Friday, April 5th 2:30-4:30 Registration Begins 3:30-4:15 Satake ...

bonesworshipAI and Robotics

Nov 14, 2013 (3 years and 1 month ago)

46 views

Friday, April 5
th

2:30
-
4:30

Registration Begins

3:30
-
4:15

Satake

Historical Developm
ent of Modern
Probability Theor
y: Pascal, Fermat and
Bayes (2)

O’Keefe

Scintillating Software and Amazing

Apps for Teaching Math (7)

Michael Stranz, Cengage
Learning

Improve Learning Outcomes
with Developmental Course
Redesign

(20)

Building Tour

Tour the new state
-
of
-
the
-
art
Health Professions & Student
Services Building
;

the
Commonwealth's first state
-
owned Zero Net Energy
building.

4:30
-
5:15

Woods

The
Anderson
-
Darling Normality Test
Using Ex
c
el (1)


Roland Cheyney, W.H. Freeman Publishers

Motivate Your Students with Media (18)


Carl Fetteroll

The Key to Success:

My experiences with
interactive technology in the classroom. (19)

6:00
-
9:00

Dinner and
Speaker Jim McCallister at the Tapley Memorial Hall

Saturday, April 6
th

8:00
-
12:00

Registration, Exhibits and Continental Breakfast until 10:00

8:30
-
9:00

Welcome

9:00
-
9:45

Sullivan

The Challenges of Starting a
New Life in Developmental
Math (12)

Guertin

Concepts of Numbers: Teaching
Pre
-
Algebra using the Discovery
Method (9)





Von Renesse

Inquiry Based Learning
in Mathematics (5)

(
90 min
Workshop)

David Henry

Get off to a good start
with Project ACCCESS
(17)

New Faculty Wanted!

10:00
-
10:45

Vinogradova

Differentiated Instruction via
Problem Solving (3)

(
90 min
Workshop)




Panasuk

How ARE Students Learning
Math with a Web
-
based
Homework System
?

(11)

Moynihan

Pre
-
Stats: If not Intermediate
Algebra, then what? (13)



11:00
-
11:45

Carter

Sharing Session
-
Something

That Works (10)


Obrien, Pearson

MyMathLab, MyMathLabPlus,
MyFoundationsLab and the
NEW MyMathLab



Knewton® Partnership (22)

Luca

From Face
-
to
-
Face to
Virtual Reality (8)

11:45
-
12:15

Dedicated Exhibit Time

12:15
-
2:00

Lunch,

Raffle and Featured Speaker, Phil Mahler

Perspectives on our Curriculum

2:00
-
2:45

Fegley

Comic Books and Graphic
Novels in the Mathematics
Classroom (14)

Manthey

An Introduction to R

(6)

(
90 min
Workshop)

Belen
-

Hawkes Learning System

Mastering Math, Not the System (4)


3:00
-
3:45


Groeneveid

A Successful Innovation for
the Developmental Math
Sequence (15)

Schriefer, Wolfram Research

Mathematica 9 for Education

(21)

David
Henry

Course Redesign Revisited
(16)

Panel Discussion

4:00
-
5:00


Business Meeting, Elections and Door Prizes

Featured Speaker
:
Phil Mahler

Perspectives on our Curriculum

Highlights from my perspective on two important issues in our typical two
-
year college math curriculum: Too many students do not achieve
their
goals because of developmental mathematics sequences and too much of our curriculum is not focused on student needs. What is
being done, and
what should we be doing, to make our math programs "a pump and not a filter".


1. The Anderson
-
Darling Norm
ality Test Using Excel

Barry


Woods
,
Unity College

While Minitab lists three (3) separate Tests for Normality, Excel lists none.

However, Excel will be used to calculate and demonstrate the
Ande
rson
-
Darling Normality Test.


