as students demonstrate “Maya Geometry in the Classroom.” Students at Northeastern State University in Oklahoma used a knotted rope to form a right triangle. (&RQYHUJHQFHAugust 2013) (Source: YouTube video featuring John C. D. Diamantopoulos and his students) KWWSELWO\\S]'D

ÍListen to “David Hilbert’s Radio Address,” recorded in 1930. Pictured is ÏView new “Mathematical Treasures” Hilbert in 1932, two years after he gave every week. Above: Trapezoidal his second-most famous address with area calculation on a Mesopotamian its conclusion: “We must know; we clay tablet from 1800–1600 BCE will know.” (&RQYHUJHQFH June/July (&RQYHUJHQFH March 2014) (Source: 2014) (Source: MacTutor Archive) Yale Babylonian Collection) KWWSELWO\$4M( KWWSELWO\\RWT<

PDDRUJSXEVIRFXVKWPOv2FWREHU1RYHPEHUv0$$)2&86 “Shaping the future of the Internet” could be your job description.

Founded in the halls of MIT Akamai sits at the heart of the Internet, helping the most innovative companies like Facebook, Apple and Salesforce remove the complexities of delivering any experience, to any device, anywhere. Akamai is dedicated to problem solving through intellectual curiosity, collaboration and commitment. And we’re growing quickly. If you’d like to work in a culture where hard work and innovative ideas are consistently rewarded, join us and help shape the future of the hyperconnected world. Ready to create an exciting future? Then join us at www.akamai.com/careers

Akamai Technologies is an Afﬁrmative Action, Equal Opportunity employer (M/F/D/V) that values the strength that diversity brings to the workplace. ©2014 Akamai Technologies, Inc. The Akamai logo is a registered trademark of Akamai Technologies, Inc. All Rights Reserved. Dice Letter Puzzles

By Phillip Poplin

f a friend had a set of four six-sided dice five six-sided dice has a distinct letter on each side. All Iwith letters on each face and gave you a letters A-Z appear at least once, and four letters appear list of certain four-letter words that could be twice. Given that the words below can be formed by 3X]]OH3DJH rolled by those four dice, could you deter- rolling these dice, determine the letters that are on mine which letters were on the faces of the dice? That each of the five dice. depends, of course, on how many words are given and ANGLE BOUND BOXER DRAMA FOCUS which words they are. FRAME HELIX KNOTS LATEX LIMBO There are many solvable dice letter puzzles with 11 MAJOR MAPLE QUEEN QUERY ROARS given words, but it is an open question as to whether a SOLVE UNION WITCH ZEROS 10-word puzzle exists that yields a unique solution— even if we relax the requirement that the given words Graph Coloring are valid in English. Here are three dice letter puzzles, Graph coloring is a fairly common method for solving starting with an 11-word puzzle for four six-sided dice dice letter puzzles and can be done by hand in many and generalizing from there. cases. In this method, one uses the letters as vertices of an undirected graph and connects vertices when Puzzle 1 letters appear in the same word. Once the graph is Suppose that each of four six-sided dice has a distinct created, then the graph is colored using four colors so letter on each side and that no two dice have any let- that any two connected vertices have a different color. ters in common. Given that the words below can be Once colored, the vertices of one color correspond to formed by rolling these dice, determine the letters that the letters on one die. are on each of the four dice. Another solution method involves cliques in the AXIS CUBE FOCI GRAY GRID MATH graph, that is, sets of vertices with the property that OVAL PLUM SKEW TWIN ZERO there is an edge between every pair of vertices. The clique method can be used to create a computer Puzzle 2 program to solve the puzzle. The graph is created as There is nothing special about using four six-sided before, and then all cliques with six vertices are found. dice. We may use any number of dice and each die Each clique represents a set of six letters that could be may have any number of sides. In this puzzle, there on one die. A search can then be done to find a set of are four dice, one each with four, five, six, and seven four cliques that have the 24 distinct vertices among sides. Each of the 22 sides has a different letter. Given them with no common vertices, thereby finding a that the words below can be formed by rolling these covering set for the puzzle. For another source of dice, determine the letters that are on each of the four these “dicey puzzles,” see KWWSSX]]OHODERUDWRU\FRP dice. FDVWZRUGKWPO. BLOG BYTE DONE DUST FIBS HATS LAZY MINE PUSH RUDE TACK TWIN ZINC Phillip Poplin is an associate professor of mathematics at Longwood University, Farmville, Virginia. Puzzle 3 Laura Taalman is editor of the “Puzzle Page” column. In this puzzle we consider a further generalization; To submit material to her for possible use, contact her at here we allow letters to repeat. Suppose that each of /DXUD7DDOPDQ#JPDLOFRP.

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Sunday (1/11), 9:00–9:50 a.m., Monday (1/12), 9:00–9:50 a.m., MAA Invited Addresses Cockrell Theater Cockrell Theater Ken Ono Christiane Rousseau Saturday (1/10), 2:15–3:05 p.m., Emory University University of Montreal Cockrell Theater “Golden Numbers and Identities: “Divergent Series and Differ- Diana Thomas The Legacy of Rogers and ential Equations: Past, Present, Montclair State University Ramanujan” Future . . .” “Dispelling Obesity Myths through The golden ratio is one of the most Divergent series have been suc- Mathematical Modeling” intriguing con- cessfully used in mathematics for Why do individuals lose only a stants in math- centuries and modest amount ematics. It has a have occupied an of weight after beautiful descrip- important place in performing regu- tion in terms of mathematics until lar exercise? Why a continued frac- the middle of do people plateau tion. In his first the 19th century. in a few months letter to G. H. Then, the call for despite report- Hardy, Ramanujan hinted at a theory rigor banished ing high dietary of continued fractions, which greatly them from most of mathematics. In compliance? Are nationwide obesity expands on this classical observation. the 20th century, the use of diver- interventions responsible for leveling He offered striking evaluations, of gent series was justified rigorously in rates of obesity prevalence? Do liquid which Hardy said, “These formulas several contexts including differential carbohydrates contribute more to defeated me completely . . . they could equations, together with explanations weight gain than solid carbohydrates? only be written down by a mathemati- as to why they are so powerful in There are several prevailing hypoth- cian of the highest class. They must be both theoretical studies and practi- eses formulated to answer these true because no one would have the cal applications. Yet, divergent series questions that are often vigorously de- imagination to invent them.” remain a relatively marginal subject bated in both the scientific and public Ramanujan had a secret device, in contemporary mathematics. In this policy arenas. Many times the formed two power series identities that were lecture I will discuss the use of diver- hypotheses are sensible and seem so independently discovered previously gent series in differential equations. I reasonable that they become strongly by Leonard James Rogers. The two will start with some history, and then held beliefs even despite existence of Rogers-Ramanujan identities are now show how to justify rigorously the use experimental evidence demonstrat- ubiquitous in mathematics. of divergent series. I will also explain ing otherwise. These beliefs affect It turns out that these identities and why they are not so marginal. This will individual perception, health care Ramanujan’s theory of evaluations are bring me to the future . . . advice, governmental health stan- hints of a much larger theory. In joint dards, and even experimental research work with Michael Griffin and Ole Monday (1/12), 4:00–4:50 p.m., design. Mathematical modeling brings Warnaar, the speaker has discovered a Cockrell Theater a unique and new clarity to address rich framework of Rogers-Ramanujan Catherine O’Neil, these very important questions. Using identities, one that comes with a beau- Johnson Research Labs several mathematical analyses I will tiful theory of algebraic numbers. The “Making the Case for Data dispel several of these long-standing story blends the theory of Hall-Little- Journalism” and widely accepted beliefs in obesity wood polynomials, modular forms, These days, mathematical models are

and weight regulation research. and representation theory. being deployed for use on the public BUREAU VISITORS & CONVENTION ANTONIO SAN

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in all sorts of of Mathematics in NYC are all means AMS-MAA Invited ways: in politics, to demonstrate that math is a living, Addresses in policing, in creative, joyful teacher assess- subject—i.e., that Monday (1/12), 11:10–noon, ment, in student Math is Cool! Cockrell Theater learning settings, George Hart Jordan Ellenberg, University of to get jobs, to get will present and Wisconsin–Madison insurance, and to discuss a variety Title to be announced get parole. Many of the models have of these works high impact and little review. It is from his creative Monday (1/12), 11:10 a.m.–noon, therefore increasingly falling on jour- output and show you some giant Cockrell Theater nalists to understand and scrutinize mathematical artworks, 3D printed Richard Tapia them for side effects and false prom- mathematical models, and original Rice University ises. I will explain how this young field workshop projects. For examples of “The Remarkable Journey of the is approaching such questions. his work, see KWWSJHRUJHKDUWFRP. Isoperimetric Problem: From Euler to Steiner to Weierstrass” MAA-AMS-SIAM Gerald MAA Retiring Presidential and Judith Porter Public Address AWM-AMS Lecture Noether Lecture Tuesday (1/13), 10:05–10:55 a.m., Saturday (1/10), 3:30–4:30 p.m., Cockrell Theater Sunday (1/11), 10:05–10:55 a.m., Cockrell Theater Robert Devaney Cockrell Theater Donald Saari Boston University Wen-Ching Winnie Li University of California, Irvine “The Fractal Geometry of the Pennsylvania State University “From Voting Paradoxes to the Mandelbrot Set” Title to be announced Search for ‘Dark Matter’” In this lecture Voting paradoxes are intriguing we describe sev- AMS Invited Addresses when demon- eral folk theorems (alphabetically) strated, frustrat- concerning the ing when expe- Mandelbrot set. Ian Agol, University of rienced in actual While this set is California, Berkeley elections. After extremely com- Title to be announced offering examples plicated from a Tuesday (1/13), 9:00 a.m. of paradoxi- geometric point of view, we will show cal outcomes, a that, as long as you know how to add Henri Darmon, McGill mathematical reason they occur is de- and how to count, you can understand University scribed. The surprising fact is that this this geometry completely. This then “Elliptic Curves and Explicit Class Field explanation applies to puzzles from will allow us to understand the chaotic Theory” other disciplines—including shedding behavior that occurs when a simple Sunday (1/11), 2:15 p.m. light on the dark matter mystery from quadratic function is iterated. We will astronomy. encounter many famous mathematical Susan Holmes, Stanford objects in the Mandelbrot set, like the University MAA Lecture for Students Farey tree and the Fibonacci sequence. “Statistically Relevant Metrics for And we will find many soon-to-be-fa- Complex Data” Monday (1/12), 1:00–1:50 p.m., mous objects as well, like the Devaney Sunday (1/11), 3:20 p.m. GCC 103 AB sequence. There might even be a joke George Hart or two in the talk. Michael Hopkins, Harvard Stony Brook University University “Math Is Cool!” Title to be announced Geometric sculptures, mathematical Saturday–Monday (1/10–12), puzzles, insightful videos, hands-on 1:00 p.m. (Colloquium Lectures) workshop activities, and the Museum Continued next page

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AMS Invited Speeches, Con’t. incorporate both demographic and Ricardo Pérez-Marco, Université Russell Lyons, Indiana University, environmental variability. Paris 13 Bloomington Organizer: Linda J. S. Allen, Texas Random Orderings and Unique Tech University Mathematical Techniques for Ergodicity of Automorphism Groups Speakers: Signature Discovery Saturday (1/11), 10:05 a.m. Edward Allen, Texas Tech University Saturday (1/10), 2:15–6:00 p.m., GCC Jim Cushing, University of Arizona 217B Irena Peeva, Cornell University Zhilan Feng, Purdue University A signature is a distinguishing Matrix Factorizations and Complete Sophia Jang, Texas Tech University measurement, pattern, or collection Intersection Rings of data that identifies a phenomenon Monday (1/12), 10:05 a.m. Fractal Geometry and Dynamics of interest. Signatures are ubiquitous Saturday (1/10), 8:00–11:00 a.m. and in the sciences, for example: Acoustic Daniel A. Spielman, Yale 2:15–6:00 p.m., GCC 214D signals distinguish types of boats, University This session brings together a num- biomarkers identify diseases, and Graphs, Vectors, and Matrices ber of researchers interested in the fingerprints distinguish individu- Saturday (1/10), 8:30 p.m. (Josiah Wil- intricate relationship between fractal als. In this invited paper session, we lard Gibbs Lecture) geometry and dynamics. It will high- will survey various approaches to the light the many ways fractal geometry signature discovery process. For ex- is present in a variety of subfields of ample, manifold learning techniques MAA Invited Paper Sessions dynamical systems, especially complex are being used to identify bone and dynamics. The talks will be mostly of brain abnormalities in humans to aid Recent Advances in an expository nature and therefore be in the diagnostic process. Sparse data Mathematical Modeling of the accessible to a broad cross section of representations are used to analyze Environment and Infectious the participants in the Joint Mathe- and decompose hyperspectral images. Diseases matics Meetings. This session accom- Tensor decomposition techniques Saturday (1/10), 8:00–10:55 a.m., GCC panies the MAA Retiring Presidential are being applied to gain insight into 217B Address by Robert Devaney. protein function and phylogeny. And The impact of environmental Organizers: Michel L. Lapidus, genetic algorithms are being coupled variation that accurately reflects the University of California Riverside; with abstract algebra to extract fea- impact of changes on an ecological and Robert G. Niemeyer, University of tures from arbitrary discrete data. or epidemiological system has always New Mexico Organizers: Emilie Hogan and Paul been a challenge in mathematical Speakers: Bruillard, Pacific Northwest National modeling. Heterogeneity and vari- Robert Niemeyer, University of New Laboratory ability of the environment have been Mexico Albuquerque Speakers (Tentative): incorporated in models in a variety Nishu Lal, Occidental College Nathaniel Beagley, Johns Hopkins of ways, through differential and Jeff Lagarias, University of Michigan, University difference equations that account for Ann Arbor Elizabeth Jurrus, University of Utah spatial patterns or temporal varia- Paul Blanchard, Boston University Andrew Stevens, Duke University tion or through stochastic differential Yunping Jiang, City University of Jennifer Webster, Pacific Northwest equations that account for random New York Graduate Center, City Uni- National Laboratory variation. In this session, some recent versity of New York Queens College Mark Oxley, Air Force Institute of advances in model formulations and Dennis Sullivan, State University of Technology analyses that study environmental New York Stonybrook David Bader, Georgia Tech effects in unique ways in either de- Marjorie Senechal, Smith College terministic or stochastic settings will Liz Fitzgibbon, Boston University The Mathematics of Planet Earth be presented. Speakers will discuss, Linda Keen, City University of New Sunday (1/11), 8:00–11:50 a.m. and for example, models that include the York Graduate Center, City University 1:00–4:10 p.m., GCC 214D impact of the environment on disease of New York Lehman College This session will explore several top- outbreaks, link the environment to Yang Wang, Michigan State Univer- ics related to Mathematics of Planet disease dynamics at multiple scales, sity Earth (MPE). They are chosen from relate population extinction to stage- Scott Sutherland, State University of celestial mechanics, ecology, and structure and the environment, and New York Stonybrook geophysics to illustrate the wide range

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of challenging mathematical problems Michael Griffin, Emory University can be used to elect a single winner encountered in MPE. Jim Lepowsky, Rutgers University or a subset of the candidates. The Organizers: Hans Kaper, George- study of the properties and behav- town University and Mathematics Making the Case for Faculty ior of election procedures applies and Climate Research Network; and Relevance: Case Studies in Best ideas from combinatorics, algebra, Christiane Rousseau, University of Practices for Classroom Teaching and geometry. Recent work has also Montreal Monday (1/12), 8:00–10:55 a.m., GCC focused on issues related to computa- Speakers: 217B tional complexity and probability. The Todd Arbogast, University of Texas The MAA Committee on the Teach- talks in this session will highlight the at Austin ing of Undergraduate Mathematics application of mathematics to voting Edward Belbruno, Princeton Uni- (CTUM) is creating a pedagogy guide theory at an accessible level. This versity for mathematical instruction at the session accompanies the MAA-AMS- Pietro-Luciano Buono, University of postsecondary level in an effort to SIAM Gerald and Judith Porter Public Ontario Institute of Technology address the “how to teach” questions Lecture by Donald Saari. Clint Dawson, University of Texas at encountered in the development Organizers: Michael Jones, Math- Austin process for the CUPM Curriculum ematical Reviews; Tommy Ratliff, Kenneth Golden, University of Utah Guide. This session is to highlight Wheaton College; and Russel Caflisch, Richard McGehee, University of several areas that will be included in UCLA Minnesota the Pedagogy Guide. Speakers: Alik Ismail-Zadeh, Karlsruhe and Organizer: Martha Abell, Georgia John Cullinan, Bard College Russian Academy of Science Southern University Tomas McIntee, University of Cali- Mary Wheeler, University of Texas Speakers: fornia, Irvine at Austin Gavin LaRose, University of Michi- Catherine Stenson, Juniata College gan: What Technology Should I Use— Michael Orrison, Harvey Mudd The Mathematics of Rogers and Oh, and How Does It Enhance Student College Ramanujan Learning? Nicolas Lanchier, Arizona State Monday (1/12), 8:00–10:55 a.m., GCC Robin Lock, St. Lawrence University: University 214D Technology-Enhanced Trends in Teach- More than 100 years ago, Rogers and ing Statistics Joint Prize Session Ramanujan independently derived Annalisa Crannell, Franklin & Mar- Sunday (1/11), 4:25 p.m. two strange power series identities. shall College: Four-and-a-Half Useful A cash bar reception will imme- We now know that these identities are Methods for Grading Mathematical diately follow. related to so much beautiful math- Writing 7KH$06$6$0$$DQG6,$0 ematics: golden ratio, partitions in Carol Schumacher, Kenyon Col- number theory, representation theory, lege: What We Say/What They Hear: ZLOODQQRXQFHWKH-3%0&RPPX conformal field theory, and so on. This Culture Shock in the Classroom QLFDWLRQV$ZDUGZLQQHU session will include lectures by world Rachel Schwell, Central Connecti- 7KH$060$$DQG6,$0ZLOO experts on the history of these identi- cut State University: Examples and DZDUGWKH)UDQNDQG%UHQQLH ties and the beautiful theories that Best Practices of Moore Method and 0RUJDQ3UL]HIRU2XWVWDQGLQJ have been inspired by their simplic- Inquiry-Based Learning in the Teaching 5HVHDUFKLQ0DWKHPDWLFVE\DQ ity and deeper meaning. This MAA of Proofs 8QGHUJUDGXDWH6WXGHQW Invited Paper Session accompanies the Jackie Dewar, Loyola Marymount 7KH0$$ZLOODZDUGWKH%HFN MAA Invited Address by Ken Ono. University: Is There an Ecology of HQEDFK%RRN3UL]H&KDXYHQHW Organizer: Ken Ono, Emory Uni- Teaching and Learning: Should There 3UL]H(XOHU%RRN3UL]H'HERUDK versity Be? DQG)UDQNOLQ7HSSHU+DLPR Speakers: $ZDUGVIRU'LVWLQJXLVKHG&ROOHJH Bruce Berndt, University of Illinois Mathematics and Voting Theory RU8QLYHUVLW\7HDFKLQJRI0DWK Amanda Folsom, Yale University Sunday (1/11), 8:00–10:55 a.m., GCC George Andrews, Penn State Uni- 217D HPDWLFVDQGWKH

