orlando 2012

Transcription

orlando 2012

ORLANDO
2012
Welcome to Orlando, Florida!
Welcome to Orlando and the Twenty-fourth Annual International Conference on Technology in
Collegiate Mathematics. The University of Central Florida and Valencia College are honored to
co-host this event.
This year’s conference will have something for everyone. Whether you are a new mathematics
or statistics instructor exploring technology for your classroom or an experienced faculty member
looking for new technology for implementation in your courses—the 2012 ICTCM will include
outstanding opportunities for you to experience! This conference program includes numerous
sessions, workshops, and mini-courses for you to engage in. Colleagues from around the world
will be sharing their technological knowledge and expertise, providing valuable training throughout
the diverse sessions scheduled. The ideas and knowledge that the 2012 ICTCM showcases will
undoubtedly assist you in enhancing student learning in your classes.
Orlando is one of the world’s fastest-growing cities. It is among Florida’s major cities and is a
center for digital media and bio medicine. The City has the 9th busiest airport in the U.S. and is
warm and sunny all year round. In 1856 Orlando became the county seat of Orange County,
Florida. The “Town of Orlando” was incorporated on July 31, 1875 with an area of 4 square
miles. Orlando incorporated as a city in 1885. Today, as a result of numerous annexations, the
City of Orlando has an area of more than 100 square miles and is still located entirely within
Orange County. There is much to do in the Orlando area and we hope that you will have time
to visit some of the local attractions.
Our gratitude is extended to the Executive Steering Committee and the Program Committee for
their tremendous dedication in developing an awesome conference. Also, we thank the vendors
and exhibitors for their technology resources. We especially thank Pearson for their support and
sponsorship of the conference and for their continued technology support in mathematics education.
Finally, THANK YOU for attending this excellent conference. Enjoy!
Regards,
Tammy Muhs
Russell Takashima
ICTCM Conference Co-Chair
University of Central Florida
ICTCM Conference Co-Chair
Valencia College
1
2012 ICTCM
Conference Founders
executive steering committee
Frank Demana, The Ohio State University
G. Donald Allen, Texas A&M University
Bert Waits, The Ohio State University
Franklin Demana, The Ohio State University
Monica Geist, Front Range Community College
Conference staff
Scott McDaniel, Middle Tennessee State University
Esther Podany, Conference Director
Tammy Muhs, University of Central Florida
Joanne Foster, Program Manager and Editor,
Conference Proceedings
Sharon Sledge, San Jacinto College
Diane Armstrong, Conference Registrar
Russell Takashima, Valencia College
Bert Waits, The Ohio State University
Rich West, Francis Marion University
Program Committee
Handheld / calculator workshops
emerging technologies
Wade Ellis, Jr., West Valley State College
Lila Roberts, Clayton State University, Chair
Amy Del Medico, Waubonsee Community College
computer minicourses
William Bauldry, Appalachian State University, Chair
Teaching Math Online
Douglas Meade, University of South Carolina
Shawna Haider, Salt Lake Community College, Co-Chair
Douglas Quinney, Keele University, U.K.
Scott McDaniel, Middle Tennessee State University, Co-Chair
before calculus
Real-World Applications
Bruce Yoshiwara, Los Angeles Pierce College, Chair
Frank Wattenberg, United States Military Academy, Chair
Jim Voss, Front Range Community College
Thomas Pulver, Waubonsee Community College
math education and teacher prep
G. Donald Allen, Texas A&M University, Chair
calculus
Wei-Chi Yang, Radford University
international speakers
Phil Yasskin, Texas A&M University
Antonio Quesada, University of Akron, Chair
beyond calculus
contributed papers
Dennis Pence, Western Michigan University, Chair
John Gresham, Tarleton State University, Chair
David Szurley, Francis Marion University
pedagogy, research, & assessment
Rich West, Francis Marion University, Chair
Kathleen Mittag, University of Texas–San Antonio
exhibits
Sharon Sledge, San Jacinto College, Chair
electronic proceedings
Przemyslaw Bogacki, Old Dominion University, Chair
Note: Many of the designations used by manufacturers and sellers to distinguish their
products are claimed as trademarks. Where those designations appear and Pearson was
aware of a trademark claim, the designations have been printed in initial or all caps.
2
How to Use the Program
To help you plan your attendance at the 2012 ICTCM, this program contains schedule charts as well as
descriptions of the sessions, computer minicourses, calculator workshops, research and dissemination
sessions, contributed paper sessions, and exhibitors. The table of contents, below, will help you locate
the session type by page number. The index, which begins on page 41, is organized by the presenters’
last names.
Contents
Keynote Address.........................................................................................................................................................................4
Schedule.....................................................................................................................................................................................5
Presession.................................................................................................................................................................................10
MyMathLab Training Workshops..................................................................................................................................10 and 28
Session Descriptions................................................................................................................................................................11
Professional Development Workshops.....................................................................................................................................25
Calculator Workshop Descriptions............................................................................................................................................29
Computer Minicourse Descriptions..........................................................................................................................................31
Contributed Paper Session Descriptions................................................................................................................................. 35
Exhibitor Descriptions.............................................................................................................................................................. 43
Index......................................................................................................................................................................................... 45
Advertisements.........................................................................................................................................................................51
Hotel Floor Plan.................................................................................................................................................Inside back cover
Schedule
Conference Registration
Thursday, March 22
Friday, March 23
Saturday, March 24
4:00
7:00
7:00
pm
– 7:30 pm
5:00 pm
am– 12:00pm
Presession and MML Workshops
Thursday, March 22
8:00
am–
4:30
pm
Sessions
Friday, March 23
Saturday, March 24
10:30 am– 5:45
8:00 am– 5:15
pm
Calculator Workshops
Friday, March 23
Saturday, March 24
10:30 am– 6:45
8:00 am– 6:15
pm
Computer Minicourses
Friday, March 23
Saturday, March 24
10:30 am– 6:45
8:00 am– 6:15
pm
Contributed Paper Sessions
Friday, March 23
Saturday, March 24
10:30 am– 5:55
8:00 am– 5:45
pm
MyMathLab Hands-on Training Sessions
Saturday, March 24
Sunday, March 25
8:00
8:00
am–
Exhibits
Thursday, March 22
Friday, March 23
Saturday, March 24
4:00
9:30
9:00
pm– 7:30 pm
Exhibits Welcome Reception
Thursday, March 22
6:00
pm– 7:30 pm
Welcome Address
Friday, March 23
8:30
am–
8:45
am
Keynote Address
Friday, March 23
8:45
am–
9:30
am
Friday, March 23
Saturday, March 24
9:30
9:45
am–
10:30am
10:30am
Friday, March 23
2:30
pm– 3:00 pm
am –
am–
am–
am–
pm
pm
pm
pm
6:45 pm
11:45am
5:00 pm
12:00pm
Special Events
Exhibitor Events
Highlight on Exhibits
Meet the Authors
am–
3
keynote address:
“Stop Teaching Calculating, Start Teaching Math”
Friday, March 23, 8:45 am –9:30 am | Northern CD Ballroom
Conrad Wolfram
Founder, computerbasedmath.org
Strategic Director, Wolfram Research
Whether it’s bored students, dissatisfied employers, bewildered governments, or frustrated teachers,
almost everyone thinks there’s a problem with math (and STEM) education today. Conrad Wolfram
believes the central problem isn’t just with the way in which we teach math, it’s with the content of the
subject itself. That’s why we need a fundamental rethinking of math education into the computer-based
subject that’s so crucial to the real world.
About Confrad Wolfram
Conrad Wolfram, physicist, mathematician, and technology visionary, is strategic director and European
co-founder/CEO of the Wolfram group of companies. Described as the place where “Computation
Meets Knowledge” and the “The Math Company,” the Wolfram Group specializes in pushing boundaries
at the intersection of computation, math, and knowledge, including making Mathematica software, the
Wolfram|Alpha knowledge engine and new Computational Document Format (CDF) standard. For more
than 20 years, Conrad’s business and technical leadership has been central to the rise, spread, and
democratization of high-level computation. He is also the world’s leading advocate for a fundamental
shift of math education to be computer-based, arguing that this is the only way to solve the global math
education crisis. His widely acknowledged 2010 TED talk laid out the rationale and roadmap for this
rethinking and the same year he founded computerbasedmath.org to drive implementation of the change.
Conrad regularly appears in the media and as a keynote speaker on subjects ranging from the future of
the web to 21st century education. He was educated at Eton College and the University of Cambridge,
from which he holds degrees in natural sciences and math.
Welcome Address
Friday, March 23, 8:30 am | Plaza Ballroom A/B
Joel L. Hartman
Joel L. Hartman is Vice Provost for Information Technologies and Resources at the University of Central
Florida in Orlando. As the university’s CIO, he has overall responsibility for library, computing, networking,
telecommunications, media services, and distributed learning activities. Hartman was employed by Bradley
University from 1967 to 1995, holding several information technology management positions, including CIO.
4
ORLANDO
2012
Schedule
schedule | friday, march 23
8:30 am–9:30 am
Welcome Address and Keynote Address (Northern CD Ballroom)
9:30 am–10:30 am
Dedicated Exhibitor Hours (Room: Atlantic C)
Asia 3
10:30 am–12:15 pm Building Interactive
Math Applications
Using Javascript and
HTML 5
Mike Pilant, Texas A&M
University
Asia 1
To Camtasia or To
Captivate? That is the
Question!
Sarah Mabrouk,
Framingham State
University
Australia 2
Europe 2
10:30 am
SMART Boards,
TI-Nspire CX, and
TI-Nspire Navigator
—Creatively and
Effectively Integrated 10:50 am
Into Your Math Course
Tom Reardon,
Youngstown State
University
Europe 3
High-Impact Exchange: Home(Lecture)
& Class(Work)
Susan Beane, University of Houston–Downtown
FRI - C1
Ped & Res/Assess FRI - C1A
The Mathematics Class App
Heather Garten, Embry-Riddle
Aeronautical University Worldwide
FRI - C2
Screencasting with Screencast-o-matic
Karrie Vitti, Train My Teacher
Emerging Technologies FRI - C2A
11:10 am Modeling in R2 and R3 Using Splines
Paul Bouthellier, University of Pittsburgh–
Titusville
FRI - C3
Students Using the Felder-Soloman Index
Ross Gosky, Appalachian State University
FRI - C4
Ped & Res/Assess
Using Technology to Interact with
Students and Analyze Their Mistakes in an
Online Elementary Algebra Course
Linda Wang, Brookdale Community College
Beyond Calculus FRI – C3A
11:30 am Assessing Learning Styles of Business Calculus
Emerging Technologies
A Summer Bridge Program Using MyMathTest
Helps Under-Prepared STEM Majors
Jennifer Yantz & Ginger Rowell, Middle
Tennessee State University
Teaching online
From Clickers to Computer Labs: Tracking Student
Engagement in a Blended Learning Environment
David Schweitzer, University of Central Florida
Ped & Res/Assess FRI – C4A
Ped & Res/Assess
11:50 am Learning to Think Flexibly about Graphs: Efficiency in Remedial Math Courses
Lessons Learned from Computational
Susanna Faruque, Florida Institute of
Science Education Innovations
Technology
Jill E.Thomley, Appalachian State University
FRI - C5
FRI - M2 MiniCourse FRI - M1 MiniCourse FRI - W1 Workshop
12:30 pm–2:15 pm Connecting with
Students Using Mobis
and Smartpens
Sue Glascoe, Mesa
Community College
Developing Computer
Based Assessment in
Mathematics Using
Maple T.A.
Douglas Quinney,
University of Keele
Statistics Activities
with the Casio Prizm
Calculator
John Diehl (Retired),
Hinsdale Central High
School
12:10 pm A Mathematical Model for the Future of
E-learning
Yixun Shi, Bloomsburg University of Pennsylvania
FRI - C6
Teaching Online FRI – C6A
12:30 pm Fostering Meaningful Interaction in
Online College Algebra Courses
Kimberly Bennekin, Georgia Perimeter College
FRI - C7
Calculus and TI-84 Calculators
Daria Filippova, Bowling Green State University
FRI - C8
1:10 pm
FRI - C9
1:30 pm
FRI - C10
1:50 pm
Making Multivariable
Calculus Come Alive
Using CalcPlot3D
Paul Seeburger, Monroe
Community College
New Features in
GeoGebra
Mike May, Saint Louis
University
Teaching Introductory 3:00 pm
Statistics Using the
TI-84
Gloria Barrett, Virginia
Advanced Study
Strategies
3:20 pm
Calculus
How Autograph Can
Help Make a Difficult
Subject Palatable
Douglas Butler, ICT
Training Centre
Using the ClassPad
330 to Explore
Mathematics
Diane Whitfield, CASIO
MRD Center; Portland
Community College
4:40 pm
Assessment and Placement Using MyMathTest
Scott Saunders, Jr, Baltimore City Community College
5:00 pm
Combining Writing with Technology for a
Better Understanding of Calculus Concepts
Rajesh Barnwal, MiddleTennessee State University
FRI - C16
FRI - C17
FRI - C19
5:40 pm
Calculus
Using Computational Thinking to Push Students
to Acquire Mathematical Reasoning Skills
Cynthia Stenger, University of North Alabama
Ped & Res/Assess
Using Excel Spreadsheets to Teach
Linear Programming
Mary Jane Sterling, Bradley University
FRI - C20
Ped & Res/Assess
Calculus
To Blend or Not to Blend?: Student Outcomes and
Perceptions of a Hybrid College Algebra Course
Alvina Atkinson, Barry Biddlecomb & Natasha
Brewley, Georgia Gwinnet College
Ped & Res/Assess
Calculus
Leveraging Technology for Enhanced
Understanding of Differential Equations
Robert Puhak, Rutgers University
Increasing Student Success in Calculus
Queen Harris, Georgia Perimeter College
Ped & Res/Assess
Designing a Snack Chip: A Calculus
Curriculum Module
Frederick Adkins, Indiana University of
Pennsylvania
GeoGebra: A Discovery Tool
Yong Colen, Indiana University of
Pennsylvania
FRI - C18
FRI - M7 MiniCourse FRI - W4 Workshop
Teacher Preparation FRI – C13A
Solving Quartic Congruences Modulo A
Prime On the TI-89
Joseph Fadyn, Southern Polytechnic State
University
4:20 pm
5:20 pm
Using Animated PowerPoint Presentations:
Train The Trainer With Technology In
Preservice Elementary Mathematics Teachers Mathematics Edcuation
Developing Computational Fluency for the CCSS-M Margo Alexander, Georgia State University
Jean Hallagan, SUNY Oswego
FRI - C15
Creating Mathematics Tutorials for Online
Courses Using a Tablet PC and Camstasia
Cathy Frey, Norwich University
FRI - C12 Real World Applications FRI – C12A
FRI - C14
4:00 pm
6
Addressable Minds Software and Prego
Spaghetti Sauce—Math Literacy for the 21st
Century
Martin Braun, Queens College
FRI - C13
3:40 pm
5:00 pm–6:45 pm
Ped & Res/Assess
A New Way to Teach the Derivative with Applets
Jason Samuels, City University of New
York-BMCC
Dedicated Exhibitor Hours
2:15 pm–3:00 pm
3:00 pm–4:45 pm
FRI - C11
Online Homework in Freshman Level
Algebra Courses: Results and Analysis
after Three Semesters
Amy Franklin, Jacksonville State University
Understanding Fractions: A Referent-based
Approach towards Teaching Fraction Concepts
Sandra Alon, William Paterson University
Ped & Res/Assess
Linux Customized for Mathematics and
Education
Darren Wick, Ashland University
Calculus FRI – C9A
A Look at Non-simultaneous Path
Intersections
Dwight Horan, Wentworth Institute of
Technology
Ped & Res/Assess
Transforming Teaching for Elementary
Preservice Teachers: A Messy Problem!
Maria Mitchell, Central Connecticut State University
Calculus FRI – C8A
Exploring 3-D Figures with Maple
Somasundaram Velummylum and
Rajananthini Velummylum, Claflin University
Calculus
Experimenting Learning Systems in Course
Redesign
Francesco Strazzullo, Reinhardt University
Teaching Online FRI – C7A
12:50 pm Investigating Function Properties Using
Ped & Res/Assess
Enhancing Calculus Concepts and Writing
Skills with Mathematica
Supawan King, Harford Community College
Ped & Res/Assess
Welcome Address and Keynote Address (Northern BC Ballroom)
8:30 am –9:30 am
Dedicated Exhibitor Hours (Atlantic C)
9:30 am –10:30 am
10:30 am –11:15 am
Oceanic 1
Oceanic 2
Oceanic 3
Oceanic 4
Interactive Digital Content for Multitouch Devices
Lila Roberts, Clayton State University
Good Practice #2—Reciprocity
Among Students—How Do I Do This
In An Online Class?
Shawna Haider, Salt Lake Community
College
Statway and Quantway—Networked
Improvement Communities in
Developmental Mathematics
Julie Phelps, Valencia College, and
Bruce Yoshiwara, Los Angeles Pierce
College
Comparing Trigonometric Sketches
and Computations in Geometer’s
Sketchpad vs. Geogebra
Jane Gower, Francis Marion University
What It’s Like to Teach Calculus I
When Everyone Has an iPad
Sallie Paschal, Georgia Perimeter
College
Applications of the Reflection of
a Curve with Respect to a Line in
Optics
Moving the Graphing Calculator to
the Mobile Platform: Results of a
Two Year Study
John Ehrke, Abilene Christian
University
FRI - S2
FRI - S4
FRI - S3
FRI - S5
FRI - S6
FRI - S7
FRI - S1
11:30 am –12:15 pm
Tweets, Tubes, and You
Graham Smith, Kellogg Community
College
FRI - S9
12:30 pm–1:15 pm
Emerging
Technologies
A Commuter Campus Conundrum
Solved: Office Hours Using Skype
Devin Henson, Midlands Technical
College
FRI - S17
1:30 pm–2:15 pm
Emerging
Technologies
Emerging
Technologies
The Community of Inquiry Model for
an Inverted Math Classroom
Scott McDaniel, Middle Tennessee
State University
FRI - S25
Emerging
Technologies
Online Teaching
An Entire Math Degree Online
Markus Pomper, Indiana University
East
FRI - S10
Online Teaching
Online Mentoring and Learning for
College Readiness at UT Austin
College of Natural Sciences
Alison Ahlgren, University of Texas
FRI - S18
Online Teaching
Podcasts, Digital Pens, and Other
Technologies for Enhancing Learning:
Examples from Statistics Courses
Ginger Rowell, Natasha
Gerstenschlager, Brandon Hanson,
and Joel Rowlett, Middle Tennessee
State University
FRI - S26
Online Teaching
Before Calculus
Spreadsheets for Quantitative
Reasoning: An Excel-lent Way
to Engage Your Students with
Mathematics
Eric Gaze, Bowdoin College
FRI - S12
Before Calculus
What’s the Function of Functions in
Intermediate Algebra?
Jay Lehmann, College of San Mateo
FRI - S20
Before Calculus
Engaging Students Using Interactive
Media
Stephen Zuro, Joliet Junior College
FRI - S28
Before Calculus
FRI - S11
Building Interactive Math
Applications Using Javascript and
HTML 5
Mike Pilant, Texas A&M University
Emerging
Technologies
Design on a Dime: Using Free
or Inexpensive Technologies to
Enhance Your Courses
Randall Gallaher and Kevin Bodden,
Lewis and Clark Community College
FRI - S41
5:00 pm–5:45 pm
Before Calculus
Software Should Emulate
Conscientious Instructors by
Responding to Every Student Step
John C. Miller, The City College of The
City University of New York
FRI - S19
Before Calculus
A Look at Smart Notebook Math’s
Equations, Tables, and Graphs
David Ray, University of Tennessee
at Martin
FRI - S27
Before Calculus
Calculus
Using Maple for Visualization in
Multivariate Calculus
Mary Koshar and Daria Filippova,
Bowling Green State University
FRI - S13
Calculus
Creating Calculus Demos with
GeoGebra 4
Carl Spitznagel and Barbara
D’Ambrosia, John Carroll University
FRI - S21
Calculus
Telling the Stories of Interactive
Calculus Figures
Eric Schulz, Walla Walla Community
College
FRI - S29
Calculus
Oceanic 6
Beyond Calculus
Top Gear: The Super Cars of Calculus
Discussions
Gregory Dlabach
FRI - S14
Beyond Calculus
Calculus Animations with Geogebra
Kevin Hopkins, Southwest Baptist
University
FRI - S22
Calculus
Calculus on Demand: Capitalizing
on the Power of Technology to
Revolutionize Instructional Delivery
Jeffrey Steckroth, Christopher Newport
University
FRI - S30
Beyond Calculus
Oceanic 7
Pedagogy &
Research/
Assessment
Tech-agogy: Appealing to the
Culture & Style of Today’s Students
FRI - S15
Pedagogy &
Research/
Assessment
Techniques to Teach Math to RightHemisphere Dominant Students
Jill Whealon, Columbia College
FRI - S23
Pedagogy &
Research/
Assessment
Redesign and Readiness Results
Phoebe Rouse, Louisiana State
University
FRI - S31
Pedagogy &
Research/
Assessment
Oceanic 8
asia 2
Understanding Three Dimensions
Frank Wattenberg and Chris Weld,
United States Military Academy, Aaron
Elliott, United States Army, Erica
Slate-Young, University of Alabama,
Huntsville, and Jack Bookman, Duke
University
Re-energizing Online Learning
through the Interactive Virtual Text:
A Trigsted Pilot
Amanda Hanley and Donald Gabriel,
Cuyahoga Community College
FRI - S8
Real World
Applications
DIYModeling, I
Chris Weld and Frank Wattenberg,
United States Military Academy
FRI - S16
Real World
Applications
DIYModeling, II
Frank Wattenberg and Chris Weld,
United States Military Academy, and
Keith Erickson, Georgia Gwinnett
College
FRI - S24
Real World
Applications
Military Applications
Chris Arney, Kathryn Coronges, and
Anthony N. Johnson, United States
Military Academy
FRI - S32
Real World
Applications
FRI - MML1
MyMathLab
Increased Learning through
Increased Testing
Kevin Bodden and Randall Gallaher,
FRI - MML2
MyMathLab
MyMathLab to Promote Mastery
Learning
George Woodbury, College of the
Sequoias
FRI - MML3
MyMathLab
Customize MyMathLab Using
Camtasia, OneNote, Web 2.0 Tools
and the CLOUD
Teri Barnes and Lisa Lindloff,
McLennan Community College
FRI - MML4
MyMathLab
FRI - S33
4:00 pm–4:45 pm
Before Calculus
Knowledge Exchange Networks and
MathDL
Bruce Yoshiwara, Los Angeles Pierce
College
2:15 pm –3:00 pm
3:00 pm–3:45 pm
Oceanic 5
Emerging
Technologies
SMART Board Podcasting: Practical
Tips to Increase Effectiveness and
Decrease Effort
Thomas Hartfield, Gainesville State
College
FRI - S49
schedule | friday
Emerging
Technologies
Enhancing Hybrid and Online
Courses
Martha Goshaw and Eden Donahou,
Seminole State College
FRI - S34
Online Teaching
Interactive Mathematics Tutorials
Using Excel: The Next Step
Mariano Rodrigues, University of
Phoenix
FRI - S36
Before Calculus
Developmental Algebra Reform
is Dead without Neuroscience &
Technology
Edward Laughbaum, The Ohio State
University
FRI - S35
Before Calculus
Technology Enhanced Large
Calculus Lectures
Elizabeth Miller, The Ohio State
University
FRI - S37
Calculus
Computers and MyLabsPlus
Incorporated—Innovative Teaching
of Large Calculus Classes
Kuppalapalle Vajravelu and Tammy
Muhs, University of Central Florida
FRI - S38
Beyond Calculus
Issues Related to the Algorithmic
Generation of Test Items
Timor Sever, Houston Community
College
FRI - S39
Pedagogy &
Research/
Assessment
What Does It Take for Students to Be
Successful in an Online Mathematics
Course?
Jennifer Hegeman, Missouri Western
State University
Getting Going with Autograph for
Teaching and Learning Mathematics
Alan Catley, Tynemouth College
Up Close & Personal: Using
Videos and Pencasts to Enhance
Mathematics Classes
Joan Raines and Lawanna Fishter,
Middle Tennessee State University
Creating and Using Interactive
“Play” Modules
Richard Mercer, Wright State
University
Exploring CAS Technology to Form
Conjectures, Furnish Proofs, and
Discover Counterexamples
Jay Schiffman, Rowan University
Teaching Math—Integrating Reading
Strategies Makes a Difference!
Lynn Marecek and MaryAnne Anthony,
Santa Ana College
FRI - S42
FRI - S44
FRI - S43
FRI - S45
FRI - S46
FRI - S47
Online Teaching
Teaching Statistics Online
Pamela Omer, Western New England
University
FRI - S50
Online Teaching
Before Calculus
Technology and Student Outcome in
College Algebra Course
Lalitha Subramanian, Potomac State
College of West Virginia University
FRI - S52
Before Calculus
Before Calculus
Glitzy Math: The Mathematics of
Computer Graphics
Thomas Pirnot, Kutztown University of
Pennsylvania
FRI - S51
Before Calculus
Calculus
Clickable Calculus: Syntax-free
Computing in Maple
Robert Lopez, Maplesoft
FRI - S53
Calculus
Beyond Calculus
Turning Developmental Math
Inside Out (and Loving It!)
Malissa Trent and Nancy Forrester,
Northeast State Technical
Community College
FRI - S54
Before Calculus
Pedagogy &
Research/
Assessment
Divergent Thinking in a Hybrid
Geometry Environment
Nikita Patterson and Darryl Corey,
Kennesaw State University
FRI - S55
Pedagogy &
Research/
Assessment
Using Technology with Partial
Differential Equations
Drew Wilkerson and Stanley
Florkowski, United States Military
Academy, and Bob Palais, Utah Valley
University
FRI - S40
Real World
Applications
Two Student Projects
Michael Wright and Sean Poyner,
FRI - S48
Real World
Applications
Energy, Climate Science, and Public
Policy
Victor Trujillo and Frank Wattenberg,
FRI - S56
Real World
Applications
MyMathLab in College Algebra and
Beyond
Kimberly Walters, Mississippi State
University
FRI - MML5
MyMathLab
Case Study: Redesigning
Developmental Math to Improve
Success using MyMathLab
(Emporium Model)
Teresa Betkowski, Gordon College
FRI - MML6
MyMathLab
Using MyMathLab to Meet the
Needs of Adult Learners in Online
College Mathematics Courses
April Parker, Troy University
FRI - MML7
MyMathLab
7
schedule | saturday, march 24
Oceanic 1
8:00 am –8:45 am
Answering Math Questions
Using Mimio Tablet
Melissa Reid, Rowan-Cabarrus
Community College
SAT - S57
9:00 am –9:45 am
Emerging
Technologies
Twitter-ing Mathematics
Sarah Mabrouk, Framingham
State University
SAT - S65
Emerging
Technologies
Oceanic 2
Preparing Perservice Math
Teachers to Teach with Today’s
Technology—Keeping Them
Up to Date
Bill Blubaugh, University of
Northern Colorado
SAT - S64
Teacher
Preparation
Learning Mathematics – It’s at
Your Fingertips!
Phyllis Bolin and Michael Bolin,
Abilene Christian University
SAT - S72
Teacher
Preparation
Oceanic 3
Oceanic 4
Math Literacy for College Students:
Connecting MyMathLab, Redesign, and
Quantway
Kathleen Almy and Heather Foes, Rock
Valley College
Student Exploration Activities
Using Mathematica
Nora Strasser, Friends
University
SAT - S59
SAT - S60
Before Calculus
Before
Calculus
Clickers in College Algebra, from Grant
Initiatives & Collaboration with Local
Community Colleges & Universities
Humberto Laurel, Laredo Community College,
David Morales, Laredo Community College/Texas
A&M International University, ClaudioValenzuela,
