Opportunities to share your teaching efforts with modeling
at Joint Mathematics Meetings 2020, 15 – 18 January 2020, Denver CO USA
Deadline for abstract submission is Tuesday,
17 September 2019. 11:59 PM Eastern Time
See details here: https://jointmathematicsmeetings.org/meetings/abstracts/abstract.pl?type=jmm
Opportunity 1: MCP WIN L5 - MAA Contributed Paper Session on Modeling-First Inquiry-Based Course Activities
Wednesday, 8-10:55 am, Room 502
Ben Galluzzo, Clarkson University, firstname.lastname@example.org
Corban Harwood, George Fox University, email@example.com
Brian Winkel, SIMIODE, firstname.lastname@example.org
Description: Mathematical modeling is widely used to motivate student learning in courses across the mathematical curriculum. Implementation of the modeling process through inquiry-based activities varies by course as well as background of the professor, majors of the students, departmental constraints, and type of institution. Models come in many forms, from conservation laws in differential equations to regression analysis in statistics, but each model is a chosen representation for a particular purpose. Students develop mathematical reasoning through inquiry, as results of a model depend upon the questions asked in forming it. This motivates students to learn needed content and makes them aware of assumptions as they revise their model. We invite scholarly presentations of in-class activities, projects, and/or data collection experiences that generate active, inquiry-oriented learning across the mathematics curriculum. The diversity of presented modeling implementations benefits the community through shared resources, support, and new perspectives. Presenters are encouraged to discuss the value of modeling to themselves as teachers and to their students as learners, as well as assessment techniques and pedagogical successes and challenges.
Opportunity 2: SS 7A - AMS Special Session on Wall to Wall Modeling Activities in Differential Equations Courses
Saturday, 8 a.m. – 12 p.m., Room 108
Janet Fierson, La Salle University, email@example.com
Therese Shelton, Southwestern University, firstname.lastname@example.org
Brian Winkel, SIMIODE, BrianWinkel@simiode.org
Description: Presenters will share and demonstrate the modeling activities used in their own differential equations or modeling courses, thus engaging the audience as participants. Attendees will have the opportunity to experience these activities from the perspective of students learning the relevance of differential equations to realistic situations. Both pedagogical and technical details will be presented, and audience reflection will take place.
The intention is to offer an active, engaging program of individual sessions with an overall “wall to wall” set of activities attendees can utilize. Speakers may have handouts, physical materials, data collection, videos depicting phenomena to model, etc. All materials will be posted on the SIMIODE Community of Practice website (www.simiode.org). Aspects of active modeling shared by presenters will include finding material to support this approach; taking first steps as a teacher; design of data collection experiences; engaging and working with students; contributing materials to the community; communicating the importance of motivating applications to students and colleagues; faculty development; and collaboration and pedagogical research.
Differential equations comprise a pivotal STEM course taught in high schools, two-year colleges, and four-year institutions by faculty with many different backgrounds and dispositions, and goals and downstream clients for the course often differ. In all cases, the course may be invigorated by a modeling-first approach; such a strategy can be employed to engage the students, highlight the original intent of the field (namely, to understand change), and motivate the study of the mathematics as well as confirm its applicability. This offers students rich support for continuing in their mathematical studies at a crucial time in their careers.
Make that three opportunities . . .
MCP GOO Q1 - MAA Contributed Paper Session on The Teaching and Learning of
Undergraduate Ordinary Differential Equations
Friday 1:00-4:55 pm, Room 505
Christopher S. Goodrich, Creighton Preparatory School, email@example.com
Beverly H. West, Cornell University, firstname.lastname@example.org
Description: The teaching of undergraduate Ordinary Differential Equations (ODEs) provides a unique way to introduce students to the beauty and applicative power of the calculus. ODEs are also rich with aesthetically pleasing theory, which often can be successfully communicated visually and explored numerically. This session will feature talks that describe innovative teaching in the ODEs course as well as the description of either projects or pedagogy that can be used to engage students in their study of ODEs. Successful contributions could include but are not limited to: (1.) innovative ways of teaching standard topics in the ODEs course; (2.) strategies for teaching both differential equations and linear algebra simultaneously; (3.) the inclusion of technology in the ODEs course; (4.) examples of interdisciplinary lessons such as, for example, those that connect to social justice and environmental concerns; and (5.) descriptions of applications or nonstandard topics and how such topics can lead to student engagement and interest. In addition, contributors should include some discussion of the success of their methods, such as in what ways the activity or method under discussion has improved student learning, retention, or interest in the differential equations course.
And how about a fourth opportunity . . .
MCP PAR G1 - MAA Contributed Paper Session on Incorporating Realistic Applications of Mathematics Through Interdisciplinary Collaborations
Thursday, 8-11:55, Room 507
Mary R. Parker, University of Texas Austin, email@example.com
Mary Beisiegel, Oregon State University, firstname.lastname@example.org
Rebecca Segal, Virginia Commonwealth University, email@example.com
Suzanne Doree, Augsburg University, firstname.lastname@example.org
Description: Finding realistic applications of mathematics from other disciplines that can be included in mathematics courses is challenging. Many of us have benefitted from our interactions with faculty and practitioners from other disciplines. Others of us realize that this would be useful, but are unsure how to begin such a collaboration. Papers in this session will highlight the process of the collaboration (how it began, the eventual results, and a summary of “lessons learned”) as well as showcasing a particular example of an application of mathematics that was added to the curriculum as a result of the collaboration. Examples at any level of the mathematics curriculum are welcome. All presentations should include evidence of success in the collaboration process as well as evidence of impact on students, for example on student engagement, sense of belonging, student learning, persistence in math/STEM, etc. In the abstract, please identify the partner discipline(s), mathematics course(s), and the nature of examples developed
Sponsor: Math Across the Disciplines subcommittee of CUPM
And let's add a general session of interest for a fifth opportunity . . .
MCP GEN VF - MAA General Contributed Paper Session on Modeling and Applications