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MAA Contributed Paper Mathematics and Sports plets or Flash; (3) interesting and en- Sessions with Themes Saturday (1/10), afternoon lightening connections between ideas The expanding availability of play- that arise in linear algebra and ideas Ethnomathematics: A Tribute to by-play statistics and video-based in other mathematical branches; (4) Marcia Ascher spatial data, for professional and interesting and compelling examples Monday (1/12), morning some collegiate sports, is leading to and problems involving particular Ethnomathematics, the study of innovative kinds of research, using ideas being taught; (5) comparing and mathematical aspects of the cultures techniques from various areas of the contrasting visual (geometric) and of indigenous peoples, has been mathematical sciences. By model- more abstract (algebraic) explana- an active area of research for many ing the outcome distributions in tions of specific ideas; (6) other novel decades. As more institutions strive to certain situations, researchers can and useful approaches or pedagogical present multicultural offerings to their develop new metrics for player or tools. students, courses on or incorporating team performance in various aspects Organizers: David Strong, Pepper- ethnomathematics are becoming more of a sport, comparing actual results to dine University; Gilbert Strang, MIT; popular. This session features talks expected values. Such work often has and Megan Wawro, Virginia Tech that present research in ethnomath- implications for strategic game man- ematics or well-tested ideas for its use agement and personnel evaluation. Helping Students See beyond in teaching. The session is a tribute to Classic areas of study, such as tourna- Calculus Marcia Ascher (April 23, 1935–June ment design, ranking methodology, Sunday (1/11), afternoon 11, 2013), who devoted much of her forecasting performance, insight into Society needs more and better math- career and life to the development of rare or record events, and physics- ematics and science students. Many ethnomathematics. based analysis, also remain of interest. talented and promising students lose Organizers: Ximena Catepillan, This session includes presentations interest in mathematics—some never Millersville University; Amy Shell- of original research and expository take a single mathematics course in Gellasch, Montgomery College; and talks; all talks should be accessible to college—because they never experi- Janet Beery, University of Redlands mathematics majors. ence the beauty and importance of Sponsor: HOM SIGMAA Organizers: R. Drew Pasteur, Col- the many other areas of mathematics lege of Wooster; and John David, beyond calculus. Indeed, many high Cryptology for Undergraduates Virginia Military Institute school students think of mathematics Saturday (1/10), morning simply as calculus and the topics lead- In increasing numbers, cryptology Innovative and Effective Ways to ing to calculus. Students would benefit courses are being developed to serve Teach Linear Algebra enormously from more exposure to the needs of undergraduate math- Sunday (1/11), morning other areas of mathematics before ematics and computer science majors. Linear algebra is one of the most leaving high school. For mathematics majors, cryptology interesting and useful areas of This session, a first step toward this fits into the undergraduate curriculum mathematics, because of its beautiful goal, will be a forum for sharing pre- in much the same way that number and multifaceted theory, as well as sentations that are all of the following: theory does. In addition, cryptology the enormous importance it plays in t An introduction to a specific is appearing as a topic in mathematics understanding and solving many real- mathematical idea or application; courses for nonmajors, as it is a hook world problems. Consequently, many t Accessible to high school calculus to interest these students in mathe- valuable and creative ways to teach its students; matics. This contributed paper session rich theory and its many applications t Certainly interesting, hopefully solicits presentations that address are continually being developed and entertaining, possibly captivating; topics appropriate for undergraduate refined. This session will serve as a t Self-contained; cryptology courses for mathematics or forum in which to share and discuss t Less than 45 minutes; computer science majors, or presenta- new or improved teaching ideas and t Available online (for now, posted tions of cryptological topics that could approaches. These innovative and at their authors’ own websites); interest and motivate nonmathematics effective ways to teach linear algebra t Composed of slides (e.g., Power- majors. include, but are not necessarily limited Points), video or audio clips, tools Organizers: Robert Lewand, Gouch- to: (1) hands-on, in-class demos; (2) for experimentation and visualiza- er College; and Chris Christensen, effective use of technology, such as tion, and so on, and may include Northern Kentucky University Matlab, Maple, Mathematica, Java Ap- worksheets of problems for stu-

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dents to think about or work on. Using Flipping Pedagogy to consequences of teaching mathemati- High school teachers (or anyone Engage Students in Learning cal inquiry for the students’ skills, else) could download, or access on- Mathematics attitudes, and beliefs. line, the presentations and supporting Tuesday (1/13), morning Organizers: Brian Katz, Augustana materials to use in their classes in the While the expression “flipping a College; and Elizabeth Thoren, Uni- weeks after the AP exam. Speakers in course” is relatively new, this peda- versity of California, Santa Barbara this session will share a condensed gogical strategy has been around for a Sponsor: PRIMUS: Problems, Re- (10–15 minutes) version of their number of years. Tenets that underlie sources, and Issues in Undergraduate presentation. this type of pedagogy are that basic Mathematics Studies. Organizers: David Strong, Pep- definitions, theorems, and examples perdine University; Courtney Da- can be delivered via videos or readings The Scholarship of Teaching vis, Pepperdine; Angela Spalsbury, prior to class and that time in class and Learning in Collegiate Youngstown State University; and can be better spent assimilating and Mathematics James Tanton, MAA applying knowledge on more complex Saturday (1/10), morning and after- problems and activities. Recently, noon Trends in Undergraduate inverted instruction, or “flipping” In the scholarship of teaching and Mathematical Biology Education pedagogy, has gained traction in learning, faculty members bring Monday (1/12), afternoon university mathematics departments. disciplinary knowledge to bear on Several recent reports emphasize Participants will describe their experi- questions of teaching and learning that aspects of biological research ences teaching inverted mathematics and systematically gather evidence to are becoming more quantitative and courses, including information about support their conclusions. Work in that life science students, including curriculum materials, innovative this area includes investigations of the premed students, should be intro- instructional designs, technology, effectiveness of pedagogical methods, duced to a greater array of mathemati- and assessment strategies to support assignments, or technology, as well as cal, statistical, and computational students’ engagement and learning in probes of student understanding. techniques and to the integration of flipped classrooms. The goals of this session are to: (1) mathematics and biological content at Organizers: Jean McGivney-Burelle, feature scholarly work focused on the the undergraduate level. Mathematics Larissa Schroeder, Fei Xue, and John teaching of postsecondary mathemat- majors also benefit from coursework Williams, University of Hartford ics, (2) provide a venue for teaching at the intersection of mathematics and mathematicians to make public their biology because there are interest- Teaching Inquiry scholarly investigations into teaching/ ing, approachable research problems, Tuesday (1/13), afternoon learning, and (3) highlight evidence- and mathematics students need to be We need to teach our students more based arguments for the value of trained to collaborate with scientists than the content of our courses; we teaching innovations or in support of in other disciplines, especially biology. need to teach them how to ask and new insights into student learning. Topics may include scholarly work explore questions—a skill that we Organizers: Jackie Dewar, Loyola addressing the issues related to the call mathematical inquiry. This kind Marymount University; Thomas Ban- design of effective biomathematics of learning is challenging for stu- choff, Brown University; Curtis Ben- course content, courses, and curricula; dents and teachers and requires new nett, Loyola Marymount University; the integration of biology into math- methods; sharing these ideas can help Pam Crawford, Jacksonville Univer- ematics courses; student recruitment us all improve. In this session, we will sity; and Edwin Herman, University of efforts; the gearing of content toward explore the ways that mathematics Wisconsin Stevens Point premed students; undergraduate instructors support students’ mathe- research projects; effective use of tech- matical inquiry as well as the ways we Discovery and Insight in nology in biomathematics courses; prepare students to ask and investigate Mathematics preparation for graduate work in mathematical questions after they Tuesday (1/13), afternoon biomathematics and computational leave the classroom. One new development in the philos- biology or for medical careers; and This session will include schol- ophy of mathematics that mathemati- assessment issues. arly presentations on (1) successful cians should welcome is an interest Organizer: Timothy Comar, Bene- methods or assignments designed in the philosophy of mathematics as dictine University to teach students to ask and explore actually practiced by mathematicians. Sponsor: BIO SIGMAA mathematical questions and (2) the This session features talks address-

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ing philosophical issues concerning Activities, Demonstrations, and The research uses well-established or two related topics: how mathematics Projects That Enhance the Study innovative methodologies (e.g., design is discovered, and the role of insight of Undergraduate Geometry experiment, classroom teaching ex- in mathematical understanding and Sunday (1/11), afternoon periment, and clinical interview, with discovery. Epistemology studies how Presenters in this session will rigorous analytic methods) as they we come to know things. A distinction share activities, demonstrations, and pertain to the study of undergraduate has been made between methods of projects used to enhance the study of mathematics education. discovery and methods of justifica- Euclidean or non-Euclidean geometry Organizers: Karen Keene, North tion: that is, the way one discovers a in undergraduate geometry courses. Carolina State University; Timothy mathematical truth—a conjecture, for Presentations will provide informa- Fukawa-Connelly, Drexel University; example—may be quite different from tion about related topics, preliminary and Michelle Zandieh, Arizona State how it is later justified (by a proof). material that must be examined with University What are the methods and grounds students, and objectives and expected Sponsor: SIGMAA RUME for such discoveries? What is the role outcomes. insight plays in these discoveries? Organizer: Sarah Mabrouk, Fram- Mathematics and the Arts How do interconnections between ingham State University Saturday (1/10), morning and after- mathematical concepts or subjects noon lead to discoveries? Research on the Teaching and An appreciation of the connections Organizers: Dan Sloughter, Furman Learning of Undergraduate between mathematics and the arts University; and Bonnie Gold, Mon- Mathematics explores and extends those aspects of mouth University Sunday (1/11), morning and afternoon our discipline that complement num- Sponsor: POM SIGMAA This session presents research ber and rational thought at its center: reports on undergraduate mathemat- pattern, shape, and an unmistakable Program and Assessment ics education. The session will feature sense of aesthetics. This session will Implications of Common Core research in a number of mathemati- report on these excursions from those Implementation cal areas including linear algebra, working in or only occasionally visit- Monday (1/12), afternoon advanced calculus, abstract algebra, ing any of the many areas of the inter- The Common Core State Standards and mathematical proof. The goals of section of mathematics and the arts: for Mathematics (CCSS) have been this session are to foster high-quality artists, mathematicians, educators, widely adopted and implemented research in undergraduate math- those claiming hyphenated versions of nationally. Mathematics departments ematics education, to disseminate these titles, and those eschewing clas- share responsibility with teacher well-designed educational studies to sification altogether. education programs to prepare teach- the greater mathematics community, Organizer: Douglas Norton, Vil- ers who are ready to teach school and to transform theoretical work lanova University mathematics so that their students can into practical consequences in college Sponsor: SIGMAA ARTS meet both the content and mathemati- mathematics. Examples of such types cal practices standards. Mathematics of research include rigorous and sci- USE Math: Undergraduate faculty also collaborates with the K-12 entific studies about students’ math- Sustainability Experiences in the system to ensure a smooth transition ematical cognition and reasoning, Mathematics Classroom from school to higher education, one teaching practice in inquiry-oriented Tuesday (1/13), morning of the primary purposes of the CCSS. mathematics classrooms, design of Humanity continually faces the task This session encourages faculty mem- research-based curricular materi- of balancing human needs against bers to share their experiences with als, and professional development of the world’s resources, while operat- the role of mathematics departments mathematics teachers, with inten- ing within the constraints imposed in the implementation of the CCSS tion to support and advance college by the laws of nature. Mathemat- mathematics standards. students’ mathematical thinking and ics helps us better understand these Organizers: William Martin, North activities. The presentations report re- complex issues that span disciplines: Dakota State University; Bonnie Gold, sults of completed research that builds from measuring energy and other Monmouth University; and John on the existing literature in mathemat- resources, to understanding variability Carter, Westlake High School ics education and employs contem- in air and water quality, to modeling Sponsors: MAA Assessment Com- porary educational theories of the climate change. Moreover, these and mittee and MAA COMET teaching and learning of mathematics. other real-world-driven sustainability

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topics have the potential for motivat- ing students to pursue STEM courses and fields of study more deeply. This session presents faculty who have integrated sustainability-focused activities, projects, or modules into the college mathematics curriculum, in particular in introductory mathematics classes and statistics courses. Authors are encouraged to submit classroom-ready materials for broad dissemination on the Mathematics/ QR Disciplinary page on the Sustain- ability Improves Student Learning (SISL) website (KWWSVHUFFDUOHWRQ HGXVLVOVXVWDLQBLQBPDWKKWPO). Organizers: Ben Galluzzo, Ship- Sponsor: PRIMUS: Problems, Re- Monticino, University of North Texas pensburg University; and Corrine sources, and Issues in Undergraduate Sponsor: BIG SIGMAA Taylor, Wellesley College Mathematics Studies Sponsor: SIGMAA EM Collaborations between Two- Mathematics Experiences Year and Four-Year Institutions Inquiry-Based Learning in First- in Business, Industry, and That Create Pathways to a Math Year and Second-Year Courses Government Major Sunday (1/11), morning Sunday (1/11), afternoon Monday (1/12), morning An inquiry-based learning (IBL) The MAA Business, Industry, and As more students start their college approach challenges students to cre- Government Special Interest Group education at two-year colleges prior to ate mathematics by providing tasks (BIG SIGMAA) provides resources transferring to a four-year program, it requiring them to conjecture, experi- and a forum for mathematicians is increasingly important for two-year ment, explore, and solve problems. working in business, industry, and and four-year mathematics depart- Rather than showing facts or a clear, government (BIG) to advance the ments to collaborate to create student smooth path to a solution, the instruc- mathematics profession by making pathways to the mathematics major tor guides students via well-crafted connections, building partnerships, and for alignment of credit courses. problems through an adventure in and sharing ideas. BIG SIGMAA con- Presenters will describe collaborative mathematical discovery. There is a sists of mathematicians in BIG as well strategies and programs between two- growing body of evidence that sup- as faculty and students in academia year and four-year faulty and institu- ports the claim that IBL techniques who are working on BIG problems. tions that attract and retain commu- are effective for teaching mathematics Mathematicians, including those in nity college transfers. and for fostering positive attitudes academia, with BIG experience will Organizers: Nancy Sattler, Terra about mathematics. While there is a present papers or discuss projects State Community College; Judy Ack- long tradition of using IBL in proof- involving the application of math- erman, Montgomery College Rock- based classes, it is often a challenge to ematics to BIG problems. The goal of ville Campus; and Elizabeth Teles, bring an inquiry-based pedagogy into this session is to provide a venue for National Science Foundation classes with significant content expec- mathematicians with experience in Sponsors: Committee on Two-Year tations, a heavy computational focus, business, industry, and government to Colleges (CTYC) and the Curriculum or a large number of students. Papers share projects and mathematical ideas Renewal Across the First Two Years in this session address the use of IBL in this regard. Anyone interested in (CRAFTY) in first- and second-year classes. learning more about BIG practitio- Wavelets in Undergraduate Organizers: Dana Ernst, Northern ners, projects, and issues will find this Education Arizona University; Angie Hodge, session of interest. Monday (1/12), afternoon University of Nebraska at Omaha; Organizers: Carla Martin, Depart- Wavelets are functions that satisfy and Theron Hitchman, University of ment of Defense; Phil Gustafson, certain mathematical properties and

S. HUFFAKER Northern Iowa. Mesa State University; and Michael are used to represent data or other

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functions. They work extremely well materials such as original sources, First-Year Calculus: Fresh in analyzing data with finite domains archives, museum pieces, correspon- Approaches for Jaded Students having different scales or resolutions. dence, and much more to supplement Tuesday (1/13), afternoon Interesting applications include digital and enhance mathematics courses. The majority of first-year college stu- image processing, FBI fingerprint Organizers: Amy Shell-Gellasch, dents signing up for calculus have had compression, the design of medi- Montgomery College; and Dominic a previous encounter with the subject cal equipment, and the detection of Klyve, Central Washington University during high school. These new college potholes. Wavelets have typically been students start out in Calculus I (or studied at the graduate level, but they Revitalizing Complex Analysis at even Calculus II) having seen much are making their way into the under- the Undergraduate Level of the material of the course, but with graduate curriculum. This session Saturday (1/10), afternoon weakness or lack of (or perhaps an un- shares presentations on effectively Complex analysis, despite its beauty warranted) confidence in some areas. incorporating wavelets in an innova- and power, seems to have lost some As such, this audience poses special tive way at the undergraduate level. of the prominence it once enjoyed in challenges to the college instructor. Organizers: Caroline Haddad, undergraduate mathematics, science, This session seeks to share innovative SUNY Geneseo; John Merkel, and engineering. Thanks to funding approaches to engage this audience Oglethorpe University; and Edward from NSF, a national dialogue has in first- or second-semester calculus. Aboufadel, Grand Valley State Uni- begun with the intention of remedy- Such responses may be curricular, say versity ing this situation. A team of people through a reorganization or approach will convene for the purpose of giving to the material, or structural, such as Teaching Proof Writing some initial recommendations, but innovative approaches to placement. Techniques within a Content- input from the broader mathematical The session is in part inspired by and Based Mathematics Course community is solicited. seeks to complement the MAA’s NSF- Tuesday (1/13), morning Papers at this session will be schol- sponsored project on Characteristics At many small undergraduate arly, but collective- institutions, it is not possible to offer a ly address a wide dedicated introductory proofs course. range of questions: Therefore, a content-based course is What are the essen- often used to introduce proof-writing tial components of techniques. Depending on the course an undergraduate chosen and the method of instruction complex analysis used, student success can vary widely class from math- from course to course. In this session, ematical and scien- we seek to gain insight from those tific standpoints? who have successfully implemented What technologies proof-writing techniques in a content- seem to be promis- based course. ing? What peda- Organizers: Kristi Meyer, Wisconsin gogical ideas have Lutheran College; and Jessie Lenarz, borne fruit? In St. Catherine University general, what innovative approaches Original Sources and Archives in might be suggested the Classroom in teaching the Tuesday (1/13), morning subject? In the last few years, the number of Organizers: resources in the history of mathemat- Russell Howell, ics available on the Internet has sky- Westmont College; rocketed. This makes it very easy for Paul Zorn, St. Olaf the math educator to include original College; and Alan and historical sources and materials Noell, Oklahoma in the mathematics classroom. Talks State University in this session show how to use online