SWTexas Junior College/Sul Ross University
Mastery Learning and
MyMathLab in Developmental
Mathematics
Arunas Dagys and
Patricia Petkus, Saint Xavier
University
SAT - S67
SAT - S68
Before Calculus
Before
Calculus
Make a Math Video
Somebody Will Want to
Watch
Frank Ives, University of
La Verne
SAT - S73
11:30 am–12:15 pm
Emerging
Technologies
Mathplosion—Rapid Content
Generation for Mathematics
Calvin Williamson, Fashion
Institute of Technology/SUNY
SAT - S121
8
Emerging
Technologies
Using a SMART Board to
Create Online Course Content
Mary Knappen, Genesee
Community College
SAT - S113
4:30 pm–5:15 pm
Emerging
Technologies
Improving Interaction and
Instruction in College Math
Classes
Kimberly Walters, Mississippi
State University
SAT - S105
3:30 pm–4:15 pm
Emerging
Technologies
Welcome to a Barn Raising—
the Development of Valencia’s
Math 24/7 Tutorial Website
Jody DeVoe, Cathy Ferrer, and
Jennifer Lawhon, Valencia
College
SAT - S97
2:30 pm–3:15 pm
Emerging
Technologies
Using iPads to Transform
Learning Spaces
Timothy Lucas and Brian Fisher,
Pepperdine University
SAT - S89
1:30 pm–2:15 pm
Emerging
Technologies
An Introduction to Sage
Scott Randby, The University
of Akron
SAT - S81
12:30 pm–1:15 pm
SAT - S62
Beyond
Calculus
Mathematical Modeling:
The Four Seasons
Paul Bouthellier, University of
Pittsburgh–Titusville
SAT - S70
Beyond
Calculus
Oceanic 6
Oceanic 7
The Challenge of Real Data
Robert Gould, University of
California, Los Angeles
Quality Enhancement Plan (QEP) –
Five-Year Report on Hybrid Learning
in Math Hubs
Robert Indrihovic, Florence-Darlington
Technical College
SAT - S61
SAT - S63
Statistics
Pedagogy & Research/
Assessment
Technology in Statistics
Marty Triola, Dutchess
Community College
Using the History of Mathematics
Technology to Enrich the Classroom
Learning Experience
Sarah Greenwald and Jill Thomley,
Appalachian State University
SAT - S69
SAT - S71
Statistics
Oceanic 8
Putting the “I” in ICTCM: Some
International Comparisons
Antonio Quesada,The University of Akron,
Ma. Louise Antonette De Las Peñas, Ateneo
de Manila University, Marian Kemp &
Barry Kissane, Murdoch University, Gerard
Laurence N. De Las Peñas, Xavier School
Assessment
SAT - S64A
Pedagogy
Europe 1
Asia 5
Developmental Math: From
Prevention to the Cure
Jane Wampler, Naugatuck Valley
Community College
Do the Math! Redesigning
Developmental Math in Hawaii,
Kentucky, and Tennessee
Azar Raiszadeh, Chattanooga
State Community College
SAT - MML8
SAT - S58
MyMathLab
Course
Redesign
The Perfect Storm—Redesigning
Developmental Math at Northern
Virginia Community College
Teresa Ryerse Overton and
Beverlee Drucker, Northern Virginia
Community College
Course Redesign: The Best of
Both Worlds
Andreana Grimaldo and Denise
Robichaud, Quinsigamond
Community College
SAT - MML9
SAT - S66
MyMathLab
Course
Redesign
9:45 am–10:30 am
10:30 am–11:15 am
Oceanic 5
Creating Animations
Rosemary Farley and Patrice
Tiffany, Manhattan College
Emerging
Technologies
Introduction to Mathematics
Manipulatives: Preservice
Teachers Create Digital
Stories Illustrating Types and
Application of Manipulatives
Sandra Browning, Jana Willis,
and Donna Smith, University of
Houston Clear Lake
SAT - S80
The Power of a Math Coach: Unchanging
Principles in Times of Changing
Technology
John Tobey and Jeff Slater, North Shore
Community College, Jamie Blair, and
Jennifer Crawford, Orange Coast College
Teacher
Preparation
SAT - S76
Teaching Mathematics Using
the SmartPen
Robert Vilardi, Troy University–
Montgomery Campus
SAT - S88
Teacher
Preparation
Web Based Tools, Apps, and
Animations for Visualization
and Exploration
Kathryn Ernie and Erick Hofacker,
University of Wisconsin–River
Falls, Sherrie Serros, University
of Wisconsin–Eau Claire
SAT - S96
Teacher
Preparation
Using Screencasts to Improve
Pre-service Teachers’ Content
Knowledge
Carol Bell, Northern Michigan
University
SAT - S104
Teacher
Preparation
Connecting Geometry,
Measurement, and Algebra
using GeoGebra for the
Elementary Grades
Carol Marinas, Barry University,
Joseph Furner, Florida Atlantic
University
SAT - S112
Teacher
Preparation
Wii Math for the Middle School
Christina Gawlik, Texas Woman’s
University
SAT - S120
Teacher
Preparation
Diverting Disaster with
Algebra
Mary Anne Petruska and
Sharon Adams, Pensacola State
College
Before
Calculus
Effect of Active Learning on
Academic Proficiency for
Community College Students
Enrolled in Developmental
Mathematics
Hope Essien, Malcolm X College
SAT - S75
Before Calculus
SAT - S84
Before
Calculus
Modeling Health Insurance Costs in
College Algebra—How to Develop a
Student Project
David Graser, Yavapai College
Free and Open Online
Homework for a Free and
Open Textbook
David Lippman and Melonie
Rasmussen, Pierce College
SAT - S91
SAT - S92
Before Calculus
“Friends” Can’t Do Math;
Can Mr. Spock Do Any Better?
Lisa Lister, Bloomsburg University, Lynne
Ipina, University of Wyoming
SAT - S99
Before Calculus
Before
Calculus
Incorporating Projects in
College Mathematics for an
Online Environment
Denise Nunley, Glendale
Community College, and Alicia
Collins, Mesa Community
College
SAT - S100
Before
Calculus
Keeping Students On Track in a SelfPaced Developmental Math Course
Curtis Mitchell, Kirkwood Community
College
Tablet PCs Revolutionize the
World of Teaching
Gabriel Mendoza, El Paso
Community College
SAT - S108
SAT - S107
Before Calculus
Before
Calculus
Using Wolfram|Alpha to Build Confidence
in Developmental Algebra Students
Victoria Kim, DeVry University
Love and Piece! The Calculator
that Does Not Calculate!
Derrick Saddler, University of
South Florida
SAT - S115
SAT - S116
Before Calculus
Before
Calculus
Teaching Introductory Statistics with an
iPad: Using TC-Stats
Brian Jean, Taft College
Mathematics through the
Eyes of Music
Cindy Soderstrom and Maureen
Howe, Salt Lake Community
College
SAT - S123
SAT - S124
Before Calculus
Before
Calculus
Applications of Complex
Variables in the Sciences
and Engineering with
MATLAB
David Szurley, Francis Marion
University
SAT - S78
Beyond
Calculus
Easy Beamer Presentations
with the TeX Editor LyX 2.0
Dennis Pence, Western
Michigan University
SAT - S86
Beyond
Calculus
Using Graphs to Break
Ciphers in Cryptography
Neil Sigmon, Radford
University, Rick Klima,
SAT - S94
Beyond
Calculus
Microsoft Excel VBA
Programming Techniques
David Nawrocki, Albright
College
SAT - S102
Beyond
Calculus
Creating and Incorporating
Dynamic Applets for
Differential Equations the
Easy Way
Robert Decker, University of
Hartford, June Decker, Three
Rivers Community College
SAT - S110
Beyond
Calculus
Using SmartPens
to Facilitate Math
Communication Online
Katrina Palmer, Appalachian
State University
SAT - S118
Beyond
Calculus
Class Projects Using
MATLAB to Analyze Models
Using Impulsive Differential
Equations
Timothy Comar, Benedictine
University
SAT - S126
Beyond
Calculus
Statistics: Using Applets for
Concept Development and
Projects for Assessment
Marsha Davis, Eastern
Connecticut State University
Real-Life Projects for Student
Assessment in Gen Ed Mathematics
(Online and Classroom)
Joseph Sukta, Moraine Valley
Community College
SAT - S77
SAT - S79
Statistics
Assessment
Investigating the
St. Petersburg Paradox
with Maple
Joel Fowler, Southern
Polytechnic State University
An Online Precalculus Course using
ALEKS (An Assessment and Learning
Software)
Sarah Eichhorn and Rachel Lehman,
University of California–Irvine
SAT - S85
SAT - S87
Statistics
Assessment
Going for the Gold with
Statistics, Spreadsheets,
and Sports
Carrie Grant and Julie
Jurgens, Flagler College
Best Practices in Teaching
Mathematics Online
Kumara Jayasuriya, Purdue North
Central
SAT - S93
SAT - S95
Statistics
Simulation and Resampling
Methods in Introductory
Statistics
Michael Sullivan, Joliet
Junior College
SAT - S101
Statistics
Assessment
Personalized Before Calculus Program
Sandra Nite, G. Donald Allen, and
Jennifer Whitfield, Texas A&M
University, Sharon Sledge, San Jacinto
College
SAT - S103
Assessment
R: An Economical Statistical
Computing Choice for
Introductory Courses
Paula Young, Salem College
Transitioning Students
Mathematically from High School to
College Through ScreenCasting
Erick Hofacker and Kathryn Ernie,
University of Wisconsin–River Falls,
Sherrie Serros, University of Wisconsin
–Eau Claire, Rebecca LeDocq,
University of Wisconsin–La Crosse
SAT - S109
SAT - S111
Statistics
Assessment
Creating Statistics Applets
With GeoGebra
David Gurney, Southeastern
Louisiana University
Early Inference: Teaching the Logic of
P-values from the Beginning of Your
Course.
Matt Davis, Chabot College
SAT - S117
SAT - S119
Statistics
Assessment
iDevices as Lab, Data, and
Analyses Tools
Taoufik Nadji, Interlochen
Arts Academy
Using Assessment to Better
Implement Online Homework
Systems in Developmental and
Collegiate Mathematics Courses
Scott Gentile, Hunter College, City
University of New York
SAT - S125
SAT - S127
Statistics
Assessment
Student Centered Learning with
Technology in the Teaching of
Precalculus and Calculus
Ma. Louise Antonette N. De Las Penas,
Ateneo de Manila University
Using MyMathLab Across the
Mathematics Curriculum
Wojciech Kosek, Colorado Technical
University
Lessons Learned! Redesigning
our Redesign
Karen Wyrick, Cleveland State
Community College
SAT - S80A
SAT - MML10
SAT - S74
Pedagogy
MyMathLab
Course
Redesign
The Development Of Online
Numeracy Modules for First Year
Undergraduate Students at an
Australian University
Marian Kemp, Murdoch University
Developmental Student Success
in Courses from College Algebra
to Calculus
Betsy Kuhn, Edgar Fuller, Douglas
West, and Jessica Deshler, West
Virginia University
Course Redesign: The Role of
the Teacher in Redesign
Sandee House, Georgia
Perimeter College
SAT - S88A
SAT - MML11
SAT - S82
Pedagogy
MyMathLab
Course
Redesign
An Australian Initiative to
Improve Students’ Engagement in
Mathematics
Barry Kissane, Murdoch University
Roosevelt University’s Math
PReP (Placement Reassessment
Program)—Placement and
Remediation with MyMathTest
Mary Williams and Cathy Evins,
Roosevelt University
A First Calculus Course Using
Numerical Tools and Modeling
Brian Birgen, Wartburg College
SAT - S96A
SAT - MML12
SAT - S90
Pedagogy
The Preparation of Secondary
Pre-service Mathematics Teachers
on the Integration of Technology
Antonio Quesada and Laurie Dunlap,
The University of Akron
SAT - S104A
Pedagogy &
Research/
Assessment
MyMathLab
Course
Redesign
A Case Study Analysis: The
Implementation of MyMathLab
Software in Teaching College
Mathematics
Samuel Gross, Savannah College
of Art and Design
Diary of a Modular Math Redesign
Honey Kirk, Palo Alto College,
Tony Bower, St. Philip’s College,
Amy Collins, Northwest Vista
College, Dianna Lee, Northeast
Lakeview College, Paula
McKenna, San Antonio College
SAT - MML13
SAT - S98
MyMathLab
Course
Redesign
Problem Solving and Computational
Thinking
Edmund Lamagna, University of
Rhode Island
Utilizing MyLabsPlus to
Redesign Developmental Math,
Emphasizing Critical Thinking,
Active Learning, Student
Engagement, and Retention
Michelle Van Wagoner and Eli Nettles,
Nashville State Community College
ECHO: Introducing Course
Redesign in High Schools
John Squires, Chattanooga State
Community College
SAT - S112A
SAT - MML14
SAT - S106
Pedagogy
MyMathLab
Course
Redesign
Pre-Tests in MyMathLab
Bob Strozak, Old Dominion University
Data Driven Math Emporium
Implementation
Edith Aguirre and Ivette Chuca,
El Paso Community College
Mathematics Redesign: What
Works for Us
Chairsty Stewart, Vivian Zabrocki
and Vivian Payne, Montana State
University Billings
SAT - S120A
SAT - MML15
SAT - S114
Pedagogy
Can Multiplication be Simplified?
Hui Fang Huang “Angie” Su, Nova
Southeastern University
SAT - S128A
Pedagogy
MyMathLab
Overcoming Obstacles: Building
a Successful Redesign One Step
at a Time
Mickie Karcher and Jennifer
Ackerman, Jefferson Community
and Technical College
Course
Redesign
Recipe for Greater Student
Success in Developmental
Mathematics
Meredith Altman, Genesee
Community College
SAT - S122
Course
Redesign
schedule | saturday
Asia 3
8:00 am –9:45 am
Geogebra + Web 2.0 =
Access For All
Michael Todd Edwards, Miami
University
Asia 5
Australia 2
High Stakes Testing Using
WebAssign
Lisa Townsley, University of
Georgia
Integrating TI-Nspire CX CAS
into Calculus—A First Try
Michelle Merriweather, The
College of New Rochelle
Europe 2
8:00 am
Integrating Excel into Business Calculus
Mike May, Saint Louis University
SAT - C21
8:20 am
Calculus
Teaching a Course: “Weather Prediction”
Marianna Pensky, University of Central Florida
SAT - C22
8:40 am
SAT - C23
9:00 am
Statistics
SMART Boards: One is Good, Four is Better
Jacci White, Saint Leo University
Ped & Res/Assess
Teaching an Undergraduate Statistics Class with
Technology
Harshini Fernando and Susitha Karunaratne, Purdue
University–North Central
SAT - C24
9:20 am
SAT - M9
MiniCourse
SAT - M10
MiniCourse
Workshop
SAT - C25
Reasoning and Sense
Making with Technology in
Precalculus and Calculus
Wade Ellis, West Valley College
Maple Task Templates:
Build, Save, Distribute
Exploring Fundamentals of
Probability, the Binomial
Distribution, and the Poisson
Distribution with Graphing
Calculator Technology
Bob Horton, Clemson University
10:30 am
10:50 am
11:10 am
11:30 am
11:50 am
12:10 pm
SAT - M12
12:30 pm–2:15 pm
MiniCourse
Using Video Instruction
Using Camtasia Studio
Rose Jenkins, Midland
Technical College
SAT - M11
MiniCourse
EXCELing with Visual Basic:
Creating Dynamic Applets
in Excel
Nicole Juersivich, Nazareth
College
SAT - W6
Workshop
Nspiring Activities for
College Algebra in Context
Lisa Yocco and Bridgett Lee,
Georgia Southern University
12:30 pm
12:50 pm
1:10 pm
1:30 pm
1:50 pm
2:10 pm
SAT - M14
2:30 pm–4:15 pm
MiniCourse
Smart Board and
Smart Notebook Essentials
Jim Voss and Sandy Williams,
Front Range Community
College
SAT - M13
MiniCourse
DIY Modeling
Joe Yanik, Emporia State
University, and
Frank Wattenberg, United
States Military Academy
SAT - W7
Workshop
Interesting Facts, Their
Proofs, Their Verifications
Andy Ventress, (formerly)
Moraine Valley Community
College
2:30 pm
2:50 pm
3:10 pm
3:30 pm
3:50 pm
4:10 pm
SAT - M16
4:30 pm–6:15 pm
Ped & Res/Assess
Dedicated Exhibitor Hours
9:45 am–10:30 am
10:30 am–12:15 pm
SAT - W5
Statistics
Art In Geometry With The TI-Nspire
Sofia Murillo, Universidad Santo Tomas
MiniCourse
SAT - M15
MiniCourse
Instructional Tools for
the Finite Mathematics
Classroom
Timor Sever and Michael
Granado, Houston
Community College
SAT - W8
Workshop
Exploring Precalculus with
the Casio PRIZM Graphing
Calculator
Jennifer North Morris,
Casio Education
4:30 pm
4:50 pm
5:10 pm
5:30 pm
SAT - M17
MiniCourse
SAT - W9
Workshop
Recreational Geometry Using the TI-Nspire
Manuel Montero Gaona, Universidad Santo Tomas
SAT - C26
Ped & Res/Assess
Exploring Fibonacci Sequences Of Order Two With
Cas Technology
SAT - C27
Beyond Calculus
Lexical Ambiguity in Statistics
Diane Fisher, University of Louisiana–Lafayette
SAT - C28
Ped & Res/Assess
Adventures in Mathematics
Jerome Caldwell, University of Wisconsin–River Falls
SAT - C29
Ped & Res/Assess
Using Technology to Customize Students’
Learning Experience
Sudipta Roy, Kankakee Community College
SAT - C30
Ped & Res/Assess
Teaching Business Statistics Courses Using an
Interactive Approach Based on Technology Resources
Ramon Gomez, Florida International University
SAT - C31
Statistics
Empowering Students by Using Technology for
Collection and Graphical Analysis of Real Data
Leona Mirza, North Park University
SAT - C32
Statistics
Helping Multivariable Calculus Students Learn How
to Parameterize Space Curves
Przemyslaw Bogacki, Old Dominion University
SAT - C33
Statistics
Collaborative Learning Encounters Film Making and
Statistics Research
Richard Tamburro, Daytona State College
SAT - C34
Statistics
Technology-rich Projects in Elementary Statistics
Dianna Spence & Brad Bailey, North Georgia College
and State University
SAT - C35
Statistics
On the Casus Irreducibilis of Solving the Cubic Equation
Jay Villanueva, Florida Memorial University
SAT - C36
Beyond Calculus
Advanced Financial Mathematics
Maribel Cortes, Universidad Santo Tomas
SAT - C37
Real World Applications
Resampling Using Excel in Teaching Statistics
Leslie Chandrakantha, John Jay College of Criminal Justice/CUNY
SAT - C38
Statistics
Strategy for Graphing Polynomials & Rational
Functions Using PowerPoint and the TI-83
Dr. Marwan Zabdawi, Gordon College
SAT - C39
Teacher Preparation
Commercial Mathematics Using TI-Nspire Cas
Monica Rueda Pinto, Universidad Santo Tomas
SAT - C40
Real World Applications
Investigating a Mysterious Property of Polynomials
Using Geogebra
David Miller, West Virginia University
SAT - C41
Ped & Res/Assess
True Exploration and Visualization of Geometry with
Technology
Taeil Yi, University of Texas at Brownsville
SAT - C42
Ped & Res/Assess
Measuring Consistency: Confidence Intervals for  on
TI Calculators
Taylor Jensen, Dixie State College of Utah
SAT - C43
Statistics
Fused Courses: How Software Is Shaping
Undergraduate Mathematics
Aloysius Kasturiarachi, Kent State University at Stark
SAT - C44
Using Technology to Support the Transition to a
Project-based Statistics Course
Laurie Huffman, Georgia College
SAT - C45
Ped & Res/Assess
WeBWork: An Online Homework Delivery System for
Calculus Courses
Douglas Magomo, Edison State College
SAT - C46
Ped & Res/Assess
New Idea in Factoring Trinomials
Abdelrahim Ayyad, Delgado Community College
SAT - C47
Ped & Res/Assess
9
Presession
Cool – i – Tools: Teaching with Them
Thursday, March 22, 8:00 am – 4:30 pm | Oceanic 1 | Lobby Level
No matter what you call it—iPad, Motorola Xoom, Toshiba Thrive, HP TouchPad, Blackberry PlayBook,
smartphones—these touch tablet/mobile learning devices are part of our technology culture and are
poised to fundamentally change the learning environment—but HOW? Join us for a look at how to
incorporate these devices as practical and purposeful tools for teaching and learning. Explore new ways
of reading, writing, watching, and thinking that accompany this platform. Investigate apps that improve
academic life. Bring your device and learn how to use it for more than a flashlight when the power goes
off in your classroom.
MyMathLab/MathXL/MyStatLab
Bonus Training Workshops
Course #1: Beyond the Basics Thursday, March 22, 9:00 am – 12:00 pm (Part 1) and 1:00 pm – 4:00 pm (Part 2) | Asia 1 | Lobby Level
“Beyond the Basics” is designed for instructors who understand the basics of MyMathLab, MathXL,
MyStatLab, or MyMathTest, and are ready to learn more. Part 1 topics will include further customization
of homework/quizzes/tests, gradebook customization, managing student results, and managing multiple
sections of the same course. Part II topics will include utilizing online communication tools, customizing
the learning environment, and adding customized content.
Course #2: The Next Level
Thursday, March 22, 9:00 am – 12:00 pm (Part 1) and 1:00 pm – 4:00 pm (Part 2) | Australia 3 | Lobby Level
“The Next Level” is designed for instructors who are experienced in the use of MyMathLab, MathXL,
MyStatLab, or MyMathTest, and want to learn about and use the custom exercise builder. Part 1
topics will include copying and editing publisher provided exercises, sample question bank exercises,
and exercises created by another instructor. Part II topics will include creating your own static or
algorithmic custom questions and creating questions that include number lines, graphs, pie charts,
bar charts, and figures.
10
ORLANDO
2012
Session Descriptions
FRIDAY SESSIONs
FRI - S1 | Oceanic 1 | 10:30 am - 11:15 am
Interactive Digital Content for Multi-touch
Devices
Applications of the Reflection of a Curve with
Respect to a Line in Optics
Lila Roberts, Clayton State University
Because of new publishing and content viewing tools from Adobe,
multi-touch mobile devices are poised to have an even more profound
impact on how students consume printed materials. This presentation
will focus on interactive digital content for mathematics developed
using Adobe InDesign CS5.5 and its built-in publishing tools.
We first generalize the concept of inverse images with respect to the
line y = x to the inverse images with respect to y = mx + b, and we
extend the idea to three dimensions. We find the locus of the point P,
which links to the concept of orthotomic and caustic curves. It is
interesting to see how technological tools have prompted us to relate
mathematics to similar concepts used in physics.
TRACK: Emerging Technologies
TRACK: Beyond Calculus
Good Practice #2 - Reciprocity Among
Students—How Do I Do This in an Online Class?
Shawna Haider, Salt Lake Community College
Getting students to interact and learn from each other can be very
beneficial but challenging—especially in an online class. This session
will cover ideas on getting students involved with each other, sharing
ideas and helping each other in an online environment.
TRACK: Online Teaching
Moving the Graphing Calculator to the Mobile
Platform: Results of a Two Year Study
John Ehrke, Abilene Christian University
In this presentation, we will share the results of a two year pilot
study comparing student performance data and student perceptions
of usability in a general education mathematics course across two
platforms: the SpaceTime mobile computing app and the Texas
Instruments TI-84 series of graphing calculator.
TRACK: Pedagogy & Research/Assessment
Comparing Trigonometric Sketches and
Computations in Geometer’s Sketchpad vs
Geogebra
Jane Gower, Francis Marion University
We teachers like to make our work look professional and ready to
go when our students arrive in the classroom. This presentation will
demonstrate some basic vector sketches in trigonometry with two
different pieces of software, Geometer’s Sketchpad and Geogebra,
and let you decide which one will work best for you.
TRACK: Before Calculus
Statway and Quantway—Networked
Improvement Communities in Developmental
Mathematics
Julie Phelps, Valencia College, and Bruce Yoshiwara, Los Angeles
Pierce College
The Carnegie Foundation, in conjunction with the Charles A. Dana
Center, is committed to doubling the number of students successfully
completing developmental mathematics. Gain insights into the
Carnegie Collaboratory network improvement community, and hear
updates on the development and implementation of the Statway and
Quantway mathematics pathways. Participants will come away with
a better understanding of how a networked improvement community
can be used to foster collaboration that results in meaningful and
high quality opportunities for our students. In particular, participants
will learn about Statway and Quantway as two examples of such
communities, and they will explore the design, development,
technology and implementation challenges of this novel approach. It
is our hope that this will foster the creation of new networks centered
around important issues in mathematics education.
What it’s Like to Teach Calculus I
When Everyone Has an iPad
Understanding Three Dimensions
Frank Wattenberg and Chris Weld, United States Military Academy,
Aaron Elliott, United States Army, Erica Slate-Young, University of
Alabama–Huntsville, and Jack Bookman, Duke University
Part 1: Many students have real difficulty understanding and
working with three dimensions. This difficulty causes problems
in multivariable calculus and also in developing three-dimensional
simulations. We have developed two technology-based exercises
to help students build three-dimensional understanding. In the first
exercise we give students a set of photographs and ask them to
reproduce those photographs using digital cameras. In the second
exercise students develop flight plans for an autonomous unmanned
aerial vehicle (AUAV) performing photographic reconnaisance.
Part 2: The use of technology in mathematics classes can be very
beneficial in helping students develop an understanding of complex
concepts such as three-dimensional space. However, it is very
important that such technology be used to address well-articulated
learning goals rather than have the learning goals be developed to
fit the available technology. In this talk we will discuss some of the
challenges faced in designing and implementing the technologybased lessons described in the preceding session as well as some of
the student outcome data.
TRACK: Real World Applications
FRI - MML1 | Asia 2 | 10:30 am - 11:15 am
Re-energizing Online Learning through the
Interactive Virtual Text: a Trigsted Pilot
Amanda Hanley and Donald Gabriel, Cuyahoga Community College
Data illustrating the difference in student achievement for online
trigonometry courses driven by the new Trigsted approach versus
software previously used at Cuyahoga Community College will be
presented and discussed. The presentation will include a sample
MyMathLab site of the course as well as student survey results.
TRACK: MyMathLab
Sallie Paschal, Georgia Perimeter College
Learn how the “Teach Academy” program at Georgia Perimeter
College trained teachers to teach sections of mathematics in which
the instructor and each student had a college-issued iPad. The
instructor conducted formal and anecdotal research during the
semester. Come see what we did and what we learned!
TRACK: Calculus
12
session descriptions | friday
FRI - S9 | Oceanic 1 | 11:30 am - 12:15 pm
Tweets, Tubes, and You
Tech-agogy: Appealing to the Culture & Style of
Today’s Students
Graham Smith, Kellogg Community College
No gimmicks here. For the past five semesters, YouTube and Twitter
have allowed the presenter to provide developmental math students
with 24/7 homework help. Students get help exactly when they need
it and the presenter gets more class time for the activities that he
never used to have time to include.
An Entire Math Degree Online
Markus Pomper, Indiana University East
An interactive session for those interested in offering a math degree
online. The presentation will provide a report on how a small public
institution created an online degree program. We will consider
aspects ranging from designing and administering the degree
program to the nuts and bolts of creating online classes.
Knowledge Exchange Networks and MathDL
Bruce Yoshiwara, Los Angeles Pierce College
Teams of Math faculty in three California regions—San Diego, LA,
and the Bay area—have developed a Knowledge Exchange Network
to share exemplary practices and create a Developmental Math
Collection in MathDL. We will describe the processes and tools for
the Network and invite other regions and states to join.
Spreadsheets for Quantitative Reasoning: An
Excel-lent Way to Engage Your Students with
Mathematics
Eric Gaze, Bowdoin College
We will explore how to use spreadsheets to engage students in
Quantitative Reasoning classes. No prior experience with Excel is
needed, but even experienced users will hopefully learn something
new and all will have fun. Context rich problems will provide
the material for this session, including financial and statistical
applications.
Using Maple for Visualization in Multivariate
Calculus
Mary Koshar and Daria Filippova, Bowling Green State University
Students are a product of their experiences, including large sets
of technology influences. This presentation will demonstrate
technology tools (Prezi, Videos, Livescribe, Wordle, WinPlot, Wii-te
Boards, Softchalk, etc.) that connect to students’ technological
cultures and help motivate a deeper understanding of functions.
Examples from developmental level through calculus.
DIYModeling, I
Chris Weld and Frank Wattenberg, United States Military Academy
