Plenary speakers

The program committee is proud to announce the following plenary speakers for the upcoming 2013 annual meeting:

Hyman Bass (University of Michigan)

Mathematical Practices in Practice

The Common Core has drawn renewed attention to mathematical practices in the mathematics curriculum.  These practices are intended to represent school-appropriate versions of what it means to do mathematics in the discipline.  As a personal experiment, while solving a problem that arose in work on fractions, I kept track of what I was doing by way of mathematical practices.  The problem arose from a fair share situation:  s students want to equally share c cakes.  What is the smallest number of cake pieces needed to do this?  I will present two parallel narratives: (1) The solution of

the problem; and (2) Noticing the mathematical practices in play at each stage.

Hyman Bass is the Samuel Eilenberg Distinguished University Professor of Mathematics and Mathematics Education at the University of Michigan. He has served as the President of the American Mathematical Society and the International Commission on Mathematical Instruction and as Chair of the National Academy of Sciences’ Mathematical Sciences Education Board.  He is a member of the U.S. National Academy of Sciences, the American Academy of Arts and Sciences, the Third World Academy of Sciences, and the National Academy of Education.  In 2006 he received the U. S. National Medal of Science. His mathematical research spans var
ious domains of algebra, notably algebraic K-theory and geometric group theory.  His work in education (largely with Deborah Ball) focuses mainly on mathematical knowledge for teaching, and on the teaching and learning of mathematical reasoning and proving, particularly in elementary classrooms.

Rick Gillman (Valparaiso University)

How to find (and keep) neighbors

This talk explores the implications of our natural instinct to be around other people ‘like ourselves.’  In a major work, Schelling (1971) investigated the equilibrium states possible in bi-cultural housing environments.  Young (2001) extended this work by identifying those equilibrium states which are also stochastically stable.  Undergraduate students at Valparaiso University (2009, 2011) extended these results to multi-cultural environments.  The new results have applications from describing the formation of high school cliques, to the American political landscape, to the stability of post-civil war Libya.

Rick Gillman completed his undergraduate work at Ball State University and earned his Doctorate of Arts at Idaho State University in 1986.  He has worked at Valparaiso University since then, rising to the rank of Professor and is in his second year as Assistant Provost for Faculty Affairs.   Along the way he served as Assistant Dean for Sponsored Research and Faculty Development, was the founding director of VU’s Celebration of Undergraduate Scholarship, and was chair of his department.  Rick has edited to two volumes published by the Mathematical Association of America (MAA), A Friendly Competition and Current Practices in Quantitative Literacy, currently serves as 
chair of the MAA’s Problem Series Editorial Board, and is Chair of the MAA Committee on Sections.  Rick co-authored Models of Conflict and Cooperation, published by the American Mathematical Society.

Peggy House (Northern Michigan University)

Reasoning and Sense Making in Mathematics: Where Do We Fit In?

The National Council of Teachers of Mathematics (NCTM) identifies “reasoning and sense making” as the central goal for mathematics programs at every level, and they stress that reasoning and sense making should be a part of the mathematics classroom every day. How does this message apply to the classes we teach at the college level? Where are some opportunities to challenge our students to engage in genuine and original mathematical thinking, reasoning, sense making, and problem solving—activities with which even some of our most “successful” students report they have had little experience? Let’s consider a few examples.

Peggy House received her Ph.D. in Mathematics and Physics for College Teaching from Kansas State University. She moved to Northern Michigan University in 1993 to become Director of the Glenn T. Seaborg Center for Teaching and Learning Science and Mathematics; in 2003 she joined theNMU Department of Mathematics and Computer Science as Professor of mathematics and mathematics education. Before moving to NMU she was Professor and coordinator of the mathematics education program at the University of Minnesota. Dr. House has held leadership positions in the National Council of Teachers of Mathematics (NCTM), the School Science and Mathematics Association (SSMA), the National Council of Supervisors of Mathematics (NCSM), and the Minnesota and Michigan Councils of Teachers of Mathematics. She has received NCTM’s highest honor, the Lifetime Achievement Award, and was the first recipient of the Outstanding Contributions to Mathematics Education Award from the Michigan Council of Teachers of Mathematics. She was honored with the Distinguished Faculty Award from Northern Michigan University and with the Distinguished Teaching Award from the University of Minnesota. She has been honored for her contributions to mathematics education by the Minnesota Council of Teachers of Mathematics, has twice received national awards of recognition from SSMA, and has been recognized as a Distinguished Alumna by her graduate, undergraduate, and high school alma maters