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of Successful Programs in College appear in many areas. Finally, more the objectives and effectiveness of the Calculus. advanced courses often include a described activities. Organizers: Bob Sachs, George Ma- primer on the logical foundations of Organizers: Randall Pruim, Calvin son University; and Caren Diefender- proof techniques. College; Scott Alberts, Truman State fer, Hollins University However, it can be challenging to University; and Patti Frazer Lock, St. Sponsor: SIGMAA TAHSM develop coherent curricula that help Lawrence University students make direct connections be- Sponsor: SIGMAA Stat Ed Humor and Teaching tween formal symbolic reasoning and Mathematics the other areas of mathematics they The Times They Are Saturday (1/10), morning are studying. Another challenge is that a-Changin’—Successful Humor is a powerful teaching tool. formal logic is not universally taught Innovations in Developmental It can be used to make a course more in secondary schools, creating a wide Mathematics Curricula and interesting, to introduce a topic or a disparity among students’ preparation. Pedagogy concept, to emphasize a misconcep- Speakers in this session will discuss Monday (1/12), morning tion, or to help recall learned material. creative ways of incorporating the Developmental mathematics educa- Furthermore, it can help build rela- study of formal symbolic logic into tion has captured the nation’s atten- tionships and classroom communities mathematics courses, the benefits of tion as critical to student success in by easing stressful situations, reducing doing so, or ways to address chal- college and life. The mathematics anxiety levels, enhancing communi- lenges. community is working vigorously to cation, and making the classroom a Organizers: Christopher Shaw and redress high failure rates, low student place where students want to be. This Daniel Jordan, Columbia College preparation for subsequent courses, session will showcase presentations on Chicago and routine requirements for multi- how humor and math can be com- ple-semester sequences for reasonably bined and how humor can be used in Statistics Education beyond the prepared students. Increasing pres- the classroom to enhance learning. Introductory Statistics Course sures to help students better prepare This session specifically emphasizes Sunday (1/11), afternoon for college mathematics in less time the place of humor in the mathematics The introductory noncalculus-based and/or with dwindling resources classroom. statistics course (Intro Stats) is one of call for new, creative solutions. For Organizers: Semra Kilic-Bahi, the most commonly taught courses on example, there are emerging curricula Colby-Sawyer College; Gizem Karaali, university campuses, and much atten- tailored for different student major/ Pomona College; and Debra Borkov- tion has been focused on improving career pathways; novel uses of online itz, Wheelock College student learning in this course. This student-learning tools; and interest- session is focused on the rest of the ing co-programs that support student Incorporating Formal Symbolic undergraduate statistics curriculum. learning and persistence. Reasoning into Mathematics We invite submissions that provide This session features speakers who Courses details about learning activities, have implemented successful innova- Sunday (1/11), morning technologies, resources, or teach- tive curricula, pedagogy, or student Techniques from symbolic logic ing methods that have been used to support programs for developmen- enrich the undergraduate curriculum teach statistics outside the Intro Stats tal mathematics. Talks will briefly at all levels. Courses in quantitative course. In addition to discussions re- summarize the key changes made, reasoning or liberal arts mathemat- lated to calculus-based first courses in provide specific evidence of student ics often include units on symbolic statistics, Stat 2, MathStat, and other success, and highlight information or logic or basic concepts of set theory: courses in the statistics curriculum, advice that would be helpful for other for example, one representative text presentations may relate to teach- departments that might implement includes a section that begins with ing statistics through internships, the changes. basic truth tables and concludes with undergraduate research experiences, Organizers: Suzanne Dorée, Augs- a study on the validity of syllogisms. and capstone courses, as well as efforts burg College; Joanne Peeples, El Paso Geometry courses use formal rules to partner with other disciplines to Community College; Donald Small, of inference; proof by contradiction ensure that the statistics learned in U.S. Military Academy; Bruce Yoshi- drives inference in statistics courses; Intro Stats (and other courses) is af- wara, Los Angeles Pierce College; and computer science classes depend on fecting the data analyses done in these Chris Oehrlein, Oklahoma City Com- (continued next page) DONALD NAUSBAUM/SAN ANTONIO CONVENTION & VISITORS BUREAU VISITORS & CONVENTION ANTONIO NAUSBAUM/SAN DONALD logic for control flow; Venn diagrams disciplines. Presentations will address munity College

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Sponsors: Committee on Two-Year that is best formed by exposure in What Makes a Successful Colleges (CTYC) and Curriculum many contexts. Many institutions have Math Circle: Organization and Renewal Across the First Two Years entire courses devoted to QL, while Problems (CRAFTY) others embed QL learning objectives Sunday (1/11), morning in traditional mathematics courses or A mathematics circle is an enrich- Well-Designed Online nonmathematics courses. Presenters ment activity for K-12 students or Assessment: Well-Formed will describe projects, applications, their teachers, which brings them Questions, Discovery-Based modules, or entire courses that help into direct contact with mathematics Explorations, and Their Success students achieve quantitative literacy. professionals, fostering a passion and in Improving Student Learning Organizers: Andrew Miller, Belmont excitement for deep mathematics in Monday (1/12), afternoon University; Aaron Montgomery, Cen- the participants. It is usually a weekly Online delivery of homework and tral Washington University; and Gary or monthly activity, but it can also other assessments in mathematics Franchy, Mott Community College be an intensive summer experience. courses has become standard. Many Sponsor: SIGMAA QL Many factors lead to a successful math problems have been taken from text- circle for either students or teachers. books and re-created in the context of Perspectives and Experiences Talks will address either the success- a variety of online learning systems. on Mentoring Undergraduate ful organization of a math circle or a Unfortunately, there is often some- Students in Research problem or topic that was successful at thing lost in this process, reducing Saturday (1/10), morning your math circle. once open-ended questions expecting In recent years, mathematics faculty Organizers: Philip Yasskin, Texas a series of clearly written steps to a members have become increasingly A&M University; Tatiana Shubin, San single answer blank, or sometimes just interested in mentoring undergradu- Jose State University; Paul Zeitz, Uni- a multiple-choice response. ate research. This paper session will versity of San Francisco; and Kather- It would be arguably more effec- provide an opportunity for faculty ine Morrison, University of Northern tive to develop online questions and mentors to (1) discuss and exchange Colorado explorations that are pedagogically ideas on current trends and best Sponsor: SIGMAA MCST well formed and that take full advan- practices in mentoring undergraduate tage of the online environment. These research; and (2) share their experi- Cartography and Mathematics: would not only more accurately assess ences in directing undergraduate-level Imaging the World around Us student knowledge, but also help stu- research activities. Talks can address Monday (1/12), morning dents to develop proper understand- any issue about mentoring undergrad- Cartography has used and inspired ing and clear procedures. uate research. The presentations will different kinds of mathematics for Papers will describe online questions be scholarly and present evidence sup- centuries, including but not limited or activities that have helped students porting the success of the described to questions in real analysis, complex learn particular learning objectives. approaches. analysis, differential geometry, and Organizers: Paul Seeburger, Monroe This session serves as a follow-up Riemannian geometry. Modern incar- Community College; and Matthew event for the Regional Faculty Work- nations of these phenomena make use Leingang, New York University shop on REU Issues (RFWREU) held of exciting topics, too, such as imag- Sponsor: WEB SIGMAA in New Jersey in May 2013. Partici- ing, mirror design, spatial statistics, pants from RFWREU are especially and optics. Talks come from a variety Infusing Quantitative Literacy encouraged to present in this session. of fields that involve, generalize, or are into Mathematics and Papers arising from this session, along inspired by cartographic projections Nonmathematics Courses with papers from RFWREU partici- and our quest to visualize the world Tuesday (1/13), afternoon pants, may be considered for a special around us. Quantitative literacy (QL) can be issue of PRIMUS on mentoring under- Organizers: Emek Kose and Casey described as the ability to adequately graduate research. Douglas, St. Mary’s College of Mary- use elementary mathematical tools Organizers: Aihua Li, Montclair land to interpret and manipulate quantita- State University; Thomas Hage- tive data and ideas that arise in an dorn, College of New Jersey; and Jan individual’s private, civic, and work Rychtar, University of North Carolina life. Like reading and writing literacy, at Greensboro quantitative literacy is a habit of mind Sponsor: PRIMUS

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Technology, the Next Generation: GENERAL CONTRIBUTED PAPER SESSIONS Integrating Tablets into the Mathematics Classroom Saturday, Sunday, Monday, and Tuesday (1/10–13), morning and afternoon Saturday (1/10), afternoon Organizers: Kristen Meyer, Wisconsin Lutheran College; Bem Cayco, San Jose Presenters will describe effective State University; and Kimberly Presser, Shippensburg University of Pennsylva- and ineffective classroom integration nia of electronic tablets into university The MAA’s General Contributed Paper Session accepts contributions in all mathematics courses. The presenta- areas of mathematics, curriculum, and pedagogy: tions will include specific classroom Assessment examples of efforts to harness the History or Philosophy of Mathematics dramatic power of an electronic tablet. Interdisciplinary Topics in Mathematics Presentations will describe mathemat- Mathematics and Technology ical objectives to have been achieved, Mentoring evidence of levels of success among Modeling or Applications students, and a rationale for the deci- Outreach sion to integrate technology into the Probability or Statistics learning experiences. Research in Algebra Organizers: Kevin Charlwood and Research in Analysis Janet Sharp, Washburn University Research in Applied Mathematics Research in Geometry Best Practices for Teaching the Research in Graph Theory Introductory Statistics Course Research in Linear Algebra Saturday (1/10), afternoon Research in Logic or Foundations Much attention has been focused Research in Number Theory in recent years on improving student Research in Topology learning in the introductory statistics Teaching or Learning Advanced Mathematics course. Presenters will provide details Teaching or Learning Calculus about learning activities, technologies, Teaching or Learning Developmental Mathematics resources, or teaching methods that Teaching or Learning Introductory Mathematics have improved student learning in In- Assorted Topics tro Stats, especially using nonconven- tional data, models, and computing (e.g., big data, web scraping, etc.). Organizers: Randall Pruim, Calvin College; Scott Alberts, Truman State University; and Patti Frazer Lock, St. Lawrence University Sponsor: SIGMAA Stat Ed

SAN ANTONIO CONVENTION & VISITORS BUREAU VISITORS & CONVENTION ANTONIO SAN Sunset Station Depot

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MAA Minicourses Minicourse 3. Introduction to Process-Oriented Guided-Inquiry Learning (POGIL) in Mathematics Minicourse 1. Introductory Proposal Writing for Courses Grant Applications to the NSF EHR/Division of Part A. Saturday (1/10), 9:00–11:00 a.m., GCC 206A Undergraduate Education Part B. Monday (1/12), 9:00–11:00 a.m., GCC 206A Part A. Friday (1/9), 9:00–11:00 a.m. Presenters: Catherine Beneteau, University of South Part B. Friday (1/9), 2:00–4:00 p.m. Florida; Zdeňka Guadarrama, Rockhurst University; Jill Presenters: John Haddock and Lee Zia, Division of Un- E. Guerra, University of Arkansas Fort Smith; and Laurie dergraduate Education, National Science Foundation Lenz, Marymount University Presenters will describe the general NSF grant proposal This minicourse will introduce faculty to the guided- process and consider particular details relevant to pro- inquiry instructional method called POGIL (Process- grams in the Division of Undergraduate Education. This Oriented Guided-Inquiry Learning). Participants will course is geared toward those who have not submitted a use hands-on activities to learn the crucial elements in a proposal to NSF and are unfamiliar with the organiza- successful guided-inquiry classroom. The workshop will tion. If you believe you have an idea, project, or program provide participants with a basic introduction to facilita- worthy of federal support that will improve undergraduate tion techniques and an opportunity to reflect on how education in mathematics, you should attend. This two- facilitation can enhance or interfere with student learning part minicourse will provide information on the specific as well as how facilitation strategies can be critical in the components of a NSF proposal, demonstrate the NSF development of student process skills. By the end of the peer review process, provide access to previously funded minicourse, participants will be trained to begin imple- proposals, and explicate the NSF merit review criteria by menting guided-inquiry activities in their own mathemat- which proposals are reviewed. Participants should leave ics classrooms. this course with a draft of a project summary. N.B. This course is offered on Friday, January 9, the day Minicourse 4. A Dynamical Systems Approach to before the Joint Mathematics Meetings officially begin. the Differential Equations Course Part A. Saturday (1/10), 4:45–6:45 p.m., GCC 207A Minicourse 2. Developing Departmental Self- Part B. Monday (1/12), 3:30–5:30 p.m., GCC 207A Studies Presenter: Paul Blanchard, Boston University Part A. Sunday (1/11), 1:00–3:00 p.m., GCC 206A This minicourse will give an overview of the Boston Uni- Part B. Tuesday (1/13), 1:00–3:00 p.m., GCC 206A versity Differential Equations Project, originally funded by Presenters: Donna Beers, Simmons College; and Rick the National Science Foundation. The BU project involves Gillman, Valparaiso University a complete redesign of the sophomore-level ODE course. Self-study is a critical component of departmental It includes more emphasis on qualitative and geometric program review. It is retrospective, engaging department methods as well as the incorporation of technology and members and other interested parties (e.g., other depart- numerical methods throughout. This minicourse will be ments and the administration) in examining all aspects of useful to college instructors wishing to restructure their departmental programs. It is also forward looking, antici- ODE courses. pating new areas for growth and contribution. Self-study Although the minicourse will include technology demon- entails discussion of issues confronting a department; as strations, the BU project is independent of any particular such; it is both a process of reflection and a report. The type of technology. Students must have some access to goal of this minicourse is to help faculty from mathemati- technology, however. cal science departments plan and lay the groundwork for undertaking an effective self-study of their departments. It Minicourse 5. Visual Topics Using Undergraduate will enable participants to determine how a self-study, an Complex Analysis administrative mandate, can be a positive opportunity for Part A. Saturday (1/10), 9:00–11:00 a.m., GCC 207A departmental renewal. Part B. Monday (1/12), 9:00–11:00 a.m., GCC 207A Presenters: Mike Brilleslyper, U.S. Air Force Academy; and Michael Dorff, Brigham Young University Information & Online Registration An introduction to two visual topics using complex analysis. The first topic is an overview of minimal surfaces http://jointmathematicsmeetings.org/jmm including generating model soap films on wire frames and the mathematics needed for 3D printing of minimal sur-

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face models. The second is the dynamics of the set of zeros Minicourse 8. Doing the Scholarship of Teaching for a family of polynomials. Using technology, we generate and Learning in Mathematics animations that reveal surprising patterns and generate Part A. Sunday (1/11), 9:00–11:00 a.m., GCC 206A numerous questions concerning the localization of zeros. Part B. Tuesday (1/13), 9:00–11:00 a.m., GCC 206A The goal is to expose participants to these interesting areas, Presenters: Jackie Dewar, Loyola Marymount University; provide ideas and materials for incorporating these topics and Pam Crawford, Jacksonville University into various undergraduate courses, and plant the seeds for This course will introduce participants to the scholarship possible undergraduate research projects. of teaching and learning (SoTL) in mathematics and help Participants must bring their own computers with a cur- them begin projects of their own. We describe a taxonomy rent version of Mathematica, Maple, Matlab, Sage, or some of SoTL questions, provide examples of SoTL projects other CAS. in mathematics, and discuss methods for investigation. Participants will learn about collecting and analyzing dif- Minicourse 6. Public- and Private-Key ferent types of evidence, conducting literature searches, Cryptography dealing with human subjects requirements, and selecting Part A. Sunday (1/11), 1:00–3:00 p.m., GCC 206B venues for presenting or publishing their work. With the Part B. Tuesday (1/13), 1:00–3:00 p.m., GCC 206B presenters’ guidance, participants interactively select and Presenters: Chris Christensen, Northern Kentucky Uni- transform a teaching problem of their own into a question versity; and Jeff Ehme, Spelman College for scholarly investigation and identify several types of The interesting mathematical aspects of public-key ci- evidence to gather. phers have sparked interest by mathematics faculty in these ciphers as applications of mathematics that can be present- Minicourse 9. Teaching College Mathematics (for ed in undergraduate courses. Often ignored, however, are Instructors New to Teaching at the Collegiate Level the modern private-key ciphers, which are the workhorses and for Instructors Who Prepare GTAs for Their of cryptography. Modern private-key ciphers are equally First Teaching Experience) mathematically interesting. In this minicourse, we will Part A. Saturday (1/10), 2:15–4:15 p.m., GCC 206A explore both modern public-key and private-key ciphers Part B. Monday (1/12), 1:00–3:00 p.m., GCC 206A and their mathematical foundations. We will also briefly Presenter: Ann Humes, Michigan Technological University explore the historical evolution of both types of ciphers. No This minicourse presents a model for a comprehensive previous experience with these topics is assumed. program for preparing GTAs to teach at the collegiate level. Participants will be engaged in a lesson cycle used in the Minicourse 7. Teaching Introductory Statistics (for semesterlong training. Participants will also learn about Instructors New to Teaching Statistics) how to navigate the blended learning course, handle online Part A. Sunday (1/11), 9:00–11:00 a.m., GCC 207A management systems, prepare assessments, and deal with Part B. Tuesday (1/13), 9:00–11:00 a.m., GCC 207A student conflicts as required at Michigan Technological Presenters: Carolyn Cuff, Westminster College; and University. Leigh Lunsford, Longwood University This minicourse is intended for instructors new to teach- Minicourse 10. Humanistic Mathematics ing statistics or those seeking to move from a lecture-based Part A. Saturday (1/10), 2:15–4:15 p.m., GCC 206B course to an interactive course. Material for the course is Part B. Monday (1/12), 1:00–3:00 p.m., GCC 206B drawn from the big ideas of introductory statistics and the Presenters: Gizem Karaali, Pomona College; and Eric ASA-endorsed Guidelines for Assessment and Instruc- Marland, Appalachian State University tion in Statistics Education (GAISE) report. The course As a scholarly stance, humanistic mathematics describes considers ways to engage students in statistical literacy an approach to mathematics that views it as a human and thinking, and it contrasts conceptual and procedural endeavor and focuses on its aesthetic, cultural, historical, understanding in the first statistics course. Participants literary, pedagogical, philosophical, psychological, and will work through many of the classic activities all statis- sociological aspects. As a pedagogical framework, human- tics instructors should know. Internet sources of real data, istic mathematics explores and builds on the relationship activities, and best practices articles will be examined. of mathematics with its nontraditional partners in the Participants will find out how they can continue to learn humanities, the fine arts, and social sciences, providing ad- about the best practices for the first course in statistics by ditional perspective for the role of mathematics in a liberal becoming involved in statistics education–related confer- arts education. This minicourse exposes participants to ences, newsletters, and groups. both facets of humanistic mathematics.

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In the first session, participants will learn about the impli- subsets). Participants will learn how matroids demonstrate cations of a humanistic approach to teaching and explore the power of generalization in mathematics: Proving one how it can contribute to a more sophisticated understand- theorem for matroids automatically gives a corresponding ing of mathematics, for all students. Also included will be a result in graph theory, linear algebra, geometry, and match- discussion of common implementation issues and an over- ing theory. view of a spectrum of materials to use in the classroom. Our goal is to share the beauty of matroids and the In the second session, participants will engage with the interconnectedness of mathematics with undergraduate scholarship of humanistic mathematics, a body of litera- teachers so they in turn can share this with their students. ture that eschews disciplinary jargon in favor of reaching This workshop will be structured in the same manner of a more diverse audience. After a thorough introduction, our classrooms: interactive sessions with hands-on activi- participants will, through guided group work, initiate their ties using examples and questions to motivate the concepts. own scholarly projects. Possible venues of communication, In addition, materials with numerous exercises will be collaboration, and dissemination of work in humanistic provided for classroom use, including research projects for mathematics will be discussed. students.