Part 1: We are developing and testing a course and textbook as
part of the Mathematical Association of America’s Online Book
Project. This course, aimed at juniors and seniors, uses the software
produced by the DIYModeling project to enable students to create
immersive, game quality, three-dimensional simulations focusing
their attention on the underlying science and mathematical models.
Students do not need to know computer programming or how to
use software like Blender or 3DSMax to produce the polygons and
textures used for game quality three dimensional graphics. This talk
will illustrate the things students do in the course.
Part 2: Pursuit-evasion problems and simulations provide an
interesting venue for competition and creativity. We are developing
a series of exercises, projects, and competitions in which students
can develop different tactics for pursuit and evasion and try them
out against each other. Students can get some traction on these
problems beginning with simple two-dimensional models with one
target and one pursuer in which the velocity of each target or pursuer
is a function of the current positions and velocities of both the target
and pursuer. This requires simple vector space operations. More
sophisticated competitions are essentially three dimensional, involve
multiple targets and pursuers, and the acceleration of each target and
pursuer depends on position, location, and rate of climb.
FRI - MML2 | Asia 2 | 11:30 am - 12:15 pm
Increased Learning Through Increased Testing
Kevin Bodden and Randall Gallaher, Lewis and Clark Community
College
Information retrieval through assessment such as testing has been
shown to help increase student learning. The presenters will discuss
their use of computer-based personalized homework together
with a test-retest procedure to help increase student learning in
developmental algebra courses. Procedures and results from several
semesters will be presented.
TRACK: MyMathLab
In this session, we will see how Maple can help students visualize in
three dimensions. Maple overheads for teacher use in class will be
handed out and their use demonstrated. The presenter will also hand
out several possible student assignments, both for in-class use and
as homework, for discussion and exploration.
FRI - S17 | Oceanic 1 | 12:30 pm - 1:15 pm
TRACK: Calculus
Devin Henson, Midlands Technical College
Top Gear: The Super Cars of Calculus
Discussions
Gregory Dlabach
In a highly interactive session, the presenter will highlight strategies
for developing online discussion questions for a survey of calculus
course that are engaging and challenging but also mitigate concerns
over replication and academic integrity. Real examples are presented
that can be extended to many other mathematics courses.
A Commuter Campus Conundrum Solved:
Office Hours Using Skype
A classic problem, especially for commuter campuses, is the
availability of students to come to office hours. Many rush off after
class to obligations with work or kids, or simply do their studies in
the evening. We examine one possible solution to low traffic office
hours using Skype.
13
Online Mentoring and Learning for
College Readiness at UT Austin College
of Natural Sciences
Techniques to Teach Math to Right-hemisphere
Dominant Students
Alison Ahlgren, University of Texas
This presentation will discuss the ways that right- and lefthemisphere-processing students process data and what techniques
can be used to help them master math concepts so that they
can progress to more sophisticated material. These techniques
include the use of technology such as graphing calculators and
computational software and applications.
UT Austin combines educational technology with social networking
to prepare incoming students. Students assess and remediate using
ALEKS and UT-created resources in Quest. Undergraduate workers,
trained as tutors and mentors, are assigned cohorts of students to
tutor, mentor, and encourage over the summer using Facebook,
Adobe Connect, and Skype.
Jill Whealon, Columbia College
DIYModeling, II
Software Should Emulate Conscientious
Instructors by Responding to Every Student
Step
Frank Wattenberg and Chris Weld, United States Military Academy,
and Keith Erickson, Georgia Gwinnett College
John C. Miller, The City College of The City University of New York
Practice software usually accepts only short answers, and the stored
solutions show just one method. Yet conscientious instructors
always request all student steps to provide individually targeted
feedback. Faculty must demand software that responds intelligently
to each student step. This presentation includes history, examples,
analysis and a plan of action.
What’s the Function of Functions in
Intermediate Algebra?
Jay Lehmann, College of San Mateo
Many “early-function” intermediate-algebra approaches introduce
functions early, but don’t revisit them. By using a TI-84, functions
can be “fleshed out” with conceptual exercises and curve-fitting
applications that illuminate function notation, domain and range,
the rule of four, and inverse functions, all essential concepts of
trigonometry and calculus.
Creating Calculus Demos with GeoGebra 4
Carl Spitznagel and Barbara D’Ambrosia, John Carroll University
Could the free software GeoGebra provide the ideal platform for
creating classroom calculus demos? In this talk, we will convince you
that it does, by showing how to use GeoGebra to create your own
demos for your first-year calculus courses.
TRACK: Calculus
Part 1: A Private Planet: The well-known video “A Private Universe”
illustrates how even graduates of a prestigious university in
Cambridge, Massachusetts have fundamental misconceptions about
the seasons. It is not surprising that an electorate and leaders with
these kinds of misconceptions are having difficulty understanding
climate science and climate change. In this talk we use DIYModeling
to help build a better understanding of the Earth’s climate including
models, often called “Snowball Earth,” that help us understand
feedback, tipping points and the Earth’s history of dramatic changes
between equable climate and glaciers as far south as New York City
or even further.
Part 2: Simulating Waterflow: We have developed a model and
simulation of a draining water tank using DIYModeling. We
are expanding this to explore the mathematics behind multiple
interconnected tanks. In this talk, we will demonstrate these and
other applications and show how we have used these to motivate
our students in a variety of mathematics classes. The talk will
include optional hands-on experimentation using inexpensive
laboratory equipment.
FRI - MML3 | Asia 2 | 12:30 pm - 1:15 pm
MyMathLab to Promote Mastery Learning
George Woodbury, College of the Sequoias
The presenter will go over the details of his course that employs mastery
learning. The course grading policy also includes elements of game
design. Besides sharing details about how this can be incorporated in your
courses, the presenter will also share data from his courses.
TRACK: MyMathLab
The Community of Inquiry Model for an Inverted
Math Classroom
Calculus Animations with GeoGebra
Scott McDaniel, Middle Tennessee State University
Kevin Hopkins, Southwest Baptist University
Students’ first experience with the material should occur before
they come to class and this can be evaluated via MyMathLab
and/or a short (one-question) in-class quiz. This presentation will
include strategies to get students to watch a video lecture and the
technology used to create the video lectures.
Geogebra is a free, web-based software that does dynamic
geometry and graphing. The dynamic feature of the software allows
for animations that can illustrate a variety of topics in calculus.
This talk will show some of the animations the speaker has used
in calculus, but also feature some instruction on how to create
such animations. So, come with ideas about what kind of
dynamic illustration you would like to see and perhaps we can
create it together.
TRACK: Calculus
14
Podcasts, Digital Pens, and Other Technologies
for Enhancing Learning: Examples from
Statistics Courses
Redesign and Readiness Results
Ginger Rowell, Natasha Gerstenschlager, Brandon Hanson,
and Joel Rowlett, Middle Tennessee State University
Based on research, presenters share examples of using podcasts, digital
pens and other technologies to improve student learning in face-to-face
and/or on-line courses. Examples are from statistics courses; however, the
approach can be applied to math courses. Brief demonstrations of how to
develop instructional materials using these technologies are presented.
Phoebe Rouse, Louisiana State University
If you like data, then this is the presentation for you. With eight years
of redesign and six years of college readiness experience, we can
show quantifiably how these programs have made a difference in
student learning outcomes. Details will be given showing how you
can have these same results.
Military Applications
Chris Arney, Kathryn Coronges, and Anthony N. Johnson, United
States Military Academy
A Look at SMART Notebook Math’s Equations,
Tables, and Graphs
David Ray, University of Tennessee at Martin
The presenter will demonstrate the use of the equation editor, the
table function, and the graph function of SMART Notebook Math in
creating lecture notes for the classroom. He will also show some of
the problems that arise when using these functions.
Engaging Student Using Interactive Media
Stephen Zuro, Joliet Junior College
Dynamic graphics and interactivity can greatly enhance the learning
experience. This presentation focuses on the use of interactive
technology used in a liberal arts math course, specifically focusing
on logic and truth tables, and how it can help engage students.
Telling the Stories of Interactive Calculus
Figures
Eric Schulz, Walla Walla Community College
The calculus eBook is filled with hundred’s of interactive figures
ready to tell their stories, but what if a reader doesn’t see the story
line on their own? Links to screencasts are being added to the eBook
for the interactive figures in which readers will hear the author
narrating the story line of the figure at the same time they watch the
figure change in sync with the narration.
TRACK: Calculus
Calculus on Demand: Capitalizing on the Power
of Technology to Revolutionize Instructional
Delivery
Jeffrey Steckroth, Christopher Newport University
The presenter, a mathematics educator, will describe how a
traditional Calculus I course was redesigned to take advantage of
web-based technology to deliver instruction on demand outside
of regular class hours. Results of a controlled study will be shared
along with specific design characteristics and technological
resources utilized.
Modeling of Insurgency and Counter-Insurgency Strategies and
Operations: We model insurgency and counter-insurgency (COIN)
operations with a large-scale system of differential equations and
a dynamically changing coalition network. We use these structures
to analyze the components of leadership, promotion, recruitment,
financial resources, operational techniques, network communication,
coalition cooperation, logistics, security, intelligence, infrastructure
development, humanitarian aid, and psychological warfare, with the
goal of informing students of the capabilities of models to inform
tactics, operations, and strategy. Our simulation model combines
elements of traditional differential equation force-on-force modeling
with modern social science modeling of networks, psyops, and
coalition cooperation in order to understand and improve COIN
strategy. We use this example in a course for our students.
Teaching Linear Algebra using Networks: Mathematical analysis of
networks is being used as a powerful tool in many areas. I use the
intuitive aspects of network analysis to teach students a type of
linear algebra called relational algebras using a computer software
package called ORA (Organizational Risk Analyzer). The technique
has awakened a plethora of applications of linear algebra to real
world problems and peaked the interest of students in such a way
as to have them reconsider mathematics as a path of study. I will
outline the procedure in detail giving you the tools to use it in your
classrooms. I will also give a report on the number of students
ranging from high school to post doctoral graduates who have
mastered the art of relational algebras and have used it to reveal
very interesting things about networks.
FRI - MML4 | Asia 2 | 1:30 pm - 2:15 pm
Customize MyMathLab Using Camtasia,
OneNote, Web 2.0 Tools, and the CLOUD
Teri Barnes and Lisa Lindloff, McLennan Community College
This presentation demonstrates the use of Camtasia software
and Microsoft OneNote to record lectures. It will show how to
incorporate these and Web 2.0 applications into your MyMathLab
course. Using these tools, along with the portability of the
MyMathLab CLOUD, can improve an already great Pearson product.
TRACK: MyMathLab
15
Building Interactive Math Applications Using
Javascript and HTML 5
Computer and MyLabsPlus Incorporated
Innovative Teaching of Large Calculus Classes
Kuppalapalle Vajravelu and Tammy Muhs, University of Central Florida
You have just created a mathematical web page masterpiece. Now
you want to see if your students are truly “getting it.” You don’t
want to get into Flash, Java, Computer Algebra Systems, or Learning
Management Systems. What can you do with just the essentials—
Javascript, CSS style sheets, and HTML? How far can you go? Can
the students run it on their smartphone? In this workshop, we will
go behind the scenes and show how to put together some very
effective interactive math applications, complete with graphics and
dynamic feedback. This is not a replacement for the sophisticated
tools and products already out there. This is for those who want to
make lightweight, standalone components to test understanding,
provide instant feedback, and then embed them seamlessly in their
web pages. A library of example problems will be provided, which
you can freely modify.
The session presents computer- and MyLabsPlus-incorporated
innovative teaching of large calculus classes at the University of
Central Florida. Also, details related to various components of the
course (daily homework sets, skills tests, applications sessions with
TAs, in class tests, and comprehensive final exam) will be presented
in detail. Furthermore, under the present economic situation, how
to obtain optimal results without sacrificing the traditional teaching
techniques will be brought out in depth: thanks to computers and
computer software.
Enhancing Hybrid and Online Courses
Martha Goshaw and Eden Donahou, Seminole State College
The presenter will demonstrate several resources she has used to
enhance her hybrid and online classes, including Jing, Camtasia, and
Live Scribe.
Developmental Algebra Reform is Dead Without
Neuroscience & Technology
Edward Laughbaum, The Ohio State University
Yes, everything new in developmental algebra is old, except the
application of neuroscience to develop student understanding
and long-term memory. Neuroscience outcomes work best with
technology to create external actions that evoke the desired neural
responses that cause understanding and long-term memory. The
technology of choice is the graphing calculator.
Interactive Mathematics Tutorials Using Excel:
The Next Step
Mariano Rodrigues, University of Phoenix
Excel provides us with a very good learning environment, in most
cases costing nothing extra. When you need examples, Excel will
provide thousands. In this session, you will see many self-guided
tutorials on topics from pre-algebra through calculus and statistics.
Technology Enhanced Large Calculus Lectures
Elizabeth Miller, The Ohio State University
Come learn how we used a SMART Podium, Camtasia, Interactive
Figures, and a text-message-based clicker system to transform
the calculus lecture experience at OSU. See results on student
satisfaction, instructor satisfaction, and grades. Find out what we will
be trying next. This technology could be used in any math lecture.
TRACK: Calculus
Issues Related to the Algorithmic Generation of
Test Items
Timor Sever, Houston Community College
In this presentation, we will discuss the issues related to the
algorithmic generation of mathematics test items. The focus of the
presentation will be to compare and contrast certain characteristics
of algorithmically generated problems. Topics will include
advantages and disadvantages, problem type homogeneity,
answer characteristics, and solution paths.
Using Technology with Partial Differential
Equations
Drew Wilkerson and Stanley Florkowski, United States Military
Academy, and Bob Palais, Utah Valley University
Part 1: Calculus and Molecular Medicine: DNA melting curves detect
the unwinding of double helices as a function of temperature. They
can be measured rapidly, economically, and accurately and are highly
sequence-specific. Differences can be used to determine organ
transplant compatibility, the type of a virus, or genetic susceptibility
to disease. We will show several ways that calculus was used to
develop this technology, including exponential background removal,
finding the maximum of the minimum distance between multiple
curves, and an inverse function theorem for second derivatives.
Part 2: Combining Computer Graphics and Interactive Learning
Techniques to Enhance Learning: Partial Differential Equations
pose many difficult concepts for students. Problem derivations are
often long, resulting in a series of terms where it can be difficult to
envision the solution. More often than not textbooks on the subject
have limited visual aids for learning. Using a symbolic program like
Mathematica or Maple sometimes allows students to forge a better
understanding of differential equations visually. The techniques
provide observers with phase portraits relating Eigen Values and
Vectors in a graphical display. Afterwards an interactive assessment
on the audience will qualitatively demonstrate these basic ideas.
FRI - MML5 | Asia 2 | 3:00 pm - 3:45 pm
MyMathLab in College Algebra and Beyond
Kimberly Walters, Mississippi State University
We have been successfully using MyMathLab in college algebra
and our students continue to be successfull in their next course.
Find out what are we doing and how we will continue to help our
students learn.
TRACK: MyMathLab
16
Design on a Dime: Using Free or Inexpensive
Technologies to Enhance Your Courses
Teaching Math—Integrating Reading Strategies
Makes a Difference!
Randall Gallaher and Kevin Bodden, Lewis and Clark Community
College
Lynn Marecek and MaryAnne Anthony, Santa Ana College
The presenters will discuss ways current technologies can be
maximized to increase student learning while keeping costs
manageable. Textbook resources, multimedia, freeware, and social
networking sites can be low cost educational resources.
Do you expect your students to read the textbook, and then complain
when they don’t? Do your students view their math text as just
a collection of exercise sets? Become proactive in helping your
students learn how to read their textbook effectively. This session
will show you how!
What Does It Take for Students to be Successful
in an Online Mathematics Course?
Two Student Projects
Jennifer Hegeman, Missouri Western State University
Part 1: Predicting the Number of Meals Served in the Cadet Mess
Hall: The cadet mess hall at West Point serves nearly 4,500 cadets.
During academic year 2010 113,000 extra meals were prepared but
not eaten. Successfully modeling the number of cadets who eat
at each meal can save taxpayers money and lower the amount of
wasted food but minimizing the sum of squared errors is not one
of the better criteria for a good model. This project looks at several
different criteria for best fit, develops models based on different
criteria and looks at the implications for different stakeholders.
To enhance student learning and reduce costs, colleges and
universities are encouraged to redesign large-enrollment, multisection courses using technology. What learning resources are
essential in a fully online general studies mathematics course if
student learning outcomes are to be improved?
Up Close & Personal: Using Videos and
Pencasts to Enhance Mathematics Classes
Joan Raines and Lawanna Fishter, Middle Tennessee State University
In this presentation, the participants will examine numerous
technologies such as videos and pencasts that can be used in the
college mathematics classroom. They will see examples of these
technologies and discuss ways to incorporate them into their own
courses and into the MyMathLab course management system.
Michael Wright and Sean Poyner, United States Military Academy
Part 2: Why I’m Safe without Flu Shots – iPad-based Variations on
the SIR Model: This project was motivated by the much-studied
differential equation-based SIR model for the spread of an epidemic
and by two-dimensional simulations in which moving agents bounce
off each other. The LUA-based language Codea (nee Codify) on the
iPad was used to produce a game-like Monte Carlo simulation, which
was used to create and study several interesting variations of the SIR
model in which geometry and parameters like the difference in the
speed of susceptible, infected, and removed agents can be varied.
Results were compared with differential equation-based models.
The portability of the iPad played an important role because work
on the project took place on “planes, trains, and automobiles”
and at odd times.
Getting Going with Autograph for Teaching and
Learning Mathematics
Alan Catley, Tynemouth College
FRI - MML6 | Asia 2 | 4:00 pm - 4:45 pm
This session is aimed at developing confidence at utilizing the many
interactive features of Autograph in teaching and learning algebra,
graphing, calculus, geometry, trigonometry, 3D vectors, and statistics.
As well as catering for delegates with no prior knowledge of using
Autograph, experienced users will also benefit from the presentation.
Creating and Using Interactive “Play” Modules
Richard Mercer, Wright State University
An interactive module with a single control will hold student attention
for a very limited time, perhaps only seconds. Using Mathematica, one
can create a much richer interactive “sandbox” with many controls
where students can “play” with objects and concepts of interest.
TRACK: Calculus
Exploring CAS Technology to Form Conjectures,
Furnish Proofs, and Discover Counterexamples
The judicious deployment of CAS technology enables one to become
an independent learner in the spirit of discovery. This session engages
participants through activities in calculus, discrete mathematics, and
number theory entailing the harmonic series, the Fibonacci sequence,
and variations of Euclid’s proof on the infinitude of primes.
Case Study: Redesigning Developmental
Math to Improve Success using MyMathLab
(Emporium Model)
Teresa Betkowski, Gordon College
A course designed for two groups of students: those reaching
the end of a course having mastered much of the material but not
enough to pass the course, and those who place into the lowest level
but are capable of progressing through the course at their own pace
for completion.
TRACK: MyMathLab
SMART Board Podcasting: Practical Tips to
Increase Effectiveness and Decrease Effort
Thomas Hartfield, Gainesville State College
With a handful of resources and some basic resourcefulness,
instructors can publish their lectures as easily accessible podcasts.
Traditional students expect diverse uses of technology while
non-traditional students are looking for any help they can get; this
presentation will help you satisfy both with fewer headaches.
17
Teaching Statistics Online
Divergent Thinking in a Hybrid Geometry
Environment
Pamela Omer, Western New England University
After teaching several semesters of Introductory Statistics Online,
the presenter has developed some techniques that have made the
course very successful. We will discuss the use of MyStatLab (MSL)
and Statcrunch along with other supplemental resources used in
the course. She has taught the course online at the undergraduate
and graduate levels and can provide some great feedback regarding
teaching online.
Glitzy Math: The Mathematics of Computer
Graphics
Thomas Pirnot, Kutztown University of Pennsylvania
This presentation will give a multimedia introduction to the
mathematics used to create the amazing graphical objects that are
prevalent in today’s popular animated movies and video games. It will
provide instructors of algebra and geometry a state-of-the-art answer
to the question so often asked, “What is this good for?”
Nikita Patterson and Darryl Corey, Kennesaw State University
The presenters will discuss the problem solving strategies and
evidence of divergent thinking by in-service teachers in a hybrid,
technology-rich, graduate Geometry course. The teachers used a
variety of technologies such as, graphing calculators, MS Excel, and
Geometer’s SketchPad to assist in the problem solving process.
Energy, Climate Science, and Public Policy
Victor Trujillo and Frank Wattenberg, United States Military Academy
This session will showcase classroom-ready materials using
mathematics and mathematical modeling to build understanding
of climate science, energy, and public policy. At the same time,
these materials will help students learn topics in the undergraduate
mathematics curriculum.
FRI - MML7 | Asia 2 | 5:00 pm - 5:45 pm
Using MyMathLab to Meet the Needs of Adult
Learners in Online College Mathematics
Courses
Technology and Student Outcome in College
Algebra Course
Lalitha Subramanian, Potomac State College of West Virginia
University
The various types of technologies used by the presenter in the
college algebra course is presented. The role of each technology in
the course structure and deliverance is explained. Finally, analyses
of student attitude survey and comparative analyses of student
performance in hybrid and online courses are presented.
April Parker, Troy University
A discussion on how MyMathLab, in conjunction with best
practices of on-line education, can be utilized to promote the
success of adult learners.
TRACK: MyMathLab
Clickable Calculus: Syntax-Free Computing in
Maple
Teach the syllabus, not the CAS tool. With Maple 15’s “point-andclick” paradigm, you don’t have to teach the software because it’s
virtually syntax-free. Using no commands, just palettes, Assistants,
Tutors, and Task Templates, we’ll solve standard (and not so
standard) problems from calculus, differential equations, and
linear algebra.
TRACK: Calculus
Turning Developmental Math Inside Out
(and Loving It!)
Nancy Forrester and Malissa Trent, Northeast State Community
College
Northeast State recently completed a redesign of developmental/
learning support math courses based on new Tennessee guidelines.
The new system uses MyMathTest for placement and MyLabsPlus/
MyMathLab for content. The courses are completely automated with
no traditional lecture. An overview of the courses will be shared, as
well as successes and outcomes.
18
Saturday SESSIONs
SAT - S57 | Oceanic 1 | 8:00 am - 8:45 am
Answering Math Questions Using Mimio Tablet
Quality Enhancement Plan (QEP) – Five-Year
Report on Hybrid Learning in Math Hubs
Melissa Reid, Rowan-Cabarrus Community College
This presentation will include step by step instructions on how to
“write” on the Mimio tablet and upload into an email. Also, the
presenter will be demonstrating how to voice record your steps, all