2. Historical Development o
f Modern Probability Theory: Pascal, Fermat, and Bayes

Eiki


Satake
,
Emerson College

This research presentation illustrates the historical development, philosophical foundations, and mathematical perspectives o
f the modern
probability theory through (1)
one of the greatest correspondences in the history of mathematics between Blaise Pascal and Pierre de Fermat,
and (2) how Rev. Thomas Bayes invented and established the methods in quantifying personal probability called Bayes' Theorem.

The author will
pres
ent a couple of pedagogically relevant yet challenging questions and explain how Pascal and Fermat approached and derived the

conclusion,
and discuss how Bayes would have done it using his method.In a typical classroom situation, such topics are rarely men
tioned and covered.


3. Differentiated Instruction via Problem Solving

Natalya


Vinogradova
,
Plymouth State University

To differentiate instruction does not necessarily mean to offer different sets of questions to different groups of students.
Rich prob
lems naturally
differentiate instruction by allowing everybody to participate, yet challenging everyone at some point. Come to experience th
is approach. We will
solve a problem of this kind working together, and will reflect on the learning process.


4.

Mastering Math, Not the System

Anthony


Belen
,
Hawkes Learning Systems

You know the scenario: Students seem to be doing well on homework, yet are performing poorly on exams. With Hawkes, students
cannot “cheat
the system” to get through assignments. Ins
tead, they are held accountable for mastering the material without relying on learning aids. Discover
how Hawkes motivates students to succeed!

We will end the presentation with a little fun and raffle off a $50 Amazon gift card!


5. Inquiry Based Learn
ing in Mathematics (Workshop)

Christine


von Renesse
,
Westfield State University

Our group "Discovering the Art of Mathematics" offers several free books for empowering your students in the liberal arts to
explore mathematics
in an inquiry
-
based way. We c
onnect the beauty of mathematics and the process of discovery with the arts and the humanities throughout all our
activities. We believe that this is the key in motivating and enabling liberal arts students

to engage with mathematics. This workshop will

help
you
experience what mathema
tical inquiry can feel like,
investigate particular content areas that might

connect with your students,
understand
and practice ways for creating a classroom environment where productive, safe, and deep mathema
tical inqui
ry can take place,
reflect on the
interaction of teacher, student, investigations, mathematics, and inquiry materials in
the classroom.
Several actual activities will be investigated,
including the game Nim to introduce students on a
ll levels to binary nu
mbers


6. An Introduction to R

Joseph


Manthey
,
University of Saint Joseph

R is an extremely powerful statistical software package used at many leading research universities and the New York Times to
perform data
analysis and produce graphics. In this

presentation, I will show that R is also suitable for use in elementary statistics courses.

Since R is an
exceptionally large system, the focus will be on the subset of R commands needed for an elementary statistics course such as
those needed for
numeri
cal summaries, frequency tables, graphs, regression analysis, probability distributions, simulations, confidence intervals an
d significance
testing.

One of R’s best features is that it is free!.


7. Scintillating Software and Amazing Apps for Teaching M
ath

James


O'Keefe
,
Lesley University

This session will provide a brief overview of useful iPad apps for teaching mathematics at the postsecondary level.

The main focus of the
presentation will be FluidMath, which is a unique and innovative tool for tea
ching algebra, pre
-
calculus and calculus; it works on iPads, tablets,
and SmartBoards.

This software converts handwritten symbols to text, simplifies and solves equations, creates graphs and tables from equations
,
and allows for linked manipulation of rep
resentations.

FluidMath enables the study of function families and functional behaviors in a way that is
intuitive, seamless, and dynamic.


8.
From Face
-
to
-
Face to Virtual Reality

Magdalena


Luca
,
MCPHS University

During the Spring 2013 semester, I ha
d to develop two new Online courses: an undergraduate Algebra course and a graduate Biostatistics course.

Teaching online courses was entirely novel for me, and each course presented its own challenges.

This presentation will show a series of
techniques
used to teach the courses at the MCPHS University.

I will describe effective online teaching methods, and, in contrast, I will also
illustrate what does not work or is difficult to put into practice when teaching mathematics in a virtual environment.

