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 Ho****use (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 the**NMU 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 Satt**ler
is president-elect of the American Mathematical Association of Two-Year
Colleges (AMATYC). She is in her 31st year of con**tinuous teaching mathematics
at the college level. She is the lead faculty at Wal**den **for the newly
created education course, Learning and Tea**ching Mathematics offered
for the first time in Jan**uary, 2013, to elementary and middle
school classroom teachers seeking their master’s degree at Walden. She is a past
chair a**nd 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
this**past 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 C**ommunity 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.*