using the same software. Last, using Live Meeting, she will show
how convenient it is to use the Mimio tablet for online office hours.
Robert Indrihovic, Florence-Darlington Technical College
The presentation contains five years of statistics for our SACs QEP
comparing student success in developmental/prerequisite math
classes in traditional classrooms and in our math hubs. The Hubs
utilize a hybrid methodology of self-paced and guided instruction,
and individualized modular learning components that allow many
students to complete more than one course in a semester.
SAT - S58 | Asia 5 | 8:00 am - 8:45 am
Do the Math! Redesigning Developmental Math
in Hawaii, Kentucky, and Tennessee
Azar Raiszadeh, Chattanooga State Community College
Four partners from around the nation have joined forces in the Do
the Math! Next Generation Learning Challenges project. Jefferson
CTC (KY), Maui College (HI), Chattanooga State (TN) and Education
Trust (D.C.). are redesigning developmental math to increase student
engagement and learning. Project details will be shared.
TRACK: Course ReDesign
Math Literacy for College Students: Connecting
MyMathLab, Redesign, and Quantway
Kathleen Almy and Heather Foes, Rock Valley College
MLCS is part of an AMATYC initiative and the Carnegie Quantway
project. It offers an innovative way to redesign that uses integrated
contextual content, technology, and MyMathLab to create a new
experience in developmental math. Attendees will receive ideas for
course development, a sample course outline, and a sample lesson.
Student Exploration Activities Using
Mathematica
Nora Strasser, Friends University
Creating Mathematica explorations using the manipulate command
will be demonstrated. Students can use the Mathematica activities
generated to explore different graphing concepts. Student
worksheets that direct the explorations will be included as handouts. Mathematica is not needed on the student computers since
interactive Mathematica notebooks run using the CDF player.
The Challenge of Real Data
Robert Gould, University of California–Los Angeles
Teaching with real data is good for many reasons, but getting real
data from the computer into the classroom is not always easy. Much
of the data that students see every day, data from Facebook and
Twitter, do not always fit into the paradigm of most textbooks. We’ll
talk about these challenges and some solutions.
TRACK: Statistics
Creating Animations
Rosemary Farley and Patrice Tiffany, Manhattan College
We have created a six step method to create complicated animations
using the computer algebra system Maple. We will show how easy it
is to adapt this method to create your own graphs. Several different
animations will be presented including some from linear algebra,
probability, curve fitting, and chaos theory.
session descriptions | saturday
Preparing Perservice Math Teachers to Teach
with Today’s Technology – Keeping Them Up
to Date
Bill Blubaugh, University of Northern Colorado
As new technology tools for instruction and delivery of secondary
level mathematics continue to surface and older tools improve or
change, so also must a course that focuses on the preparation of
teachers for tomorrow’s classrooms. The presentation will focus on
both course content and specific technology examples.
TRACK: Teacher Preparation
SAT - S64A | Oceanic 8 | 8:00 am - 9:45 am
Putting the “I” in ICTCM: Some International
Comparisons
Antonio Quesada, The University of Akron, Ma. Louise Antonette
De Las Peñas, Ateneo de Manila University, Marian Kemp & Barry
Kissane, Murdoch University, Gerard Laurence N. De Las Peñas,
Xavier School
In this panel, colleagues from Australia and Philippines will address
how the integration of technology is progressing in their countries.
What did and did not work for them? Lessons learned.
SAT - MML8 | Europe 1 | 8:00 am - 8:45 am
Developmental Math: From Prevention to the
Cure
Jane Wampler, Naugatuck Valley Community College
This session will demonstrate how Naugatuck Valley Community
College (NVCC) in Connecticut integrates a pre-placement test
refresher math program created using “MyMathTest” with selfpaced mastery-based course create using “MyMathLab” to form
a complete mathematics sequence that provides students with
an opportunity to obtain success faster and further through the
developmental math curriculum. Additionally, attendees will learn
how to develop an intervention math program that refreshes those
students’ math skills that have been away from school for an
extended period before they take the placement test and how the
self-paced program allows students who must take developmental
courses to progress quickly at their own pace. These components
allow students to advance to college-level courses in a more timely
fashion than the traditional methods of instruction. Both programs
are computer-aided and self-paced.
TRACK: MyMathLab
Twitter-ing Mathematics
Sarah Mabrouk, Framingham State University
If 140 characters can be used to follow a variety of celebrities and
topics then why not use 140 characters follow classes and to learn
mathematics as well? Come learn how to use Twitter as a resource
for teaching and learning.
19
SAT - S66 | Asia 5 | 9:00 am - 9:45 am
Course Redesign: The Best of Both Worlds
Using the History of Mathematics Technology to
Enrich the Classroom Learning Experience
Andreana Grimaldo and Denise Robichaud, Quinsigamond
Community College
Sarah Greenwald and Jill Thomley, Appalachian State University
As instructors we need to provide our students with the best of
both worlds–online and paper resources. Within the confines of
course redesign, we were able to bring back paper work into our
developmental math classes, both face-to-face and online. Guess
what? Our students loved it and achieved better success!
There is a long and interesting history of the use of technology in
mathematics and mathematics education, including many types of
calculators, computers, and mathematical software. This use has had
an impact on society and has been affected by society. Introducing
such history into the classroom may enrich students’ experience.
Clickers in College Algebra, from Grant
Initiatives & Collaboration with Local
Community Colleges & Universities
Learning Mathematics – It’s at your Fingertips!
Humberto Laurel, Laredo Community College, David Morales, Laredo
Community College/Texas A&M International University, Claudio
Valenzuela, SW Texas Junior College/Sul Ross University
Hands-On Demonstration–set up classes to use for data purposes;
Creating Clicker Questions from a file bank of over 400 Questions
(Gathered from Pearson’s Active Learning Questions and past
conferences) to be shared with attendees; Content and Process
Question Strategies (a la Derek Bruff); & Reporting on Data Collected.
Mastery Learning and MyMathLab
in Developmental Mathematics
Arunas Dagys and Patricia Petkus, Saint Xavier University
Using the combination of Mastery Learning and MyMathLab we
have had great success in our developmental mathematics courses.
We will share our observations and discuss where to go in the future
and discuss our summer bootstrap program that is helping students
improve their mathematics placement.
Phyllis Bolin and Michael Bolin, Abilene Christian University
This presentation describes a research project designed to determine
the effectiveness of the use of mobile learning activities on student
learning in mathematics content classes for pre-service elementary
teaching majors. Strategies include the utilization of iPads providing
a common learning device with applications encouraging student
collaboration, discussion, and engagement.
TRACK: Teacher PrepAration
The Perfect Storm – Redesigning Developmental
Math at Northern Virginia Community College
Teresa Ryerse Overton and Beverlee Drucker, Northern Virginia
Community College
The winds of change swept to Virginia and lead to an immense
redesign. Learn how a large multi-campus institution is using a
modified Emporium Model and individualized instruction to teach
developmental math. MyMathLab and MyLabsPlus are used to assist
with administration and instruction.
TRACK: MyMathLab
Make a Math Video Somebody Will Want to
Watch
Technology in Statistics
Marty Triola, Dutchess Community College
Frank Ives, University of La Verne
Statistics courses have been revolutionized by technology. The presenter
will describe the importance, the role, and the effective use of technology
in teaching statistics. He will discuss different technologies, including
Excel, Minitab, SPSS, SAS, STATDISK, and the TI-83/84 Plus calculator.
Do you personalize your MML courses with your own videos or are
you planning too? The talk will discuss various aspects of making
engaging math videos that people will actually want to watch.
Whether you already make videos or plan to in the future come join
the discussion of the do’s and don’ts of making math videos.
TRACK: Statistics
SAT - S74 | Asia 5 | 10:30 am - 11:15 am
Mathematical Modeling: The Four Seasons
Lessons Learned! Redesigning our Redesign
Paul Bouthellier, University of Pittsburgh–Titusville
Karen Wyrick, Cleveland State Community College
Elements of the four seasons are modeled in 3D: grass, trees, snow,
lightning, leaves, clouds, fog, rain, and more. Models are created
using splines, Bezier curves, polygon meshes, rotation matrices and
quaternions, translations, and scaling. The mathematics are written
in programs and rendered in Poser, Studio 3D Max, and Maya.
Karen Wyrick is the chair of the math department at Cleveland State
Community College, where they have implemented course redesign
throughout the department. Karen will highlight the details of the
redesign project while giving an update on the future redesign. She
will also share the results of a study of the redesign and its impact
on student success—both in developmental and college math.
Karen will also discuss some of the lessons learned from this
redesign, such as continuous enrollment, math on demand and
the one room schoolhouse.
20
SAT - S75 | Oceanic 3 | 10:30 am - 12:15 pm
The Power of a Math Coach: Unchanging
Principles in Times of Changing Technology
Introduction to Mathematics Manipulatives:
Preservice Teachers Create Digital Stories
Illustrating Types and Application of
Manipulatives
John Tobey and Jeff Slater, North Shore Community College, Jamie
Blair and Jennifer Crawford, Orange Coast College
A good coach can help a struggling athlete become successful in
sports. We have seen how a good friend can coach us in gardening,
fitness training, photography, or anything else we would like to learn.
A good math coach can enable a struggling math student to succeed
in developmental math.
Diverting Disaster with Algebra
Sandra Browning, Jana Willis, and Donna Smith, University of
Houston–Clear Lake
This presentation will describe a project designed to familiarize the
teacher candidates with mathematics manipulatives. During the
project the candidates researched the history and typical uses of
an assigned manipulative then created a digital story illustrating
a manipulative-based activity designed to teach concepts from
assigned state and national standards.
Mary Anne Petruska and Sharon Adams, Pensacola State College
Linear Programming is an everyday part of our lives. Its uses come
into many fields. This session will go over the basics of the Inequal/
Inequalz App for the TI-83+/84+ family of calculators and how the
App is used to facilitate the understanding of the fundamentals of
Linear Programming through natural disaster mitigation.
Statistics: Using Applets for Concept
Development and Projects for Assessment
SAT - S80A | Oceanic 8 | 10:30 am - 11:15 am
Student Centered Learning with Technology in
the Teaching of Precalculus and Calculus
Ma. Louise Antonette N. De Las Penas, Ateneo de Manila University
The talk will discuss the use of technology as a means to foster
student centered learning (SCL) for pre-calculus and calculus students.
SCL methods via advanced scientific calculators, dynamic geometry
software and an interactive website will be highlighted as a basis for
classroom discussion, avenues for evaluation and facilitating proofs.
TRACK: Pedagogy
Marsha Davis, Eastern Connecticut State University
In order for students to learn the basics of statistical thinking and to
understand important concepts that underlie statistical reasoning,
they need experience with the concepts and opportunities
to practice what they have learned in authentic settings. This
presentation includes applet-based activities designed for concept
development and related assessment projects.
TRACK: Statistics
Using MyMathLab Across the Mathematics
Curriculum.
Wojciech Kosek, Colorado Technical University
MyMathLab is used on our campus in math courses across the
curriculum, ranging from calculus to developmental math. This
session will provide an opportunity for us to share the experience
and lessons learned and will allow the participants to exchange their
comments, experiences, and points of view.
Applications of Complex Variables in the
Sciences and Engineering with MATLAB
TRACK: MyMathLab
David Szurley, Francis Marion University
Many courses in complex analysis concern themselves with
manipulations of complex functions. However, complex variables are
used within many real-world applications, including data compression
and air flow over a wing. In this presentation, we will consider and
use MATLAB to help illustrate real-world applications of complex
variables.
An Introduction to Sage
Scott Randby, The University of Akron
Sage, a free software alternative to Mathematica and Maple, allows the
construction of interactive worksheets that are accessible via any web browser.
Installing and using Sage, creating worksheets and interactive components,
and the feasibility of using Sage in the classroom will be discussed.
SAT - S82 | Asia 5 | 11:30 am - 12:15 pm
Real-Life Projects for Student Assessment in
Gen Ed Mathematics (Online and Classroom)
Joseph Sukta, Moraine Valley Community College
Eleven projects, corresponding WORD files and project solutions are
shared. WORD files can be modified before assigning. Step by step
instructions for the TI-83 calculator (list management, evaluating
formulas, using memory and graphing,) are provided. Projects are
used in my online and classroom Gen. Ed. Math course.
Course Redesign: The Role of the Teacher in
Redesign
Sandee House, Georgia Perimeter College
Come to this session to learn about the current trend of redesigning
developmental math using technology to (a) improve pass rates
and (b) decrease costs to the institution. The presenter will share
the history of course redesign, data from successful redesign
programs, and suggestions regarding the new role of teaching in the
increasingly popular “emporium” and/or “modularization” models.
21
SAT - S88A | Oceanic 8 | 11:30 am - 12:15 pm
Effect of Active Learning on Academic
Proficiency for Community College Students
Enrolled in Developmental Mathematics
The Development Of Online Numeracy Modules
for First Year Undergraduate Students at an
Australian University
Hope Essien, Malcolm X College
Marian Kemp, Murdoch University
The purpose of this presentation is to show how instructors in the field
of mathematics may promote active learning and main obstacles to
reach expected target. The problem is investigated from the perspective
of students, teachers, and administrators in community college. The
educational cultural paradigm could be shifted and many obstacles could
be overcome when students are engaged with active learning.
Critical thinking about quantitative aspects of print and electronic material
is essential for successful tertiary study and informed citizenship.
Many students lack the background and confidence to engage with the
quantitative material that they encounter and this presentation describes a
set of online Numeracy Modules designed to help them.
TRACK: Pedagogy
SAT - MML11 | Europe 1 | 11:30 am - 12:15 pm
Easy Beamer Presentations with the TeX Editor
LyX 2.0
Dennis Pence, Western Michigan University
Developmental Student Success in Courses
from College Algebra to Calculus
Betsy Kuhn, Edgar Fuller, Douglas West, and Jessica Deshler, West
Virginia University
The “visual” TeX editor LyX 2.0 (now 15 years in development)
makes it very easy to create a presentation (as a PDF) using the
document class beamer. This session will show participants how to
make a simple presentation and how to use a template to begin to
learn more advanced topics.
We will present data tracking the success of students who have completed
a self-paced hybrid developmental math course delivered using MyLabsPlus
in courses from college algebra to calculus at the university level.
SAT - S89 | Oceanic 1 | 12:30 pm - 1:15 pm
Investigating the St. Petersburg Paradox
with Maple
Joel Fowler, Southern Polytechnic State University
We explore problems associated with the Saint Petersburg Paradox,
beyond the usual expected value computation for a single play of the game.
Maple is used to simulate repeated plays of the game, as well as for the
computation of various theoretical probabilities relating to the game.
TRACK: MyMathLab
Using iPads to Transform Learning Spaces
Timothy Lucas and Brian Fisher, Pepperdine University
Traditionally, research on technology in mathematics education
focuses on interactions between the user and the technology, but
little is known about how technology can facilitate interaction among
students. We have observed that introducing the iPad, a portable
device with intuitive applications, fundamentally changes the learning
space and enhances student collaboration.
TRACK: Statistics
SAT - S90 | Asia 5 | 12:30 pm - 1:15 pm
An Online Precalculus Course Using ALEKS (An
assessment and learning software)
Sarah Eichhorn and Rachel Lehman, University of California–Irvine
The University of California recently instituted a pilot project to study
best practices and student learning in online college mathematics
courses. As part of this pilot program, UC Irvine developed an online
precalculus course. ALEKS software is used as the main instruction
and assessment tool for the course, with additional faculty lecture
videos and live online disicussions/office hours.
A First Calculus Course Using Numerical Tools
and Modeling
Brian Birgen, Wartburg College
Our calculus redesign consists of students learning the concepts of
differentiation and integration by focusing on mathematical modeling
and numerical solutions to differential equations. Topics covered
include Euler’s method, the Newtonian model for air resistance, the
buoyancy of hot air ballooning, predator-prey models, malaria, and
more.
Teaching Mathematics Using the SmartPen
Modeling Health Insurance Costs in College
Algebra—How to Develop a Student Project
Robert Vilardi, Troy University–Montgomery Campus
David Graser, Yavapai College
Many technologies have emerged that allow instructors to post notes
post lectures, or even create podcasts. Although these technologies are
powerful they are time consuming to produce. There is a technology
that can marry timeliness and the desire to provide students with the
most complete study materials available, the SmartPen.
In this presentation, the presenter describes a strategy for comparing
health insurance plans utilizing piecewise linear functions. He’ll
explain how to implement this strategy in a project for college
algebra and finite math students. In addition, he’ll discuss the
logistics of using projects in traditional, hybrid, and online classes.
22
SAT - S96A | Oceanic 8 | 12:30 pm - 1:15 pm
Free and Open Online Homework for a Free and
Open Textbook
An Australian Initiative to Improve Students’
Engagement in Mathematics
David Lippman and Melonie Rasmussen, Pierce College
Barry Kissane, Murdoch University
WAMAP.org and MyOpenMath.com run IMathAS, an open
source online course management and assessment tool, providing
immediate feedback on algorithmically generated questions with
algebraic answers. Come see how WAMAP.org was utilized in
course shells built for an open Before Calculus and trig textbook as
part of the Washington Open Course Library project.
Maths by Email is a free email-based newsletter, directed at school
students and others in Australia, sponsored by Australia’s premier
scientific research organization to increase the attractiveness of
mathematics to young people. The presentation will showcase
newsletter content and provide early research evidence of its
effectiveness.
TRACK: Pedagogy
SAT - MML12 | Europe 1 | 12:30 pm - 1:15 pm
Going for the Gold with Statistics,
Spreadsheets, and Sports
Roosevelt University’s Math PReP (Placement
Reassessment Program)—Placement and
Remediation with MyMathTest
Carrie Grant and Julie Jurgens, Flagler College
This presentation will include discussion and demonstration on
how to integrate college courses via a Learning Management
System. Various activities and projects will be presented; online data
collection, video games data, data organization and interpretation
using Excel, and file sharing. Attendees will be given handouts of
Excel activities and project ideas.
TRACK: Statistics
Mary Williams and Cathy Evins, Roosevelt University
Math PReP is a self paced review and testing program. Using
MyMathTest, students at Roosevelt University can challenge their
math placement. Based on pre test results, MyMathTest generates
an individualized study plan for each student. Once the study plan
is complete, students take the course exam again. If mastery of
the material is shown, the student is moved to the next level math
course. Students can also use the program to review course material
before or after taking the course.
Using Graphs to Break Ciphers in Cryptography
TRACK: MyMathLab
Neil Sigmon, Radford University and Rick Klima, Appalachian State
University
This presentation discusses how polyalphabetic ciphers, particularly
the Vigen cipher, can be broken using graph comparisons involving
certain ciphertext letter frequency distributions using Maplets. Also,
we discuss how this technology can be used to teach cryptography
to a general education audience and to promote a new textbook for
this purpose.
Best Practices in Teaching Mathematics Online
Welcome to a Barn Raising – the Development
of Valencia’s Math 24/7 Tutorial Website
Jody DeVoe, Cathy Ferrer, and Jennifer Lawhon, Valencia College
The presenters will describe the ongoing collaborative efforts of
over twenty faculty members and several different technologies
used to develop Valencia’s Math 24/7 Tutorial Website. Free
software and applets, along with Smartpens and flipcams are
inexpensive tools that can be used to produce educational media
quickly, cheaply, and conveniently.
Kumara Jayasuriya, Purdue North Central
Online teaching is common in many institutions of higher education,
ranging from hybrid courses to fully online experiences delivered
using many different course delivery tools. In this presentation,
the presenter will give a summary of research based practices of
teaching online mathematics courses.
Web Based Tools, Apps, and Animations for
Visualization and Exploration
Kathryn Ernie and Erick Hofacker, University of Wisconsin–River
Falls, Sherrie Serros, University of Wisconsin–Eau Claire
Interacting with dynamic math objects, students have the
opportunity to collect data in multiple representations (visual, tabular,
numeric). Through explorations students can make connections
between these forms and create conjectures about mathematical
relationships. Using visual models students may also confront
common misconceptions. In this presentation, multiple web based
tools will be exemplified.
SAT - S98 | Asia 5 | 1:30 pm - 2:15 pm
Diary of a Modular Math Redesign
Honey Kirk, Palo Alto College, Tony Bower, St. Philip’s College, Amy
Collins, Northwest Vista College, Dianna Lee, Northeast Lakeview
College, Paula McKenna, San Antonio College
As part of a state-wide developmental education improvement
initiative, five community colleges in San Antonio designed modular
math courses. This session will present the process we experienced
completing this design and piloting the courses. We will also include
the lessons learned and our results.
“Friends” Can’t Do Math;
Can Mr. Spock Do Any Better?
Lisa Lister, Bloomsburg University, Lynne Ipina, University of Wyoming
In today’s modern world of technology, students spend more time
on computers and in front of televisions, than reading books. In
this presentation, we will show how clips from popular movies and
television shows are used to motivate real world problems.
23
Incorporating Projects in College Mathematics
for an Online Environment
The Preparation of Secondary Pre-service
Mathematics Teachers on the Integration
of Technology
Denise Nunley, Glendale Community College, and Alicia Collins,
Mesa Community College
One benefit for students in a college mathematics course is relating
the curriculum to life. Projects are a way to connect mathematics
and show students this relevance. The goal of this presentation is
to demonstrate how projects can be incorporated into an online
curriculum without adding work for the instructor.
Simulation and Resampling Methods in
Introductory Statistics
Michael Sullivan, Joliet Junior College
This presentation will focus on the bootstrapping method of resampling
in order to estimate the value of an unknown parameter as well as
permutation tests in order to perform tests of significance. The presentation
will utilize the statistical software packages StatCrunch and MINITAB.
Antonio Quesada and Laurie Dunlap, The University of Akron
Are we preparing our pre-service secondary teachers to properly
use the capabilities that hand-held graphing technology (HHGT)
provides? To answer this question, we established criteria on
how the integration of HHGT, without CAS, expands the study of
mathematics at the secondary level. A test based on the established
criteria was initially administered four years ago to three intact
groups consisting of 46 pre-service secondary teachers from three
universities in the Midwest of the USA. We compare the results with
those obtained over the last two years with two additional intact
groups. Students were also asked to answer a survey where they
rated their knowledge on the established criteria. In this presentation,
we will share the criteria and a sample of the test questions used as
well as the results, which point to the need for changes.
A Case Study Analysis: The Implementation
of MyMathLab Software in Teaching College
Mathematics
Microsoft Excel VBA Programming Techniques
Samuel Gross, Savannah College of Art and Design
David Nawrocki, Albright College
This session will cover numerical solution techniques using Excel
for problems found in statistics, differential equations, numerical
analysis, and mathematical modeling. Participants will be introduced
to cell-formula and Visual Basic programming methods. Charting
techniques will also be discussed.
This presentation will discuss the pedagogical effects when using
MyMathLab software in the classroom as compared to the traditional
approach. Modifications of assignments, assessments, lectures and
use of class time will be discussed in detail. Student performance
will be evaluated and recommendations for continuous improvement
will be identified.
TRACK: MyMathLab
TRACK: Statistics
Personalized Before Calculus Program
Sandra Nite, G. Donald Allen, and Jennifer Whitfield, Texas A&M
University, Sharon Sledge, San Jacinto College
