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Business Meeting

Friday, August 8, 5:30 p.m. – 5:50 p.m. Hilton Portland, Ballroom Level, Parlor AB


What Are Effective Online Homework Problems in Mathematics?

Friday, August 8, 6:00 p.m. – 7:00 p.m. Hilton Portland, Ballroom Level, Parlor AB

Below are some of the highlights from the scientific program. Full information is available at

WebSIGMAA-sponsored panel

Open Source Resources for Mathematics: Benefits and Costs

Friday August 8, 1:00 p.m. – 2:20 p.m. Hilton Portland, 23rd Floor, Skyline 2

This panel will include innovators in the development and use  of open source resources for mathematics. A variety of options will be represented ranging from computer software to online homework and Open Textbooks. Significant time will be reserved for questions from the audience and between the panelists.

Each of the panelists will focus on the use of open source systems and how each can successfully enable end users to do and teach mathematics. Costs – both tangible and intangible – will be considered and compared to those normally associated with commercial products. Each panelist will address the advantages and disadvantages of these systems when compared to commercial products – and include any research on the efficacy of using their system for teaching purposes. Philosophical reasons for supporting open source products will be addressed. Additionally, avenues regarding how the audience can get involved in contributing to product development will be provided.


  • Davide Cervone, Union University (MathJax)
  • Jane Long, Stephen F. Austin State University (Sage)
  • Albert Kim, Reed College (R)
  • Rob Beezer, University of Puget Sound (Open Textbooks)
  • Robin Cruz, College of Idaho (WeBWorK)


  • John Travis, Mississippi College
  • Karl-Dieter Crisman, Gordon College


3. Enhancing Conceptual Understanding of Multivariable Calculus Using CalcPlot3D for Visualization and Exploration

Paul Seeburger, Monroe Community College

Part A: Thursday, August 7, 3:30 p.m. – 5:30 p.m., Hilton Portland Executive Tower, Salon Ballroom I
Part B: Saturday, August 9, 1:00 p.m. – 3:00 p.m., Hilton Portland Executive Tower, Salon Ballroom I

It is difficult for students to develop an accurate and intuitive understanding of the geometric relationships of calculus from static diagrams alone. This is especially true for the 3D concepts of multivariable calculus. In this course, we will explore ways to help students make these connections by visualizing multivariable calculus using CalcPlot3D, a versatile applet developed with NSF funding (NSF-DUE-0736968). Participants will learn how to customize this applet to create demonstrations and guided exploration activities for student use. Images created in this applet can be pasted into participants’ documents. See Basic HTML experience is helpful. Bring a Java-enabled laptop.

5. Teaching Linear Algebra with GeoGebra: Making Connections between Algebra and Geometry

James D. FactorAlverno College
Susan F. Pustejovsky, Alverno College

Part A: Thursday, August 7, 3:30 p.m. – 5:30 p.m., Hilton Portland Executive Tower, Salon Ballroom III
Part B: Saturday, August 9, 1:00 p.m. – 3:00 p.m., Hilton Portland Executive Tower, Salon Ballroom III

Participants will work with GeoGebra applets supporting instruction in elementary Linear Algebra. The workshop will consist of a) an overview of the topics and design, incorporating activities fostering connections between algebra and geometry; b) participant work with selected applets, including a very short introduction to GeoGebra; c) discussion of possible pedagogical approaches incorporating the applets; d) a look at some related application problems; e) summary of preliminary evaluation results; f) wrap-up, including remarks and suggestions by participants. Links to further freely available resources will be provided.

6. SIMIODE – Teaching Differential Equations through Modeling and Technology

Brian Winkel, United States Military Academy

Part A: Thursday, August 7, 1:00 p.m. – 3:00 p.m., Hilton Portland Executive Tower, Salon Ballroom III
Part B: Friday, August 8, 1:00 p.m. – 3:00 p.m., Hilton Portland Executive Tower, Salon Ballroom III

This minicourse will permit participants to experience SIMIODE – Systemic Initiative for Modeling Investigations and Opportunities with Differential Equations, an online community of teachers and learners of differential equations who use modeling and technology throughout the learning process. Participants will share several learning opportunities using SIMIODE materials; develop models from the student perspective; engage in collegial activities about uses of SIMIODE modeling scenarios; and initiate the creation of their own teaching scenario contributions to SIMIODE through partnering with other participants in and after the minicourse. The web home for SIMIODE is at

Other Panels

Integrating Mathematical Software into Lower-Division Mathematics Courses

Friday, August 8, 4:10 p.m. – 5:30 p.m., Hilton Portland, 23rd Floor, Skyline 2

This panel session will discuss the use of mathematical software as a teaching tool in math courses and techniques for successful adoption.  In this panel, we will specifically focus on using mathematical software in calculus and calculus-related lower-division courses.   With the growing integration of technology into peoples’ working lives, teaching students to use technology to do mathematics can be instrumental in allowing mathematics to become a tool students can apply throughout their lives. It also provides an additional avenue for students to enhance their understanding of the concepts underlying the calculations, by providing visualizations, or by allowing them to work with large, real-world data sets. The speakers will be content creators and teaching practitioners who will address not only the capabilities of the technology, but also proven best practices for using this technology in post-secondary education. This panel has been organized by the MAA Committee on Technology in Mathematics Education.