Minicourse 11. Healthcare Applications and Minicourse 13. WeBWorK: An Open-Source Projects for Introductory College Mathematics Alternative for Generating and Delivering Online Courses Homework Problems Part A. Sunday (1/11), 1:00–3:00 p.m., GCC 207A Part A. Saturday (1/10), 4:45–6:45 p.m., GCC 206B Part B. Tuesday (1/13), 1:00–3:00 p.m., GCC 207A Part B. Monday (1/12), 3:30–5:30 p.m., GCC 206B Presenter: Theresa Laurent, St. Louis College of Phar- Presenters: Paul Pearson, Hope College; Geoff Goehle, macy Western Carolina University; and Peter Staab, Fitchburg Mathematics teachers continuously face the challenge of State University getting students to recognize the relevance of the concepts This minicourse introduces participants to the WeBWorK learned in class to real-life situations. This minicourse online homework system. Supported by grants from NSF, provides the background knowledge necessary to introduce WeBWorK has been adopted by well over 700 colleges, healthcare applications into precalculus and introductory universities, and secondary schools and is a popular open- calculus courses. Applications and projects will include source alternative to commercial products. WeBWorK can calculating blood alcohol content, determining proper handle problems in college algebra, calculus, linear algebra, dosing for drugs, analyzing results of drug trials, compar- ODEs and more, and comes with an extensive library of ing different contraceptive methods, analyzing the dos- more than 25,000 problems across the mathematics cur- ing of Zithromax Z-Pak, and serving as a consultant in a riculum. WeBWorK recognizes a multitude of mathemati- malpractice lawsuit. Participants will leave the minicourse cal objects and allows for elegant solution checking. This with problems and projects ready to use in the classroom, minicourse will equip participants with the knowledge and complete with all background information needed. skills to use WeBWorK in a course.

Minicourse 12. Introducing Matroids to Minicourse 14. Teaching Statistics Using R and Undergraduates RStudio Part A. Saturday (1/10), 4:45–6:45 p.m., GCC 206A Part A. Saturday (1/10), 9:00–11:00 a.m., GCC 206B Part B. Monday (1/12), 3:30–5:30 p.m., GCC 206A Part B. Monday (1/12), 9:00–11:00 a.m., GCC 206B Presenters: Jenny McNulty, University of Montana; and Presenters: Randall Pruim, Calvin College; Daniel Ka- Gary Gordon, Lafayette College plan, Macalester College; and Nicholas Horton, Amherst Matroids offer a unique way to incorporate and unify College several topics typically studied at the undergraduate R is a freely available language and environment for sta- level. Matroid theory is an ideal topic for a capstone-type tistical computing and graphics that has become popular in course; an introduction to the subject includes connec- academia and in many industries. But can it be used with tions to linear algebra (through bases, independent sets, students? This minicourse will introduce participants to determinants, etc.), abstract algebra (matroid representa- teaching applied statistics courses using computing in an tions over finite and infinite fields, field extensions), finite integrated way. The presenters have been using R to teach geometry (affine and projective planes), graph theory (the statistics to undergraduates at all levels for the last decade prototypical examples of matroids), and combinatorics and will share their approach and some of their favorite (matchings in bipartite graphs, counting various classes of examples. Topics will include workflow in the RStudio

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environment, providing novices with a powerful but MAA Panel Sessions manageable set of tools, data visualization, basic statistical inference using R, and resampling. Much of this will be What Every Student Should Know about JMM facilitated using the mosaic package. Saturday (1/10), 2:15–3:35 p.m., GCC 205 The minicourse is designed to be accessible to those with Organizer: Pamela Richardson, Westminster College little or no experience teaching with R. It will provide par- Panelists: Jennifer Bowen, College of Wooster; Frank ticipants with skills, examples, and resources they can use Morgan, Williams College; and George Yates, Youngstown in their own teaching. College Navigating a large conference can be overwhelming, even Minicourse 15. How to Run a Successful Math for those who have previously attended such an event. Circle Panelists will provide guidance for students attending the Part A. Saturday (1/10), 2:15–4:15 p.m., GCC 207A Joint Mathematics Meetings, including: How do I get the Part B. Monday (1/12), 1:00–3:00 p.m., GCC 207A most out of the program? What sessions are especially for Presenters: Amanda Katharine Serenevy, Riverbend students? What other events should I be on the lookout Community Math Center; Philip B. Yasskin, Texas A&M for? Will I understand any of the invited addresses, or University; and Paul Zeitz, University of San Francisco should I not bother attending them? If I am presenting a A math circle brings together K-12 students and pro- poster, where do I go to set it up? How can I get some cool, fessional mathematicians on a regular basis to explore free math stuff? Students and their faculty mentors are engaging topics. This course will focus on the logistics encouraged to attend. involved in organizing and sustaining a math circle as well Sponsor: MAA Committee for Undergraduate Student as the fine art of conducting lively sessions. Facilitators will Activities and Chapters discuss how to adapt a promising topic for math circle use, provide tips for keeping a circle running smoothly, and MAA-AMS Panel on Career Ladders for Full-time address issues such as publicity and funding. Participants Non-Tenure-Track Faculty will craft a math circle lesson plan and take away a variety Saturday (1/10), 3:50–5:10 p.m., GCC 214B of materials including sample topics and a list of book and Organizers: Amy Cohen, Rutgers University; Judy web resources. Walker, University of Nebraska Lincoln; and David Man- derscheid, Ohio State University Minicourse 16. Using Games in an Introductory Panelists: David Manderscheid, Ohio State University; Statistics Course Sue Geller, Texas A&M University; and Ellen Kirkman, Part A. Sunday (1/11), 9:00–11:00 a.m., GCC 206B Wake Forest University Part B. Tuesday (1/13), 9:00–11:00 a.m., GCC 206B Many institutions of higher education are developing ca- Presenters: Rod Sturdivant, Ohio State University; and reer tracks for full-time instructional staff for whom active Shonda Kuiper, Grinnell College research in mathematics is not the primary job criterion. Participants experience web-based games and corre- These are not tenure-track positions. They carry a vari- sponding class activities that effectively teach statistical ety of titles including “professor of the practice,” “clinical thinking and the process of scientific inquiry. By grappling professor,” “lecturer,” “teaching professor,” and “instructor,” with intriguing real-world problems, these labs encour- sometimes with modifiers such as “assistant,” “associate,” or age students to experience the role of research scientist as “senior.” Little formal discussion has taken place within our they conduct hypothesis tests and regression analysis. Our profession of such topics as the purposes of such positions; games are designed to (1) engage students; (2) have a low criteria for hiring, retention, and promotion; mentoring threat of failure early on with optional additional chal- such colleagues; and evaluating their impact on our stu- lenges; (3) create realistic, adaptable, and straightforward dents and our departments. This panel consists of speakers models representing current research in a variety of disci- with experience and concerns about this change in faculty plines; (4) provide an intrinsic motivation for students to structure. A moderator will lead a discussion after the want to learn; and (5) provide teacher instructions for easy, presentations. successful implementation. MOOCs and Me: Massive Online Materials for My Students Information Saturday (1/10), 9:35–10:55 a.m., GCC 214B http://jointmathematicsmeetings.org/jmm Organizer: John Travis, Mississippi College Panelists: Petra Bonfert-Taylor, Wesleyan University; Jim

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Fowler, Ohio State University; Grace Lyo, Stanford Univer- sciences research has increased dramatically in the past few sity; and Tom Morley, Georgia Institute of Technology years. Indicators of this growth are the size of the under- This panel will include several creators of mathematics graduate poster session at the Joint Mathematics Meetings MOOCs to discuss the opportunities realized and chal- (e.g., more than 300 posters at the 2014 meeting), the num- lenges encountered through developing and presenting ber of mathematics Research Experience for Undergradu- one of these large online courses. Ideas for how MOOC ates participants (now close to 70), and the recent creation course materials can be used for independent study as well of journals devoted to mathematics undergraduate research as incorporated into standard university classes will be pre- (e.g., Involve at UC Berkeley). Undergraduate research sented. Significant time will be reserved for questions from is now a major factor in preparing students for graduate the audience and among the panelists. school and industrial careers. Each of the panelists will focus on special features of his The panel will ask current undergraduate and graduate or her course and on advantages and disadvantages related students who have engaged in undergraduate research to to the course environment provider. Costs—both financial share some of their experiences and what they view as the and personal—will be considered and compared with those dos and don’ts of undergraduate research, both from the normally associated with teaching an online course. Philo- student side and their perception of the faculty mentor sophical reasons for supporting MOOCs will be addressed. side. Their viewpoints should prove useful to both fellow Sponsors: MAA Committee on Technologies in Math- undergraduates and current and future faculty mentors of ematics Education and WebSIGMAA undergraduate research. Sponsor: MAA Subcommittee on Research by Under- Actuarial Science: What Faculty Need to Know graduates Monday (1/12), 5:00–7:00 p.m., GCC 214B Organizers: Kevin Charlwood, Washburn University; Writing Competitive Grant Applications Robert Buck, Slippery Rock University; Patrick Brewer, Sunday (1/11), 1:00–2:20 p.m., GCC 205 Lebanon Valley College; Bettye Anne Case, Florida State Organizers: Semra Kilic-Bahi, Colby-Sawyer College; University; Michelle Guan, Indiana University Northwest; and Kimberly A. Roth, Juniata College and Steve Paris, Florida State University Panelists: Florence Fasanelli, MAA; Elizabeth Teles, Divi- Panelists: Michelle Guan, Indiana University Northwest; sion of Undergraduate Education, NSF; Jennifer Slimow- Mike Boa, Casualty Actuarial Society; Bettye Anne Case, itz Pearl, Division of Mathematical Sciences, NSF; and Florida State University; Catherine Taylor, USAA P&C Roselyn E. Williams, Florida Agricultural and Mechanical Casualty; and Susan Staples, Texas Christian University University The panel features a diverse group of actuaries, publish- Panelists will discuss process and give tips for writing ers, and actuarial educators. The pace of change in actuarial successful grant proposals with a focus on proposals that science is faster than in most academic areas, and this target underrepresented groups, especially women. Each session aims to help faculty adjust curricula and activi- panelist will give a 15–18 minute presentation addressing ties to meet student needs and expectations. A member key points and the common features of competitive grant representing actuarial science from the MAA Committee applications. The presentations will be followed by ques- on the Undergraduate Program in Mathematics (CUPM) tions from the audience. will present the group’s forthcoming recommendations. Sponsor: MAA Committee on Participation of Women in Another panel speaker will address the unique challenges Mathematics of meeting the needs of international students in actuarial programs. A speaker from an actuarial firm will focus on Mathematicians Write: Publishing Options and the changing landscape of actuarial internships. These are a Outlets beyond the Standard Research Journal few of the topics for discussion. Sunday (1/11), 2:35–3:55 p.m., GCC 214B Organizer: Gizem Karaali, Pomona College Undergraduate Research: Viewpoints from the Panelists: Brian Hopkins, Saint Peter’s University (College Student Side Mathematics Journal); Marjorie Senechal, Smith College Sunday (1/11), 10:35–11:55 a.m., GCC 214B (The Mathematical Intelligencer); Janet Beery, University Organizers: Herbert A. Medina, Loyola Marymount of Redlands (Convergence); Jo Ellis-Monaghan, Saint University; and Angel R. Pineda, California State Univer- Michael’s College (PRIMUS); and Gizem Karaali, Pomona sity, Fullerton College (Journal of Humanistic Mathematics) Panelists: TBA Mathematicians are trained to write research papers and The number of undergraduates engaging in mathematical are often comfortable with the norms and expectations of

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a standard research journal. However, many find that they dergraduate Education, National Science Foundation have other things to say, other ideas to explore. This leads Panelists: Principal investigators on successful NSF to an unfamiliar territory. How does one get an exposi- projects, TBA tory piece published? Can a pedagogical innovation idea Presenters will describe their experiences with the general develop into a publishable article? What kinds of different NSF grant proposal process and share their expertise in audiences can I address with my writing? This panel will putting together proposals for specific programs. bring together editors of several prominent journals and Sponsor: MAA Committee on Professional Development magazines that populate the mathematical publishing uni- verse and enrich its offerings to provide concrete answers Graduate School: Choosing One, Getting In, to such questions. Besides these, the panelists will respond Staying In to the following questions: Saturday (1/10), 3:50–5:10 p.m., GCC 205 1. What does it take to get published in your journal? Organizers: Nick Scoville, Ursinus College; and Kristine 2. What differentiates manuscripts you publish from Roinestad, Georgetown College those you don’t? Panelists: Bill Velez, University of Arizona; Annalisa 3. What else do you recommend to prospective authors? Crannell, Franklin & Marshall College; Peter Howard, Tex- The panel will conclude with a Q&A session. as A&M University; and Brian Miceli, Trinity University You’ve made the decision to apply to graduate school. NSF Funding Opportunities for the Learning and Now you must sift through all the available information, Teaching of the Mathematical Sciences match schools to your academic and research interests, Part I: Undergraduate/Graduate Education Programs, narrow your list to a handful of schools, and submit out- Workforce, and Broadening Participation (DUE/DGE/ standing applications. How do you accomplish all this and DMS, HRD) hopefully increase the likelihood of getting into your first- Saturday (1/10), 8:00–9:20 a.m., GCC 205 or second-choice program? Then, once accepted, how do Part II: The K-16 Continuum – Learning Science & Re- you complete the program and earn your degree? How do search and Pre- and In-Service Teachers (DUE/DRL) you use your time in graduate school to better prepare for Saturday (1/10), 9:35–10:55 a.m., GCC 205 your postgraduate goals? Our panelists will discuss these Organizers: John Haddock and Lee Zia, Division of and other important issues for those considering gradu- Undergraduate Education, NSF; Karen King, Division ate school, transferring to a different graduate school, or of Research on Learning, NSF; Tasha Inniss, Division of switching graduate programs. Human Resource Development, NSF: Jennifer Slimowitz Sponsor: Young Mathematicians’ Network Pearl, Division of Mathematical Sciences, NSF Panelists: The organizers On-Campus Interview Survival Guide A number of NSF divisions offer grant programs that Sunday (1/11), 1:00–1:20 p.m., GCC 214B support innovations in learning and teaching in the Organizers: Thomas Wakefield, Youngstown State Uni- mathematical sciences. These programs will be discussed versity; and Jacob A. White, Texas A&M University along with examples of successful projects in two sessions. Panelists: Antonia Cardwell, Millersville University of Anticipated budget highlights and other new initiatives for Pennsylvania; Greta Panova, UCLA; and Frank Sottile, the next fiscal year, as appropriate, will also be presented. Texas A&M University Sponsor: MAA Committee on Professional Development Applying for an academic position can be a daunting task. In this session, panelists will offer their perspective on the Panel Discussion by NSF-DUE Principal academic job search and specifically provide advice and Investigators tips regarding the on-campus interview. The panelists rep- Part 1: Panel of Successful PIs Talking about Their Expe- resent faculty and recent Ph.D.s on the job market. Learn riences (CCLI/TUES/IUSE) some tips to prepare for the next step in the job application Sunday (1/11), 8:00–8:50 a.m., GCC 205 process. Part 2: Panel of Successful PIs Talking about Their Expe- Sponsor: Young Mathematicians’ Network riences (DRK-12, Noyce, STEM-CP & MSP) Sunday (1/11), 9:00–9:50 a.m., GCC 205 Benefits and Challenges of Introducing Part 3: General Session (Audience shares project ideas, Multivariate Topics Earlier in the Calculus PIs and NSF staff are available for feedback) Sequence Sunday (1/11), 10:00–11:20 a.m., GCC 205 Monday (1/12), 9:35–10:55 a.m., GCC 214 Organizers: John Haddock and Lee Zia, Division of Un- Organizers: Mark Gruenwald, University of Evansville;

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and Ken Luther, Valparaiso University tion. In particular, the following topics—focused goals and Panelists: Dave Dwyer, University of Evansville; Ste- objectives, management of data, rubrics, and the feedback phen Davis, Davidson College; and Jim Fowler, Ohio State loop—will be discussed. Sessions for chairs are designed University to encourage attendees’ interaction with panelists. Please Many voices within STEM disciplines have recommended share your successes and concerns with assessment during that (some) multivariate topics be introduced earlier in the session. the calculus sequence. Thus far, attempts to restructure the calculus sequence with this goal in mind have not gained Recommendations for the 21st-Century widespread adoption, though several recent initiatives Mathematical Sciences Major show promise. The panelists will share experiences with Saturday (1/10), 2:15–3:35 p.m., GCC 214B introducing multivariate calculus topics earlier in the cur- Organizers: Martha J. Siegel, Towson University; and riculum—in both traditional courses and in MOOCs—and Carol Schumacher, Kenyon College the challenges of swimming against the calculus current. Panelists: Rachel Levy, Harvey Mudd College; Nicholas J. Horton, Amherst College; and Elizabeth A. Burroughs, A Positive Feedback Loop? Impact of Mathematics Montana State University Education Research and K-12 Instructional At these Joint Mathematics Meetings, the MAA Commit- Changes on Our Teaching of Undergraduate tee on the Undergraduate Program (CUPM) is announc- Mathematics ing the release of the 2015 Curriculum Guide to Majors in Tuesday (1/13), 8:00–9:20 a.m., GCC 205 the Mathematical Sciences. The Society for Industrial and Organizers: Ben Ford, Sonoma State University; and Klay Applied Mathematics (SIAM) and the American Statistical Kruczek, Southern Connecticut State University Association (ASA) have recently prepared their own rec- Panelists: Chris Rasmussen, San Diego State University; ommendations for undergraduate majors in applied math- Klay Kruczek, Southern Connecticut State University; and ematics and statistics, respectively. The MET II report gave Elise Lockwood, Oregon State University recommendations for the preparation of future mathemat- The field of mathematics education research (K-12 and ics secondary school teachers. Representatives of the MAA, undergraduate) is developing rapidly, at the same time SIAM, ASA, and MAA’s Committee on the Mathematical that K-12 mathematics instruction is experiencing major Education of Teachers (COMET) will discuss the high- change. What do these forces imply for our teaching of lights of their reports and the 21st-century challenges to undergraduate mathematics, especially for future teach- mathematics departments offering undergraduate degrees. ers? What research findings hold across all ages; which Sponsors: MAA Committee on the Undergraduate Pro- are age specific? Will our incoming students have differ- gram in Mathematics (CUPM) and the MAA Committee ent mind-sets, skills, and understanding? What will be on the Mathematical Education of Teachers (COMET) required (mathematically) of our graduates who become teachers, and how can they develop those abilities while in Mathematics and the Sciences: Necessary Dialogue our classes? Monday (1/12), 1:00–2:20 p.m., GCC 214B Sponsor: MAA Committee on the Mathematical Educa- Organizers: Martha J. Siegel, Towson University; and tion of Teachers (COMET) Peter Turner, Clarkson University Panelists: S. James Gates Jr., University of Maryland; MAA Session for Chairs: Program Assessment: Mark Green, University of California, Los Angeles; Wil- Making It Easier and Better liam Press, University of Texas at Austin; and Nancy Geller, Sunday (1/11), 8:00–9:20 a.m., GCC 214B National Institutes of Health Organizers: Catherine M. Murphy, Purdue University Recent reports and meetings (e.g., the 2012 PCAST report Calumet; and Daniel Maki, Indiana University Engage to Excel; activities of the TPSE Math [Transforming Panelists: Barbara Loud, Regis College; William O. Mar- Post-Secondary Education in Mathematics] group) have tin, North Dakota State University; Deborah Pace, Stephen raised important questions. How creatively and effectively F. Austin State University; and Elizabeth C. Yanik, Emporia does the mathematics community support undergraduate State University scientific and STEM education? How can we attract more, The results of assessment of Student Learning Outcomes and more diverse, students? How well informed are the are used to inform curriculum decisions as well as provide mathematics and science communities about each other’s data for departmental reviews and regional accreditation efforts and innovations? What new (and old) mathematics documents. The panelists will address organizational prin- do our scientific siblings want our students to know, and ciples that may ease the transition from data to informa- when should they know it? Such questions are especially