A Personalized Before Calculus Program to strengthen skills for engineering
students at Texas A&M University was presented at ICTCM Conference
2011, but at that time, limited data was available. Data is now available
from student interviews, student and tutor evaluations of the program, and
Mathematics Placement Exam scores before and after the intervention.
Next steps to analyze data from Calculus 1 classes will be discussed.
Improving Interaction and Instruction in College
Math Classes
Kimberly Walters, Mississippi State University
We are using a mobile interactive whiteboard, MOBI, to improve
instruction and interaction in large sections of freshman math
courses. We can move through the classroom while teaching, post
classroom notes for students to view after class, and answer those
hard to answer equations by hand writing a solution.
SAT - S106 | Asia 5 | 2:30 pm - 3:15 pm
Using Screencasts to Improve Pre-service
Teachers’ Content Knowledge
Carol Bell, Northern Michigan University
This presentation will showcase screencasts developed by preservice elementary school teachers using the software program
Jing. Information on how screencasts can be used to improve
mathematics content knowledge of future teachers and how they
can be used as a general teaching aid will be provided.
ECHO: Introducing Course Redesign in High
Schools
John Squires, Chattanooga State Community College
Colleges are using course redesign to increase student engagement
and learning in their math programs, but the same techniques and
principles can also apply to high school math classes. ECHO is
a model for introducing course redesign into high schools, while
expanding opportunities and ensuring quality.
Tablet PCs Revolutionize the World of Teaching
Gabriel Mendoza, El Paso Community College
Tablet PCs have been making teaching more dynamic and fun.
In this session, we will cover how the HP Tablet PC has changed
my regular Math and online courses. We will also cover software
and additional attachments that have made my face-to-face classes
more mobile and interactive.
24
Keeping Students On Track in a Self-Paced
Developmental Math Course
Problem Solving and Computational Thinking
Curtis Mitchell, Kirkwood Community College
Many of today’s students lack the mathematical skills necessary
to solve problems, while others do not know how to apply the
skills they have effectively. Computational thinking encompasses
the ability to think logically, algorithmically and recursively. Several
intriguing puzzles are presented to suggest how computational
thinking can be used with a variety of audiences.
Kirkwood Community College has been piloting a modular,
computer-based, self-paced developmental math course (covering
pre-algebra through intermediate algebra) since Spring 2011. This
presentation will give an overview of course design and results and
lessons learned to date, focusing on how instructors can intervene to
improve student success.
Edmund Lamagna, University of Rhode Island
TRACK: Pedagogy
R: An Economical Statistical Computing Choice
for Introductory Courses
Paula Young, Salem College
With more of us teaching introductory statistics courses, and with
budget cuts coming at us left and right, it is time for more of us to
consider switching to the R statistical computing environment—it’s
free, highly extensible, and platform independent. Many academics
and professionals are making the switch, but doing so comes with a
steep learning curve. We will learn some R basics and work through
class-tested laboratory assignments for introductory statistics in
order to help you decide if R is right for your students, for your
pedagogy, and for your institution.
TRACK: Statistics
Creating and Incorporating Dynamic Applets for
Differential Equations the Easy Way
Robert Decker, University of Hartford, June Decker, Three Rivers
Community College
Participants will be lead through example investigations using
dynamic applets in differential equations, which can be used with
students. Participants will then be shown how to easily create
their own applets, or modify existing ones, using tools (the Mathlet
Toolkit) created by the presenter and his students.
Transitioning Students Mathematically from
High School to College Through ScreenCasting
Erick Hofacker and Kathryn Ernie, University of Wisconsin–River
Falls, Sherrie Serros, University of Wisconsin–Eau Claire, Rebecca
LeDocq, University of Wisconsin–La Crosse
In 2010–11 we developed a project focused on threshold concepts in
high school mathematics. Multiple workshops were conducted with
19 high school math teachers to identify these concepts and then
develop and critique a collection of over 300 videos to address these
issues. They are available at: http://tinyurl.com/hstcp
Utilizing MyLabsPlus to Redesign
Developmental Math, Emphasizing Critical
Thinking, Active Learning, Student Engagement
and Retention
Michelle Van Wagoner and Eli Nettlies, Nashville State
Community College
NSCC faculty will describe the new computer based delivery
system of their redesigned developmental math program and how
it was designed to engage students, encourage active learning, and
introduce critical thinking exercises as part of the overall curriculum.
Indications of increased student success, retention, and satisfaction
will be discussed.
TRACK: MyMathLab
Using a SMART Board to Create Online Course
Content
Mary Knappen, Genesee Community College
Using SMART Board Technology and a SMART document camera,
step-by-step solutions to math exercises are saved as PowerPoint
presentations. Narration is added to the PowerPoint file; the software
Impatica shrinks the file size; it can easily be uploaded into any
course management system for students who may then see and
hear problems explained.
SAT - S114 | Asia 5 | 3:30 pm - 4:15 pm
Mathematics Redesign: What Works for Us
Chairsty Stewart, Vivian Zabrocki, and Vivian Payne, Montana State
University Billings
This session looks at a mathematics redesign that combines
elements of mastery learning, pre-testing, computer adaptive
homework, lectures, study skills development, class activities, and
paper-and-pencil testing. It will provide an overview of the redesign
process including conception, design, implementation and the
exciting results.
Using Wolfram|Alpha to Build Confidence in
Developmental Algebra Students
Connecting Geometry, Measurement, and
Algebra using GeoGebra for the Elementary
Grades
Carol Marinas, Barry University and Joseph Furner, Florida
Atlantic University
Victoria Kim, DeVry University
This presentation will share how the Wolfram|Alpha website was used to
support the learning of developmental algebra students at DeVry University.
Geometry, measurement, and algebra are important concepts
to master. By using technology for teaching math, GeoGebra
examples will create connections from geometry, to measurement,
and algebra. Through the mathematical and pedagogical power of
GeoGebra, the learner will use this user-friendly software to make
meaningful connections for K-6 students.
TRACK: Teacher PrepAration
25
Love and Piece! The Calculator that Does Not
Calculate!
Pre-Tests in MyMathLab
Derrick Saddler, University of South Florida
The presenter will show the data for the before calculus classes
and discuss the effectiveness of the pre-test. In particular, student
performance on the final exam will be highlighted. We will discuss
its application and ways to make it more effective. We will look
at design of the pre-test as well as making it represent the exam
without totally mimicking the exam. Is a quiz alone sufficient, or does
personalization/remediation improve results? How can others use it?
This session involves a calculator that engages you and your students.
A particular feature about “Love & Piece” is it provides instant
feedback on step-by-step procedures when simplifying algebraic
expressions and solving equations. Although the calculator doesn’t
give the answer, it informs the student if the procedure is correct.
Bob Strozak, Old Dominion University
TRACK: Pedagogy
Creating Statistics Applets With GeoGebra
David Gurney, Southeastern Louisiana University
Data Driven Math Emporium Implementation
This session presents various applets created to demonstrate concepts
of elementary statistics using the free mathematical software program
GeoGebra. There are applets involving histograms, boxplots, the normal
distribution, and the central limit theorem. In addition to tips for creating similar
applets, sources of information on learning GeoGebra will be provided.
Edith Aguirre and Ivette Chuca, El Paso Community College
TRACK: Statistics
Using SmartPens to Facilitate Math
Communication Online
Katrina Palmer, Appalachian State University
This presentation will begin with a demonstration on how to
use Smartpens. Next the presenter will describe how we used
Smartpens for the online computational mathcourse. The presenter
has used Smartpens to create mini lectures and to show students
examples and thorough solutions. In addition, each student was
provided a smartpen and expected to use their smartpen to post
solutions and comment on other student solutions. Examples shown
will be related to rootfinding methods, computational integration
techniques, smartpens, and Taylor polynomials. The focus of the
presentation, however, will be how smartpens were used in an
online course. Student feedback about the course and smartpens
will be given.
Early Inference: Teaching the Logic of P-values
from the Beginning of Your Course
Matt Davis, Chabot College
This session will present the use of computer simulations and simple
randomizations that the presenter uses to impart the key concept of
random variation as a plausible explanation for differences observed
in random experiments. This will allow you to teach the concept of
P-values to your students very early in your course.
Wii Math for the Middle School
Christina Gawlik, Texas Woman’s University
El Paso Community College redesigned its Math Development
Sequence going from 4 developmental classes to 3 developmental
classes. As part of the redesign, El Paso Community College used
data to make decisions and implement a Math Emporium program
to help students accelerate their developmental sequence. In order
to create a Math Emporium program El Paso Community College
looked at several computer software and decided to pilot two of
these softwares. Common final exams were given, completion rates
were considered, and a decision was made to use MyMathLab. In
this presentation, presenters will discuss the Math Emporium course
being used at EPCC, strategies to help students be successful in an
emporium class, and training of adjunct faculty.
TRACK: MyMathLab
Mathplosion – Rapid Content Generation for
Mathematics
Calvin Williamson, Fashion Institute of Technology/SUNY
This session demonstrates Mathplosion, a web application for
rapid content generation for mathematics. The application allows
instructors to automatically create and edit rich content for problem
sets and solutions for use in online settings. Examples from an actual
elementary statistics course are presented. Participants may login
and try the application.
SAT - S122 | Asia 5 | 4:30 pm - 5:15 pm
Recipe for Greater Student Success in
Meredith Altman, Genesee Community College
Discover the main ingredients for the Emporium Model, a
technology-assisted format for math courses developed by the
National Center for Academic Transformation (NCAT), and learn
about the results when one college customized these ingredients to
create delicious results—a successful, “redesigned” developmental
math program.
Engaging middle school students in meaningful and fun mathematics
can be accomplished through using the Nintendo Wii.™ Participants
will experience an interdisciplinary unit using differentiated
instruction to teach data collection, data analysis, probability, and
graphing concepts for grades 6–8. Discussion will also include how
to manage a problem-based student-centered classroom.
26
Teaching Introductory Statistics with an iPad:
Using TC-Stats
Using Assessment to Better Implement Online
Homework Systems in Developmental and
Collegiate Mathematics Courses
Brian Jean, Taft College
Teaching an introductory statistics course is full of challenges.
One of the most challenging obstacles to overcome is a powerful,
easy-to-use platform for students to perform actual data analysis.
Software packages are great, but not mobile for students. During
the fall semester of 2011, students in a statistics course were
all issued an iPad for the semester and acted as beta testers for
TC-Stats (Taft College - Statistics), the most powerful data analysis
package available for the iPad. TC-Stats is an iPad app developed
by the college during the semester based on input from both the
students and the professor teaching the course. TC-Stats handles
large datasets (the biggest tested was 2550 rows by 26 columns)
and performs basic graphical analysis (histograms, box-and-whisker
plots, frequency distribution tables) along with summary statistics,
one and two-sample t-tests, F-test, ANOVA, odds ratios, probabilities
from specific distributions, a variety of non-parametric techniques
and advanced features such as auto identification of non-conforming
data. This session will walk you through the development process for
the app and demonstrate the powerful features.
Mathematics through the Eyes of Music
Cindy Soderstrom and Maureen Howe, Salt Lake Community College
Music is a powerful tool that can be used in a variety of settings. In
our presentation, Maureen and Cindy will demonstrate how music
can help students remember important mathematical concepts with
which they may be struggling. Through a PowerPoint demonstration
of functions flying in and out to the beat of a song, students reinforce
their learning of mathematical ideas both conceptually and graphically
by dancing to the music on the PowerPoint. This idea of using
technology and music to reinforce concepts has been enhanced
further by students choosing their own songs and functions and
creating their own dances. Maureen’s students have been videoed,
allowing her to share how they have enhanced this idea by creating
their own dances from equations.
Scott Gentile, Hunter College, City University of New York
Hunter College conducts assessment each semester in college
algebra, before calculus, and calculus to ascertain what combination
of written and online homework promotes the highest rates of
student success. This presentation will describe how we use
assessment to analyze our online homework usage, what changes
have been made as a result of our research, and how this has
impacted students’ performance.
Can Multiplication be Simplified?
Hui Fang Huang “Angie” Su, Nova Southeastern University
In this session, we will demonstrate a new way of multiplying that
will help motivate and stimulate learners and boost their creativity
when it comes to multiplying numbers. The idea of this new method
is to choose a base other than powers of 10 and replace the two
numbers with their complements relative to the base chosen. There
is flexibility in choosing the base, which can be regarded as an
advantage, because the choice of base is done such that it simplifies
operations. This involves fresh thinking and a creative process,
which the standard multiplication algorithm is lacking.
TRACK: Pedagogy
iDevices as Lab, Data, & Analyses Tools
Taoufik Nadji, Interlochen Arts Academy
The presenter will share a variety of experiments he conducted in
his classes using iDevices (iPads, iPods, iPhones) as data gathering,
analyses, and lab tools. The presentation will feature actual footages
of the said experiments as conducted with the students and the
attendees will participate in one such experiment.
TRACK: Statistics
Class Projects Using MATLAB to Analyze
Models Using Impulsive Differential Equations
Timothy Comar, Benedictine University
The highlight of the second semester biocalculus course at
Benedictine University is the Extended Course Project. We present
projects featuring models involving impulsive differentiation
equations that have been implemented in MATLAB. We discuss
the basics of the biology and mathematics involved in analyzing the
models and the MATLAB implementation.
27
Professional
Development Workshops
SAT - M21 | Asia 4 | 12:30 pm – 1:45 pm
Strategies for Teaching Successful Online Math
Courses
Shawna Haider, Salt Lake Community College
Friday, March 23 | Australia 3 | 10:30 am – 12:15 pm
Calculate & Communicate in College Algebra
using Mathcad Prime Presented by MATHCAD
Dr. Chris Hartmann
We know that students use technology to communicate in new ways, but
what about College Algebra? Dr. Chris Hartmann will showcase Mathcad
Prime, a powerful tool for numerical and symbolic analysis, problem
solving, and communication in the college mathematics classroom. Come
see how Mathcad Prime revolutionizes mathematical communication.
This hands-on workshop will focus on techniques and tips for
designing online courses using MyMathLab or MyStatLab. In
particular, you will learn how to implement best practices for online
learning, such as time management, student orientation, online
collaboration, active learning, and communication. Educators will
have the opportunity to ask specific questions about their online
MyMathLab or MyStatLab course, and share instructional strategies
with each other.
SAT - M22 | Asia 4 | 2:00 pm – 3:15 pm
Friday, March 23 | Australia 3 | 12:30 pm – 2:30 pm
Strategies for Using MyStatLab and StatCrunch
Improving Success for Online Math Students:
A Web Based Program
Gwen Terwilliger, University of Toledo
Dr. Paul Nolting, State College of Florida, Dr. Fitzroy Farquharson,
Valencia College, and Dr. Stacey Williams, Walden University
Institutions are offering more online math courses, however the success
rates for these courses are usually lower than expected, causing faculty
and administrative concerns. This interactive workshop will demonstrate
a Web-based program that has the Student Online Math Readiness
Survey, which enables students to determine if they are ready to take an
online math course. The program also provides six areas of remediation
from math study skills to computer usage based on students’ survey
results to prepare them for the course. Attendees will gain access to
this Web site and can provide feedback.
Friday, March 23 | Australia 3 | 3:00 pm – 5:00 pm
“Mastering Math, Not the System”
Presented by 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. Instead, they are held
accountable for mastering the material without relying on learning aids.
Discover how Hawkes motivates students to succeed!
This hands-on workshop will introduce educators to the many
features and uses of MyStatLab and StatCrunch, in a statistics
course, from both the educator and student perspective. The focus
will be on the use of StatCrunch, from within a course and at
www.statcrunch.com, with an overview of Statdisk, Activstats,
essay questions, Stat applets, and the discussion board. This session
is for anyone teaching statistics regardless of teaching format.
SAT - M23 | Asia 4 | 3:30 pm – 4:45 pm
Strategies for Using an Interactive Calculus
eBook
Tim Britt, Jackson State Community College
In this hands-on workshop, educators will learn how a new Calculus
interactive eBook has revolutionized the teaching experience for
the calculus sequence. Have you ever tried to draw a sliced threedimensional rotated object on a whiteboard! No longer do we have
to “draw” or refer to unclear figures to explain concepts! Attend this
session to learn how you can integrate these and other resources in
your Calculus courses.
SAT - M24 | Asia 4 | 5:00 pm - 6:45 pm
Discovering the Pluses in MyLabsPlus
Diane Gray and Conrad Cantrell, Pearson
MyMathLab Training/
Strategy Workshops
In this hands-on workshop, educators will learn about implementing
MyMathLab and MyStatLab in MyLabsPlus. Designed to support
multiple delivery styles for on-campus and online instructional
programs, this workshop will focus on course authoring tools,
customized reporting, and an introduction to administrative features.
SAT - M19 | Asia 4 | 8:00 am – 9:45 am
Best Practices for Utilizing the Homework/
Test Manager
Irene Doo, Georgia Perimeter College, Pearson Education
SUN - M25 | Asia 4 | 8:00 am – 9:45 am
In this hands-on workshop, educators will explore options in the
Homework/Test Manager that allow customization of assignments
to meet the needs of students and curriculum. Did you know that
homework assignments can be set to automatically penalize late
submissions? Do you want to require students to show their work
online when they are taking a quiz or test? Attend this session to
learn how to utilize the full power of the Homework/Test Manager.
Custom Question Builder – Getting Started
This hands-on workshop will introduce educators to the Custom
Question Builder. This innovative tool will allow instructors to
create their own algorithmically generated exercises for use in the
MyMathLab, MyStatLab, or MathXL Homework/Test Manager and in
the MyMathTest Test Manager. Instructors will also have the ability
to copy and edit sample custom exercises.
SAT - M20 | Asia 4 | 10:30 am – 12:15 pm
Best Practices for Utilizing the Gradebook
SUN - M26 | Asia 4 | 10:00 am – 11:45 am
In this hands-on workshop, educators will learn how to take full
advantage of many of the tools in the Gradebook that will save you time
with course management and student rapport. Are you looking for an
easy way to send an email message to all students who scored 95 or
higher on the last exam? Or would you like to send an email message to
the students who scored less than 65? Did you know that you can drop
a student’s lowest score from a group of tests or quizzes? Or that you
can easily identify scores from students who handed in homework past
the due date? Attend this session to learn these and other time-saving
and early intervention tools in the Gradebook.
28
Strategies for Customizing the Learning
Environment
TBD, Educator Host
This hands-on workshop will show educators how to customize the
look and feel of their MyMathLab or MyStatLab course, enhancing
the learning experience for students. The focus will be on how to
customize the navigation panel for online, modular, and emporium
courses, along with adding customized content such as documents,
images, and web links to your course pages.
w o r k s h o p d e s c r i p t i o n s | F r i d ay, s a t u r d ay, a n d s u n d ay
ORLANDO
2012
Computer Workshops
Friday Workshops
saturday Workshops
FRI - W1 | Australia 2 | 10:30 am - 12:15 pm
SAT - W5 | Australia 2 | 8:30 am - 9:45 am
SMART Boards, TI-Nspire CX, and TI-Nspire
Navigator – Creatively and Effectively Integrated
Into Your Math Course
Integrating TI-Nspire CX CAS into Calculus A First Try
Tom Reardon, Youngstown State University
This hands-on workshop will introduce you to the TI-Nspire CX
CAS calculator. We will work through several activities appropriate
for a Calculus course. We will also discuss some advantages and
disadvantages for integrating the TI-Nspire into math courses.
Hands-on experience with these amazing technologies: SMART
Boards that enable you to put class content online in PDF and
WMV; the new color, handheld TI-Nspire CX,and how to utilize it as
a teaching tool; and a wireless interactive response system, made
expressly for math! Using COLOR is huge! Free CD.
LEvel: Novice/Intermediate
FRI - W2 | Australia 2 | 12:30 pm - 12:15 pm
Statistics Activities with the Casio Prizm
Calculator
John Diehl (Retired), Hinsdale Central High School
Michelle Merriweather, The College of New Rochelle
LEvel: Novice
SAT - W6 | Australia 2 | 10:30 am - 12:15 pm
Exploring Fundamentals of Probability,
the Binomial Distribution, and the Poisson
Distribution with Graphing Calculator
Technology
Bob Horton, Clemson University
In this workshop, participants wil explore activities for introductory
statistics. Topics will include plots, summary statistics, regression,
probability distribution functions, confidence intervals, and
hypothesis tests. Participants will also explore how a color screen
and picture plot technology enhance the learning of statistics.
After learning some basics of the Casio PRIZM, we will load an
image of a bull’s eye and investigate how random shots at a target
can foster understanding of probability. We will further these ideas
by comparing what we find with what the Binomial and Poisson
Distributions predict should occur.
LEvel: Novice
SAT - W7 | Australia 2 | 12:30 pm - 2:15 pm
Teaching Introductory Statistics Using the TI-84
Nspiring Activities for College Algebra in
Context
Gloria Barrett, Virginia Advanced Study Strategies
Participants will engage in a variety of activities that demonstrate
how the TI-84 can be used as a tool and to enhance understanding
throughout an introductory statistics course. Activities will involve
computational and graphcial functionality; probability distributions,
computations, and simulations; and built-in inference procedures.
LEvel: Novice
Lisa Yocco and Bridgett Lee, Georgia Southern University
Use the new features of the TI-Nspire to analyze, solve, and interpret
real-life problems. Activities such as using background images to
model and transform functions in a real-world context, using sliders
to investigate functions, and changing the parameters of a linear
programming problem will be explored.
LEvel: Novice
Using the ClassPad 330 to Explore Mathematics
Diane Whitfield, CASIO MRD Center; Portland Community College
Interesting Facts, Their Proofs, Their
Verifications
The audience will participate in hands-on activities to explore the
basic features of the ClassPad 330 handheld with examples from
basic Algebra to advanced Algebra and also an activity to introduce
the Statistics application. This will be an introductory workshop. No
experience needed! One ClassPad will be given away.
LEvel: Novice
Andy Ventress, (formerly) Moraine Valley Community College
Some interesting and not well known mathematical facts and
problems will be presented with outlines of their proofs and
solutions. Participants will use the new TI Nspire CX to create
verifications and solutions for these problems and facts.
Exploring Precalculus with the Casio PRIZM
Graphing Calculator
Jennifer North Morris, Casio Education
Come explore trigonometry! We will use the Casio PRIZM graphing
calculator to transform periodic functions, explore harmonic motion,
and fit data using video.
30
c a l c u l a t o r w o r k s h o p s | f r i d ay a n d s a t u r d ay
ORLANDO
2012
Computer MiniCourses
Friday MiniCourses
FRI - M1 | Asia 1 | 10:30 am - 12:15 am
FRI - M5 | Asia 1 | 3:00 pm - 4:45 pm
To Camtasia or To Captivate? That is the
Question!
New Features in GeoGebra
Sarah Mabrouk, Framingham State University
This minicourse assumes the participant has downloaded
and done some work with GeoGebra. (Novices can see
http://prep11geogebra.pbworks.com for introductory material).
We assume some familiarity with GeoGebra with a focus on new
features with the release of 4.0 and projected features in 5.0.
(e.g., I.G., CAS, sound, 3D).
So, you need/want software with which to make video
demonstrations and virtual guided tours, tutorials, software
simulations and/or online quizzes? Come “test drive” Adobe
Captivate and TechSmith’s Camtasia Studio, explore each software
environment, and see how these great products can be used to
create online learning tools.
LEvel: Intermediate