Tom Dick, Oregon State University
Bill Bauldry, Appalachian State University
Doug Ensley, Shippensburg University

Natalie Linnell, Santa Clara University
Wade Ellis, Texas Instruments

Sponsor: Committee on Technology in Mathematics Education

Contributed Paper Sessions

Mathematics and Technology

Friday, August 8, 8:30 a.m. – 11:40 a.m., Hilton Portland, Ballroom Level, Galleria III

Inspiring Critical Thinking Through Programming Projects in a Precalculus Class

8:30 a.m. – 8:40 a.m.
Andrea Blum, SUNY Suffolk County Community College
Alexander Atwood, SUNY Suffolk County Community College

Using an Online Homework System for Written Homework

8:45 a.m. – 8:55 a.m.
Matthew Leingang, New York University

Flipped Classrooms Require – and Should Inspire – Better Software

9:00 a.m. – 9:10 a.m.
John C. Miller, The City College of C.U.N.Y. (emeritus)

Evolution of a Statistics Classroom

9:15 a.m. – 9:25 a.m.
Steven Klassen, Missouri Western State University

Using Online Technologies to Create Journal Articles in Numerical Analysis

9:30 a.m. – 9:40 a.m.
Mili Shah, Loyola

Euclid 21: Euclid’s Elements for the 21st Century

9:45 a.m. – 9:55 a.m.
Eugene Boman, Penn State, Harrisburg Campus

The Sophisticated Pencil: Computation as Transformation of the Traditional Mathematics Curriculum

10:00 a.m. – 10:10 a.m.
Jeff Randell Knisley, East Tennessee State University

An Active Introduction to Sage

10:15 a.m. – 10:25 a.m.
Brian Katz, Augustana College

Advances in Lurch, A Word Processor that Can Check Students’ Proofs

10:30 a.m. – 10:40 a.m.
Nathan C Carter, Bentley University
Kenneth G Monks, University of Scranton

Dynamic Visualization’s Effect on Mathematics Graduate Student and Inservice Teachers’ Views of Transformations of Functions

10:45 a.m. – 10:55 a.m.
James Anthony Mendoza Epperson, The University of Texas at Arlington
Andrew Paul Byrns, Dallas Independent School District

Experience-Driven Evolution of Technology-Based Courses

11:00 a.m. – 11:10 a.m.
Rebekah Gilbert, University of Illinois at Urbana-Champaign

Staying In Touch with Students with Technology

11:15 a.m. – 11:25 a.m.
Ginger Harper, Kaplan University

Exploring the Use of Mobile Devices as Student Response Systems in Undergraduate Mathematics Courses

11:30 a.m. – 11:40 a.m.
Jana Talley, Jackson State University
Lecretia Buckley, Jackson State University
Jessica Buck Murphy, Jackson State University
Shontrice Garrett, Jackson State University

Flipping Pedagogy in College Mathematics Courses, Part I

Thursday, August 7, 1:00 p.m. – 5:35 p.m., Hilton Portland, Plaza Level, Broadway III & IV

While the expression “flipping a course” is relatively new, this pedagogical strategy has been around for a number of years. Some tenets that underlie this type of pedagogy are that: (1) out-of-class time should be highly structured to best prepare students for in-class activities; (2) it is useful to evaluate students’ pre-class preparation and for instructors to have access to this information; (3) class time is better spent having students engage in cooperative problem solving and discussions rather than listening and taking notes; and, (4) students benefit from more frequent structured practice and feedback in the classroom from a knowledgeable teacher. In this session participants will present and discuss examples of flipped mathematics courses and share the benefits and challenges of this type of pedagogy. Descriptions of unique models of flipped classes are welcome as are results of research on flipping pedagogy.

