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Projects, Demonstrations, and
Activities that Engage Liberal Arts Mathematics Students Thursday January 5, 2012, 1:00 PM 3:55 PM and Friday January 6, 2012, 8:00 AM 10:35 AM Sarah Mabrouk, |
Many colleges and universities offer liberal arts mathematics
courses (lower-level courses other than statistics, college algebra,
precalculus, and calculus) designed for students whose majors are in
disciplines other than mathematics, science, social science, or business.
Students taking such courses have a variety of backgrounds and strengths and
differing levels of interest and comfort with mathematics.
This session invites papers regarding projects, demonstrations,
and activities that can be used to enhance the learning experience for students
taking liberal arts mathematics courses. Papers should include information
about the topic(s) related to the project/demonstration/activity, preliminary
information that must be presented, and the goal(s)/outcome(s) for the
project/demonstration/activity. Presenters discussing demonstrations and
activities are encouraged to give the demonstration or perform the activity, if
time and equipment allow, and to discuss the appropriateness of the
demonstration/activity for the learning environment and the class size.
Presenters discussing projects are encouraged to address how the project was
conducted (individual or group), how the project was presented for evaluation
(in-class or online presentation, written paper, poster session, or online
discussion), grading issues, if any, and the rubric used to appraise the
students' work. Each presenter is encouraged to discuss how the
project/demonstration/activity fits into the course, the use of technology, if
any, the students reactions, and the effect of the
project/demonstration/activity on the students attitudes towards and
understanding of mathematics.
Session I Thursday January 5, 2012,
1:00 PM 3:55 PM
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1:00
PM 1:15 PM |
The
Real Cost of Home Ownership (1077-L1-214) Stan
Perrine, |
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1:20
PM 1:35 PM |
Beyond
Formulas: A Collaboration Between Liberal Arts Underclassmen and Senior Math
Majors (1077-L1-2272) Alissa
S. Crans, Robert
J. Rovetti, |
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1:40
PM 1:55 PM |
Try
Trisecting by Bisecting (1077-L1-1106) Theresa
Jorgensen, Barbara
Shipman, |
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2:00
PM 2:15 PM |
Geometric
Constructions in Contemporary Problem Solving (1077-L1-974) Jeffrey
L. Poet, |
|
2:20
PM 2:35 PM |
Candy
Bar Election (1077-L1-2651) Ben
Galluzzo, |
|
2:40
PM 2:55 PM |
Balancing
structure and creativity in projects for liberal arts mathematics (1077-L1-560) Reva
Kasman, |
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3:00
PM 3:15 PM |
Hexiclouds:
Graph Theory Meets LEGO Bricks (1077-L1-2902) Edward
W. Welsh, |
|
3:20
PM 3:35 PM |
Break |
|
3:40
PM 3:55 PM |
Survey
It! Using Surveys to Answer Student's Questions (1077-L1-1526) Erin
Smith, |
Session II Friday January 6, 2012,
8:00 AM 10:35 AM
|
8:00
AM 8:15 AM |
Do
it together to understand it: group activities that help liberal arts
students understand mathematical
concepts (1077-L1-1256) Russell
D Blyth, |
|
8:20
AM 8:35 AM |
"I
CAN PROVE IT"-- Using Proofs of the Pythagorean Theorem to Bolster
Confidence for the math-anxious Liberal Arts Mathematics Students (1077-L1-1247) Jackie
A Hall, |
|
8:40
AM 8:55 AM |
Final
Project in an Elementary Cryptology Course (1077-L1-442) Robert
Edward Lewand, |
|
9:00
AM 9:15 AM |
Open
Questions in Number Theory for Liberal Arts Students: The Good, the Bad, and
the Underwhelming (1077-L1-517) Emelie
A Kenney, |
|
9:20
AM 9:35 AM |
Daniel
P. Wisniewski, |
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9:40
AM 9:55 AM |
Panel
Discussion: Suggestions/Tips for Those Teaching a Liberal Arts Math Course
for the First Time |
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10:00
AM 10:15 AM |
Visualizing
Hyperbolic Geometry in the Liberal Arts (1077-L1-2835) Charlotte
J. Chell, |
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10:20
AM 10:35 AM |
Using
a Jeopardy Game to Engage Students' Learning (1077-L1-1384) Yun
Lu, |
This page was
created and is maintained by S. L. Mabrouk, Framingham State
University.
This page was
last modified on Monday, January 02, 2012.