LEvel: Novice
FRI - M6 | Asia 3 | 3:00 pm - 4:45 pm
FRI - M2 | Asia 3 | 10:30 am - 12:15 am
Building Interactive Math Applications Using
Javascript and HTML 5
You have just created a mathematical web page masterpiece. Now
you want to see if your students are truly “getting it.” You don’t
want to get into Flash, Java, Computer Algebra Systems, or Learning
Management Systems. What can you do with just the essentials Javascript, CSS style sheets, and HTML? How far can you go? Can
the students run it on their smartphone? In this minicourse, we will
go behind the scenes and show how to put together some very
effective interactive math applications, complete with graphics and
dynamic feedback. This is not a replacement for the sophisticated
tools and products already out there. This is for those who want to
make lightweight, standalone components to test understanding,
provide instant feedback, and then embed them seamlessly in their
web pages. A library of example problems will be provided, which
you can freely modify.
LEvel: Intermediate/Advance
FRI - M3 | Asia 1 | 12:30 pm - 2:15 pm
Developing Computer Based Assessment in
Mathematics Using MapleTA
Making Multivariable Calculus Come Alive
Using CalcPlot3D
Paul Seeburger, Monroe Community College
This course explores ways to visualize multivariable calculus using
CalcPlot3D, a versatile applet developed by the presenter through
NSF-DUE-0736968. Participants will learn how to customize this
applet to create demonstrations and guided exploration activities
for student use. Images created in this applet can be pasted into
documents. See http://web.monroecc.edu/calcNSF/.
FRI - M7 | Asia 3 | 5:00 pm - 6:45 pm
How Autograph Can Help make a Difficult
Subject Palatable
Douglas Butler, ICT Training Centre
With so many software titles, what makes Autograph different?
This minicourse will study a number of tried and tested lesson
plans involving calculus, trigonometry, 3D vectors, and statistics.
This minicourse will provide a chance to see how teachers can help
students visualise difficult concepts using an interface that has been
designed for effective pedagogy.
Douglas Quinney, University of Keele, Keele, Staffs UK
Following an introduction to the pedagogy and methodology for
developing online assessment in mathematics attendees will be
invited to construct questions using MapleTA and then implement
their own questions.
FRI - M4 | Asia 3 | 12:30 pm - 2:15 pm
Connecting with Students Using Mobis and
Smartpens
Sue Glascoe, Mesa Community College
During this hands-on minicourse you will learn how to create a
student-centered active learning environment through the use of
mobile interactive whiteboards (Mobis). You will also learn to create
and post online examples and answer student questions outside of
class with the Livescribe smartpen.
32
computer minicourses | friday
Saturday MiniCourses
SAT - M9 | Asia 3 | 8:00 am - 9:45 am
SAT - M14 | Asia 3 | 12:30 pm - 2:15 pm
Geogebra + Web 2.0 = Access For All
Using Video Instruction Using Camtasia Studio
Michael Todd Edwards, Miami University
Rose Jenkins, Midland Technical College
In this interactive minicourse, participants will transform GeoGebra
sketches into online applets suitable for students in developmental
courses through calculus. We will examine powerful features of the
software including function sketching, spreadsheets, and multimedia
capabilities. All users—from those curious about the software to
power users—are welcome.
In this minicourse, participants will be introduced to the Camtasia
software. They will be guided through the process of recording video
from their desktop computer. They will then be guided through the
processes of editing videos, producing videos in a variety of formats
and publishing videos. This is a hands-on workshop.
SAT - M15 | Asia 5 | 2:30 pm - 4:15 pm
SAT - M10 | Asia 5 | 8:00 am - 9:45 am
High Stakes Testing Using WebAssign
Lisa Townsley, University of Georgia
How would you like to devise a test for 1,200 students that uses
pooled problems, randomized numbers, and is instantly graded?
At UGA, we use WebAssign to deliver homework and tests to
precalculus students. This minicourse will offer a quick peek at UGA
student and teacher experiences.
SAT - M11 | Asia 5 | 10:30 am - 12:15 pm
Maple Task Templates: Build, Save, Distribute
Users can add to the existing 350 Task Templates in Maple, thus
creating their own math applets that become part of Maple. This
minicourse will show how to build, save, and distribute user-created
Task Templates constructed with Maple’s “components.” Instruction
on coding such components is included.
LEvel: Intermediate
SAT - M12 | Asia 3 | 10:30 am - 12:15 pm
Reasoning and Sense Making with Technology
in Precalculus and Calculus
Wade Ellis, West Valley College
The presentation will use TI-Nspire document to illustrate the use of
technology in conjunction with inquiry questions to develop students’
ability to reason and to make sense of mathematical concepts.
Participants will be asked to assess various types of questions for
the effectiveness in promoting students’ mathematical thinking.
SAT - M13 | Asia 5 | 12:30 pm - 2:15 pm
EXCELing with Visual Basic: Creating Dynamic
Applets in Excel
DIY Modeling
Joe Yanik, Emporia State University
With the aid of the DIY modeling software, participants will use a
mathematical model to produce a game-quality, animated 3D virtual
model. The software and tutorials will be provided.
LEvel: Novice
SAT - M16 | Asia 3 | 2:30 pm - 4:15 pm
SMART Board and SMART Notebook Essentials
Jim Voss and Sandy Williams, Front Range Community College
This minicourse will provide an overview of how a SMART Board
with SMART Notebook software can be used to enhance lecture
based courses and how the SMART Notebook software can be used
to enhance online math courses. You will learn how to customize the
SMART Notebook toolbars and use them for presenting content in
several different ways: using the SMART Notebook like a traditional
white board, using the SMART Notebook to overlay pre-made
notes, or using the SMART Notebook with Elluminate. You will also
learn advanced features like exporting, grouping, the infinite cloner,
creating gallery items, and screencasting.
SAT - M17 | Asia 5 | 4:30 pm - 6:15 pm
Instructional Tools for the Finite Mathematics
Classroom
Timor Sever and Michael Granado, Houston Community College
Participants will examine and utilize original software tools,
created by the presenters, that are designed to improve teacher
effectiveness, and student achievement in finite mathematics. In
this minicourse, participants will actively use the software to create
lecture notes, exercise sets with prescribed levels of detail, and
classroom worksheets.
Nicole Juersivich, Nazareth College
This minicourse provides an introduction on how to access and use
Visual Basic features already included in Excel to create dynamic
visualizations to help students explore topics in probability, algebra,
and calculus. Experience these features that transform Excel from a
data analysis tool to an applet creation environment.
LEvel: Intermediate
computer minicourses | saturday
33
34
ORLANDO
2012
Contributed Papers
Friday Contributed Papers
FRI - C1 | Europe 2 | 10:30 am
FRI - C3A | Europe 3 | 11:10 am
High-Impact Exchange: Home(Lecture) &
Class(Work)
Using Technology to Interact with Students and
Analyze Their Mistakes in an Online Elementary
Algebra Course
Susan Beane, University of Houston–Downtown
When a solution to an end-of-the-semester crisis turns into a
highly successful, high-impact learning experience with prepared,
knowledgeable students, a successful research experiment resulted.
Initial outcomes were shocking, preliminary trials amazing, and the
future possibilities are endless. Exchange your teaching model; your
students will enjoy it!
Linda Wang, Brookdale Community College
Student learning is enhanced when students have the opportunity
to analyze their mistakes. This presentation will demonstrate how
to use technology in an online Elementary Algebra course to help
students learn from their mistakes and interact with each other.
Specific examples using Jing, Adobe Connect, Pencast, and
Camtasia will be presented.
TRACK: Teaching online
Screencasting with Screencast-o-matic
Karrie Vitti, Train My Teacher
Assessing Learning Styles of Business Calculus
Students Using the Felder-Soloman Index
Screencast-o-matic is a free web based tool which will allow
participants to create authentic, content-rich tutorials and
instructional videos to integrate, extend, and enhance instruction for
their students. Screencasts allow you to record what you are doing
on your computer along with voice-over audio to provide a series of
instructions. Tutorials can be made to provide students with step-bystep instructions on how to solve equations either on the computer
or by using an interactive whiteboard. Once the screencast has been
recorded they can be published either by posting them on a website,
embedding them into other media files such as PowerPoint, iMovies
or burning them to CDs. This session will explore the steps to create
screencasts using Screencast-o-matic and provide samples of what
The Mathematics Class App: Combining Our
Current Technology to Create a Powerful Class
App for Our Multitasking Students
Heather Garten, Embry-Riddle Aeronautical University Worldwide
Technology designed for teaching mathematics online, and online
teaching in general, has and continues to transform our educational
system. Following the current technology progression and demands
of our students (and society), the next step is to replace the online
math class with The Math Class App.
A Summer Bridge Program Using MyMathTest
Helps Under-prepared STEM Majors
Jennifer Yantz & Ginger Rowell, Middle Tennessee State University
Pearson’s MyMathTest software and individualized study plans
are key components of an NSF funded summer bridge program
for incoming, under-prepared STEM majors at MTSU. Data will
be presented describing students’ utilization of the MyMathTest
features, increased pre-calculus readiness, performance in a
subsequent pre-calculus course, and retention in STEM.
Ross Gosky, Appalachian State University
Knowing students’ learning styles benefits both students
(individually) and instructors. Using the easily accessible FelderSoloman Index of Learning Styles (available online), we describe the
experience of assessing business calculus students’ learning styles,
demonstrate use of the Index, and show it is both a valid and reliable
measure of learning style.
From Clickers to Computer Labs: Tracking
Student Engagement in a Blended Learning
Environment
David Schweitzer, University of Central Florida
The success of blended learning is deeply rooted in the level of
student engagement in the class; thus measuring engagement is a
very important, yet challenging component of this environment. In
this talk, best practices for grading engagement using both clickers
and student computer lab usage are discussed.
Learning to Think Flexibly about Graphs:
Lessons Learned from Computational Science
Education Innovations
Jill E. Thomley, Appalachian State University
Students often create and interpret graphical representations when
modeling scientific processes. These can enrich learning, but
can also lead to conceptual misunderstandings because of their
departures from typical graphs seen in K-College courses. Examples
from innovative science projects will illustrate some ideas and
suggested changes for mathematics and statistics teaching.
Susanna Faruque, Florida Institute of Technology
Modeling in R2 and R3 Using Splines
Universities typically do not spend faculty time or resources on
developmental math and college algebra. This presentation focuses
on five major factors that have already been implemented at Florida
Institute of Technology. These factors extend the reduced faculty
time while increasing multiple learning methods for students.
Paul Bouthellier, University of Pittsburgh–Titusville
In this talk, objects in R2 and R3 are mathematically modeled using
splines, B-splines, Bezier curves, and NURBS. These concepts will
be illustrated using graphics packages such as Poser, Flash, Studio
3D Max, and Maya.
Efficiency in Remedial Math Courses
36
contributed papers | friday
FRI - C6 | Europe 2 | 12:10 pm
FRI - C8A | Europe 3 | 12:50 pm
A Mathematical Model for the Future of
E-learning
Transforming Teaching for Elementary
Preservice Teachers: A Messy Problem!
Yixun Shi, Bloomsburg University of Pennsylvania
Maria Mitchell, Central Connecticut State University
E-learning is growing rapidly as a new way of teaching and learning.
This paper looks into the trend of E-learning and proposes a Markov
chain model with changing transition matrices for describing
the trend. Numerical procedures for establishing the model and
estimating changes and long-term trend are also presented.
The presenter will discuss the results of a pre/post Technological
Pedagogical Content Knowledge (TPACK) survey given to
approximately 60 students over the last two years in the presenter’s
college course. This course is taught face-to-face and online.
TRACK: Teaching Online
Enhancing Calculus Concepts and Writing Skills
with Mathematica
Supawan King, Harford Community College
In this presentation, the speaker will share the use of Mathematica
lab assignments to enhance the mathematical concepts and improve
student writing skills in the Calculus I course. The comparison of
lab-based and non-lab based results, the curriculum development,
weekly lab assignments, grading criteria, and student feedback will
also be shared.
Exploring 3-D Figures with Maple
Somasundaram Velummylum and Rajananthini Velummylum, Claflin
University
Three-dimensional curves and surfaces are hard to draw or visualize
using our classical paper and pencil method. Maple software can
be utilized to draw a three-dimensional space curve or a threedimensional surface. As examples, we will explore some 3-D figures
that we use in our vector calculus classes.
TRACK: Calculus
TRACK: Calculus
Linux Customized for Mathematics and
Education
Fostering Meaningful Interaction in Online
College Algebra Courses
Kimberly Bennekin, Georgia Perimeter College
This study investigated the interactions and motivation of students
in online college algebra courses and uses this information to create
tailored activities for online mathematics courses. The purpose of
the study was to collect and use information in designing course
materials to enhance mathematical discourse in online college
algebra courses.
TRACK: Teaching Online
Experimenting Learning Systems in Course
Redesign
Francesco Strazzullo, Reinhardt University
In college and pre-college Algebra courses, the presenter
experimented using two non-Pearson’s learning systems. An account
of students’ feedback and their performances is provided. Paving the
way to the experimentation of MyMathLab, an assessment of the
technology used is proposed while comments and suggestions from
the audience are sought.
Investigating Function Properties Using
Calculus and TI-84 Calculators.
Daria Filippova, Bowling Green State University
Here we explore some interesting functions using TI-84 or TI-83
calculators. Some mysteries can be uncovered only by using
calculus. The examples and activities show different properties.
Darren Wick, Ashland University
We demonstrate the creation and use of a free live Linux distribution
for mathematics and education. This portable operating system
is bootable from a DVD or SB flash drive, and is customized with
dozens of useful free and open source software applications,
including GeoGebra and a Sage server.
A Look at Non-simultaneous Path Intersections
Dwight Horan, Wentworth Institute of Technology
Where SHOULD we put this trash can, anyway? Seemingly mundane
questions like this are at the root of non-simultaneous path
intersections. We all know how important simultaneous intersections
are mathematically. Non-simultaneous path solutions, locations in
paths that are coincidental, are often equally important. The problem
is finding those solutions.
Online Homework in Freshman Level Algebra
Courses: Results and Analysis after Three
Semesters
Amy Franklin, Jacksonville State University
The purpose of this study is to determine if online homework
assignments using WebAssign result in an increase in academic
performance in freshman level algebra courses. This paper will
examine the student passing rates after three semesters of
WebAssign implementation compared to previous semesters.
TRACK: Calculus
contributed papers | F riday
37
Understanding Fractions: A Referent-based
Approach Towards Teaching Fraction Concepts
Train the Trainer with Technology in
Mathematics Edcuation
Sandra Alon, William Paterson University
Margo Alexander, Georgia State University
This session presents a hands-on approach to redesign fraction
lessons to focus on fraction definition as the lens for developing a
rich understanding of fraction concepts and fraction problem solving.
Teachers will be presented with multiple representations of fraction
concepts in order to adapt lessons in an inclusive class.
This project has initiated a train the trainer with the use of a
technology component in the basic mathematics education courses,
Foundations, Geometry, Statistics, and Algebraic Concepts. The
results will be presented and the future will be discussed.
A New Way to Teach the Derivative with Applets
Jason Samuels, City University of New York-BMCC
Solving Quartic Congruences Modulo a Prime
On the TI-89
Joseph Fadyn, Southern Polytechnic State University
Most students have great difficulty with first semester calculus.
I have reorganized the curriculum around the concept of local
straightness. This novel sequence of instruction begins with guided
discovery using applets and leads to formal and rigorous calculus.
The talk will present the curriculum, evidence of student success,
and materials for your classroom.
The author will present a technique which implements a factoring
method of solving the quartic congruence: Ax^4 + Bx^3 + Cx^2
+ Dx + E = 0 (mod p) where p is a prime. Discussion will center
around the components needed to apply the method in this situation:
modular exponentiation, modular inverses and finding square roots
and cube roots modulo a prime p.
TRACK: Calculus
Addressable Minds Software and Prego
Spaghetti Sauce—Math Literacy for the
21st Century
Designing a Snack Chip: A Calculus Curriculum
Module
Martin Braun, Queens College
Frederick Adkins, Indiana University of Pennsylvania
In this talk, we show how Addressable Minds software can be used
to determine a consumer’s preferences, even when the consumer
himself cannot clearly articulate his preferences. The software
is solidly grounded in basic statistics and Least Squares
Regression Analysis.
When shown a hyperbolic paraboloid, students quickly recognize
that the saddle surface is like that of a Pringles chip. In this activity,
students create a three-dimensional parametric model of the popular
snack. Utilizing cylindrical coordinates, the chip is visualized and
properties including volume, surface area, and projected area are
explored.
TRACK: Calculus
Creating Mathematics Tutorials for Online
Courses Using a Tablet PC and Camstasia
GeoGebra: A Discovery Tool
Cathy Frey, Norwich University
The development of meaningful mathematical videos is critical
to online mathematics education. This talk will highlight
several instructional videos that have been created on variety of
mathematical topics. I will also give brief instructions on how to start
creating your own video tutorials. These videos were created using
an HP Tablet PC, Camstasia Studio and Mathematica.
Much of school mathematics involves students accepting concepts
as facts without proof. Teachers and teacher educators can meliorate
this shortcoming by incorporating dynamic, mathematics software
(GeoGebra) to enhance students’ understanding. The attendees
will examine how to structure a technology-infused lesson on the
formulas of areas so that students can comprehend the relationship
among concepts.
Using Animated PowerPoint Presentations:
Preservice Elementary Mathematics Teachers
Developing Computational Fluency for the
CCSS-M
Leveraging Technology for Enhanced
Understanding of Differential Equations
Jean Hallagan, SUNY Oswego
This session presents examples of animated PowerPoint
presentations created by preservice elementary teachers in a
mathematics methods course. Each group of four teacher candidates
was assigned one whole number computation problem to illustrate/
animate and created four different solutions to the given problem.
Solutions include a variety of algorithms.
Yong Colen, Indiana University of Pennsylvania
Robert Puhak, Rutgers University
Comprehending the underpinnings, solution processes, and
applications of Differential Equations presents difficulty for many
students. Advances in technology provide valuable tools to facilitate
visualization and understanding. Computational software such as
Mathematica and MATLAB can be leveraged in related educational
programs to enable, motivate, and enhance learning.
TRACK: Calculus
38
contributed papers | friday
Increasing Student Success in Calculus
Queen Harris, Georgia Perimeter College
If you are concerned about the low success rate of your calculus
students, then this presentation is for you! Techniques will be
presented that actually work. You will see and hear from actual
students.
To Blend or Not to Blend?: Student Outcomes
and Perceptions of a Hybrid College Algebra
Course
Alvina Atkinson, Barry Biddlecomb & Natasha Brewley, Georgia
Gwinnet College
The session will present issues and results from the implementation
of a hybrid course at the authors’ institution. The session will
describe the background of the project, explain the model, present
student perceptions, and present results that show how well the
model is working compared to a traditional instructional model.
Assessment and Placement Using MyMathTest
Scott Saunders, Jr, Baltimore City Community College
MyMathTest was designed as a placement software or for a quick
“refresher” course. Too many of our students take our Accuplacer
without proper practice. We report on the results of implementing
use of MyMathTest to prepare students.
Combining Writing with Technology for a Better
Understanding of Calculus Concepts
Rajesh Barnwal, Middle Tennessee State University
We will provide a systematic way of finding the derivative (and then
the integral) as a result of taking the limit. First the underlying idea
will be explained verbally, requiring writing, and then illustrated using
the calculator. A handout will be provided which can be used later for
teaching by participants.
TRACK: Calculus
Using Computational Thinking to Push Students
to Acquire Mathematical Reasoning Skills
Cynthia Stenger, James Jerkins, and Janet Jenkins, University of
North Alabama
Common Core Standards emphasize the mathematical practice
of abstract reasoning as students progress from grade to grade.
So why do students have trouble progressing? We present a
teaching approach that uses technology to induce students to
develop appropriate mental structures for successful application of
mathematical reasoning to problem solving.
Using Excel Spreadsheets to Teach Linear
Programming
Mary Jane Sterling, Bradley University
After preliminary work with graphing inequalities and performing row
operations in matrices, students are ready to use Excel spreadsheets
to help eliminate computational errors. Techniques and problems will
be demonstrated and discussed.
contributed papers | S A T U R D AY
39
Saturday Contributed Papers
SAT - C21 | Europe 2 | 8:00 am
SAT - C27 | Europe 2 | 10:50 am
Integrating Excel into Business Calculus
Exploring Fibonacci Sequences Of Order Two
With Cas Technology
This talk presents a beta text that integrates Excel throughout a
business calculus course, rather than make it a subject of special
projects. It assumes that math should be taught using the standard
computational engine of a discipline so that students see math as
connected to their studies.
TRACK: Calculus
The sequence recursively defined by is often called the Pell Sequence
or Fibonacci sequence of order two. In this paper, the TI-89 and
MATHEMATICA 8.0 enables one to examine ratios of successive
terms, explore divisibility and periodicity, furnish early prime outputs
and provide algebraic proofs of palatable number tricks.
Teaching a Course: “Weather Prediction”
SAT - C28 | Europe 2 | 11:10 am
Marianna Pensky, University of Central Florida
Lexical Ambiguity in Statistics
Due to global warming, there is sustained interest in local and global
weather patterns. The course explored how tools from mathematics
and statistics are instrumental for weather prediction. The course
covered statistical methods of data assimilation, weather as a chaotic
system and atmospheric predictability, and was intended for Honors
students.
Diane Fisher, University of Louisiana–Lafayette
TRACK: Statistics
SAT - C29 | Europe 2 | 11:30 am
SMART Boards: One is Good, Four is Better
Adventures in Mathematics
Jacci White, Saint Leo University
Two SMART Boards allow one to be used for software, formulas,
or other items while examples are completed within the primary
display. Now, add two more boards and you have break-out areas for
smaller groups that can then be projected onto all screens, to discuss
the group results.
Words that are part of everyday English, when used differently in a
domain, are said to have lexical ambiguity. Data have been collected
to help understand the effects of this problem. Research results from
pre- and post-testing students’ definitions using both hand coding
and text mining software will be discussed.
Jerome Caldwell, University of Wisconsin–River Falls
Since 2009 students have created mathematical objects in an
environment designed to increase their appreciation of and comfort
with mathematics. The courses were “Liberal Arts Mathematics,”
College Algebra, pre-service teacher education. The objects included
function generators, random walks, and queuing simulation models.
The current environment is SNAP from UC Berkeley.
Teaching an Undergraduate Statistics Class
with Technology
Harshini Fernando and Susitha Karunaratne, Purdue University–
North Central
The teaching of statistics has changed over the years with the
development of technology. In this presentation, an overview is
given of technology involved in the teaching of an undergraduate
statistics class and how technology will foster deep understanding of
statistical concepts among undergraduate students.
TRACK: Statistics
SAT - C30 | Europe 2 | 11:50 am
Using Technology to Customize Students’
Learning Experience
Sudipta Roy, Kankakee Community College
This paper documents the author’s use of educational technology
to ease students’ transition to a technology intensive introductory
statistics class at Kankakee Community College. Preliminary
observations suggest that enabling students to customize their
learning experience to their degree of familiarity with technology
has had a positive impact on student engagement and performance.
Art In Geometry With The TI-Nspire
SAT - C31 | Europe 2 | 12:10 pm
Sofia Murillo, Universidad Santo Tomas
Teaching Business Statistics Courses Using
an Interactive Approach Based on Technology
Resources
We present how geometry is taught in Columbia using the TI-Nspire
from primary to higher education. We show that geometry is not only