Fur
thermore, I will invite all
participants to engage in discussing methods available to college professors that could facilitate the process of improving t
eaching mathematics
online., Canada<BR>


9. Concepts of Numbers : Teaching Pre
-
Algebra using the Dis
covery Method

Annette



Guertin
,
Berkshire Community College


Concepts of Numbers is an innovative redesign of a traditional arithmetic course emphasizing concept development and collabor
ative learning.

This workshop will present the promising findings

from Berkshire Community College’s first semester of implementing Concepts of Numbers for
its classroom based developmenta
l pre
-
algebra students.


10. Sharing Session
-

Something That Works

Judy


Carter
,
North Shore Community College

In the spirit of t
he Project ACCCESS popular session

“Something that Works”, the presenter will share quick activities that enhance student
learning, icebreakers that foster a positive classroom atmosphere and group activities that encourage cooperative learning.


Partici
pants are
encouraged, however, not required, to bring a simple activity that they have found useful in the classroom.


Many of the activities involve few
materials and minimal preparation time.

Those in attendance will take home a packet of activities; s
ome may even

be used in your next class!


11. How ARE students learning math with a web
-
based homework system?

Debbie


Panasuk
,
Quincy College

Computer software programs provide students with a variety of resources to aid them in their learning.

As
such, students actively learn by
seeking knowledge while they develop their math skills.

This presentation will focus on my recent research study which investigated how
developmental math students solved problems and acquired knowledge and skills while th
ey accessed the help resources in MyMathLab.

Student
observations were conducted with the screen capture software, CamStudio and a Livescribe Smartpen.

Follow
-
up interviews were also
conducted to glean what, if any learning strategies were developed by t
he participants when they used the web
-
based homework system to solve
problems.


12. The Challenges of Starting a New Life in Developmental Math

Jim


Sullivan
,
NECC

A new developmental course called “Mathematical Literacy for College Students” was
created at our college to give non
-
STEM students an
efficient pathway toward transferable, college level math courses like Statistics, Quantitative Reasoning, and Liberal Arts M
ath. Explore the
curriculum and pedagogy used during the first year of implemen
tation and learn about the ups and downs in scalin
g
-
up this “New Life” course.


13.
Pre
-
Stats: If not Intermediate Algebra, then what?

Mary Kehoe Moynihan
,
Cape Cod Community College

Schools are looking at their Pre
-
Stats and Pre
-
nonSTEM tracks and askin
g themselves if it needs major revision. Many agree that there are
algebraic manipulations in Intermediate Algebra that aren't essential to the nonSTEM track
--

manipulations such as combining radical and
rational expressions. Should we just drop Intermedi
ate Algebra as a prerequisite? I say no and will share how I'm incorporating the rule of four in
my Intensive six credit “looks a little like Intermediate Algebra”/Statistics to make the pre
-
nonSTEM track material more appropriate to Statistics.


14. Co
mic Books and Graphic Novels in the Mathematics Classroom

Nicholas


Fegley

This talk will explore the use of comic books and graphic novels in the math and science classroom. Through examples and anal
ysis we will
explore the advantages of using comics and

comic
-
like media as a replacement of or supplement to traditional math text books, and how comic
books are an especially effective medium for communicating ideas to a generation raised on new media.



1
5
.

A Successful

I
nnovation for the Developmental
Math Sequence.

Myrta


Groeneveld
,
Manchester Community College

Manchester community college is having a great success by utilizing classroom / computer lab for the developmental sequence.

The college has
increase students success and retention while red
ucing college cost by reinventing the delivery platform for all developmental courses.

The
classes are 50 to 55 students will multiple faculty assigned.

Faculty provide support, lectures and testing in a single dedicated space.

This format
allows studen
ts to complete more than one course per semester or maintain placement for a partially completed course.