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timely now, when MAA, SIAM, and the American Statis- Other MAA Sessions tical Association have all produced reports and recommendations for undergraduate education. (MAA’s 2015 MAA Department Liaisons Meeting Curriculum Guide, historically published about once each Saturday (1/10), 9:30–11:00 a.m. decade, is one example.) This panel session will include speakers who see mathematics teaching and learning from MAA Section Officers Meeting outside our community. We should hear one another’s Saturday (1/10), 4:30–5:30 p.m., Lone Star Ballroom, views and perspectives. Salons A & B, Grand Hyatt Sponsor: MAA Committee on the Undergraduate Pro- Chair: Rick Gillman, Valparaiso University gram in Mathematics (CUPM) SIGMAA Officers Meeting Out in Mathematics: LGBTQ Mathematicians in Sunday (1/11), 10:30 a.m.–noon, Lone Star Ballroom, the Workplace Salons A & B, Grand Hyatt Tuesday (1/13), 9:35–10:55 a.m., GCC 205 Chair: Karen A. Marrongelle, Portland State University Organizers: David Crombecque, University of Southern California; and Ron Buckmire, Occidental College Presentations by MAA Teaching Award Recipients Panelists: Andrew Bernoff, Harvey Mudd College; Mike Monday (1/12), 2:00–3:20 p.m., GCC 103 AB Hill, University of Virginia; and Lily Khadjavi, Loyola Organizers: MAA Secretary Barbara Faires, Westmin- Marymount University ster College; and MAA President Robert Devaney, Boston Discussion and Q&A session with LBGT mathemati- University cians on being out in the mathematics community. We Winners of the Deborah and Franklin Tepper Haimo will discuss questions such as: Should I be out to my Ph.D. Awards for Distinguished College or University Teaching adviser? Should I mention anything on my CV, or during will give presentations on the secrets of their success. a job interview, for a postdoc, for a tenure-track position? And if so, what are the ways to be out in these circumstanc- Project NExT Reception es? And many more questions relevant to the well-being Monday (1/12), 8:00 p.m.–10:00 p.m. and inclusion of future successful GLBTQ mathematicians. All Project NExT fellows, consultants, and other friends of Project NExT are invited. See “Social Events” for details. A Common Vision for the Undergraduate Mathematics Program in 2025 MAA Business Meeting Tuesday (1/13), 1:00–2:20 p.m., GCC 205 Tuesday (1/13), 11:10–11:40 a.m., Cockrell Theater Organizers: Karen Saxe, Macalester College; and Linda Chair: MAA President Robert Devaney, Boston Univer- Braddy, MAA sity Panelists: TBA The MAA is partnering with other professional associations in the mathematical sciences to consider how we MAA MAthFest 2015: Musicians Wanted might modernize our programs to better prepare students $VSDUWRIWKH0$$&HQWHQQLDOFHOHEUDWLRQDW for the demands of the 21st-century workplace. We aim to 0DWK)HVWLQ:DVKLQJWRQ'&WKH0$$LV catalyze widespread adoption of curricula and pedagogies VSRQVRULQJD0DWK&RQFHUWRQ7KXUVGD\$XJXVW that are (1) geared toward developing a broad base of intel- DWSP:HDUHORRNLQJIRUH[SHULHQFHG lectual skills and competencies to better prepare students PXVLFLDQVLQWKH0$$FRPPXQLW\WRSHUIRUPDW for the workforce and (2) simultaneously endorsed by a WKLVFRQFHUW²ZHVHHNVLQJHUVDQGLQVWUXPHQWDOLVWV broad cross section of the mathematical sciences com- VRORLVWVDQGHQVHPEOHV 7KHUHZLOOEHDSLDQR munity. Funded by the NSF, this work will take stock of DYDLODEOH :HHYHQKRSHWRSXWWRJHWKHUDFKRLU the curricular guides endorsed by the various associations, IRUWKHRFFDVLRQ7KHFRQFHUWLVEHLQJRUJDQL]HGE\ identify and articulate common themes, and lay a founda- 'DYH.XQJ 6W0DU\¶V&ROOHJHRI0DU\ODQGYLROLQ tion for future endeavors. Panelists representing the MAA, $QQ6WHZDUW +RRG&ROOHJHKRUQ DQG-RKQ%X the American Mathematical Association of Two-Year NRZVNL -XQLDWD&ROOHJHSLDQR ,I\RXZRXOGOLNHWR Colleges (AMATYC), the American Mathematical Society SHUIRUPRU\RXKDYHDQ\TXHVWLRQVSOHDVHFRQWDFW (AMS), the American Statistical Association (ASA), and -RKQ%XNRZVNLDW[email protected] the Society of Industrial and Applied Mathematics (SIAM) will update the community on the project.

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SPECIAL INTEREST GROUP algorithms are also being developed Title: “Can Cannibalism Save the ACTIVITIES for a broad range of diseases, Day? Dynamic Models for Adaptive organs, and imaging modalities. Life History Strategies in Response Mathematics and the Arts The evaluation of imaging devices to Climate Change” (SIGMAA ARTS) and computer-aided diagnosis Abstract: Changing environments Contributed Paper Session: Math- algorithms presents unique generally induce changes in a ematics and the Arts. Saturday (1/10), mathematical challenges owing species’s life history traits as it morning and afternoon to the large data sets involved and struggles to survive. Traits related the need to consider the role of to reproduction, survival, and so on Business, Industry, and Govern- the human reader. This talk will can all be affected in various ways ment (BIG SIGMAA) discuss these challenges and the that involve complex trade-offs. Contributed Paper Session: Math- role of the FDA’s Center for Devices Cannibalism functions as a natural ematics Experiences in Business, and Radiological Health’s imaging behavioral trait in a wide variety Industry, and Government. Sunday research program in bringing new of animals, including protozoans, (1/11), afternoon medical imaging technologies to invertebrates, and all major Guest Lecture. Sunday (1/11), U.S. patients. vertebrate classes. For example, 5:30–6:20 p.m., GCC 210A Reception. Sunday (1/11), 6:30– the interdisciplinary team with Speaker: Kyle Myers, Division of 6:50 p.m., GCC 210A which I collaborate has recently Imaging and Applied Mathematics, Business Meeting. Sunday (1/11), documented a strong correlation Office of Science and Engineering 7:00–7:30 p.m., GCC 210A between cannibalism and Laboratories, Center for Devices climate change (mean sea surface and Radiological Health, U.S. FDA Mathematical and Computation- temperature) in colonies of marine Title: “Mathematical Challenges in al Biology seabirds (the glaucous-winged gull) the Evaluation of Medical Imaging” (BIO SIGMAA) on Protection Island, Washington, Abstract: A wide variety of advanced Reception. Sunday (1/11), 6:00–6:20 a wildlife refuge managed by medical imaging systems are under p.m., GCC 210B the U.S. Fish & Wildlife Service. development by academia and Business Meeting. Sunday (1/11), Other traits, such as reproductive industry with a broad range of 6:30–6:50 p.m., GCC 210B synchrony within the colony, have performance characteristics and Guest Lecture. Sunday (1/11), also shown similar correlations. intended uses. New methods for 7:00–7:50 p.m., GCC 210B Motivated by these observations, supporting image interpretation Speaker: Jim Cushing, University of we ask: What are the long-term using computer-aided diagnosis Arizona consequences of such changes? Are they adaptive in the long run SIGMAA on Math Circles for Students or simply desperate aberrations and Teachers at JMM 2014 of a doomed species? I will describe some mathematical models designed to address these questions. The mathematical backdrop is that of nonlinear, discrete time dynamical systems defined by projection matrices, a fundamental bifurcation theorem, and backward bifurcations that lead to so- called strong Allee effects. Contributed Paper Session: Trends in Undergraduate Math- ematical Biology Education. Monday (1/12), afternoon

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Environmental Mathematics of Undergraduate Mathematics. Sun- Teaching of Advanced High (SIGMAA EM) day (1/11), morning and afternoon School Mathematics Contributed Paper Session: USE (SIGMAA TAHSM) Math: Undergraduate Sustainabil- Statistics Education Workshop: Creating a Course in ity Experiences in the Mathematics (SIGMAA Stat Ed) Mathematical Modeling. Tuesday Classroom. Tuesday (1/13), morning Contributed Paper Session: Statis- (1/13), 8:00–10:00 a.m., GCC 214B tics Education beyond the Introduc- Contributed Paper Session: First- History of Mathematics (HOM tory Statistics Course. Sunday (1/11), Year Calculus: Fresh Approaches SIGMAA) afternoon for Jaded Students. Tuesday (1/13), Contributed Paper Session: Ethno- Reception. Sunday (1/11), 5:30–5:50 afternoon mathematics. Monday (1/12), morning p.m., GCC 211 Business Meeting. Sunday (1/11), Mathematics Instruction Using Math Circles for Students and 6:00–6:20 p.m., GCC 211 the WEB (WEB SIGMAA) Teachers (SIGMAA MCST) Guest Lecture. Sunday (1/11), Contributed Paper Session: Well- Math Circles Demonstration. 6:30–7:20 p.m., GCC 211 Designed Online Assessment: Well- Sunday (1/11), 10:00–11:30 a.m, GCC Speaker: Hadley Wickham, RStudio Formed Questions, Discovery-Based 214C and Rice University Explorations, and Their Success in Math Wrangle. Sunday (1/11), Title: “Reactive Documents for Improving Student Learning. Monday 1:00–2:20 p.m., GCC 214C Teaching” (1/12), afternoon Contributed Paper Session: What Abstract: When writing a static Business Meeting. Monday (1/12), Makes a Successful Math Circle: document, you have to anticipate 5:30–5:50 p.m., GCC 211 Organization and Problems. Tuesday the needs of the reader—it’s a Guest Lecture. Monday (1/12), (1/13), morning one-way communication. With 6:00–6:50 p.m., GCC 211 reactive documents, a document Speaker: William Stein, University Philosophy of Mathematics becomes more collaborative—it’s of Washington (POM SIGMAA) created by both the author and the Title: “SageMathCloud—Integrated Contributed Paper Session: Dis- reader. With a reactive document, Mathematical Tools in the Cloud” covery and Insight in Mathematics. you can allow the reader to modify Abstract: I will give you a tour of Tuesday (1/13), afternoon parameters, change assumptions the SageMathCloud and show you Reception. Monday (1/12), 5:30– and generally explore a space how to use Sage, R, Octave, Python, 5:50 p.m., GCC 210B of parameters. Currently, the R Cython, GAP, Macaulay2, Singular, Business Meeting. Monday (1/12), community is in the middle of an and much more in your web 6:00–6:20 p.m., GCC 210B exciting convergence of tools for browser; edit LaTeX documents Guest Lecture. Monday (1/12), developing websites (shiny), making with inverse and forward search 6:30–7:20 p.m., GCC 210B reproducible documents (knitr, and Sage mode; collaboratively Speaker: Matt Jones, California State rmarkdown) and visualisation edit IPython notebooks, Sage University, Dominguez Hills (ggvis) that make it very easy to worksheets, and all other document Title: “Mathematical Authority and create reactive documents. In this types; write, compile, and run Inquiry-Based Learning” talk, I’ll show you how easy it is to code in most programming use R to create compelling reactive languages; and use a command Quantitative Literacy documents for teaching. line terminal. I will also discuss the (SIGMAA QL) Contributed Paper Session: Best commercial aspects of this project Contributed Paper Session: Infus- Practices for Teaching the Introduc- and some technical details of how I ing Quantitative Literacy into Mathe- tory Statistics Course. Saturday (1/10), implemented it. matics and Nonmathematics Courses. afternoon Panel: MOOCs and Me: Massive Tuesday (1/13), afternoon Online Materials for My Students. Saturday (1/10), 9:35–10:55 a.m., GCC Research in Undergraduate 214B Register Today Mathematics Education (SIGMAA RUME) JMM Contributed Paper Session: Re- January 10–13

L. MCHUGH L. search on the Teaching and Learning

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MAA Sessions for Students Research done by high school students can be accepted if the research was conducted under the supervision of a Speed Interviewing Marathon for Students faculty member at a postsecondary institution. Sunday (1/11), 1:00– 2:15 p.m. Appropriate poster material includes, but is not limited Employers suggest that communication skills are a critical to: a new result, a new proof of a known result, a new component when considering a mathematics major for a mathematical model, an innovative solution to a Putnam job. An important time to demonstrate good communi- problem, or a method of solution to an applied problem. cation skills is during the job interview. This session for Purely expository material is not appropriate for this ses- undergraduate students, graduate students, and early- sion. career mathematicians will start with an overview of best Students should submit an abstract describing their practices and tips on job interviewing, then guide partici- research in 250 words or less by midnight, October 11. pants in several speed interviewing sessions of 10 minutes Notification of acceptance or rejection will be sent by each, where they can practice what they have learned and November 1. See PDDRUJVWXGHQWVXQGHUJUDGMPPSRV hone their interviewing skills. Speed interviewing sessions WHULQGH[KWPO for further details and a link to the abstract will include individual feedback for participants, as well as submission form. opportunities to network with fellow interviewees. See ELWO\:KZ6for “A Guide to Writing an Abstract.” Organizers: Jenna Carpenter, Louisiana Tech University; See QFVXHGXSURMHFWSRVWHUV for “Creating an Effective and Michael Dorff, Brigham Young University Poster.” Sponsors: MAA Committee on Professional Develop- See PDDRUJH[DPSOHBSRVWHUV for exemplary posters from ment, MAA Committee on Graduate Students, and the past years. MAA Committee on Undergraduate Student Activities and Posters will be judged during the session, and award Chapters certificates will be mailed to presenters with the highest scores. Trifold, self-standing 48˝ by 36˝ tabletop poster Grad School Fair boards will be provided. Additional materials and equip- Monday (1/12), 8:30–10:30 a.m. ment are the responsibility of the presenters. Participants This is your chance for one-stop shopping in the graduate must set up posters between 2:30 and 3:30 p.m. and must school market. Undergrads can meet representatives from be available from 3:30 to 6:00 p.m. for judging and public mathematical sciences graduate programs from universities viewing. Judges’ results will be available at the MAA Pavil- all over the country. January is a great time for juniors to ion in the Exhibit Hall the following day until the exhibits learn more, and college seniors may still be able to refine close. their search. At last year’s meeting about 300 students met Questions regarding this session should be directed to with representatives from 50 graduate programs. Joyati Debnath at MGHEQDWK#ZLQRQDHGX. A list of fre- If your school has a graduate program and you are in- quently asked questions and other information can be terested in participating, a table will be provided for your found at PDDRUJSRVWHU)$4V posters and printed materials for $75 (registration for this Some more advanced students might be interested in event must be made by a person already registered for the these sessions listed elsewhere in this announcement: JMM), and you are welcome to personally speak to inter- t What Every Student Should Know about the JMM, ested students. Complimentary coffee will be served. Saturday (1/10), 2:15 p.m.; Sponsors: MAA and AMS t YMN/Project NExT Poster Session, Saturday (1/10), 2:15 p.m.; MAA Lecture for Students t “Graduate School: Choosing One, Getting In, Staying Monday (1/12), 1:00–1:50 p.m. In,” Saturday (1/10), 3:50 p.m.; George Hart, Stony Brook University t Undergraduate Research: Viewpoints from the Student “Math Is Cool!” Side, Sunday (1/11), 10:35 a.m. See details at page 33. See the full descriptions in the “MAA Panels” section. You may also be interested in the AMS-MAA-SIAM Spe- MAA Student Poster Session cial Session on Research in Mathematics by Undergradu- Monday (1/12), 4:30–6:00 p.m. ates and Students in Post-Baccalaureate Programs, Satur- Organizer: Joyati Debnath, Winona State University day morning, Sunday afternoon, and Tuesday all day; see This session features research done by undergraduate stu- the listing under AMS Special Sessions. dents. First-year graduate students are eligible to present if the research was done while they were still undergraduates.