a matter of polygons and measures, but also dynamic art.
SAT - C26 | Europe 2 | 10:30 am
Recreational Geometry Using the TI-Nspire
Manuel Montero Gaona, Universidad Santo Tomas
The present work is the exploration of geometry using regular
polygons to create stories removed from the imagination of each
one of the students. In order to obtain this we must use 4 polygons,
as they are the square, triangle and parallelograms. With them we
created figures using tangram. For each figure that is created we
must rotate it, transfer, and use symmetries to recreate our stories.
Here we placed in test all our previous knowledge that we have of
the geometry of transformations and constructions.
Ramon Gomez, Florida International University
There is agreement among college educators that developing
statistical skills is essential for Business students. The use
of technology has been identified as a facilitator of students’
understanding in statistics courses. This presentation discusses the
benefits of using PowerPoint and SPSS to develop an interactive
approach for teaching business statistics.
TRACK: Statistics
40
SAT - C32 | Europe 2 | 12:30 pm
SAT - C37 | Europe 2 | 2:10 pm
Empowering Students by Using Technology for
Collection and Graphical Analysis of Real Data
Advanced Financial Mathematics
Leona Mirza, North Park University
We present ways to develop to abilities and skills in the area of
finances with the use of the financial applications in the TI-Nspire.
Problems will be solved that involve real activities in commercial
applications.
Through guided experience using FATHOM, EXCEL, SPSS,
and ArcGIS to collect and analyze data for graphic analysis,
undergraduates develop insights in problem solving. By using
mathematical modeling and real data in biology, mathematics and
statistics classes, students recognize the power of mathematical
analysis for practical purposes. Plotter printers display results.
TRACK: Statistics
SAT - C33 | Europe 2 | 12:50 pm
Helping Multivariable Calculus Students Learn
How to Parameterize Space Curves
Przemyslaw Bogacki, Old Dominion University
A study of curves in space, represented parametrically, is a key
ingredient of multivariable calculus. We will discuss a sequence
of activities designed to help a student learn how to parameterize
some typical curves.
Maribel Cortes, Universidad Santo Tomas
Resampling Using Excel in Teaching Statistics
Leslie Chandrakantha, John Jay College of Criminal Justice/CUNY
The effective teaching of introductory statistics courses requires
the demonstration of the Central Limit Theorem by drawing a large
number of random samples from a population. We will show how
resampling can be done using Excel’s standard functions to draw
many random samples. The concepts of confidence intervals and
hypothesis testing are introduced using resampling from populations.
TRACK: Statistics
TRACK: Statistics
Strategy for Graphing Polynomials & Rational
Functions Using PowerPoint and the TI-83
Collaborative Learning Encounters Film Making
and Statistics Research
Richard Tamburro, Daytona State College
Student groups create educational films illustrating statistical
research. Film making helps creative students combine traditional
research methods with creative processes and conduct valid
research. The professor provides structural guidelines, students
determine the topic, action plan, meetings, and structure. They
explore differing viewpoints and share information while developing
group strategies that require consensus.
TRACK: Statistics
Dr. Marwan Zabdawi, Gordon College
Almost all books in pre-calculus and calculus do not give the student
a specific outline on how to graph polynomials and rational functions.
This paper delineates a mechanical step-by-step procedure (in
a PowerPoint presentation) on how to graph polynomial/rational
functions without a hitch. Two examples will be demonstrated with
the use and verification of the TI-83 calculator.
Commercial Mathematics Using TI-Nspire Cas
Monica Rueda Pinto, Universidad Santo Tomas
Technology-rich Projects in
Elementary Statistics
Dianna Spence and Brad Bailey, North Georgia College and State
University
We describe research projects for statistics students. Three facets
of these projects leverage different technologies: Internet databases
serve as a data collection resource; calculators, Microsoft Excel, and
statistical software packages are used to organize and analyze data;
and PowerPoint is used to formally present students’ results to the
class.
TRACK: Statistics
On the Casus Irreducibilis of Solving the Cubic
Equation
Jay Villanueva, Florida Memorial University
The TI-Nspire can be used to do spreadsheet calculations. In
this presentation, we will show how to use the TI-Nspire to do
calculations in the commercial realm, such as simple and
compound interest.
Investigating a Mysterious Property of
Polynomials Using GeoGebra
David Miller, West Virginia University
In this paper, we we will first discuss a mysterious property that
deals with cubic polynomials and tangent lines. This property will
be illustrated through GeoGebra, and a proof will be discussed, with
connection to a familiar calculus topic. This property will be extended
to higher degree polynomials and illustrated in GeoGebra.
TRACK: Pedagogy, Research & Assessment
We often encounter the cubic equation. Its roots can be found using
Cardan’s formula. The curious fact is that when all roots are real and
the cubic polynomial is irreducible, the real roots are expressed in
terms of radicals of complex quantities. This case will be discussed
and examples provided.
In this article, we present the results of a study on learning outcomes
between traditional style of learning and technology projectbased instruction in a public high school. We will discuss types of
technologies used and how effectively the technology project based
instruction was integrated into the geometry class.
True Exploration and Visualization of Geometry
with Technology
Taeil Yi, University of Texas at Brownsville
41
Measuring Consistency: Confidence Intervals
for  on TI Calculators
Taylor Jensen, Dixie State College of Utah
Many students taking introductory statistics understand confidence
intervals better when they can focus on results rather than on
inefficient procedures involving tables and/or arithmetic, so a TI
Calculator program was created to assist in constructing confidence
intervals for population standard deviation.
TRACK: Statistics
Fused Courses: How Software Is Shaping
Undergraduate Mathematics
Aloysius Kasturiarachi, Kent State University at Stark
Contemporary undergraduate mathematics courses are essentially
morphing into hybrid blended courses, where class meetings
are augmented with web-based learning. We call these “fused”
mathematics courses. In the presentation, we will outline our
re-design of two fused courses - Calculus II and Linear Algebra. We
will explain how we fused interactive, cooperative, and mastery
learning to attain improved results in the final exam and end of
semester projects.
Using Technology to Support the Transition to a
Project-based Statistics Course
Laurie Huffman, Georgia College
This project describes a re-thinking of a traditional Probability and
Statistics course using the components of backward course design,
supplemental instruction, and an online homework system with
StatCrunch, an embedded, web-based data analysis package.
WeBWork: An Online Homework Delivery
System for Calculus Courses
Douglas Magomo, Edison State College
The presentation shows the competitiveness of WeBWork against
commercial online homework delivery systems such as MML
and WebAssign. This system is designed by faculty for faculty.
Commercial software packages currently have limited capacity for
use beyond Pre-calculus courses.
New Idea in Factoring Trinomials
Abdelrahim Ayyad, Delgado Community College
New Idea in factoring trinomials.
42
ORLANDO
2012
Exhibitors
Exhibitors – Atlantic Hall C
Academic Success Press
Minitab, Inc.
Bradenton, FL
Booth #13
State College, PA
Booth #12
Since 1985, the Academic Success Press, Inc. senior consultants
and products have helped thousands of students improve success
in math and other subjects. The current focus is using Web based
products such as the Student Online Math Readiness Survey and
supporting modules to improve the success of online math students.
Come by booth #13 to review our products.
Minitab 16 is the leading software for statistics education worldwide
and the package of choice at more than 4,000 colleges and
universities. Minitab contains all of the methods and capabilities
essential to teaching and learning statistics, and can be purchased via
affordable semester rentals. Free trial at www.OnTheHub.com/minitab
Casio America, Inc.
Portland, OR
Booth #2
Learn about the PRIZM Color Graphing Calculator and enter to win a
PRIZM or ClassPad 330. With the ClassPad, exploring mathematics
with CAS from a geometric and algebraic viewpoint helps students
advance to the next level. With the PRIZM, real world math is
possible and the color is amazing.
Hawkes Learning Systems,
Math Courseware Specialists, Charleston, SC
Booth #10, 11
With over 30 years of experience in specializing in mathematics
courseware, Hawkes Learning Systems knows what it takes to
provide the best learning tools to help students succeed. Hawkes
courseware motivates students with its unique approach to mastery
learning, which promotes grade improvement and encourages
students by engaging them in the learning process. With Hawkes, we
firmly believe: “Students matter. Success counts.”
iLearn Math
Marietta, GA
Booth #8
iLearn Math’s use of technology is a fundamentally different
approach that motivates students to “do the math” with an emphasis
on conceptual understanding coupled with procedural. This approach
keeps the student from having “leaps of logic” and supports
their understanding for higher level math concepts and as a result
accelerates their time in developmental math.
Making Math
Booth #14
“It is time for a real revolution in math education. Making Math is the
tool that reforms the way we teach, learn, and think about undergraduate
mathematics. Making Math combines online Mathematica, custom
content, learning management, content management, and social
networking in a way that creates a new pedagogy.”
Maplesoft
Waterloo, Ontario, Canada
Booth #3
Maplesoft has led the way in making math software easy to use
with its large collection of palettes, interactive assistants, contextsensitive menus, tutors, and other Clickable Math tools. Now, Maple
will raise the bar even higher, introducing new, innovative ways to
explore mathematics. Learn more at booth #3.
MATHCAD, A PTC Company
Needham, MA
Booth #5
Mathcad simplifies calculations by combining equations, text and
graphics in a presentable format, making it easy for teachers and
learners to keep track of even the most complex calculations.
Mathcad is developed and sold by PTC, the Product Development
Company.
Pearson Higher Education Math + Statistics
Upper Saddle River, NJ
Booth #16
As the premier publisher in mathematics and statistics, we are pleased
to present the most innovative, easy-to-use, well-integrated online
teaching and learning tools available for your courses. Browse our booth
to find the perfect solution for your classes, your students, and you.
Pearson Learning Solutions
Booth #16
Pearson Learning Solutions is part of Pearson, a global leader in
education, technology, and services. As a partner and consultant to
educators, Pearson Learning Solutions is committed to designing
total, client-driven education solutions. We are a team of worldclass education experts, instructional designers, curriculum
development experts, education course writers, development editors
and experienced textbook publishers. We tailor solutions to each
educator, institution, or organization’s unique needs to improve
success—whether that is for complete online, in the classroom or
blended courses or fully customized curriculum development.
Pearson Education MyMathLab
Booth #16
MyMathLab has helped more than 11 million students succeed
at math at more than 2,000 colleges and universities since 2001.
MyMathLab continues to evolve, providing educators with a rich and
flexible set of course materials and tools across 300 mathematics
and statistics titles, while engaging students with a personalized and
interactive learning environment where they can learn at their own
pace. MyMathLab is the product of choice for course redesigns that
focus on increasing student success. MyMathLab illustrates Pearson
Education’s commitment to innovation and excellence.
Texas Instruments
Dallas, TX
Booth #7
Supporting educator’s vision of student success, TI’s technology and
support materials help enhance teaching and learning. See how new
TI-Nspire™ CX handhelds can deepen student understanding using
color. http://education.ti.com
Web Assign
Raleigh, NC
Booth #4
WebAssign, the independent online homework and assessment
solution, continues to innovate. With pre-coded questions from
over 300 leading math and statistics textbooks; new tools; and
new content designed to improve student performance in calculus,
WebAssign is your indispensible partner in mathematics education.
Stop by our booth to learn more.
xyAlgebra
New York, NY
Booth #6
For optimum feedback, good math instructors request—and assess—
each step of students’ solutions. Yet most current software accepts
only short answers, and the stored solution often uses a different
method. At Booth #6, xyAlgebra provides the intelligent, step-by-step
feedback that should be routinely available—and xyAlgebra is free!
44
e xhibitors
ORLANDO
2012
Index
Last Name
46
First Name
Affiliation
Code
time
Adams
Sharon
Pensacola State College
SAT - S76
10:30 am - 11:15 am
Adkins
Frederick
Indiana University of Pennsylvania
FRI - C14A
3:40 pm - 3:55 pm
Aguirre
Edith
SAT - MML15
3:30 pm - 4:15 pm
Ahlgren
Alison
University of Texas
FRI - S18
12:30 pm - 1:15 pm
Alexander
Margo
Georgia State University
FRI - C13A
3:20 pm - 3:35 pm
Allen
G. Donald
Texas A&M University
SAT - S103
1:30 pm - 2:15 pm
Almy
Kathleen
Rock Valley College
SAT - S59
8:00 am - 8:45 am
Alon
Sandra
William Paterson University
FRI - C11
1:50 pm - 2:05 pm
Altman
Meredith
Genesee Community College
SAT - S122
4:30 pm - 5:15 pm
Anthony
MaryAnne
Santa Ana College
FRI - S47
11:30 am - 12:15 pm
Arney
Chris
FRI - S32
1:30 pm - 2:15 pm
Atkinson
Alvina
Georgia Gwinnet College
FRI - C16A
4:20 pm - 4:35 pm
Ayyad
Abdelrahim
Delgado Community College
SAT - C47
5:30 pm - 5:45 pm
Barnes
Teri
FRI - MML4
1:30 pm - 2:15 pm
Barnwal
Rajesh
FRI - C18
5:00 pm - 5:15 pm
Barrett
Gloria
Virginia Advanced Study Strategies
FRI - W3
3:00 pm - 4:45 pm
Beane
Susan
University of Houston - Downtown
FRI - C1
10:30 am - 10:45 am
Bell
Carol
Northern Michigan University
SAT - S104
1:30 pm - 2:15 pm
Bennekin
Kimberly
Georgia Perimeter College
FRI - C7
12:30 pm - 12:45 pm
Betkowski
Teresa
Gordon College
FRI - MML6
4:00 pm - 4:45 pm
Biddlecomb
Barry
FRI - C16A
4:20 pm - 4:35 pm
Birgen
Brian
Wartburg College
SAT - S90
12:30 pm - 1:15 pm
Blair
Jamie
Orange Coast College
SAT - S75
10:30 am - 12:15 pm
Blubaugh
Bill
University of Northern Colorado
SAT - S64
8:00 am - 8:45 am
Bodden
Kevin
FRI - MML2
11:30 am - 12:15 pm
Bolin
Michael
SAT - S72
9:00 am - 9:45 am
Bolin
Phyllis
SAT - S72
9:00 am - 9:45 am
Bookman
Jack
Duke University
FRI - S8
10:30 am - 11:15 am
Bogacki
Przemyslaw
Old Dominion University
SAT - C33
12:50 pm - 1:05 pm
Bouthellier
Paul
University of Pittsburgh-Titusville
FRI - C3
11:10 am - 11:25 am
Bouthellier
Paul
University of Pittsburgh-Titusville
SAT - S70
9:00 am - 9:45 am
Bower
Tony
St. Philip's College
SAT - S98
1:30 pm - 2:15 pm
Braun
Martin
Queens College
FRI - C12
11:50 am - 12:05 pm
Brewley
Natasha
FRI - C16A
4:20 pm - 4:35 pm
Browning
Sandra
University of Houston Clear Lake
SAT - S80
10:30 am - 11:15 am
Butler
Douglas
ICT Training Centre
FRI - M7
5:00 pm - 6:45 pm
Caldwell
Jerome
University of Wisconsin - River Falls
SAT - C29
11:30 am - 11:45 am
Catley
Alan
Tynemouth College
FRI - S44
4:00 pm - 4:45 pm
Chandrakantha
Leslie
John Jay College of Criminal Justice
SAT - C38
2:30 pm - 2:45 pm
Colen
Yong
Indiana University of Pennsylvania
FRI - C15
4:00 pm - 4:15 pm
Collins
Alicia
SAT - S100
1:30 pm - 2:15 pm
Collins
Amy
Northwest Vista College
SAT - S98
1:30 pm - 2:15 pm
Comar
Timothy
Benedictine University
SAT - S126
4:30 pm - 5:15 pm
Corey
Darryl
FRI - S55
5:00 pm - 5:45 pm
Coronges
Kathryn
FRI - S32
1:30 pm - 2:15 pm
Cortes
Maribel
Universidad Santo Tomas
SAT - C37
2:10 pm - 2:25 pm
Crawford
Jennifer
Orange Coast College
SAT - S75
10:30 am - 12:15 pm
Dagys
Arunas
Saint Xavier University
SAT - S68
9:00 am - 9:45 am
Davis
Marsha
Eastern Connecticut State University
SAT - S77
10:30 am - 11:15 am
Davis
Matt
Chabot College
SAT - S119
3:30 pm - 4:15 pm
Decker
June
Three Rivers Community College
SAT - S110
2:30 pm - 3:15 pm
Decker
Robert
University of Hartford
SAT - S110
2:30 pm - 3:15 pm
Deshler
Jessica
West Virginia University
SAT - MML11
11:30 am - 12:15 pm
DeVoe
Jody
Valencia College
SAT - S97
1:30 pm - 2:15 pm
Diehl
John
Retired - Hinsdale Central HS
FRI - W2
12:30 pm - 2:15 pm
Dlabach
Gregory
TBA
FRI - S14
11:30 am - 12:15 pm
Donahou
Eden
FRI - S34
3:00 pm - 3:45 pm
Drucker
Beverly
Northern Virginia Community College
SAT - MML9
9:00 am - 9:45 am
Dunlap
Laurie
SAT - S104A
1:30 pm - 2:15 pm
Edwards
Michael Todd
Miami University
SAT - M9
8:00 am - 9:45 am
Ehrke
John
FRI - S7
10:30 am - 11:15 am
Eichhorn
Sarah
University of California, Irvine
SAT - S87
11:30 am - 12:15 pm
Elliott
Aaron
United States Army
FRI - S8
10:30 am - 11:15 am
Ellis
Wade
West Valley College
SAT - M12
10:30 am - 12:15 pm
Page
index
Last Name
First Name
Affiliation
Code
time
Erickson
Keith
Georgia Gwinnett College
FRI - S24
12:30 pm - 1:15 pm
Ernie
Kathryn
SAT - S96
12:30 pm - 1:15 pm
Ernie
Kathryn
SAT - S111
2:30 pm - 3:15 pm
Essien
Hope
Malcolm X College
SAT - S84
11:30 am - 12:15 pm
Evins
Cathy
SAT - MML12
12:30 pm - 1:15 pm
Fadyn
Joseph
Southern Polytechnic State University
FRI - C14
3:40 pm - 3:55 pm
Farley
Rosemary
Manhattan College
SAT - S62
8:00 am - 8:45 am
Faruque
Susan
Florida Institute of Technology
FRI - C5A
11:50 am - 12:05 pm
Fernando
Harshini
Purdue University North Central
SAT - C24
9:00 am - 9:15 am
Ferrer
Cathy
Valencia College
SAT - S97
1:30 pm - 2:15 pm
Filippova
Daria
FRI - C8
12:50 pm - 1:05 pm
Filippova
Daria
FRI - S13
11:30 am - 12:15 pm
Fisher
Brian
SAT - S89
12:30 pm - 1:15 pm
Fisher
Diane
University of Louisiana at Lafayette
SAT - C28
11:10 am - 11:25 am
Fisher
Lawanna
FRI - S43
4:00 pm - 4:45 pm
Florkowski
Stanley
FRI - S40
3:00 pm - 3:45 pm
Foes
Heather
Rock Valley College
SAT - S59
8:00 am - 8:45 am
Forrester
Nancy
Northeast State Community College
FRI - S54
5:00 pm - 5:45 pm
Fowler
Joel
Southern Polytechnic State University
SAT - S85
11:30 am - 12:15 pm
Franklin
Amy
Jacksonville State University
FRI - C10A
1:30 pm - 1:45 pm
Frey
Cathy
Norwich University
FRI - C12A
3:00 pm - 3:15 pm
Fuller
Edgar
SAT - MML11
11:30 am - 12:15 pm
Furner
Joseph
Florida Atlantic University
SAT - S112
2:30 pm - 3:15 pm
Gabriel
Donald
FRI - MML1
10:30 am - 11:15 am
Gallaher
Randall
Lewis & Clark Community College
FRI - S41
4:00 pm - 4:45 pm
Garten
Heather
Embry-Riddle Aeronautical University Worldwide
FRI - C2
10:50 am - 11:05 am
Gawlik
Christina
Texas Woman's University
SAT - S120
3:30 pm - 4:15 pm
Gaze
Eric
Bowdoin College
FRI - S12
11:30 am - 12:15 pm
Gentile
Scott
Hunter College, City University of New York
SAT - S127
4:30 pm - 5:15 pm
Gerstenschlager
Natasha
FRI - S26
1:30 pm - 2:15 pm
Glascoe
Sue
FRI - M4
12:30 pm - 2:15 pm
Gomez
Ramon
Florida International University
SAT - C31
12:10 pm - 12:25 pm
Goshaw
Martha
FRI - S34
3:00 pm - 3:45 pm
Gosky
Ross
FRI - C4
11:30 am - 11:45 am
Gould
Robert
University of California, Los Angeles
SAT - S61
8:00 am - 8:45 am
Gower
Jane
Francis Marion University
FRI - S3
10:30 am - 11:15 am
Granado
Michael
Houston Community College
SAT - M17
4:30 pm - 6:15 pm
Grant
Carrie
Flagler College
SAT - S93
12:30 pm - 1:15 pm
Graser
David
Yavapai College
SAT - S91
12:30 pm - 1:15 pm
Greenwald
Sarah
SAT - S71
9:00 am - 9:45 am
Grimaldo
Andreana
Quinsigamond Community College
SAT - S66
9:00 am - 9:45 am
Gross
Samuel
Savannah College of Art and Design
SAT - MML13
1:30 pm - 2:15 pm
Gurney
David
Southeastern Louisiana University
SAT - S117
3:30 pm - 4:15 pm
Haider
Shawna
Salt Lake Community College
FRI - S2
10:30 am - 11:15 am
Hallagan
Jean
SUNY Oswego
FRI - C13
3:20 pm - 3:35 pm
Hanley
Amanda
FRI - MML1
10:30 am - 11:15 am
Hanson
Brandon
FRI - S26
1:30 pm - 2:15 pm
Harris
Queen
FRI - C16
4:20 pm - 4:35 pm
Hartfield
Thomas
Gainesville State College
FRI - S49
5:00 pm - 5:45 pm
Hegeman
Jennifer
MIssouri Western State University
FRI - S42
4:00 pm - 4:45 pm
Henson
Devin
Midlands Technical College
FRI - S17
12:30 pm - 1:15 pm
Hofacker
Erick
SAT - S111
2:30 pm - 3:15 pm
Hofacker
Erick
SAT - S96
12:30 pm - 1:15 pm
Hopkins
Kevin
Southwest Baptist University
FRI - S22
12:30 pm - 1:15 pm
Horan
Dwight
Wentworth Institute of Technology
FRI - C10
1:30 pm - 1:45 pm
Horton
Bob
Clemson University
SAT - W6
10:30 am - 12:15 pm
House
Sandee
SAT - S82
11:30 am - 12:15 pm
Huffman
Laurie
Georgia College
SAT - C45
4:50 pm - 5:05 pm
Indrihovic
Robert
Florence-Darlington Technical College
SAT - S63
8:00 am - 8:45 am
Ipina
Lynne
University of Wyoming
SAT - S99
1:30 pm - 2:15 pm
Ives
Frank
University of La Verne
SAT - S73
10:30 am - 11:15 am
Jayasuriya
Kumara
Purdue North Central
SAT - S95
12:30 pm - 1:15 pm
Jean
Brian
Taft College
SAT - S123
4:30 pm - 5:15 pm
Jenkins
Janet
University of North Alabama
FRI - C19
5:20 pm - 5:35 pm
index
Page
47
Last Name
Jenkins
48
First Name
Rose
Affiliation
Midland Technical College
Code
SAT - M14
time
Page
12:30 pm - 2:15 pm
Jensen
Taylor
Dixie State College of Utah
SAT - C43
4:10 pm - 4:25 pm
Jerkins
James
FRI - C19
5:20 pm - 5:35 pm
Johnson
Anthony N.
FRI - S32
1:30 pm - 2:15 pm
Juersivich
Nicole
Nazareth College
SAT - M13
12:30 pm - 2:15 pm
Jurgens
Julie
Flagler College
SAT - S93
12:30 pm - 1:15 pm
Kasturiarachi
Aloysius
Kent State University at Stark
SAT - C44
4:30 pm - 4:45 pm
Kemp
Marian
Murdoch University
SAT - S88A
11:30 am - 12:15 pm
Kim
Victoria
DeVry University
SAT - S115
3:30 pm - 4:15 pm
King
Supawan
Harford Community College
FRI – C6A
12:10 pm - 12:25 pm
Kirk
Honey
Palo Alto College
SAT - S98
1:30 pm - 2:15 pm
Kissane
Barry
Murdoch University
SAT - S96A
12:30 pm - 1:15 pm
Klima
Rick
SAT - S94
12:30 pm - 1:15 pm
Knappen
Mary
Genesee Community College
SAT - S113
3:30 pm - 4:15 pm
Kosek
Wojciech
Colorado Technical Univeristy
SAT - MML10
10:30 am - 11:15 am
Koshar
Mary
FRI - S13
11:30 am - 12:15 pm
Kuhn
Betsy
SAT - MML11
11:30 am - 12:15 pm
Lamagna
Edmund
University of Rhode Island
SAT - S112A
2:30 pm - 3:15 pm
Laughbaum
Edward
The Ohio State University
FRI - S35
3:00 pm - 3:45 pm
Laurel
Humberto
Laredo Community College
SAT - S67
9:00 am - 9:45 am
Lawhon
Jennifer
Valencia College
SAT - S97
1:30 pm - 2:15 pm
LeDocq
Rebecca
University of Wisconsin - La Crosse
SAT - S111
2:30 pm - 3:15 pm
Lee
Bridgett
SAT - W7
12:30 pm - 2:15 pm
Lee
Dianna
Northeast Lakeview College
SAT - S98
1:30 pm - 2:15 pm
Lehmann
Jay
College of San Mateo
FRI - S20
12:30 pm - 1:15 pm
Lehmann
Rachel
University of California, Irvine
SAT - S87
11:30 am - 12:15 pm
Lindloff
Lisa
FRI - MML4
1:30 pm - 2:15 pm
Lippman
David
Pierce College
SAT - S92
12:30 pm - 1:15 pm
Lister
Lisa
Bloomsburg University
SAT - S99
1:30 pm - 2:15 pm
Lopez
Robert
Maplesoft
FRI - S53
5:00 pm - 5:45 pm
Lopez
Robert
Maplesoft
SAT - M11
10:30 am - 12:15 pm
Lucas
Timothy
SAT - S89
12:30 pm - 1:15 pm
Mabrouk
Sarah
Framingham State University
FRI - M1
10:30 am - 12:15 pm
Mabrouk
Sarah
Framingham State University
SAT - S65
9:00 am - 9:45 am
Magomo
Douglas
Edison State College
SAT - C46
5:10 pm - 5:25 pm
Marecek
Lynn
Santa Ana College
FRI - S47
4:00 pm - 4:45 pm
Marinas
Carol
Barry University
SAT - S112
2:30 pm - 3:15 pm
May
Mike
Saint Louis University
FRI - M5
3:00 pm - 4:45 pm
May
Mike
Saint Louis University
SAT - C21
8:00 am - 8:15 am
McDaniel
Scott
FRI - S25
1:30 pm - 2:15 pm
McKenna
Paula
San Antonio College
SAT - S98
1:30 pm - 2:15 pm
Mendoza
Gabriel
SAT - S107
2:30 pm - 3:15 pm
Mercer
Richard
Wright State University
FRI - S45
4:00 pm - 4:45 pm
Merriweather
Michelle
The College of New Rochelle
SAT - W5
8:00 am - 9:45 am
Miller
Elizabeth
The Ohio State University
FRI - S37
3:00 pm - 3:45 pm
Miller
David
SAT - C41
3:30 pm - 4:45 pm
Miller
John C.
The City College of The City University of New York
FRI - S19
12:30 pm - 1:15 pm
Mitchell
Curtis
Kirkwood Community College
SAT - S108
2:30 pm - 3:15 pm
Mitchell
Maria
Central Connecticut State University
FRI - C8A
12:50 pm - 1:05 pm
Mirza
Leona
North Park University
SAT - C32
12:30 pm - 12:45 pm
Montero Gaona
Manuel
SAT - C26
10:30 am - 10:45 am
Morales
David
Laredo CC/Texas A&M Int'l University
SAT - S67
9:00 am - 9:45 am
Muhs
Tammy
FRI - S38
3:00 pm - 3:45 pm
Murillo
Sofia
SAT - C25
9:20 am - 9:35 am
N. De Las Penas
Ma. Louise Antonette
Ateneo de Manila University
SAT - S80A
10:30 am - 11:15 am
Nadji
Taoufik
Interlochen Arts Academy
SAT - S125
4:30 pm - 5:15 pm
Nawrocki
David
Albright College
SAT - S102
1:30 pm - 2:15 pm
Nettles
Eli
SAT - MML14
2:30 pm - 3:15 pm
Nite
Sandra
SAT - S103
1:30 pm - 2:15 pm
North Morris
Jennifer
None - Casio Education
SAT - W9
4:30 pm - 6:15 pm
Nunley
Denise
Glendale Community College
SAT - S100
1:30 pm - 2:15 pm
Omer
Pamela
Western New England University
FRI - S50
5:00 pm - 5:45 pm
Palais
Bob
Utah Valley University
FRI - S40
3:00 pm - 3:45 pm
Palmer
Katrina
SAT - S118
3:30 pm - 4:15 pm
index
Code
time
Parker
Last Name
April
Troy University
FRI - MML7
5:00 pm - 5:45 pm
Paschal
Sallie
FRI - S5
10:30 am - 11:15 am
Patterson
Nikita
FRI - S55
5:00 pm - 5:45 pm
Payne
Vivian
Montana State University Billings
SAT - S114
3:30 pm - 4:15 pm
Pence
Dennis
Western Michigan University
SAT - S86
11:30 am - 12:15 pm
Pensky
Marianna
SAT - C22
8:20 am - 8:35 am
Petkus
Patricia
Saint Xavier University
SAT - S68
9:00 am - 9:45 am
Petruska
Mary Anne
Pensacola State College
SAT - S76
10:30 am - 11:15 am
Phelps
Julie
Valencia College
FRI - S4
10:30 am - 11:15 am
Pilant
Mike
FRI - M2
10:30 am - 12:15 pm
Pilant
Mike
FRI - S33
3:00 pm - 3:45 pm
Pirnot
Thomas
Kutztown University of Pennsylvania
FRI - S51
5:00 pm - 5:45 pm
Pomper
Markus
Indiana University East
FRI - S10
11:30 am - 12:15 pm
Poyner
Sean
FRI - S48
4:00 pm - 4:45 pm
Puhak
Robert
Rutgers University
FRI - C15A
4:00 pm - 4:15 pm
Quesada
Antonio
SAT - S64A
8:00 am - 9:45 am
Quesada
Antonio
SAT - S104A
1:30 pm - 2:15 pm
Quinney
Douglas
University of Keele, Keele, Staffs UK
FRI - M3
12:30 pm - 2:15 pm
Raines
Joan
FRI - S43
4:00 pm - 4:45 pm
Raiszadeh
Azar
Chattanooga State Community College
SAT - S58
8:00 am - 8:45 am
Randby
Scott
SAT - S81
11:30 am - 12:15 pm
Rasmussen
Melonie
Pierce College
SAT - S92
12:30 pm - 1:15 pm
Ray
David
University of Tennessee at Martin
FRI - S27
1:30 pm - 2:15 pm
Reardon
Tom
Youngstown State University
FRI - W1
10:30 am - 12:15 pm
Reid
Melissa
Rowan-Cabarrus Community College
SAT - S57
8:00 am - 8:45 am
Roberts
Lila
Clayton State University
FRI - S1
10:30 am - 11:15 am
Robichaud
Denise
SAT - S66
9:00 am - 9:45 am
Rodrigues
Mariano
University of Phoenix
FRI - S36
3:00 pm - 3:45 pm
Rouse
Phoebe
Louisiana State University
FRI - S31
1:30 pm - 2:15 pm
Rowell
Ginger
FRI - S26
1:30 pm - 2:15 pm
Rowell
Ginger
FRI - C2A
10:50 am - 11:05 am
Rowlett
Joel