16. Course Redesign
Revisited

David


Henry, Bristol Community College

Bristol, Middlesex and North Shore have implemented modified emporium model co
urse redesigns, where students work in a computer
-
lab setting with
on
-
line instructional platforms with an instructor embedded in the classroom for just
-
in
-
time instruction. These schools have years of experience with
this methodology and implementation. P
anelists will share the results of their efforts and offer best practices for those interested in learning more about
Course Redesign.


17. Get off to a good start with Project ACCCESS

David


Henry, Bristol Community College

If you are in your first three years of full
-
time instruction at a two
-
year college, AMATYC offers an outstanding professional development opportunity
through
its

Project ACCCESS (Advancing Community College Careers: Education, Scholarship and Service). Th
e project's goal is to provide experiences
that will help new faculty become more effective teachers and active members of the broader mathematical community. Former Fe
llows will talk about
the benefits of the program and how to build a successful applicat
ion package. The best part is you get to attend AMATYC two years for free!


18. Motivate Your Students with Media


Roland


Cheyney,

W.H. Freeman Publishers

Media, used both inside the classroom and in homework, is a unique tool to demonstrate that mathe
matics and statistics provide analytic and
visualization skills that students will need in their future coursework and careers
.
This presentation will show new media resources including real world
videos, applets, formative assessment, and dynamic illustr
ations from statistics, liberal arts mathematics and calculus.

These resources promote skills,
concepts, and student motivation that are expressly promoted in national standards including the Common Core, GAISE and in ot
he
r efforts in STEM
education.


19.

The Key to Success:

My experiences with interactive technology in the classroom.

Carl


Fetteroll,
Springfield College

Interactive software promotes increased retention and success for students in mathematics courses.

Students are engaged in learning

at home and at
school.

The impact of the software in the curriculum will be explored through discussions of implementation, software options, studen
t feedback and
comparisons of student performance.



20.

Improve Learning Outcomes with Developmental Co
urse Redesign

Michael


Stranz,
Cengage

Learning

Course redesign of developmental math curriculum is improving learning outcomes as it reduces the time students spend in basi
c math courses. In this
presentation we will show how
Cengage

Learning partnered
with faculty across North Carolina to develop a learning system, focused on identified
learning outcomes, that integrates conceptual understanding by presenting problems in meaningful context. The program utilize
s a highly customizable
online homework syst
em that includes assessment tools, personalized study plans, and algorithmically generated problems to reinforce learning. Th
e
system promotes the mastery of mathematical concepts correlated to the specific learning outcomes established by the North Ca
roli
na Redesign Task
Force.


21.

Mathematica 9 for Education

Kim


Schriefer, Wolfram Research

Encourage high
-
level learning and make your classroom interactive. Faculty can quickly learn how to get started with Mathematica, thanks to

improvements like
free
-
form input and the new Predictive Interface, which anticipates your next steps and helps you quickly build up a series of
calculations. Understand how Wolfram|Alpha, the technology behind Apple’s Siri assistant, can empower students to discover th
e da
ta in everyday life
using real
-
world examples. Finally, learn how real
-
world applications of Wolfram technologies can improve workflow and what that means for your
graduating students. Whether or not you use technology in the classroom already, come hear h
ow Mathematica can enliven and empower learning in
your classroom.


22.


TITLE: MyMathLab, MyMathLabPlus, MyFoundationsLab and the NEW MyMathLab
-

Knewton® Part
nership


Kevin Obrien, Pearson

Since 2000 MyMathLab and MathXL have been used in New England to

help college students learn mathematics.

Over the past 12 years MyMathLab
has changed and so have the needs of math departments.

With the advent of course redesign, readiness boot camp programs, and larger classes, online
self tutoring has become a crit
ical part of what students need to succeed.

This presentation will cover a quick overview of MyMathLab with a
concentration on new features.

Then examples of how MyMathLab, and it’s variants, MyMathLab, MyMathLabPlus, MyFoundationsLab and the NEW
MyMathL
ab
-

Knewton® partnership, can accommodate readiness programs, traditional lecture setting and cours
e redesign, will be given.