International Conference on
Technology in Collegiate Mathematics

Teach the syllabus, not the CAS tool. With Maple 15’s “point-and-click” 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, DE, and linear algebra.

The judicious deployment of CAS technology enables one to become an independent learner in the spirit of discovery. This hands-on workshop 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.

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.

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.

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.

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.

This talk discusses how polyalphabetic ciphers, particularly the Vigenère 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.

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.

With more of us teaching introductory statistics courses, and with budget cuts coming at us left and right, it is time to 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.

To enhance student learning and reduce costs, colleges and universities are encouraged to redesign large-enrollment, multi-section courses using technology. What learning resources are essential in a fully online general studies mathematics course if student learning outcomes are to be improved?

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.

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.

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

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.

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.

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.

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.

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 MathLab course. Using these tools, along with the portability of the CLOUD, can improve an already great Pearson product.

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.

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.

We have been successfully using MyMath Lab in college algebra and our students continue to be successfull in their next courses also. Find out what are we doing and how will we continue to help our students learn?

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.

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.

Hunter College conducts assessment each semester in College Algebra, Precalculus, and Calculus to ascertain what combination of written and online homework promotes the highest rates of student success. This talk 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.

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.

Learn how the "ITeach 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!

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.

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.

This workshop will demonstrate how Naugatuck Valley Community College (NVCC) in Connecticut integrate a pre-placement test refresher math program created using "MyMathTest" with self-paced 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.

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.

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.

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.

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.

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.)

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.

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.

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.

This workshop 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 workshop.

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.

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.

We teachers like to make our work look professional and ready to go when our students arrive in the classroom. I 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.

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.

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 Pre-Calculus 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.

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.

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.

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.

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.

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.

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

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.

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 hand-outs. Mathematica is not needed on the student computers since interactive Mathematica notebooks run using the CDF player.

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.

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.

Linear Programming is an everyday part of our lives. Its uses come into many fields. This workshop 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.

This talk 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.

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.

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. I will also hand out several possible student assignments, both for in-class use and as homework, for discussion and exploration.

I 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. I will also show some of the problems that arise when using these functions.

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.

This presentation will discuss the ways that right- and left-hemisphere-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.

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.

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.

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’ll describe the processes and tools for the Network, and invite other regions and states to join.

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.

This presentation will discuss the pedagogical effects when using my math lab 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.

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.

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.

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.

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.

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 on-line settings. Examples from an actual elementary statistics course are presented. Participants may login and try the application.

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 precalculus and trig textbook as part of the Washington Open Course Library project.

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.

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?”

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!

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.

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.

No gimmicks here. For the past five semesters, YouTube and Twitter have allowed me to provide my developmental math students with 24/7 homework help. Students get help exactly when they need it and I get more class time for the activities I never used to have time to include.

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.

Tablet PC’s 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.

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.

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.

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.

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.

A discussion on how MyMathLab, in conjunction with best practices of on-line education, can be utilized to promote the success of adult learners

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.

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.

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.

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.

Students’ first experience with the material should occur before they come to class and this can be evaluated via MyMathLab and/or a short (1 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.

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.

In today's modern world of technology, students spend more time on computers and in front of TV's, than reading books. In this presentation, we will show how clips from popular movies and television shows are used to motivate real world problems.

Using the combination of Mastery Learning and My Math Lab 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.

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.

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.

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.

This presentation will share how the Wolfram|Alpha website was used to support the learning of developmental Algebra students at DeVry 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.

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.

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 dos and don'ts of making math videos.

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.

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 paper I will give a summary of research based practices of teaching online mathematics courses.

The presenter will demonstrate several resources she has used to enhance her hybrid and online classes, including Jing, Camtasia, and Live Scribe.

This hands-on presentation 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.

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.

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.

This presentation will showcase screencasts developed by pre-service 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.

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!

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

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.

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 MyMath Lab site of the course as well as student survey results.

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.

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.

<span lang="EN"> 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. </span>

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.

The presenter will share a variety of experiments he conducted in his classes using iDevices (iPads, iPods, &amp; 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.

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.

Using Smart Board Technology and a SMART document camera, step-by-step solutions to math exercises are saved as Power Point presentations. Narration is added to the Power Point 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.

The presentation will include suggestions for a semester long Intro to Statistics project using Statcrunch. The presenter has used variations of this project at the undergraduate and graduate level in a lecture and online environment. She will also discuss the benefits and pitfalls to incorporating a project into the course.

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.

In this presentation, computer and MyLabsPlus incorporated innovative teaching of large calculus classes at the University of Central Florida will be presented. 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.

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&rsquo; technological cultures and help motivate a deeper understanding of functions. Examples from developmental level through calculus.

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.

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.

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.