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MAA Poster Sessions ting an abstract to the session organiz- ics is changing opportunities and er, Betsy Yanik, H\DQLN#HPSRULDHGX. pedagogical options for mathematics YMN/Project NExT Poster educators. In this hybrid contrib- Session Expeditions in Training, uted paper/poster session, we invite Saturday (1/10), 2:15–4:15 p.m., GCC Research, and Education for presentations on the effective use Exhibit Hall D Mathematics and Statistics of available open-source resources Organizers: Jonathan Needleman, through Quantitative in the classroom. Each speaker will Le Moyne College; and Kim Roth, Explorations of Data present for five minutes on his or her Juniata College (EXTREEMS-QED) topic, and then the session will break Project NExT and the Young Sunday (1/11), 2:00–4:00 p.m. into an interactive poster session in Mathematicians’ Network invite Organizer: Tor A. Kwembe, Jackson which speakers talk with attendees submissions of abstracts for a poster State University to provide additional details and session intended to highlight the Presenters in this new poster session information. Applicants should send research activities, both mathematical will share their experiences under this a poster abstract to the organizer, Stan and pedagogical, of recent or future new NSF program designed to pro- Yoshinobu master’s/Ph.D.s in mathematics and mote the integration of computational (VW\RVKLQ#FDOSRO\HGX). The deadline related fields. For full details, see the and data-enabled science (CDS&E) for receiving applications is December JMM website (KWWSMRLQWPDWKHPDWLF in undergraduate mathematics and 15. VPHHWLQJVRUJMPP). statistics curricula. Organizer: Stan Yoshinobu, Cal Poly To apply, send a poster abstract, San Luis Obispo when and where you have or will Projects Supported by the NSF Sponsor: MAA Committee on Pro- receive your Ph.D. or master’s degree, Division of Undergraduate fessional Development and your current college or university Education affiliation to one of the organizers Sunday (1/11), 2:00–4:00 p.m., MAA Workshops (Kim Roth or GCC Exhibit Hall D Jonathan Needleman ). The deadline for submis- College in Mathematical Modeling sions is December 15. This session will feature principal Tuesday (1/13), 8:00–10:00 a.m., Sponsors: Young Mathematicians’ investigators (PIs) presenting progress GCC 214B Network and Project NExT and outcomes from various NSF- Organizer: Dan Teague, North funded projects in the Division of Carolina School of Science and Math- Mathematical Outreach Undergraduate Education. The poster ematics Programs session format will permit ample op- Applied mathematics, with math- Sunday (1/11), 10:00 a.m.–noon, GCC portunity for attendees to engage in ematical modeling at its core, is grow- Exhibit Hall D small group discussions with the PIs ing in importance in the mathematics Organizer: Elizabeth Yanik, Empo- and to network with each other. In- curriculum. Modeling offers students ria State University formation about presenters and their a vision of mathematics and an oppor- This poster session is designed to projects will appear in the program. tunity to engage in mathematical cre- highlight special programs that have ativity that is largely absent from the been developed to encourage students MAA Student Poster Session standard mathematics major course- of any age group to maintain an inter- Monday (1/12), 4:30–6:00 p.m., GCC work. A modeling course invites est in and commitment to succeed- Exhibit Hall D, GCC creative students into the major who ing in mathematics. These programs See “MAA Sessions for Students,” currently choose other disciplines that might include such activities as after page 54. offer more interesting challenges to school clubs, weekend activities, one- their creativity and ingenuity, particu- day conferences, mentoring opportu- “Poster Plus 5” Session on Open- larly early in their college career. nities, summer camps, and so on. This Source Resources in Mathematics This workshop will discuss the poster session encompasses a wide Tuesday (1/13), 8:00–10:55 a.m. and structure of and share materials from variety of outreach efforts for a variety 1:00–5:00 p.m., GCC 213B a modeling course taught at the NC of age groups. We encourage everyone The availability of high-quality, School of Science and Mathematics involved with offering mathematical open-source resources that support since 1985. Students in the course outreach activities to consider submit- teaching and research in mathemat- have written 11 Outstanding Winner

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papers in the Mathematical Contest in ing them to determine the content and based on types of courses and perhaps Modeling (MCM and ICM), captur- structure of this re-conceptualized types of institutions, with the goal of ing two INFORMS Prize papers, two pathway to calculus. The goal of this sharing ideas and experiences about SIAM Prize papers, and an MAA workshop is to share the work of the managing one’s own course. This may prize in the process. Information on design teams in a manner that will be also include discussions on creating a the mathematical modeling competi- useful to mathematics faculty and de- new course. tions available to university students partments. In this hands-on workshop Sponsor: Young Mathematicians’ (MCM, ICM) and to high school participants will be given an overview Network students (HiMCM, Moody’s) will also of the guiding principles of the cur- be shared. riculum at the New Mathways Project, Workshop 4. Find a Research Sponsors: SIGMAA TAHSM and join in an interactive discussion on the Collaborator MAA Council on Outreach challenges of preparing students for Sunday (1/11), 5:30–6:30 p.m., GCC calculus, have the opportunity to look 203A Workshop 2. The New Mathways over drafts of the curriculum, and be Organizers: Ralucca Gera, Naval Project’s STEM Prep Initiative: provided an overview of the findings Postgraduate School; Timothy Gold- A Re-Conceptualized Pathway to from the research on promising prac- berg, Lenoir-Rhyne University; and Calculus tices from the design teams. Gwyneth Whieldon, Hood College Tuesday (1/13), 1:00–2:20 p.m., GCC As freshly graduated Ph.D.s will start 214B Workshop 3. Managing Your their research career at a new institu- Organizers: Frank Savina, Univer- Own Course tion, one of the obstacles observed sity of Texas at Austin; and Stuart Saturday (1/10), 5:00–6:00 p.m., GCC is finding (1) collaborators in other Boersma, Central Washington Uni- 203A departments or institutions, and (2) versity Organizers: Ralucca Gera, Naval finding topics to work on. This event The Charles A. Dana Center’s New Postgraduate School; Timothy Gold- will consist of small-group discussions Mathways Project has begun the work berg, Lenoir-Rhyne University; and based on research interests, with the of designing a STEM Prep Pathway Gwyneth Whieldon, Hood College goal of sharing ideas of how to find serving students from developmental One of the many challenges facing collaborators and topics, as well as math to calculus. For the past year two new faculty members (and sometimes possibly finding a collaborator during teams of leading researchers and edu- advanced teaching assistants) is man- the event. cators have been gleaning promising aging their own courses. This event Sponsor: Young Mathematicians’ practices from the field and synthesiz- will consist of small-group discussions Network

MAA Ancillary Workshops Embedding Undergraduate development experiences. We will share Research into a Living-Learning examples, activities, projects, syllabi, MAA National Research Community calendars, and research topics from Experiences for Undergraduates Friday (1/9), 9:00 a.m.–4:00 p.m. Purdue’s NSF-funded Living-Learning Workshop The goal is to enable participants to Community. We will discuss how to Friday (1/9), 9:00 a.m.–4:30 p.m. incorporate their undergraduate re- integrate computational aspects of the This workshop will teach partici- search programs into a living-learning curriculum and research into a living- pants how to write a competitive grant community. This is especially appro- learning community, using software proposal. This workshop is a hands-on priate for courses in calculus, linear such as Maple, Mathematica, Matlab, experience where participants write algebra, combinatorics, mathematical Sage, and/or R or SAS. The workshop is a summary of a proposal and rate an modeling, and introductory proof- an outreach activity of NSF grant DMS- NSF-awarded proposal in a mock panel based courses, or for early statistics 1246818. review. Participants will also learn courses such as exploratory data Advanced registration is required. many helpful hints and fatal flaws to analysis, probability, or introduction to Send an email to the organizer at proposal writing. This workshop is statistics. We will discuss best practices PGZ#SXUGXHHGX to register for the appropriate for current PIs of MAA’s for going far beyond the curriculum in workshop. Space in the workshop is NREUP grants and for those who were training students, for example, having limited. Participants are encouraged to denied funding for an MAA grant. a holistic program that integrates the bring a laptop to the workshop. Organizer: Dennis Davenport, How- student’s (1) curriculum, (2) research, Organizer: Mark Daniel Ward, Pur- ard University (3) residential life, and (4) professional due University

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Social Events AWM Reception Project NExT Reception Saturday (1/10), 9:30 p.m. Monday (1/12), 8:00–10:00 p.m. All events listed are open to all This reception takes place after the Organizers: Julia Barnes, Western registered participants. It is strongly AMS Gibbs Lecture and has been a Carolina University; Alissa Crans, recommended that for any event re- popular, well-attended event in the Loyola Marymount University; Matt quiring a ticket, tickets should be pur- past. At 10:00 p.m. the AWM presi- DeLong, Taylor University; Dave chased through advance registration. dent will recognize all of the honorees Kung, St. Mary’s College of Maryland; Only a very limited number of tickets, of the AWM Alice T. Schafer Prize for Anthony Tongen, James Madison Uni- if any, will be available for sale on site. Excellence in Mathematics by an Un- versity; Stan Yoshinobu, Cal Poly San If you must cancel your participation dergraduate Woman, the recipient of Luis Obispo; Thomas Judson, Stephen in a ticketed event, you may request a the AWM-Joan & Joseph Birman Re- F. Austin State University; and Yousuf 50 percent refund by returning your search Prize in Topology and Geom- George, Nazareth College tickets to the Mathematics Meetings etry, and the AWM Service Awards. All Project NExT fellows, consul- Service Bureau (MMSB) by January 6, tants, and other friends of Project 2015. After that date no refunds can Backgammon! NExT are invited. be made. Special meals are available at Monday (1/12), 8:00–10:00 p.m. banquets upon advance request, but Organizer: Arthur Benjamin, Har- MAA Two-Year College this must be indicated on the Ad- vey Mudd College Reception vanced Registration/Housing Form. Learn to play backgammon from Saturday (1/10), 5:45–7:00 p.m. expert players. It’s a fun and exciting Open to all meeting participants, 2015 AMS Dinner Celebration game where players with a good math- particularly two-year faculty mem- Tuesday (1/13), reception 6:30 p.m.; ematics background have a decisive bers. This is a great opportunity to dinner 7:30 p.m. advantage. Boards and free lessons meet old friends and make some Enjoy an evening of celebrating the will be provided by members of the new ones. There will be hot and cold spirit of connection and collaboration U.S. Backgammon Federation. Stop by refreshments and a cash bar. that is found throughout the math- anytime on Monday evening. ematical community. Music, raffle, Mathematical Reviews Reception dinner at food stations. Tickets are Budapest Semesters in Monday (1/12), 6:00–7:00 p.m. $67 including tax and gratuity. The Mathematics Annual Alumni All friends of the Mathematical student ticket price is $25. Reunion Reviews (MR) are invited to join re- Sunday (1/11), 5:30–7:00 p.m. viewers and MR editors and staff (past Association of Christians in the and present) for a special reception in Mathematical Sciences (ACMS) University of Chicago honor of the 75th anniversary of MR Reception and Lecture Mathematics Alumni Reception (1940–2015), and to acknowledge all Sunday (1/11), 5:30–7:30 p.m. Sunday (1/11), 6:00–7:00 p.m. of the efforts that go into the creation The reception will take place be- and publication of the Mathematical tween 5:30 p.m. and 6:30 p.m. and Reception for Graduate Students Reviews Database. Refreshments will will be followed by a lecture given by and First-Time Participants be served. Anthony Tongen of James Madison Saturday (1/10), 5:30–6:30 p.m. University. Afterward, delegates can The AMS and MAA sponsor this Mathematical Institutes Open go to dinner in small groups. social hour. Graduate students and House first-timers are especially encouraged Saturday (1/10), 5:30– 8:00 p.m. Association of Lesbian, Gay, to come and meet some old-timers to Participants are warmly invited to Bisexual, and Transgendered pick up a few tips on how to survive attend this open house, which is spon- Mathematicians Reception the environment of a large meeting. sored by several of the mathematical Sunday (1/11), 6:00–8:00 p.m. Light refreshments will be served. science institutes in North America. This annual reception is for lesbian, This reception precedes the Gibbs gay, bisexual, and transgender math- Knitting Circle Lecture. Find out about the latest ematicians, as well as their allies. We Sunday (1/11), 8:15–9:45 p.m. activities and programs at each of the are affiliated with the National Orga- Bring a project (knitting/crochet/tat- institutes that may be suited to your nization of Gay and Lesbian Scientists ting/beading/etc.) and chat with other own research. We hope to see you and Technical Professionals. mathematical crafters! there! PVULRUJRSHQKRXVH.

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National Association of AMS Special Sessions University; Ionut Chifan, University Mathematicians Banquet of Iowa; Darren Creutz, Vanderbilt Monday (1/12), 6:00–8:40 p.m. Some sessions are cosponsored with University; Remus Nicoara, Univer- A cash bar reception will be held at other organizations. These are noted sity of Tennessee; and David Penneys, 6:00 p.m., and dinner will be served at within the parentheses. University of Toronto 6:30 p.m. Tickets are $63 each, including tax and gratuity. The Cox-Talbot Accelerated Advances in Multiobjec- Cluster Algebras (a Mathematics Re- Invited Address will be given after the tive Optimal Control Problems and search Communities session): Andrew dinner. Mathematical Programming Based on T. Carroll, DePaul University; Ian T. Generalized Invexity Frameworks: Le, University of Chicago; and Greg NSA Women in Mathematics N. J. Huang, Sichuan University; Muller, University of Michigan Society Networking Session R. N. Mohapatra, University of Cen- Sunday (1/11), 6:00–8:00 p.m. tral Florida; Ram Verma, Texas State Computing Intensive Modeling in All participants are welcome to this University; and Alexander Zaslavski, Mathematical and Computational Biol- annual event. Please stop by the NSA Israel Institute of Technology ogy: Timothy D. Comar, Benedictine booth in the exhibit hall for informa- University; Olcay Akman, Illinois tion and the location of the event. Advances in Coding Theory: Felice State University; and Daniel Hrozen- Manganiello and Gretchen L. Mat- cik, Chicago State University Pennsylvania State University thews, Clemson University; and Judy Mathematics Alumni Reception L. Walker, University of Nebraska Continued Fractions: James Sunday (1/11), 5:30–7:30 p.m. Mc Laughlin, West Chester Univer- Please join us for hors d’oeuvres Algebraic Combinatorics and Represen- sity; and Nancy J. Wyshinski, Trinity and beverages and mingle with math tation Theory: Zajj Daugherty, Dart- College alumni, faculty, and College of Science mouth College; and Ben Salisbury, representatives. Central Michigan University Creating Coherence in K-12 Mathemat- ics: Brigitte Lahme, Sonoma State Student Hospitality Center Algebraic and Geometric Methods in University; William McCallum and Saturday–Monday (1/10–12), Applied Discrete Mathematics (a Math- Cody Patterson, University of Ari- 9:00 a.m.–5:00 p.m., and Tuesday ematics Research Communities ses- zona; Kristin Umland, University of (1/13), 9:00 a.m.–3:00 p.m. sion): Heather Harrington, University New Mexico; and Ellen Whitesides, Organizers: Richard and Araceli of Oxford; Mohamed Omar, Harvey University of Arizona Neal, American Society for the Com- Mudd College; and Matthew Wright, munication of Mathematics Institute for Mathematics and its Ap- Current Trends in Classical Dynamical Sponsor: MAA Committee for Un- plications, University of Minnesota Systems: Lennard Bakker and Skyler dergraduate Student Activities. Simmons, Brigham Young University Applications of Dynamical Systems to University of Tennessee Math Biological Models: Yu Jin, University Difference Equations and Applications: Alumni and Friends Reception of Nebraska-Lincoln; and Xiang- Steven Miller, Williams College; and Sunday (1/11), 5:30–7:00 p.m. Sheng Wang, Southeast Missouri State Michael A. Radin, Rochester Institute Anyone who has ever been a part University of Technology of the UT Math Department, or is considering joining our department Beyond First-Order Model Theory: Differential Geometry and Statistics: as a new graduate student or faculty, John T. Baldwin, University of Illinois Susan Holmes, Stanford University is invited to gather for some friendly at Chicago; Xavier Caicedo, Univer- conversation. sidad de los Andes; Rami Grossberg, Enumerative Combinatorics: Brian Carnegie Mellon University; Jose K. Miceli, Trinity University; and Jay Reception for Undergraduates Iovino, University of Texas at San Pantone and Vince Vatter, University Saturday (1/10), 4:30 p.m.–5:30 p.m. Antonio; and Boris Zilber, Oxford of Florida University (AMS-ASL) Ergodic Theory and Dynamical Sys- Classification Problems in Operator Al- tems: Mrinal Kanti Roychowdhury, gebras: Arnaud Brothier, Vanderbilt University of Texas–Pan American

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Factorization Theory and Its Applica- History of Mathematics: Sloan De- Mathematics in Poland: Interbellum, tions: Nicholas Baeth, University of speaux, Western Carolina University; World War II, and Immediate Post- Central Missouri; Scott Chapman, Patti Hunter, Westmont College; War Developments: Mohammad Sam Houston State University; Jim Deborah Kent, Drake University; and Javaheri and Emelie A. Kenney, Siena Coykendall, Clemson University; and Adrian Rice, Randolph-Macon Col- College Alfred Geroldinger, Karl Franzens lege (AMS-MAA) University Model Theory and Applications: David Holomorphic Dynamics in One and Marker, University of Illinois at Fixed Point Theory and Applications: Several Variables: Tanya Firsova, State Chicago; Sergei Starchenko, Univer- Clement Boateng Ampadu University of New York at Stony Brook sity of Notre Dame; and Carol Wood, and Kansas State University; and Wesleyan University Fractional, Stochastic, and Hybrid Dy- Thomas Sharland, State University of namic Systems with Applications: John New York at Stony Brook Network Science (a Mathematics R. Graef, University of Tennessee at Research Communities session): Bailey Chattanooga; G. S. Ladde, University Hopf Algebras and Tensor Categories: Fosdick, Colorado State University; of South Florida; and A. S. Vatsala, Susan Montgomery, University of Franklin Kenter, Rice University; University of Louisiana at Lafayette Southern California; Siu-Hung Ng, Christine Klymko, Lawrence Liver- Louisiana State University and Iowa more National Laboratory; and Johan Frames and Their Applications: Radu State University; and Sarah Wither- Ugander, Microsoft Research Balan and Kasso Okoudjou, Univer- spoon, Texas A&M University sity of Maryland; and Rachel Ward, Noncommutative Function Theory: University of Texas Inequalities and Quantitative Ap- Paul S. Muhly, University of Iowa; proximation: Feng Dai, University of and Gelu F. Popescu, University of Geometries Defined by Differential Alberta; and Mourad E. H. Ismail, Texas at San Antonio Forms: Sergey Grigorian, University University of Central Florida of Texas–Pan American; Sema Salur, Operator Algebras and Their Applica- University of Rochester; and Albert Inverse Problems: Peter Muller, tions: A Tribute to Richard V. Kadison: J. Todd, University of California, Rensselaer Polytechnic Institute; and Robert S. Doran and Efton Park, Riverside Kaitlyn Voccola, Colorado State Texas Christian University University Geosystems Mathematics: Willi Partitions, q-Series, and Modular Freeden, University of Kaiserslautern; Knot Theory: Tim Cochran and Shelly Forms: Atul Dixit, Tulane University; Volker Michel, University of Siegen; Harvey, Rice University Tim Huber, University of Texas–Pan and M. Zuhair Nashed, University of American; Amita Malik, University of Central Florida Limits of Discrete Structures: Peter Illinois; and Ae Ja Yee, Pennsylvania Diao, Dominique Guillot, Apoorva State University Graphs, Matrices, and Related Prob- Khare, and Bala Rajaratnam, Stan- lems: Cheryl Grood and Thomas ford University Positivity and Matrix Inequalities: Hunter, Swarthmore College; and Dominique Guillot, Apoorva Khare, Sharon McCathern, Azusa Pacific Math Teachers Circles and the K–20 and Bala Rajaratnam, Stanford Uni- University Continuum: Brian Conrey, American versity Institute of Mathematics; Michael Groups, Algorithms, and Cryptography: Nakamaye and Kristin Umland, Probability and Applications: Rick Bren Cavallo and Delaram Kahro- University of New Mexico; and Diana Kenyon, Brown University; and Rus- baei, City University of New York White, University of Colorado at sell Lyons, Indiana University Graduate Center Denver Progress in Multivariable Operator Heavy-Tailed Distributions and Pro- Mathematics in Natural Resource Mod- Theory: Ron Douglas, Texas A&M cesses: U. Tuncay Alparslan and John eling: Shandelle M. Henson, Andrews University; and Constanze Liaw, P. No l a n , American University University; and Catherine A. Roberts, Baylor University College of the Holy Cross

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Quantum Information and Fusion Recent Developments in Algebraic Sama, Universidad Nacional de Categories (a Mathematics Research Number Theory: Wen-Ching Win- Educacion a Distancia, Madrid; and Communities session): Paul Bruillard, nie Li, Pennsylvania State University; Christiane Tammer, Martin Luther Pacific Northwest National Labora- Tong Liu, Purdue University; and Ling University of Halle-Wittenberg tory; Henry J. Tucker, University of Long, Iowa State University and Loui- Southern California; and Amanda siana State University (AMS-AWM) Studies in Interconnections among Young, University of California, Davis Parameters in Graph Theory, Combi- Research in Mathematics by Under- natorics, and Discrete Geometry: Cong Quantum Markov Chains, Quantum graduates and Students in Post-Bacca- X. Kang and Eunjeong Yi, Texas Walks, and Related Topics: Chaobin laureate Programs: Darren A. Naray- A&M University at Galveston Liu, Bowie State University; Takuya an, Rochester Institute of Technology; Machida, University of California, Tamas Forgacs, California State Successes and Challenges in Teach- Berkeley; Salvador E. Venegas-And- University, Fresno; and Jobby Jacob, ing Mathematics: Ellina Grigorieva, raca, Tecnologicó de Monterrey, Cam- Carl V. Lutzer, and Tamas Wiandt, Texas Woman’s University; and Natali pus Estado de México; and Nelson Rochester Institute of Technology Hritonenko, Prairie View A&M Uni- Petulante, Bowie State University (AMS-MAA-SIAM) versity