Nancy Sattler (Terra Community College)

Common Core State Standards – What does it mean to University and College Mathematics Faculty?

Beginning 2014, schools in 45 states are mandated to implement the Common Core State Standards (CCSS).  The CCSS were written to allow students to be successful in postsecondary instruction and the workplace with twenty-first century skills. The standards emphasize creativity and innovation, critical thinking and problem solving, communication and collaboration, and an interdisciplinary approach to the learning of mathematics using technology as a tool.  How will the implementation of these standards affect the way courses are taught at the college and university level?   Dr. Nancy Sattler will share information about the CCSS,  her insights on how changes are occurring  in her classroom teaching at Terra Community College and in the College of Education at Walden University, and the changes we will see in the preparedness of college and university students in the future.  Attendees should come prepared to discuss changes they are seeing in their classrooms.

Dr. Nancy Sattler is president-elect of the American Mathematical Association of Two-Year Colleges (AMATYC). She is in her 31st year of continuous teaching mathematics at the college level.  She is the lead faculty at Walden for the newly created education course,  Learning and Teaching Mathematics offered  for the first time in January, 2013, to  elementary and middle school classroom teachers seeking their master’s degree at Walden. She is a past chair and current Treasurer of the Ohio Mathematics and Science Coalition, Past President of the Ohio Mathematics Association of Two Year Colleges (OhioMATYC),   serves on the Policy Review Board of the Ohio Resource Center (ORC) and is a reviewer of mathematics' websites for the ORC.  She traveled to Korea thispast summer to attend the International Congress on Mathematics Education (ICME) where she focused on the use of technology in the classroom after receiving an NSF grant from NCTM to attend.  She has taught distance classes since 1995 and chaired the AMATYC Task Force on Distance Education and was the first chair of the Distance Learning Committee for AMATYC. Sattler is part of the Educator Leader Cadre for PARCC (Partnership for Assessment of Readiness for College and Careers.) She retired from being the Dean of Liberal Arts and Public Services at Terra Community College earlier this year to devote time to AMATYC and teaching distance classes.  She s a member of NCTM, OCTM,and the MAA.

Walter Stromquist (Swarthmore College).

The Mathematics of Three-Candidate Elections

Three-way elections pose special challenges.  What can we learn from Salvador Allende, John Anderson, Joe Lieberman, Lisa Murkowski, Charlie Crist, John Edwards, Jean-Marie Le Pen, and Vicente Fox? The 2012 Republican primaries offered weekly examples, and in a way, so did Wisconsin's recall election.   We might want a system that respects the "No Spoilers" rule---if X would beat Y in a head-to-head race, then Y should not be the winner of an X-Y-Z race.  Alas, no reasonable system has this property.  We’ll look at some ways to cope, including instant runoffs, Borda counts, and Eric Maskin's "true majority" rule.

Walter Stromquist is the Editor of Mathematics Magazine.  After attending the University of Kansas and Harvard University, he worked first for the U.S. Treasury's Office of Tax Analysis.  He then joined Daniel H. Wagner, Associates, a mathematical consulting firm, where his work included applications of mathematics to submarine search, financial risk management, and valuation of oil fields.  He has continued this work as an independent consultant, and has published papers related map coloring, permutation patterns, fair division, and applied topics.  He has taught most recently at Bryn Mawr College and Swarthmore College and in the AwesomeMath Summer Program.  He has been active in the MAA and in the EPADEL Section.