Breakout Presentations

Presenter Abstracts and Breakout Session Bios:

Dr.  Nabb/Abstract: This session will examine 25+ interesting calculus questions—some still unanswered—that students/colleagues have proposed over 20 years of teaching. Questions originated from hunches and curiosities. Solution attempts opened many doors, including deep connections to different content areas and research investigations. These questions resurface time and again in Calculus instruction.

Dr. Mulholland /Abstract: In this session, we will explore how math educators can reimagine assessment and classroom structures to empower students as active participants in their own learning. Drawing on Self-Determination Theory, we highlight the psychological needs of autonomy, competence, and relatedness as foundational for motivation and well-being. Three evidence-based approaches—mastery-based grading, project-based learning, and contract/ungrading—are examined through classroom examples and research from the University of Notre Dame. The talk offers practical strategies for transforming assessment practices and fostering inclusive, student-centered math communities.

 Julie Gunkelman is a mathematics faculty member at Oakland Community College’s Orchard Ridge Campus.  She earned her Master of Arts in Mathematics from Eastern Michigan University and her Bachelor of Science in Mathematics at Michigan State University.  Julie  uses a variety of instructional techniques to create an active learning environment in her classes.   

Julie was awarded the MichMATYC Teaching Excellence Award in 2014 and was a finalist for the Faculty Innovation Award from the American Association of Community Colleges in 2018.  Julie served as the Professional Development Coordinator of AMATYC from 2016 through 2018.  Julie is currently the MichMATYC Webmaster and the Assistant Program Coordinator of AMATYC.  

Abstract:  This session will be dedicated to exploring the Desmos Mobile App on your smartphone.  Participants will learn how to leverage the app’s capabilities to enhance student learning in their classes and utilize the Desmos Test App to use for an exam instead of a traditional graphing calculator.  Please make sure your smartphone is charged for this session so you can participate. 

Katy Shields received her master's in mathematics from Eastern Michigan University in 2012.  She has been teaching full time at Schoolcraft College since 2020 (that was a fun year to start).  Prior to that she taught as an adjunct at Oakland Community College, Mott Community College, Eastern Michigan University and University of Detroit Mercy.    She is course facilitator for the Quantitative Reasoning co-req at Schoolcraft and also teaches upper-level classes to remember what is like to work with students who like mathematics. 

Abstract: A selection  of mental math tricks and methods.    Session will include handouts and opportunities for attendees to attempt the methods presented. 

Dr. Gerry Cox has taught mathematics at Lake Michigan College for 50 years.  Over the years, he has presented more than 50 papers at local, state, and national conferences. 

Abstract One:  Various proofs of the Pythagorean Theorem will be presented.  Included will be a proof by Ann Condit, a 16-year-old high school student from South Bend, Indiana, circa 1938.   Among the proofs covered will also be a proof by Einstein that he derived when he was 12. 

Alana Tuckey is a mathematics professor at Jackson College.

Kristi Laird is a professor at Jackson College and is the current Chair of  the Mathematics Department there.

Allison Price is a professor in the mathematics department at Jackson College.  She has previously served as the Chair of the Assessment Committee.

Abstract:  As institutions seek flexible instructional models to meet a growing range of student needs, the Hy-Flex model—allowing in-person, synchronous online, and asynchronous participation—is increasing in popularity.  However, deterrents like technological demands, ensuring equitable access to resources, managing intermodal communications, and fostering community all remain as obstacles, especially at smaller, 2-year institutions.  In this session, we will engage participants in a discussion of the merits and drawbacks of a Hy-Flex model in mathematics more generally, as well as share our attempts at implementing a low-cost, sustainable Hy-Flex approach in College Algebra, and Calculus I & II, since Fall of 2024.  Participants will see practical strategies for delivering content, fostering multiple levels of engagement, and managing assessments using minimal equipment and free or inexpensive tools.  This session is ideal for instructors interested in increasing accessibility and flexibility without large-scale, institutional-level technology investments. 

Steve Tuckey  is the Raven Endowed Chair for Mathematics & Engineering at Jackson College where he teaches calculus, statistics, physics, and astronomy.  In addition, Steve has also served as Chair of the Faculty Professional Development Committee and sits on the AI Taskforce at Jackson College. 

Abstract:  As generative AI tools like ChatGPT and MathGPT become increasingly accessible, students are already using them -- often before we’ve had a chance to help them reflect on how or why.  This session invites participants to consider how our instructional practices must evolve to account for and accommodate the ubiquitous presence of AI, especially in foundational courses.  

With a nod toward some classical philosophy, we’ll explore how mathematics instruction has roots in a Platonic ideal of absolute truths and formal reasoning.  However, as AI becomes an everyday part of our students’ learning landscape, we have the chance to bring a little Aristotle into our teaching.  This means embracing more naturalistic, applied, and inquiry-driven approaches; and it could also mean rethinking the role of practicing specific, algorithmic skills in lieu of heuristic reasoning that will serve students better in their AI-enabled futures.

Participants will discuss and share AI-aware teaching strategies and share practical examples of how AI tools can be thoughtfully integrated to support exploration, reduce barriers, and promote mathematical literacy.  We'll also make room for a candid discussion of pedagogical risks, ethical concerns, and opportunities for rethinking what it means to teach mathematics in an age when "show your work" takes on new meaning. 

Rabia Gul Kirikçilar is a Postdoctoral Research Fellow at the University of Michigan’s Marsal Family School of Education, where she works on the AI@CC 2.0 VMQI project, which examines instructional quality in community college algebra classrooms. Dr. Kirikçilar holds a Ph.D. in Mathematics Education with a specialization in EthnoSTEAM. Her research interests include culturally responsive pedagogy, the development of mathematics lesson plans grounded in cultural values, Technological Pedagogical Content Knowledge (TPACK) Mathematical Knowledge for Teaching (MKT), and students’ experiences in learning and doing mathematics. 

Megan  (Mack) McCormick is a Junior at the University of Utah. They are pursuing a Bachelor’s Degree in Educational Psychology and Ethnic Studies with an emphasis in Latinx Studies. They are a student IRB specialist for the Office of Undergraduate Research, a research assistant for the U-TTEC Lab, and a research assistant for the journal Science Education. This past year, they had the opportunity to be part of the 2025 Summer Research Opportunity Program at the University of Michigan where they were placed in the RTMUS Lab working on VMQI with Dr. Rabia Kirikçilar. Their research focus is equitable education for all students, and they plan to pursue that interest in grad school and beyond. 

Abstract: This session will share findings from an ongoing study exploring the experiences of community college students in mathematics classrooms, with a focus on College Algebra. Drawing from the first round of interviews conducted across three Michigan colleges, the session highlights how students personally define and experience equity in their mathematics classrooms. By centering student perspectives, this session aims to deepen our collective understanding of what equitable support of students, from the student perspective, looks like in practice. 

Emily Daniels is the Cengage corporation  representative.

Teddy Teranova is the ALEKS corporation representative.