Recent Advances in Discrete and Ricci Curvature for Homogeneous Syzygies: Giulio Caviglia, Purdue Intuitive Geometry: Andras Bezdek, Spaces and Related Topics: Megan University; Jason McCullough, Rider Auburn University; Ted Bisztriczky, Kerr, Wellesley College; and Tracy University; and Irena Peeva, Cornell University of Calgary; and Wlodek Payne, Idaho State University University Kuperberg, Auburn University Selmer Groups: Mirela Ciperiani, Uni- The Scottish Book: Krystyna Kuper- Recent Advances in the Analysis and versity of Texas; and Henri Darmon, berg, Auburn University; R. Daniel Applications of Modern Splitting McGill University Mauldin, University of North Texas; Methods: Abdul Q. M. Khaliq, Middle and Jan Mycielski, University of Tennessee State University; Qin Set-Valued Optimization and Varia- Colorado Sheng, Baylor University; and Bruce tional Problems with Applications: Wade, University of Wisconsin–Mil- Akhtar A. Khan, Rochester Institute Theory and Application of Reaction waukee of Technology; Mau Nam Nguyen, Diffusion Models: Jerome Goddard II, Portland State University; Miguel Auburn University Montgomery; and Ratnasingham Shivaji, University of North Carolina Greensboro St. Leo: Full-Time, Tenure-Track Mathematics Position 6DLQW/HR8QLYHUVLW\LVRQHRIWKHODUJHVWDQGPRVWLQQRYDWLYH&DWKROLFXQLYHUVLWLHV Topological Measures of Complex- LQWKH8QLWHG6WDWHV$OHDGLQJSURYLGHURIKLJKHUHGXFDWLRQWRWKHPLOLWDU\DQGD ity: Inverse Limits, Entropy, and OHDGHULQRQOLQHKLJKHUHGXFDWLRQ6DLQW/HRHQUROOVPRUHWKDQVWXGHQWVDW Structure of Attractors: Loribeth M. WKHWUDGLWLRQDO8QLYHUVLW\&DPSXV PDLQFDPSXV WKURXJKWKH&HQWHUIRU2QOLQH /HDUQLQJDQGDWUHJLRQDOFHQWHUVLQVHYHQVWDWHV Alvin, University of Denver; Jan P. Boronski, National Supercomput- 7KH'HSDUWPHQWRI0DWKHPDWLFVDQG6FLHQFHLVVHHNLQJTXDOLILHGFDQGLGDWHVIRUD IXOOWLPHWHQXUHWUDFNIDFXOW\SRVLWLRQWRWHDFK0DWKHPDWLFVDWRXUPDLQFDPSXV ing Centre IT4Innovations, Ostrava; LQ6DLQW/HR)ORULGD$WOHDVWWZR\HDUVWHDFKLQJH[SHULHQFHLVSUHIHUUHG$ELOLW\WR James Keesling, University of Florida; WHDFKVWDWLVWLFVLVDSOXV5HTXLUHPHQWVRIWKHLQFXPEHQWLQFOXGHEXWDUHQRWOLPLWHG Olga Lukina, University of Illinois WRWHDFKLQJHLJKWFODVVHVSHU\HDUDGYLVLQJVWXGHQWVDQGSHUIRUPLQJVHUYLFHWRWKH at Chicago; and P. Oprocha, AGH 8QLYHUVLW\DQGWKHGHSDUWPHQW University of Science and Technology, 4XHVWLRQVVKRXOGEHDGGUHVVHGWR'U6LDPDFN%RQGDUL Siamack.bondari@saintleo. Krakow edu &KDLU'HSDUWPHQWRI0DWKHPDWLFVDQG6FLHQFHV 7KLVSRVLWLRQLVSHQGLQJILQDOEXGJHWDU\DSSURYDOIRUWKHăDFDGHPLF \HDU5HYLHZRIDSSOLFDWLRQVZLOOEHJLQLPPHGLDWHO\DQGFRQWLQXHXQWLOWKHSRVLWLRQ What’s New in Group Theory? Arturo LVILOOHG Magidin, University of Louisiana 3OHDVHVXEPLWDSSOLFDWLRQRQOLQH KWWSZZZVDLQWOHRHGXHPSOR\PHQWDVS[ at Lafayette; and Elizabeth Wilcox, Oswego State University 6DLQW/HR8QLYHUVLW\LVDQHTXDORSSRUWXQLW\HPSOR\HU&DWKROLFVZRPHQDQGPL QRULWLHVDUHHQFRXUDJHGWRDSSO\

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Other Events

Mathematical Art Exhibition Summer Program for Women in Mathematics The exhibition will be located inside the Joint Mathematics (SPWM) Reunion Exhibits and open during the same exhibit hours. Sunday (1/11), 1:00–3:00 p.m. Organizers: Robert Fathauer, Tessellations Company; Organizer: Murli M. Gupta, George Washington Nathaniel A. Friedman, ISAMA and SUNY Albany; University Anne Burns, Long Island University C. W. Post Campus; Reza Sarhangi, Towson University; and Nathan Selikoff, Effective Self-Promotion to Advance Your Career Digital Awakening Studios in Mathematics A popular feature at the Joint Mathematics Meetings, Sunday (1/11), 1:00–2:30 p.m. this exhibition provides a break in your day. On display Organizers: Christine Guenther, Pacific University; are works in various media by artists who are inspired by Patricia Hale, California State Polytechnic University, mathematics and by mathematicians who use visual art Pomona; and Tanya Leise, Amherst College to express their findings. Topology, fractals, polyhedra, Panelists: Pam Cook, University of Delaware; Deborah and tiling are some of the ideas at play here. Don’t miss Lockhardt, National Science Foundation; Dana Randall, this unique opportunity for a different perspective on Georgia Institute of Technology; and Sara Y. Del Valle, mathematics. Los Alamos National Labs This session will focus on how women (and men) Poetry Reading pursuing mathematical careers can and should “lean in,” Sunday (1/11), 5:30–7:00 p.m., GCC 205 while recognizing that cultural norms can pose obstacles. All mathematical poets and those interested in math- Self-promotion includes pursuing opportunities for giv- ematical poetry are invited. Share your poetry or simply ing talks and getting nominated for prizes, and persisting enjoy the company of like-minded poetic-math people! past initial failures by resubmitting revised grants and The reading is sponsored by theJournal of Humanistic papers. How to choose a mentor and how to be a good Mathematics (KWWSVFKRODUVKLSFODUHPRQWHGXMKP) mentor will also be covered. The panelists’ advice will be and will be hosted by Gizem Karaali and Larry Lesser. beneficial to both men and women. Though we do not discourage last-minute decisions to Sponsor: Joint Committee on Women in the Math- participate, we invite and encourage poets to submit ematical Sciences poetry (≤ 3 poems, ≤ 5 minutes) and a bio in advance— and, as a result, be listed on our printed program. Inqui- Pure and Applied Talks by Women Math ries and submissions (by December 1) should be made to Warriors Presented by EDGE (Enhancing Gizem Karaali (JL]HPNDUDDOL#SRPRQDHGX). Diversity in Graduate Education) Tuesday (1/13), 1:00–5:50 p.m. Mathematically Bent Theater Organizers: Amy Buchmann, University of Notre Featuring Colin Adams and the Mobiusbandaid Play- Dame; and Candice Price, U.S. Military Academy, West ers Point Monday (1/12), 6:00–7:00 p.m., GCC 103 AB This session will be composed of research talks in a va- Why is it that math and humor are considered synony- riety of different subdisciplines given by women involved mous? Why do students laugh maniacally when they see with the EDGE program. For more information on the their score on the calculus final? How did the Bernoulli EDGE program see HGJHIRUZRPHQRUJ brothers bring down the house in their first comedy appearance? Who came up with the word “functor”? Who dented the bumper of my car at the Joint Meetings in Baltimore? These are just a few of the questions we will not answer in this theatrical presentation of several short mathematically inclined humorous pieces.

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Registration Information sent by email to all email addresses because of age or long-term disability provided. from his or her latest position and The importance of registering for the Paper Form Registration: The form to anyone who has been a member of meeting cannot be overemphasized. register for the meeting and to reserve the MAA for 25 years and who is 70+ Advanced registration fees are con- a hotel room by paper is located at years of age is eligible for this category. siderably lower than on-site registra- ZZZMRLQWPDWKHPDWLFVPHHWLQJVRUJ Librarian: Any librarian who is not a tion fees. When a participant pays the PHHWLQJVQDWLRQDOMPPMPPB professional mathematician is eligible registration fee, he or she is helping UHJIRUPSGI. for this category. to support a wide range of activities Forms must be mailed or faxed to Unemployed: Any person who is associated with planning, organizing, MMSB, P.O. Box 6887, Providence, RI currently unemployed, actively seek- and execution of the meetings. 02940 or 401-455-4004. For security ing employment and not a student. All participants who wish to attend reasons, credit card numbers sent by Not intended to include any person sessions are expected to register and email or fax cannot be accepted. If who has voluntarily resigned or re- should be prepared to show their a participant is registering by paper tired from his or her latest position. badges if so requested. Badges are form and would like to pay for the Developing Country Participant: Any required to enter the JMM Exhibits, registration or guarantee a hotel reser- person employed in developing coun- the Employment Center, or to obtain vation by credit card, he or she should tries where salary levels are radically discounts at the AMS and MAA Book indicate this on the form and someone not commensurate with those in the Sales and to cash a check with the from the MMSB will call that person. United States. Joint Meetings cashier. Participant Lists and Mailing Lists: Temporarily Employed: Any employed All JMM registrations are processed To opt out of any mailing lists or par- person who will become unemployed by the MMSB. Participants who ticipant lists that are generated for the by June 1, 2015, and who is actively register by November 18, 2014, may meeting, check the appropriate box on seeking employment. receive their badges, programs, and the Registration and Housing Form. Nonmathematician Guest: A family tickets (where applicable) in advance Cancellation Policy: Participants member or friend who is not a math- by U.S. mail approximately three who cancel their registration for ematician and who is accompanied by weeks before the meetings. Those who the meetings, minicourses, or short a participant in the meetings. Guests do not want their materials mailed course by January 6, 2015, can receive receive a badge and can accompany a should check the appropriate box on a 50 percent refund of fees paid. mathematician to a session or talk and the Registration and Housing Form. Participants who cancel their banquet the exhibit area. Materials cannot be mailed to Canada, tickets by January 5, 2015, can get a Mexico, or other countries outside of 50 percent refund of monies paid. Registration Deadlines the United States. Participants from No refunds will be issued after these There are three separate registration these countries must pick up their deadlines. deadlines, each with its own benefits: materials at the Joint Meeting Reg- EARLY meetings registration (free istration Desk, on the first floor of Registration Fees room drawing) is November 3; the Henry B. Gonzales Convention See registration form, page 65, and ORDINARY meeting registration Center. Please note that a $5 replace- KWWSMRLQWPDWKHPDWLFVPHHWLQJVRUJ (badge materials mailed) is November ment fee will be charged for programs PHHWLQJVQDWLRQDOMPPB 18; and badges that were mailed but not UHJIHHV. FINAL meeting registration (ad- brought to the meeting. vanced registration, short course, Online Registration: The form to Registration Category minicourses, and banquets) is Decem- register for the meeting and to reserve Definitions ber 23. a hotel room online is located at Full-Time Students: Anyone working Early Registration: Participants who ZZZMRLQWPDWKHPDWLFVPHHWLQJVRUJ toward a degree or diploma. register by the early deadline of No- PHHWUHJ"PHHWQXP . Graduate Student Member: Any grad- vember 3 will be included in a random VISA, MasterCard, Discover, and uate student who is a member of the drawing to select winners of compli- American Express are the only meth- AMS or MAA. Students should check mentary hotel room nights during the ods of payment accepted for online with their department administrator meeting. Rooms with multiple occu- registrations, and charges to credit to check their membership status. pants will be included in the drawing. cards will be made in U.S. funds. All Emeritus: Any member of the AMS The location of these rooms will be registration acknowledgments will be for 20 years or more and who retired based on the number of complimen-

0$$)2&86v2FWREHU1RYHPEHUvPDDRUJSXEVIRFXVKWPO 63

tary room nights earned in the various jRLQWPDWKHPDWLFVPHHWLQJVRUJ. EURDGFDVWLQJRIPDDHYHQWV. hotels. Therefore, a free room will not Email Services: Limited email access Photographs and videos of meeting necessarily be in winner’s first-choice for all Joint Meetings participants will interactions will be taken by profes- hotel. All winners will be notified by be available in an email center located sional photographers hired by the phone and email prior to December near the JMM Registration Desk, East Joint Mathematics Meetings or by 23, so register early! Lobby, on the first level in the Henry AMS and MAA staff. These photo- Ordinary Registration: Participants B. Gonzales Convention Center. The graphs and videos may occasionally be who register after November 3 and by hours of operation will be published used for publicity purposes. the ordinary deadline of November in the program. Complimentary By participating in the Joint Math- 18 are encouraged to reserve a hotel Internet access will be available in the ematics Meetings, attendees acknowl- room to ensure that they receive their networking center in Bridge Hall, first edge that their photograph or a video preferred hotel of choice. However, level of the convention center. that includes them may be published those who register by this date are not Information Distribution: Tables are in material produced by the Joint eligible for the room drawing. They set up in the exhibit area for dissemi- Meetings, AMS or MAA. AMS and may also elect to receive their badges nation of general information of pos- MAA are not responsible for unau- and programs by mail before the sible interest to the members and for thorized photographs or other images meeting. the dissemination of information of a not taken by professional photogra- Final Registration: Participants who mathematical nature not promoting a phers hired by the Joint Mathematics register after November 18 and by the product or program for sale. Informa- Meetings or AMS and MAA staff. final deadline of December 23 must tion must be approved by the director Telephone Messages: It will be pick up their badges, programs, and of meetings prior to being placed on possible to leave a message for any any tickets for social events at the these tables. registered participant at the meetings meeting. If a person or group wishes to registration desk from January 10 Unfortunately it is sometimes not display information of a mathemati- through 13 during the hours that the possible to provide final participants cal nature promoting a product or desk is open. These messages will be with housing, so everyone is strongly program for sale, they may do so in posted on the Mathematics Meetings urged to make hotel reservations by the exhibit area at the Joint Books, Message Board in the networking cen- November 18. Journals, and Promotional Materials ter; however, staff at the desk will try The final deadline of December 23 exhibit for a fee of $50 (posters are to locate a participant in the event of is firm. Any forms received after that slightly higher) per item. Please con- a bona fide emergency. The telephone date will be returned with full refunds. tact the exhibits manager, MMSB, P.O. number will be published in the pro- Registration materials can be picked Box 6887, Providence, RI 02940, or gram and daily newsletter. up at the Meetings Registration Desk by email at FSG#DPVRUJ for further on the first floor of the Henry B. Gon- details. Travel/Transportation zalez Convention Center. The administration of these tables is in the hands of the AMS-MAA Detailed information about travel Miscellaneous Information Joint Meetings Committee, as are all and transportation is online at KWWS arrangements for Joint Mathematics MRLQWPDWKHPDWLFVPHHWLQJVRUJMPP Audiovisual Equipment: For a list of Meetings. San Antonio is on Central Standard standard equipment in all session Local Information: For information Time. The principal airport is the San rooms and for more details, see the about the city, see YLVLWVDQDQWRQLR Antonio International Airport (SAT), JMM website, KWWSMRLQWPDWKHPDWLFV FRP. VDQDQWRQLRJRY6$7, nine miles PHHWLQJVRUJMPP Photograph and Video Policy: The north of downtown San Antonio. Child Care: The AMS and the MAA videotaping of any AMS or joint spon- Airline: The official airline for this will provide reimbursement grants of sored events, talks, and sessions is meeting is Delta. Participants are en- $250 per family to help with the cost strictly forbidden without the explicit couraged to book their flights for the of child care for a number of regis- written permission of the AMS direc- meeting, if possible, with Delta and tered participants at JMM2015. The tor of meetings and conferences. The receive special pricing (in most cases a funds may be used for child care that policy for videotaping of any MAA 5 percent discount) from U.S. and Ca- frees a parent to participate more fully events, talks, and sessions is posted nadian locations. The discount is not in JMM. at PDDRUJDERXWPDDSROLFLHVDQG valid with other discounts, certificates, Information and deadlines are at SURFHGXUHVUHFRUGLQJRU coupons, or promotional offers.

