Friday Session Resources

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ArizMATYC Session Descriptions and Resources (where available)

Sessions listed below in alphabetical order by title.

ATF (Articulation Task Force) Meeting

10:00 AM—12:00 PM, Room A-207
Join the discussion as representatives from two- and four-year institutions convene to discuss articulation across the state.

A Two-Tiered Strategy for Improving the Mathematical Readiness of Middle-Achieving College-Bound Students

Brian Beaudrie
3:15—4:00 PM, Room A-209
This presentation will discuss a project implemented in another state whose goal was to reduce the number of students taking remedial mathematics courses at the community college level through a two-tiered approach.

Activities/Strategies to Engage Developmental Mathematics Students [Documents/Handouts]

Makyla Hays
11:00—11:45 AM, Room G-102
One of the biggest challenges we face as developmental math teachers is getting the students engaged and trying in the course. In this session, I will share my strategies and techniques for engaging my students. These techniques help me keep attendance high, conversations focused, and students learning the mathematics. I will show some specific review strategies that can apply to multiple levels of mathematics and share how I run optional review sessions at the end of the semester that attract at least half the students of each class - with no extra credit offered! I'll also be offering some SMARTboard tips and tricks that I use and students love and have made a point to tell me they appreciate.

An Example on Integrating by Parts [PPT]

Matthew Thomas Michaelson
2:15—3:00 PM, Room G-104
For some problems, integrating by parts can become a recursive problem. For example, consider the integral of e^k*e^x with respect to x for any positive integer k. In order to integrate this problem, we must would use integration by parts k - 1 times which would, of course, exhaust ourselves for large values of k. This presentation shows how this problem can be generalized for any k.

An Introduction to Calcplot3D [PPT] [Handout]

Steve Olson
2:15—3:00 PM, Room A-210
Calcplot3D is a powerful application for graphing the surfaces, curves, and vectors that arise in multivariable calculus. In addition to being available at no cost, there is usually nothing to install since Calcplot3D runs on Java in most browsers. This session covers the basics of Calcplot3D such as getting started, graphing surfaces in different coordinate systems, drawing level curves, creating tangent planes, and studying TNB frames.

An Introduction to Technology In the Classroom

Kyley Segers
10:00—10:45 AM, Room G-222
The goal of this presentation is to familiarize faculty with basic technology that can be used daily in the classroom. No big frills here, just practical applications of readily available programs like SmartNotebook, the TI calculator emulator, Jing, and others. Attendees will be able to implement techniques from the talk in their own classes right away!

Embracing Emporium: Experiments in Algebra Education [Prezi]

David Morales
10:00—10:45 AM, Room G-102
After teaching Math 89, the Emporium Model mathematics course at Pima I wondered why it did not continue on to Math 151, College Algebra. My department head said it could, if you are up to teaching it, so I have for two semesters now. We describe the pros and cons of this approach; is this the answer to getting students to fulfill their Algebra requirements?

I Flipped Out in My Flipped Classroom

David Williamson
2:15—3:00 PM, Room G-102
I will discuss how I ran my flipped classroom for prealgebra throughout the semester along with the success and challenges I encountered. You will get insight on the amount of preparation required, student feedback, and the technology/software I used to prepare my lectures. When you leave this presentation I hope you will be encouraged to set up and try a flipped classroom for one of your courses.

Ideas for Teaching the Chain, Product, and Quotient Rules of Differentiation in a Brief Calculus Course [PPT]

Matthew Thomas Michaelson
10:00—10:45 AM, Room A-209
Techniques for differentiating functions can be overwhelming for students in a Brief Calculus course. To help ease students' concerns and improve learning, I have developed some simple strategies to set up differentiation problems involving the chain, product, and quotient rules. Students who use these strategies self-report greater confidence and more success in using these differentiation techniques.

Kinesthetic body awareness in the College Algebra classroom

Theresa Riel
3:15—4:00 PM, Room G-104
Using our bodies and movement to deepen understanding of functions. Please stretch your body before attending!

Learning Catalytics: Using Technology to Promote Active Engagement in the Classroom

Jennifer Morales (Pearson)
2:15—3:00 PM, Room G-103
Learn about Pearson’s exciting new addition to MyMathLab, Learning Catalytics. Learning Catalytics is a “bring your own device” student engagement, assessment, and classroom intelligence system. Students can use any modern web-enabled device they already have — laptop, smartphone, or tablet. Access to Learning Catalytics is included with all MyMathLab subscriptions.
In this session you will learn how to use Learning Catalytics to:
· Engage students by creating open-ended questions that ask for numerical, algebraic, textual, or graphical responses — or just plain multiple-choice.
· Manage student interactions with intelligent grouping and timing.
· Automatically create groups for peer instruction based on student response patterns, to optimize discussion productivity.
· Utilize a technology that has grown out of twenty years of cutting edge research, innovation, and implementation of interactive teaching and peer instruction.

Learning Communities: What are they and how to implement.

Michele Anderson and Karrie Mitchell
11:00—11:45 AM, Room G-103
Learning communities are a great way to foster improvement in student engagement, a deeper understanding of the course objectives, student performance and student retention both in the classroom and at the institution. They provide students with an opportunity for enhanced connections with course objectives, content between disciplines and collaboration with their peers. This session will focus on 1) The fundamentals of a learning community 2) How to design a learning community and 3) Coordinated team planning.