This presentation will begin with a demonstration on how to use smartpens.Then the presenter will describe how we used smartpens for the online computational mathcourse. The instructor 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, and Taylor polynomials. The focus of the talk, however, will be how smart pens were used in an online course. Student feedback about the course and smartpens will be given.

A Personalized Precalculus Program to strengthen skills for engineering students at Texas A&amp;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.

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.

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.

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 &quot;emporium&quot; and/or &quot;modularization&quot; models.

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 replacing 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. There is also a fresh thinking involved, creative process, which standard multiplication algorithm is lacking.

Title: Understanding Three Dimensions &ndash; two exercises Frank Wattenberg, United States Military Academy (speaker) Chris Weld, United States Military Academy Aaron Elliott, United States Army Abstract: 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. Title: Understanding Three Dimensions &ndash; Pedagogy, Assessment and Evaluation Erica Slate-Young, University of Alabama, Huntsville(Speaker) Jack Bookman, Duke University Abstract: The use of technology in mathematics classes can be very beneficial in helping students develop an understanding of complex concepts such as 3-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 technology-based lessons described in the preceding session as well as some of the student outcome data.

Frank Wattenberg, United States Military Academy (speaker) Chris Weld, United States Military Academy Title: A Course on Modeling and Simulation in the Real and Complex World Using DIYModeling Abstract: We are developing and testing a course and textbook as part of the Mathematical Association of America&rsquo;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. Chris Weld, United States Military Academy (speaker) Frank Wattenberg, United States Military Academy Title: Using DIYModeling-based pursuit-evasion simulations to help students learn basic three-dimensional vector space skills and concepts. Abstract: 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.

Frank Wattenberg, United States Military Academy (speaker) Chris Weld, United States Military Academy Title: A Private Planet Abstract: The well-known video &ldquo;A Private Universe&rdquo; 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&rsquo;s climate including models, often called &ldquo;Snowball Earth,&rdquo; that help us understand feedback, tipping points and the Earth&rsquo;s history of dramatic changes between equable climate and glaciers as far south as New York City or even further. Keith Erickson, Georgia Gwinnett College (speaker) Title: Simulating Waterflow Abstract: 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.

Chris Arney, United States Military Academy (speaker) Kathryn Coronges, United States Military Academy (speaker) Title: Modeling of Insurgency and Counter-Insurgency Strategies and Operations Abstract: 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. Anthony N. Johnson, United States Military Academy (speaker) Title: Teaching Linear Algebra using Networks Abstract: 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.

Bob Palais, Math Dept, Utah Valley University and Pathology Department, University of Utah Title: Calculus and Molecular Medicine Abstract: 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. Drew Wilkerson, United States Military Academy (speaker) Stanley Florkowski, United States Military Academy Title: Combining Computer Graphics and Interactive Learning Techniques to Enhance Learning Abstract: 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.

CDT Michael Wright, United States Military Academy Title: Predicting the Number of Meal Served in the Cadet Mess Hall Abstract: The cadet mess hall at West Point serves nearly 4500 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. CDT Sean Poyner, United States Military Academy Title: Why I&rsquo;m Safe without Flu Shots &ndash; iPad-based Variations on the SIR Model Abstract: 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 &ldquo;planes, trains, and automobiles&rdquo; and at odd times.

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. Further details will appear later.

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.

Maths by Email is a free email-based newsletter, directed at school students and others in Australia, sponsored by Australia&rsquo;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.

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 paper describes a set of online Numeracy Modules designed to help them.

As part of an NSF STEP grant, a placement test has been developed to test precalculus skills of entering students. To date, over 15,000 students have taken the math placement exam. In this talk, we will examine the extent to which one can predict student performance on the basis of placement exam scores. We will also describe a summer program to improve placement scores, and a &quot;just-in-time&quot; remediation program after students have enrolled in calculus. We will also briefly describe the psychometric properties of the placement exam (item response theory analysis, factor analysis and the application of a Rasch model).

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.

The presenter will show the data for the Precalculus classes and discuss the effectiveness of the pre-test. In particular, student performance on the final exam. We will discuss it's 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?

The following invited International speakers will give presentations: Dr. Ma. Louise Antonette De Las Pe&ntilde;as Ateneo de Manila University, Philippines Dr Marian Kemp Head, Student Learning Centre Murdoch University, Australia Dr. Barry Kissane School of Education Murdoch University, Australia Gerard Laurence N. De Las Pe&ntilde;as Xavier School, San Juan, Metro Manila

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.

Considering redesign? Familiar with the Emporium Model? Jefferson CTC began its implementation of the redesign of developmental math classes three years agao. Learn from our experiences as we share the process of creating a redesign and how we overcame the obstacles we encountered at each step.

El Paso Community College redesigned its Math Development Sequence going from 4 developmental classes to 3 developmental classes. As Part of the redesigned, 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.