FRI - S26
1:30 pm - 2:15 pm
Roy
Sudipta
Kankakee Community College
SAT - C30
11:50 am - 12:05 pm
Rueda Pinto
Monica
SAT - C40
3:10 pm - 3:25 pm
Ryerse Overton
Teresa
Northern Virginia Community College
SAT - MML9
9:00 am - 9:45 am
Saddler
Derrick
University of South Florida
SAT - S116
3:30 pm - 4:15 pm
Samuels
Jason
City University of New York - BMCC
FRI - C11A
1:50 pm - 2:05 pm
Saunders, Jr.
Scott
Baltimore City Community College
FRI - C17
4:40 pm - 4:55 pm
Schiffman
Jay
Rowan University
FRI - S46
4:00 pm - 4:45 pm
Schiffman
Jay
Rowan University
SAT - C27
10:50 am - 11:05 am
Schulz
Eric
Walla Walla Community College
FRI - S29
1:30 pm - 2:15 pm
Schweitzer
David
FRI - C4A
11:30 am - 11:45 am
Seeburger
Paul
Monroe Community College
FRI - M6
3:00 pm - 4:45 pm
Serros
Sherrie
University of Wisconsin - Eau Claire
SAT - S96
12:30 pm - 1:15 pm
Serros
Sherrie
University of Wisconsin - Eau Claire
SAT - S111
2:30 pm - 3:15 pm
Sever
Timor
FRI - S39
3:00 pm - 3:45 pm
Sever
Timor
SAT - M17
4:30 pm - 6:15 pm
Shi
Yixun
Bloomsburg University of Pennsylvania
FRI - C6
12:10 pm - 12:25 pm
Sigmon
Neil
Radford University
SAT - S94
12:30 pm - 1:15 pm
Slate-Young
Erica
University of Alabama, Huntsville
FRI - S8
10:30 am - 11:15 am
Slater
Jeff
North Shore Community College
SAT - S75
10:30 am - 12:15 pm
Sledge
Sharon
San Jacinto College
FRI - S15
11:30 am - 12:15 pm
Sledge
Sharon
San Jacinto College
SAT - S103
1:30 pm - 2:15 pm
Smith
Donna
SAT - S80
10:30 am - 11:15 am
Smith
Graham
Kellogg Community College
FRI - S9
11:30 am - 12:15 pm
Soderstrom
Cindy
Salt Lake Community College
SAT - S124
4:30 pm - 5:15 pm
Spence
Dianna
North Georgia College & State University
SAT - C35
1:30 pm - 1:45 pm
Spitznagel
Carl
John Carroll University
FRI - S21
12:30 pm - 1:15 pm
Squire
Douglas
SAT - MML11
11:30 am - 12:15 pm
Squires
John
SAT - S106
2:30 pm - 3:15 pm
Steckroth
Jeffrey
Christopher Newport University
FRI - S30
1:30 pm - 2:15 pm
Stenger
Cynthia
FRI - C19
5:20 pm - 5:35 pm
Sterling
Mary Jane
Bradley University
FRI - C20
5:40 pm - 5:55 pm
Stewart
Chairsty
SAT - S114
3:30 pm - 4:15 pm
index
First Name
Affiliation
Page
49
Last Name
50
First Name
Affiliation
Code
time
Strasser
Nora
Friends University
SAT - S60
8:00 am - 8:45 am
Strazzullo
Francesco
Reinhardt University
FRI - C7A
12:30 pm - 12:45 pm
Strozak
Bob
Old Dominion University
SAT - S120A
3:30 pm - 4:15 pm
Su
Hui Fang Huang “Angie”
Nova Southeastern University
SAT - S128A
4:30 pm - 5:15 pm
Subramanian
Lalitha
Potomac State College of West Virginia University
FRI - S52
5:00 pm - 5:45 pm
Sukta
Joseph
Moraine Valley Comzmunity College
SAT - S79
10:30 am - 11:15 am
Sullivan
Michael
Joliet Junior College
SAT - S101
1:30 pm - 2:15 pm
Szurley
David
Francis Marion University
SAT - S78
10:30 am - 11:15 am
Tamburro
Richard
Daytona State College
SAT - C34
1:10 pm - 1:25 pm
Thomley
Jill
FRI - C5
11:50 am - 12:05 pm
Thomley
Jill
SAT - S71
9:00 am - 9:45 am
Tiffany
Patrice
Manhattan College
SAT - S62
8:00 am - 8:45 am
Tobey
John
North Shore Community College
SAT - S75
10:30 am - 12:15 pm
Townsley
Lisa
University of Georgia
SAT - M10
8:00 am - 9:45 am
Trent
Malissa
Northeast State Community College
FRI - S54
5:00 pm - 5:45 pm
Triola
Marty
Dutchess Community College
SAT - S69
9:00 am - 9:45 am
Trujillo
Victor
FRI - S56
5:00 pm - 5:45 pm
Vajravelu
Kuppalapalle
FRI - S38
3:00 pm - 3:45 pm
Valenzuela
Claudio
SW Texas Jr College/Sul Ross University
SAT - S67
9:00 am - 9:45 am
Van Wagoner
Michelle
SAT - MML14
2:30 pm - 3:15 pm
Velummylum
Somasundaram
Claflin University
FRI - C9
1:10 pm - 1:25 pm
Ventress
Andy
(formerly) Moraine Valley Community College
SAT - W8
2:30 pm - 4:15 pm
Vilardi
Robert
Troy University Montgomery Campus
SAT - S88
11:30 am - 12:15 pm
Villanueva
Jay
Florida Memorial University
SAT - C36
1:50 pm - 2:05 pm
Vitti
Karrie
Train My Teacher
FRI - C1A
10:30 am - 10:45 am
Voss
Jim
Front Range Community College
SAT - M16
2:30 pm - 4:15 pm
Walters
Kimberly
Mississippi State University
FRI - MML5
3:00 pm - 3:45 pm
Walters
Kimberly
Mississippi State University
SAT - S105
2:30 pm - 3:15 pm
Wampler
Jane
Naugatuck Valley Community College
SAT - MML8
8:00 am - 8:45 am
Wang
Linda
Brookdale Community College
FRI - C3A
11:10 am - 11:25 am
Wattenberg
Frank
FRI - S16
11:30 am - 12:15 pm
Wattenberg
Frank
FRI - S24
12:30 pm - 1:15 pm
Wattenberg
Frank
FRI - S8
10:30 am - 11:15 am
Wattenberg
Frank
FRI - S56
5:00 pm - 5:45 pm
Weld
Chris
FRI - S16
11:30 am - 12:15 pm
Weld
Chris
FRI - S24
12:30 pm - 1:15 pm
Weld
Chris
FRI - S8
10:30 am - 11:15 am
Whealon
Jill
Columbia College
FRI - S23
12:30 pm - 1:15 pm
White
Jacci
Saint Leo University
SAT - C23
8:40 am - 8:55 am
Whitfield
Diane
CASIO MRD Center; Portland Community College
FRI - W4
5:00 pm - 6:45 pm
Whitfield
Jennifer
SAT - S103
1:30 pm - 2:15 pm
Wick
Darren
Ashland University
FRI - C9A
1:10 pm - 1:25 pm
Wilkerson
Drew
FRI - S40
3:00 pm - 3:45 pm
Williams
Mary
SAT - MML12
12:30 pm - 1:15 pm
Williams
Sandy
Front Range Community College
SAT - M16
2:30 pm - 4:15 pm
Williamson
Calvin
Fashion Institute of Technology/SUNY
SAT - S121
4:30 pm - 5:15 pm
Willis
Jana
SAT - S80
10:30 am - 11:15 am
Woodbury
George
College of the Sequoias
FRI - MML3
12:30 pm - 1:15 pm
Wright
Michael
FRI - S48
4:00 pm - 4:45 pm
Wyrick
Karen
Cleveland State Community College
SAT - S74
10:30 am - 11:15 am
Yang
Wei-Chi
Radford University
FRI - S6
10:30 am - 11:15 am
Yanik
Joe
Emporia State University
SAT - M15
2:30 pm - 4:15 pm
Yantz
Jennifer
FRI - C2A
10:50 am - 11:05 am
Yi
Taeil
University of Texas at Brownsville
SAT - C42
3:50 pm - 4:05 pm
Yocco
Lisa
SAT - W7
12:30 pm - 2:15 pm
Yoshiwara
Bruce
Los Angeles Pierce College
FRI - S11
11:30 am - 12:15 pm
Young
Paula
Salem College
SAT - S109
2:30 pm - 3:15 pm
Zabdawi
Marwan
Gordon College
SAT - C39
2:50 pm - 3:05 pm
Zabrocki
Vivian
SAT - S114
3:30 pm - 4:15 pm
Zuro
Stephen
Joliet Junior College
FRI - S28
1:30 pm - 2:15 pm
Page
index
The Blitzer Developmental Algebra Series
The Blitzer series engages readers with thought-provoking, friendly, and fun
applications that show students how math is relevant to their everyday lives.
Introductory Algebra
for College Students,
Sixth Edition • © 2013
Intermediate Algebra
for College Students,
Algebra for College Students,
Seventh Edition • © 2013
Introductory & Intermediate
Algebra for College Students,
Fourth Edition • © 2013
The Martin-Gay Developmental Algebra Series
Elayn Martin-Gay’s developmental math program is based on her firm belief that every
student can succeed, and this idea motivates her textbooks and print and media resources.
Beginning Algebra,
Intermediate Algebra,
Beginning & Intermediate Algebra,
Fifth Edition • © 2013
The Rockswold/Krieger Developmental Math Series
The Rockswold/Krieger series fosters conceptual understanding
by using relevant applications and visualization to show students
why math matters.
Prealgebra
© 2013
advertisements
Beginning Algebra with
Applications & Visualization,
Third Edition • © 2013
See this author at ICTCM!
Do Mathematics and Technology Create Reality?
Gary Rockswold, Minnesota State University–Mankato
Intermediate Algebra with
Applications & Visualization,
Beginning and Intermediate Algebra
with Applications & Visualization,
51
The Tobey/Slater/Blair/Crawford Series
This series builds essential skills one at a time by breaking the mathematics down into manageable pieces.
Basic College Mathematics,
Prealgebra, Fifth Edition • © 2012
Beginning Algebra,
Eighth Edition • © 2013
Beginning Algebra: Early Graphing,
Intermediate Algebra,
Beginning & Intermediate Algebra,
See these authors at ICTCM!
The Power of a Math Coach: Unchanging Principles
in Times of Changing Technology
John Tobey & Jeff Slater, North Shore Community College
Jamie Blair, Orange Coast College
Jennifer Crawford, Normandale Community College
The Akst/Bragg Series
The Akst/Bragg series’ success is built around clear and concise writing, a side-by-side “teach by example”
approach, and integrated applications that help students achieve conceptual understanding.
Basic College Mathematics
through Applications,
Carson’s Prealgebra
Addressing individual learning
styles, Tom Carson presents
targeted learning strategies
and a complete study system
to guide students to success.
Prealgebra, Fourth Edition • © 2013
52
Jordan/Palow
This text integrates arithmetic
and algebra to allow students
to see algebra as a natural
extension of arithmetic.
Integrated Arithmetic and
Basic Algebra, Fifth Edition • © 2013
advertisements
New eCourses
Completely Clickable. Totally Integrated. Revolutionizing the Way Students Learn.
The Trigsted MyMathLab® eCourse Series
The Trigsted MyMathLab eCourse series offers an innovative solution for today’s classroom. Students from
across the country have seen improved success rates while learning in this program.
Prealgebra
Trigsted • Gallaher • Bodden • © 2013
Beginning Algebra
Trigsted • Bodden • Gallaher • © 2012
Trigsted • Gallaher • Bodden • © 2011
Beginning and Intermediate Algebra
Trigsted • Bodden • Gallaher • © 2012
Design on a Dime: Using Free or Inexpensive Technologies
to Enhance Your Courses
Randy Gallaher & Kevin Bodden, Lewis and Clark Community College
College Algebra,
Second Edition
Trigsted • © 2012
Algebra and Trigonometry
Precalculus: A Right Triangle Approach
Precalculus: A Unit Circle Approach
Trigonometry
Learn more at www.pearsonhighered.com/trigstedinfo
Three Steps to Proven Success
d
Squires/Wyrick MyMathLab eCourse Series
Grimaldo/Robichaud MyMathLab eCourse
The Power is in the Pairing
John Squires and Karen Wyrick have used their success in the
classroom and the lab to design this MyMathLab eCourse series,
which offers students a guided learning path through content
that has been organized into small, manageable portions.
MyMathLab for Basic Mathematics
© 2012
MyMathLab for
© 2012
MyMathLab for Intermediate Algebra
© 2013
MyMathLab for Developmental
Mathematics
© 2012
ECHO: Introducing Course Redesign
in High Schools
John Squires,
Lessons Learned! Redesigning
our Redesign
Karen Wyrick,
Cleveland State Community College
Learn more at:
www.pearsonhighered.com/squireswyrick1einfo
advertisements
This product was developed through
authors Andreana Grimaldo and Denise
Robichaud’s experiences helping all types
of students (online, in-lab, and in-class)
achieve success by pairing a streamlined
Worktext–where students show their
work–with an interactive eText and fully
loaded MyMathLab course.
MyMathLab for INTRO Algebra
© 2013
Course Redesign: The Best of
Both Worlds
Andreana Grimaldo &
Denise Robichaud
Learn more at:
www.pearsonhighered.com/grimaldorobichaud1einfo
53
Precalculus: New for 2012
Steadfast Support for Your Evolving Course
The Lial/Hornsby/Schneider/Daniels Precalculus Series
NEW! Interactive Figures for all © 2013
Precalculus titles. Visit
www.pearsonhighered.com/interactivefigures
Offering a new suite of resources to engage and support today’s instructors
and students, this series’ proven approach develops both the conceptual
understanding and the analytical skills necessary for success in mathematics.
College Algebra, Eleventh Edition
© 2013
Essentials of College Algebra,
Tenth Edition • © 2011
College Algebra and
Trigonometry, Fifth Edition
© 2013
Precalculus, Fifth Edition
© 2013
Trigonometry, Tenth Edition
© 2013
www.pearsonhighered.com/lialprecalculusinfo
Visualize. Interact. Succeed.
The Bittinger/Beecher/Ellenbogen/Penna Precalculus Series: Graphs and Models
The Fifth Edition helps students understand concepts by introducing functions early and maintaining
a consistent theme of functions throughout. This revision now includes more ongoing review to
encourage retention and success.
College Algebra: Graphs and Models
with Graphing Calculator Manual,
Algebra and Trigonometry:
Graphs and Models with Graphing
Calculator Manual, Fifth Edition • © 2013
Precalculus: Graphs and Models
with Graphing Calculator Manual,
www.pearsonhighered.com/bittingerprecalculusinfo
54
advertisements
Precalculus: New for 2012
They’re Prepared. You’re Prepared—Prepare, Practice, Review.
The Sullivan Precalculus Series: Enhanced with Graphing Utilities
Michael Sullivan’s time-tested approach focuses students on the fundamental skills they need for the course:
preparing for class, practicing with homework, and reviewing the concepts. Evolved to meet today’s course needs,
this series uses graphing calculators, active learning, and technology in new ways to help students succeed.
College Algebra Enhanced with
Graphing Utilities,
Algebra and Trigonometry Enhanced
with Graphing Utilities,
Precalculus Enhanced with
Graphing Utilities,
www.pearsonhighered.com/sullivanEGUinfo
The Right Tools to Drive Your Success
Mathematics from Classroom to Career
Dugopolski: Precalculus Functions and Graphs
Harshbarger/Yocco: College Algebra in Context
Dugopolski’s texts are built on providing essential
strategies for understanding mathematical concepts.
Precalculus: Functions and Graphs emphasizes
problem solving and critical thinking. This text is
enhanced by the addition of 900 exercises, including
new vocabulary and cumulative review problems.
Using modeling, applications, and real-data
problems to develop skills, this text gives students
the practice they need to become adept problem
solvers in their future courses and careers.
College Algebra in Context,
Precalculus: Functions and Graphs,
College Algebra, Fifth Edition • © 2011
College Algebra and Trigonometry:
A Unit Circle Approach,
Trigonometry, Third Edition • © 2011
www.pearsonhighered.com/dugopolskiprecalculusseries
advertisements
55
Liberal Arts Math
Get the Math. Get the Point.
This best seller shows students how we use mathematics in our daily lives and why it is important.
The new edition includes “Why This Is Important” sections throughout the text, with real-life and
up-to-date examples. A wide range of exercises helps students develop their problem-solving skills.
NEW!
A Survey of Mathematics with Applications,
Ninth Edition
Angel • Abbott • Runde • © 2013
New for
• Expanded coverage offers students
more of the practice they need to
master the material. This includes
60% more MathXL® questions!
• A Ready to Go course option includes
pre-assigned homework and quizzes to
make creating your MyMathLab course
even simpler.
www.pearsonhighered.com/angel9einfo
Mathematics for Future Teachers
The Gold Standard for Future Teachers
More than 350,000 students have prepared for teaching mathematics with this text since its first
edition, and it remains the top choice today. Students not only engage in active learning and develop
skills and concepts—they also have an invaluable reference for their future elementary classrooms.
NEW!
A Problem Solving Approach to Mathematics
for Elementary School Teachers,
Eleventh Edition
Billstein • Libeskind • Lott • © 2013
New for
• Integrating Mathematics and Pedagogy
(IMAP) videos are now included, which show
elementary children working math problems
and offer an opportunity for classroom
discussion and professional development.
• New question types are based on
IMAP videos and e-manipulatives.
• A Ready to Go course option includes
pre-assigned homework and quizzes to
make creating your MyMathLab course
even simpler.
Active Learning
www.pearsonhighered.com/billstein11einfo
56
• The Activity Manual is easier to integrate
into the course and now comes with a
pouch of perforated manipulatives.
advertisements
Introductory Statistics
NEW for 2012
Pearson understands the importance of showing students the relevance of statistics. That’s why we work with
leading authors to create a full range of textbooks and technology products that connect students to the data
that surround them. Every text is available with MyStatLab,™ StatCrunch,® and Pearson’s renowned support.
NEW!
Statistics: Informed
Decisions Using Data,
Fourth Edition
Michael Sullivan, III • © 2013
www.pearsonhighered.com/sullivanstats4einfo
NEW!
Introductory Statistics: Exploring the
World through Data
Gould • Ryan • © 2013
www.pearsonhighered.com/gould1einfo
The Challenges of Real Data,
Robert Gould, University of California,
Los Angeles
Simulation and Resampling Methods in
Introductory Statistics,
Michael Sullivan, Joliet Junior College
 Also available:
Fundamentals of Statistics, Third Edition • © 2011
NEW!
Statistics: The Art and Science
of Learning from Data,
Third Edition
Agresti • Franklin • © 2013
www.pearsonhighered.com/agresti3einfo
NEW!
Statistics,
Twelfth Edition
McClave • Sincich • © 2013
www.pearsonhighered.com/mcclave12einfo
 Also available:
A First Course in Statistics,
Eleventh Edition • © 2013
For a complete list of titles, visit www.pearsonhighered.com/statistics
See this market leading author at ICTCM!
Technology in Statistics, Marty Triola, Dutchess Community College
Business Statistics
Better Decisions. Better Results.
Business Statistics,
Second Edition
Sharpe • De Veaux • Velleman • © 2012
www.pearsonhighered.com/sharpe2etour
Available with
Statistics for Business and Economics,
Eleventh Edition
McClave • Benson • Sincich • © 2011
www.pearsonhighered.com/mcclave11einfo
and
Statistics for Business:
Decision Making and Analysis
Stine • Foster • © 2011
www.pearsonhighered.com/stine1etour
For a complete list of titles, visit www.pearsonhighered.com/statistics
advertisements
57
Increase the Probability of Student Success in Statistics
MyStatLab —part of the market-leading MyMathLab® product family—is an easy-to-use course management
system. MyStatLab includes a multimedia textbook, exercises based on the textbook’s homework problems,
new conceptual StatTalk videos, and learning aids within each exercise.
MyStatLab includes:
• New course designs in © 2013 courses
• 1,000 Conceptual Questions
• 450 Getting Ready for Statistics questions
offer review of developmental math topics
• NEW! Tech Help button gives students
access to Technology Tutorial Videos
at the exercise level
• Statistics software instruction: videos,
manuals, and study cards help students
learn how to use popular software programs
• Full access to StatCrunch.com
Visit www.mystatlab.com for more information.
StatCrunch™ is powerful web-based statistical software that allows users to perform complex analyses,
share data sets, and generate compelling reports. The vibrant online community offers more than
14,000 data sets for students to analyze.
• Collect. Users can upload data to StatCrunch or search publicly shared data sets. An online survey tool
allows users to quickly collect data.
• Crunch. A full range of numerical and graphical methods allow users to analyze any data set. Interactive
graphics help users understand statistical concepts.
• Communicate. Reporting options help users create a wide variety of visually appealing representations of their data.
Full access to StatCrunch.com is available
with a MyStatLab kit. For more information,
visit www.statcrunch.com or contact your
Pearson representative.
58
advertisements
Applied Calculus & Finite Mathematics
Interactive Figures in MyMathLab®
Interactive Figures provide an intuitive,
geometric introduction to concepts. The figures
are designed for both in-class demonstrations
and independent use by students. Figures are
now available for both applied calculus and
finite mathematics.
www.pearsonhighered.com/interactivefigures
Interactive Figure Exercises, available within
MyMathLab, can be assigned to help students
discover key concepts while using the figures.
These exercises can help reinforce your use
of Interactive Figures in lectures.
Interactive Figures are Available for the Following Texts
The Lial/Greenwell/Ritchey Series
In their most applied texts to date,
the authors make math relevant and
accessible for students of business,
life science, and social sciences.
Finite Mathematics, Tenth Edition
© 2012
Calculus with Applications, Tenth Edition
© 2012
Calculus with Applications, Brief Version,
Tenth Edition • © 2012
Finite Mathematics and Calculus
with Applications, Ninth Edition • © 2012
Calculus and Its Applications, Tenth Edition
Bittinger • Ellenbogen • Surgent • © 2012
This text remains a best-seller because of
its accessible presentation that anticipates
student needs by presenting intuitive
explanations, carefully crafted artwork,
and up-to-date, real-world applications.
www.pearsonhighered.com/bittinger10einfo
www.pearsonhighered.com/lgrseries
advertisements
59
Calculus & Linear Algebra
Briggs/Cochran Calculus
The Briggs/Cochran Calculus eBook features more
than 700 Interactive Figures that help students
visualize hard-to-convey concepts. eBook creator
Eric Schulz was awarded the 2011 Wolfram
Innovator Award, and the eBook was a 2011
CODiE Award finalist. The eBook is available within
MyMathLab® and soon will be available for iPad.®
Briggs/Cochran Calculus is the most successful new
calculus text published in the last two decades. The
authors build from a foundation of meticulously crafted
exercise sets, then draw students into the narrative
through writing that reflects the voice of the instructor,
examples that are stepped out and thoughtfully
annotated, and figures that are designed to teach
rather than simply supplement the narrative.
NEW! for 2012 are expanded
versions of the text containing
additional sections and exercises.
NEW! Calculus for Scientists and Engineers • © 2013
NEW! Calculus for Scientists and Engineers:
Early Transcendentals • © 2013
Calculus • © 2011
Calculus: Early Transcendentals • © 2011
Single variable and multivariable editions also available for each title.
www.pearsonhighered.com/briggscochran1einfo
MyMathLab for Linear Algebra
NEW! for 2012—a complete MyMathLab course for David Lay’s
best-selling Linear Algebra and Its Applications, Fourth Edition.
The course features algorithmically generated exercises for every
section of the text, along with the complete eBook, technology
manuals, and more.
Linear Algebra
and its applications
fo u r t h e d i t i o n
www.pearsonhighered.com/lay4einfo
David C. Lay
60
advertisements
MyMathLab and MyStatLab deliver proven results in helping individual
students succeed, and provide engaging experiences that personalize
learning for each student. All of this comes from a trusted partner
with educational expertise and an eye on the future.
Proven Results
• Helping more than 4 million students succeed each year
• Built to support educator and student success
• Reﬁned over a decade of real-world use
• Easily customizable
Engaging Experiences
• Students learn more when they do more
• Supports active learning
• Provides immediate feedback
• Allows for personalized learning
A Trusted Partner
• Pearson is a leader in education with trusted content, resources, and expertise
• Product enhancements are based on feedback from students and professors
Learn more at www.mymathlab.com or www.mystatlab.com
advertisements
61
Get Nspired!
Educator feedback from teachers just like you inspired us to improve TI-Nspire™ technology. Our products,
including the TI-Nspire™ CX handheld, are the right choice for teaching every-day concepts and basic skills
with ease. TI-Nspire™ technology’s simplicity and color functionality meet you where your instruction is today.
Get Nspired by our improved, simple-to-use TI-Nspire™ products.
To learn more, visit the TI booth.
Easily change window settings
Easy to enter and view
math in proper form
© 2012 Texas Instruments
62
Graph and explore functions
in terms of y
Shading with inequalities
AD11679
CL11679 GetNspired_ICTCM Conference Ad.indd 1
2/27/12 10:16 AM
advertisements
Solve the differential equation.
Solve the differential equation.
t ln t dr + r = 7te t dr
dt
t ln t
+ r = 7te t
dt
7e t + C
r = ln t
✓
7e t + C
r = ln t
✓
Who has the #1 homeWork
system for calculus?
the ansWer is in the questions.
When it comes to online calculus, you need a solution that can grade
the toughest open-ended questions. And for that there is one answer:
WebAssign.
Only WebAssign’s patent pending grading engine can recognize
multiple correct answers to the same complex question. Competitive
systems, on the other hand, are forced to use multiple choice answers
because, well they have no choice. And speaking of choice, only
WebAssign supports every major textbook from every major publisher.
With new interactive tutorials and videos offered to every student, it’s
not hard to see why WebAssign is the perfect answer to your online
homework needs.
It’s all part of the WebAssign commitment to excellence in
education. Learn all about it now at webassign.net/math.
800.955.8275
WA Calculus Question ad ICTCM.indd 1
advertisements
webassign.net/math
1/26/12 11:22 AM
63
Developed by Instructors
Multi-Platform
Android, RIM, iOS, Win Mobile
Free replacements
Free updates
for any reason!
life of your phone/tablet
Live support by teaching professionals
Because Students will
carry their Phone/Tablet!
MathPac+
No CAS! No General Solver!
We include features you’ll find on the
-84 Plus Direct Import/Export of Lists &
Matrices, Dot & Vector Products,
Residual Plots and screen save, PLUS
comprehensive Lists Operations &
Lists Transformations. Full Basic
Statistics, all Discrete & Continuous
Probability Functions, Intervals & Tests
w/Graphs, ANOVA, Regressions, And….
We’re still Inviting suggestions!
We completed our free iOS
version, iMathPac which is
available in iTunes App Store!
The premium feature add-ons
will be available starting April 1, 2012.
Now available
as a module
through D2L.
What others have to say: 5.0 out of 5 stars
This app is the best math app I've used. I am a teacher
and recommend this to all my students in Pre-calculus.
It does everything - matrices, regressions, statistics
and of course, graphing. Everything is intuitive and it
is the most complete app out there. I highly recommend it for math students! Support is also top-notch.
Ann DeCristofaro, Nashoba Regional HS
Bolton, Massachusetts
http://mobilecaltronics.com/FDL.html
MobileCaltronics © 2010, 2011, 2012
64
http://mobilecaltronics.com
I teach introductory stats, research design, and research methods in college. I was curious if this little
app, for the price, could deliver a quick-and-dirty tool
for looking at data. It does. The app is highly intuitive.
I didn't need to look at any help files to enter the data,
run basic descriptive statistics, do a linear regression
on a bi--variate data set, etc. It does what it says!
Dr. J. B. Boren (Amarillo, TX USA)
advertisements
Power: P = τ •ω
750hp @ 19,000 rpm
Accelerate Problem
Solving Excellence
Put your students in the driver’s seat
with Mathcad Prime 2.0
Mathcad lets users easily perform, document and share
mathematical and statistical analyses
Rear down force: Fdown= ½ (WS•WH•AoA)Cd•ρ•v
G force:
Accel = 1.45g
Decel = 4g
• Organize, analyze and plot real world data with full units support
• Combine data, calculations, and text on the same page in a live
mathematical worksheet
• Apply mathematics to real world problems using Mathcad’s
interactive numeric and symbolic engines
Front toe: 0.5º
Rear toe: 0.15º
Front down force
Traction:
T = µ k•FN
Don’t miss Dr. Chris Hartmann’s
demonstration of Mathcad Prime 2.0
for College Algebra
Friday March 23rd at 10:30 am
Contact area: 260 cm 2
Overall width:1800 mm
Visit booth #5 for a demonstration of Mathcad Prime 2.0
advertisements
65

orlando 2012

Transcription

Similar documents

full menu

Price Chart

prizes - Windy City Striders

spain latin - Santa Barbara International Film Festival

Mathematical Modeling as a Means to Demonstrate the

WIN! Giveaways - Gander Mountain

2016 Event Schedule click here

candypants boat party

Bills Tuxedo Shop

PRESENTED BY