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To make a reservation, go to GHOWD of $1.25 each way. Tickets may be 866-362-2020, is San Antonio’s public FRP, and click on the box that says purchased in the baggage claim area. transportation agency. “Book a Trip.” At the bottom of the You may also book a shuttle online at The trip from the airport to the Con- drop-down menu, click on “More KWWSVFLW\WRXUVLQFFRPUHVHUYDWLRQV. vention Center takes approximately 50 Search Options” (includes Flexible Car Rental: All major car rental ser- minutes. Airport and Meeting Event Code). On vices are available at the San Antonio The 5-McCullough runs from 5:30 the reservation screen, please enter International Airport. If the rental a.m. to 9:40 p.m. every day, approxi- the Meeting Event Code NMJYY. It counters are closed, passengers can mately every 30 minutes until 7:30 will be to the right of “Number of Pas- use the courtesy phones provided p.m. The last two buses are 60 minutes sengers.” in the baggage claim area to request apart. Reservations can also be made by shuttle transport to the car rental Prices and schedules are subject to calling Delta Meeting Network reser- company of their choice. change. The fare is currently $1.20 vations at 800-328-1111 and citing the Hertz is the official car rental com- per ride; $2.50 for Express. A VIA meeting event code. A direct ticket- pany for the meeting. A brochure day pass is $4 and can be obtained at ing charge will apply for booking by with the information on this meeting the San Antonio Visitor Center at 317 phone. is located at KWWSMRLQWPDWKH Alamo Plaza. Ground Transportation: Options are PDWLFVPHHWLQJVRUJPHHWLQJV For detailed instructions on taking located curbside in front of Terminal QDWLRQDOMPP+HUW]LQIR public transportation from the airport A and B baggage claim areas. Uni- 6DQ$QWRQLRSGI to downtown, visit the JMM website. formed transportation agents (wear- To access the JMM special meeting Please call VIA directly and ask to ing red shirts) can provide assistance. rates at ZZZKHUW]FRP, please click speak to an agent, or check the route A terminal map is located at the box that says “Enter a discount or finder atYLDLQIRQHW if you would like VDQDQWRQLRJRY6$7,QWKH$LUSRUW promo code” and enter 04N30005 as directions to other locations. 7HUPLQDO0DSVDVS[. the convention number (CV#). Two VIA Streetcar routes, Red (301) Airport Shuttle: GO Airport Shuttle, Reservations can also be made by and Blue (305), serve many of the ZZZFLW\WRXUVLQFFRP, 210-281- calling Hertz directly at 800-654-2240 popular destinations in downtown San 9900, is San Antonio International’s (U.S. and Canada) or 405-749-4434. Antonio. The streetcars circulate every authorized airport shuttle service. Information about rates is online at 10 minutes, seven days a week. Hours Shuttles depart every 15 minutes from KWWSMRLQWPDWKHPDWLFVPHHWLQJVRUJ of operation are 7:00 a.m. to 10:30 7:00 a.m. to 1:30 a.m. daily to the MPP. p.m., Monday through Friday, and downtown hotels. The fare is $19 per Driving Directions from the Airport to 9:00 a.m. to 10:30 p.m. on weekends. person one way, or $34 for a round the Convention Center: Take Highway Information and a map of the routes trip. There is currently a fuel surcharge 281 South toward downtown San can be found at YLDLQIRQHW Antonio. Take the Com- Note that the VIA 7-Sightseer merce Street exit, 141A, Special bus travels to the San Antonio MAA Special Session at JMM 2015 toward downtown. Keep Children’s Museum, the San Antonio right to take the ramp Museum of Art, Brackenridge Park, Teaching Calculus with a Tablet toward Downtown/ the San Antonio Zoo, Witte Museum, Steve Kennedy, Senior Book Acquisitions Editor, MAA The Alamo. Merge onto and the Botanical Garden. See YLDLQIR Gwyneth Whieldon, Hood College East Commerce Street. QHW%XV6HUYLFH6FKHGXOHVDVS[. Turn left onto Losoya Parking: The city of San Antonio has

Integrating technology into the classroom is a hot topic, but Street. Turn left onto a parking page at KWWS best practices in the use of tablets and other devices for East Market Street. The GRZQWRZQVDQDQWRQLRRUJSDUN math education are still in development. In this workshop, Convention Center is on SDUNLQJRYHUYLHZ, which has an inter- participants will have a chance to demo the MAA electronic your right. active map and a pdf map of parking textbook Calculus: Modeling and Application and see how Taxi: Fares to down- locations. The Henry B. Gonzalez DERRNGHVLJQHGVSHFLoFDOO\IRUDWDEOHWFDQEHLQWHJUDWHG town San Antonio start Convention Center lists the four park- into their classrooms. We will introduce several apps to at $29. ing garages as being the closest avail- supplement an electronic textbook (and more generally, for use in a technology-based calculus course) and suggest ways Public Transporta- able. Prices are subject to change. See to introduce students to a very different style of math course. tion: VIA Metropolitan the JMM website for the list: KWWS Transport (YLDLQIR MRLQWPDWKHPDWLFVPHHWLQJVRUJMPP Check the JMM program book for more information. QHW), 210-362-2020 or

0$$)2&86v2FWREHU1RYHPEHUvPDDRUJSXEVIRFXVKWPO 65 2015 Joint Mathematics Meetings Advance Registration/Housing Form

Name (please write name as you would like it to appear on your badge)

Mailing Address

SAN ANTONIO JAN 10 -13, 2015 Telephone Fax:

In case of emergency (for you) at the meeting, call: Day # Evening #:

Email Address Additional email address for receipt Acknowledgment of this registration and any hotel reservations will be sent to the email address(s) given here. Check this box to receive a copy in U.S. Mail:

Affiliation for badge Nonmathematician guest badge name: (company/university) (Note fee of US$15)

I DO NOT want my program and badge to be mailed to me on 12/12/14. (Materials will be mailed to the address listed above unless you check this box.) Registration Fees Payment

Membership please 3 all that apply. First row is eligible to register as a JMM Registration & Event Total (total from column on left) $ member. AMS MAA ASL CMS SIAM Hotel Deposit (only if paying by check) $ AWM NAM YMN AMATYC Total Amount To Be Paid $ Joint Meetings by Dec 23 at mtg Subtotal Member AMS, MAA, ASL, CMS, SIAM US$ 252 US$ 331 Nonmember US$ 400 US$ 510 Method of Payment Graduate Student (Mem. of AMS or MAA) US$ 56 US$ 66 Check. Make checks payable to the AMS. Checks drawn on foreign Graduate Student (Nonmember) US$ 90 US$ 100 banks must be in equivalent foreign currency at current exchange rates. For Undergraduate Student US$ 56 US$ 66 all check payments, please keep a copy of this form for your records. High School Student US$ 5 US$ 11 Unemployed US$ 56 US$ 66 Credit Card. All major credit cards accepted. For your security, we Temporarily Employed US$ 205 US$ 235 do not accept credit card numbers by postal mail, email or fax. If the MMSB Developing Countries Special Rate US$ 56 US$ 66 receives your registration form by fax or postal mail, it will contact you at the Emeritus Member of AMS or MAA US$ 56 US$ 66 phone number provided on this form. For questions, contact the MMSB at High School Teacher US$ 56 US$ 66 [email protected]. Librarian US$ 56 US$ 66 Press US$ 0 US$ 0 Signature: Exhibitor (Commercial) US$ 0 US$ 0 Artist Exhibitor (work in JMM Art Exhibit) US$ 0 US$ 0 Nonmathematician Guest Purchase Order # (please enclose copy) of registered mathematician US$ 16 US$ 16 $ Other Information AMS Short Course: Finite Frame Theory: A Complete Introduction to Overcompleteness (1/8–1/9) Mathematical Reviews field of interest # Member of AMS US$ 108 US$ 142 I am a mathematics department chair. Nonmember US$ 160 US$ 190 For planning purposes for the MAA Two-year College Reception, please Student, Unemployed, Emeritus US$ 56 US$ 77 check if you are a faculty member at a two-year college. $ Please do not include my name and postal address on any promotional mailing lists. (The JMM does not share email addresses.) MAA Minicourses (see listing in text) I would like to attend: One Minicourse Two Minicourses Please do not include my name on any list of JMM participants other than the scientific program if I am, in fact, making a presentation that is part of Please enroll me in MAA Minicourse(s) #______and #______the meeting. Price: US$ 85 for each minicourse. (For more than 2 minicourses, call or email the MMSB.) $ Please 3 this box if you have a disability requiring special services.

Graduate School Fair Graduate Program Table US$ 75 US$ 75 Deadlines (includes table, posterboard & electricity) $ Eligible for the complimentary room drawing: Nov. 3, 2014 Receiving badges/programs in the mail: Nov. 18, 2014 Receptions & Banquets Housing reservations, changes/cancellations Graduate Student/First Time Attendee Reception? (1/10) (no charge) through the JMM website: Dec. 17, 2014 NAM Banquet (1/12) US$63 #____Chicken #____Vegan Advance registration for the Joint Meetings, short #____Kosher course, minicourses, and tickets: Dec. 23, 2014 (Additional fees may apply for Kosher meals.) 50% refund on banquets, cancel by Jan. 5, 2015* 50% refund on advance registration, minicourses, AMS Dinner (1/13) Regular Price #____US$ 67 and short course, cancel by Jan. 6, 2015* Student Price) #____US$ 25 *no refunds issued after this date $ Mailing Address/Contact:

Total for Registrations and Events $ Mathematics Meetings Service Bureau (MMSB) P. O. Box 6887 Registration for the Joint Meetings is not required for the short course but it Providence, RI 02940-6887 Fax: 401-455-4004; Email: [email protected] is required for the minicourses and the Employment Center. To register for Telephone: 401-455-4144 or 1-800-321-4267 x4144 or x4137 the Employment Center, go to www.ams.org/profession/employment-services/ employment-center.

PDDRUJSXEVIRFXVKWPOv2FWREHU1RYHPEHUv0$$)2&86 2015 Joint Mathematics Meetings Hotel Reservations – San Antonio, TX

(Please see the hotel page in the announcement or on the web for detailed information on each hotel.) To ensure accurate assignments, please rank hotels in order of preference by writing 1, 2, 3, etc. in the column on the left and by circling the requested bed confirguration. If your requested hotel and room type is no longer available, you will be assigned a room at the next available comparable rate. Please call the MMSB for details on suite configurations, sizes, availability, etc. All reservations, including suite reservations, must be made through the MMSB to receive the JMM rates. Reservations made directly with the hotels before December 19, 2014 may be changed to a higher rate. All rates are subject to a 16.75% sales/occupancy tax. Guarantee requirements: First night deposit by check (add to payment on reverse of form) or a credit card guarantee. Deposit enclosed (see front of form) Hold with my credit card. For your security, we do not accept credit card numbers by postal mail, email or fax. If the MMSB receives your registration form by postal mail or fax, we will contact you at the phone number provided on the reverse of this form.

Date and Time of Arrival Date and Time of Departure Number of adult guests in room

Name of Other Adult Room Occupant Arrival Date Departure Date

Housing Requests:.(example: rollaway cot, crib, nonsmoking room, low floor)

I have disabilities as defined by the ADA that require a sleeping room that is accessible to the physically challenged. My needs are:

I am a member of a hotel frequent-travel club and would like to receive appropriate credit. The hotel chain and card number are:

I am not reserving a room. I am sharing with , who is making the reservation.

Order Hotel Single (1 adult) Double Rate Double Rate Triple (3 adults) Quad (4 adults) Rollaway Cot Fee of choice Rate (2 adults - 1 bed) (2 adults - 2 beds) Rate Rate (add to special requests)

Grand Hyatt San Antonio (hqtrs) US$ 189 US$ 209 US$ 209 US$ 229 US$ 249 No charge, king rooms only

Student Rate US$ 159 US$ 159 US$ 159 US$ 179 US$ 199 No charge, king rooms only

San Antonio Marriott Rivercenter US$ 185 US$ 185 US$ 185 US$ 205 US$ 225 US$ 15 one-time fee, king rooms only

Student Rate US$ 175 US$ 175 US$ 175 US$ 195 US$ 215 US$ 15 one-time fee, king rooms only

San Antonio Marriott Riverwalk US$ 185 US$ 185 US$ 185 US$ 205 US$ 225 US$ 15 one-time fee, king rooms only

Student Rate US$ 175 US$ 175 US$ 175 US$ 195 US$ 215 US$ 15 one-time fee, king rooms only

Hilton Palacio del Rio US$ 179 US$ 179 US$ 179 US$ 199 US$ 219 air mattresses at US$ 25 one-time fee instead of rollaways, king rooms only

Student Rate US$ 159 US$ 159 US$ 159 US$ 179 US$ 199 air mattresses at US$ 25 one-time fee instead of rollaways, king rooms only

Hyatt Regency San Antonio US$ 159 US$ 159 US$ 159 US$ 184 US$ 209 US$ 25 per day, king rooms only

Student Rate US$ 135 US$ 135 US$ 135 US$ 155 US$ 175 US$ 25 per day, king rooms only

Hotel Contessa US$ 140 US$ 140 US$ 140 US$ 190 US$ 215 no rollaways, all rooms have sleeper sofas

Student Rate US$ 130 US$ 130 US$ 130 US$ 155 US$ 180 no rollaways, all rooms have sleeper sofas

LaQuinta Inn & Suites US$ 135 US$ 135 US$ 135 US$ 135 US$ 135 no rollaways on property

Student Rate US$ 125 US$ 125 US$ 125 US$ 125 US$ 125 no rollaways on property

The Westin Riverwalk San Antonio US$ 135 US$ 135 US$ 135 US$ 175 US$ 195 No charge, king rooms only

The Crockett US$ 130 US$ 130 US$ 130 US$ 140 US$ 150 US$ 25 per day, king rooms only

Student Rate US$ 120 US$ 120 US$ 120 US$ 130 US$ 140 US$ 25 per day, king rooms only

Springhill Suites by Marriott US$ 94 US$ 94 US$ 94 US$ 94 US$ 94 no rollaways on property; all suites include a sofa-sleeper

Student Rate US$ 84 US$ 84 US$ 84 US$ 84 US$ 84 no rollaways on property; all suites include a sofa-sleeper

Fairfield Inn & Suites by Marriott US$ 94 US$ 94 US$ 94 US$ 94 US$ 94 no rollaways on property

Student Rate US$ 84 US$ 84 US$ 84 US$ 84 US$ 84 no rollaways on property

Red Roof Plus San Antonio Downtown US$ 83 US$ 83 US$ 83 US$ 88 US$ 93 no rollaways on property

Student Rate US$ 73 US$ 73 US$ 73 US$ 78 US$ 83 no rollaways on property People interested in suites should contact the MMSB directly by email at [email protected] or by calling 800-321-4267, ext. 4137 or 4144 (401-455-4137 or 401-455-41144). How to Obtain Hotel Accommodations – 2015 Joint Mathematics Meetings

Importance of Staying in an Official Joint be included in the email confirmation that will be sent • The Grand Hyatt, Marriott Rivercenter, Marriott Riverwalk, Mathematics Meetings Hotel for registration for the meeting. If anyone needs to Westin Riverwalk, and Hotel Contessa have a 48-hour cancellation policy prior to check-in. The importance of reserving a hotel room at one of the have the link emailed to him or her, please send the • The Hilton Palacio del Rio and Red Roof Plus have a 72- official Joint Mathematics Meetings (JMM) hotels can- request to [email protected]. If anyone cannot reserve hour cancellation policy prior to check-in. not be stressed enough. The AMS and the MAA make a room online, please complete the housing section of the Registration and Housing Form and send it by every effort to keep participants expenses at the meet- Check-in/Check-out ing, registration fees, and hotel rooms for the meeting email to the MMSB at [email protected] or to them by fax • Check-in at the Hilton Palacio del Rio, Hyatt Regency, as low as possible. They work hard to negotiate the at 401-455-4004 before December 17. Sorry, reserva- LaQuinta Inn & Suites, Westin Riverwalk, Crockett, and best hotel rates and to make the best use of your reg- tions cannot be accepted over the phone Red Roof Inn is 3:00 p.m. istration dollars to keep the meetings affordable. The All reservations must be guaranteed by either a • Check-in at the Grand Hyatt, Marriott Rivercenter, AMS and MAA encourage all participants to register credit card or check deposit in an amount equivalent Marriott Riverwalk, Hotel Contessa, SpringHill Suites, for the meeting. When anyone pays the registration to the first night’s stay. Only a credit card guarantee and Fairfield Inn & Suites is 4:00 p.m. fee and reserves a room with an official JMM hotel, he can be accepted for any reservation made online. If a • Check-out at the Grand Hyatt, Hotel Contessa, and or she is helping to support not only the JMM in 2015, paper form is used to reserve a room, a credit card or Red Roof Plus is 11:00 a.m. Check-out at all of the other but also future meetings. a check maybe given for the guarantee. For security reasons, credit card numbers will not be accepted by hotels is noon. General postal mail, email, or fax. If anyone who is reserving Complimentary Room Drawing Participants are encouraged to register for the JMM a room by paper form wants to guarantee his or her Participants who register and reserve a hotel room in order to reserve hotel rooms at the contracted JMM room by credit card, he or she should call the MMSB by November 3, 2014, will be included in a lottery for rates. If a participant needs to reserve a hotel room at 1-800-321-4267, ext. 4137 or 4144. Note that the complimentary hotel room nights during the meeting. before they are registered for the JMM, he or she must paper version of the registration form is located at the Rooms with multiple occupants will be included. The contact the MMSB at [email protected] or 1-800-321- end of this announcement. winners will be notified by phone and/or email prior to 4267 ext. 4137 or ext. 4144 for further instructions. December 23, 2014. Special rates have been negotiated exclusively for ADA Accessibility We strive to take the appropriate steps required to this meeting at the following hotels: Grand Hyatt Confirmations San Antonio (headquarters), San Antonio Marriott ensure that no individual with a disability is excluded, An immediate and real-time email confirmation num- Rivercenter, San Antonio Marriott Riverwalk, Hilton denied services, segregated, or otherwise treated dif- ber will be provided for each hotel reservation made on- Palacio del Rio, Hyatt Regency San Antonio, LaQuinta ferently. If special assistance, auxiliary aids, or other line. This confirmation number will provide participants Inn and Suites, Westin Riverwalk, Hotel Contessa, reasonable accommodations to fully participate in with direct access to edit reservations up to December Crockett Hotel, SpringHill Suites by Marriott San An- this meeting is required, it should be indicated in the 17, 2014. After this date, a second email confirmation tonio Downtown/Alamo Plaza, Fairfield Inn & Suites appropriate section on the Registration and Housing for the hotel reservation will be sent from the hotel, with by Marriott San Antonio Downtown/Alamo Plaza, and Form or emailed to the MMSB at [email protected]. the exception of the Hotel Contessa, which will send a Red Roof Plus San Antonio Downtown. (See details on Requests for ADA-accessible rooms should also be second confirmation only if contacted directly. Those these hotels below.) clearly indicated when making hotel reservations. who did not receive a confirmation number from their To receive the JMM rates, reservations for these ho- All requests for special accommodations under the hotels or who have any questions about the reservation tels must be made through the Mathematics Meetings Americans with Disabilities Act of 1990 (ADA) must process should contact the MMSB at [email protected] or Service Bureau (MMSB). The hotels will not be able to be made allowing enough time for evaluation and ap- 1-800-321-4267, ext. 4137 or 4144. accept reservations directly until after December 19, propriate action by the AMS and MAA. Any information 2014 obtained about any disability will remain confidential. and at that time, rooms and rates will be based Deadlines on availability. Any rooms reserved directly with the • Complimentary Room Drawing: November 3 hotels before December 19, 2014 are subject to rates Cancellation Policies • Badge/Program Mailed: November 18 higher than the JMM rates. • The Hyatt Regency San Antonio, LaQuinta Inn Suites, • Reservations, Changes, and A link to the 2015 JMM housing site will be included Crockett Hotel, SpringHill Suites, and Fairfield Inn & Suites Cancellations through the MMSB: December 17 at the end of the online registration form. It will also have a 24-hour cancellation policy prior to check-in. The Mathematical Association of America Periodicals Postage Paid at 1529 Eighteenth Street, NW Washington, DC, and Washington, DC 20036 additional mailing offices

)2&2&7 New Book

Mathematicians on Creativity e Peter Borwein, Peter Liljedahl, and Helen Zhai, Editors Spectrum

This book aims to shine a light on some of the issues of mathematical creativity. It is neither a philosophical treatise nor the presentation of experimental results, but a compilation RIUHpHFWLRQVIURPWRSFDOLEHUZRUNLQJPDWKHPDWLFLDQV,QWKHLU RZQZRUGVWKH\GLVFXVVWKHDUWDQGSUDFWLFHRIWKHLUZRUN 7KLVDSSURDFKKLJKOLJKWVFUHDWLYHFRPSRQHQWVRIWKHoHOG Mathematicians on Creativity LOOXVWUDWHVWKHGUDPDWLFYDULDWLRQE\LQGLYLGXDODQGKRSHVWR Peter Borwein, Peter Liljedahl, and Helen Zhai, Editors H[SUHVVWKHYLEUDQF\RIFUHDWLYHPLQGVDWZRUNMathematicians

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To order, call 800-331-1622 or visit maa-store.hostedbywebstore.com. Don’t forget to use the code BMEMB4R4 to receive your MAA member discount.