Math Boot Camp for Placement Test Prep [PPT]

Christianne Nieuwsma
11:00—11:45 AM, Room G-104
SMCC ran a Math Boot Camp this summer to help students better prepare to take (or re-take) the placement test. We used EdReady, an Open Resource offering from NROC, which is specifically designed for individualized test prep. We will demo this software and discuss our approach and results.

McGraw-Hill Higher Education Computational & Conceptual Learning

Elizabeth Mike (McGraw-Hill)
10:00—10:45 AM, Room G-222
An overview of adaptive learning and assessment tools, including the new LearnSmart study tool and ALEKS updates. A look at course redesign and how technology plays a pivotal role. Pilot programs available.

Physical Models of Integer Multiplication: An Argument Against Models Representing ab when a is Negative [PPT]

LeeAnna Misterek
11:00—11:45 AM, Room A-210
I make an argument that a chip model for integer multiplication is actually demonstrating subtraction. I claim that the model for 0 – (-a)(b) is quite different from (a)(b) even though the expressions are equal. We will look at how “different” these expressions by means of an algebraic proof.
Common Core MP #3 is Construct viable arguments and critique the reasoning of others. I invite you to critique my reasoning and create your own arguments. Come prepared knowing the four properties of an algebraic group. I’ll also discuss problems how this model might pose a problem for future Algebra students.

Should We Be Teaching Engineering Notation to College Algebra Students, Along With, or Instead of, Scientific Notation?

Mickey Levendusky
3:15—4:00 PM, Room G-222
We seldom teach engineering notation, but it is widely used in industry and can lead to students having a better sense of numbers than the more widely taught scientific notation. It is easy to understand and quick to teach, and can be taught at practically any level of mathematical understanding.

So...What's new? SMART Notebook 2014

Dee Turner (CCS)
11:00—11:45 AM, Room G-222
Come explore the latest features found within the newly released SMART 2014. Some of the new features included are the “Text Pen”, SMART Response VE (Virtual Clickers), Extreme Collaboration, GeoGebra Widgit, 3D Tools, and much more!

Student Collaboration Using Google Docs and Sheets [Presentation]

David Graser
11:00—11:45 AM, Room A-209
Tools available through Google encourage high levels of collaboration among students. In this presentation, I’ll outline the collaborative features in Google Docs and Google Sheets and how they might be used in the mathematics classroom. In particular, I’ll look at how these tools help my students collaborate on group projects.

The Development of Non-Euclidean Geometry

Brian Beaudrie
2:15—3:00 PM, Room A-209
For well over 2000 years, Euclidean Geometry was the only geometry for the educated world. It wasn't until the nineteenth century that a few pioneering people began to realize other geometries could exist, and if they did, what they would look like. Come learn about the people and their geometries, who, in the words of one of them “... created a new, another world out of nothing..”.

Trinomial Factoring Tips, Tricks & Shortcuts

Alan Glazier
10:00—10:45 AM, Room A-210
Some textbook authors over-explain factoring techniques, many times leaving students lost in translation. Discuss some factoring techniques not typically found in textbooks. Tips, tricks, and shortcuts for factoring trinomials of the form ax2+bx+c, with a=1 and a≠1. I will review some interesting methods found online, and also introduce some other methods of my own.

Up and Coming Textbooks and Online Learning Tools

Nadine Dunning (Cengage)
3:15—4:00 PM, Room G-103
Come see what the BUZZ is about!  Raise the level of student engagement through the use of Cengage Digital products; build critical-thinking and analytical skills that transfer to other courses and their professional lives.

Using Apps to Teach Trigonometry

Mary Minke
3:15—4:00 PM, Room G-102
There is an app for that! Trigonometry has been taught since the time of the Greeks, yet reaching today’s students involves using technology. The speaker has employed the use of trig apps along with her own exercises to enhance the students understanding of basic trigonometry concepts. In addition, the use of You Tube will be discussed, not only as a way to present material to students, but used as a tool for students to present group work to each other.

Using Matlab: Science and Engineering

Luis Leon
3:15—4:00 PM, Room A-210
Introduction to numerical techniques using Matlab for Calculus sequence (Calculus-I,II,III) and Differential Equations
1. Crash course of basic command functions
2. Graphing techniques
3. Applications

Utilizing Animations in Calculus: Conjecture, Solve, Reflect [PPT]

David Schultz
10:00—10:45 AM, Room G-103
The utilization of animations to enhance the understanding of the dynamic nature of calculus is well documented. Many non-routine optimization and limit problems can be better understood through animations. Students can see the problem posed unfold, discuss the constraints upon it, and gain insights into potential problem solving strategies. Many routine and non-routine problems come alive and afford rich exploration when presented in a non-static environment. Emphasis in this presentation is given to conjecturing solutions, verifying solutions through elementary calculus skills, and reflecting upon solutions and generalizations.

When am I ever going to use this in life?

Alan Glazier
2:15—3:00 PM, Room G-102
A student will inevitably ask this question! How do you respond? Discuss problems and situations students face in everyday life requiring applied mathematical skills, whether they realize it our not. Examples and case studies of actual engineering problems that often reduce down to basic developmental math techniques. Followed by an open forum and dialog to share experiences.