Jean McGivney-BurelleUniversity of Hartford
Larissa SchroederUniversity of Hartford
John WilliamsUniversity of Hartford
Fei XueUniversity of Hartford
Mako HarutaUniversity of Hartford
Ben PollinaUniversity of Hartford

Flipped/Inquiry-Based Learning Approach in a ‘Large’ College Algebra Classroom: An Interim Report

1:00 p.m. – 1:15 p.m.
Perry Y.C. Lee, Kutztown University of Pennsylvania
Padraig McLoughlin, Kutztown University of Pennsylvania

Flipping College Algebra: A Blended Approach

1:20 p.m. – 1:35 p.m.
Alison Reddy, University of Illinois

Procedural and Conceptual Thinking in a Flipped College Algebra Classroom

1:40 p.m. – 1:55 p.m.
Emilie Naccarato, University of Northern Colorado
Michael Spannuth, University of Northern Colorado
Bill Blubaugh, University of Northern Colorado
Gulden Karakok, University of Northern Colorado

Re “modeling” College Algebra:  A Flipped, Inquiry-Based Approach

2:00 p.m. – 2:15 p.m.
Kathy Pinzon, Georgia Gwinnett College
Daniel Pinzon, Georgia Gwinnett College
Matt Stackpole, Georgia Gwinnett College

TEAL (Technology Enhanced Active Learning) College Algebra at Montana State University

2:20 p.m. – 2:35 p.m.
Heidi Staebler-Wiseman, Montana State University
Jocelyn Short, Montana State University
Kelsey Koch, Montana State University

Integrating Sustainability into Algebra Courses: A Flipped Classroom Model

2:40 p.m. – 2:55 p.m.
Rikki Wagstrom, Metropolitan State University

Flipping Freshman Mathematics

3:00 p.m. – 3:15 p.m.
Karen O’Hara, High Point University
Adam Graham-Squire, High Point University
Laurie Zack, High Point University
Jenny Fuselier, High Point University
Ron Lamb, High Point University

How Does Flipping Affect Students’ Perceptions about Learning Calculus?

3:20 p.m. – 3:35 p.m.
Larissa Bucchi Schroeder, University of Hartford
Jean Marie McGivney-Burelle, University of Hartford
Fei Xue, University of Hartford

Flip the Calculus Classroom: What Works, For Whom and in What Context?

3:40 p.m. – 3:55 p.m.
Veselin Jungic, Simon Fraser University
Cindy Xin, Simon Fraser University
Jamie Mulholland, Simon Fraser University
Harpreet Kaur, Simon Fraser University
Sonja Surjanovic, Simon Fraser University

A Study of Flipping vs Not Flipping in Applied Calculus

4:00 p.m. – 4:15 p.m.
Lori Beth Ziegelmeier, Macalester College
Chad Topaz, Macalester College

Challenges and Pitfalls of Assessing the Effectiveness of Flipped Mathematics Courses

4:20 p.m. – 4:35 p.m.
Jean Marie McGivney-Burelle, University of Hartford
Larissa Bucchi Schroeder, University of Hartford

Meta-analysis of Flipped “Pedagogy” in Undergraduate Mathematics Courses

4:40 p.m. – 4:55 p.m.
Gulden Karakok, University of Northern Colorado
Emilie Naccarato, University of Northern Colorado

Flipping Calculus II: Did it Improve this Infamous Course?

5:00 p.m. – 5:15 p.m.
Mindy Capaldi, Valparaiso University

Flipping the Integral Calculus Classroom with Multiple Instructors

5:20 p.m. – 5:35 p.m.
Jim Rolf, Yale University
Yu-Wen Hsu, Yale University
Susie Kimport, Yale University
Jennifer Frederick, Yale University

Flipping Pedagogy in College Mathematics Courses, Part II

Friday, August 8, 8:30 a.m. – 11:45 a.m., Hilton Portland, Ballroom Level, Parlor AB

Reading Guides in a Flipped Classroom

8:30 a.m. – 8:45 a.m.
Mary D Shepherd, Northwest Missouri State University

A Measured Approach to Flipping the Analysis Classroom

8:50 a.m. – 9:05 a.m.
Christine Ann Shannon, Centre College

A Day in the Life of an Inverted Classroom

9:10 a.m. – 9:25 a.m.
Reza O Abbasian, Texas Lutheran University
John T Sieben, Texas Lutheran University

Flipping the Classroom in Introductory Statistics

9:30 a.m. – 9:45 a.m.
Emily Cilli-Turner, Salve Regina University

Introductory Statistics in a Flipped Format for Community College Students

9:50 a.m. – 10:05 a.m.
Jessica Knoch, Lane Community College

Math Bio or BioMath? Flipping a Mathematical Biology Course

10:10 a.m. – 10:25 a.m.
Eric Eager, University of Wisconsin – La Crosse

An Activity-Based Approach to Flipping Quantitative Literacy

10:30 a.m. – 10:45 a.m.
Rebecca Diischer, South Dakota State University

Flipping the Discrete Math Classroom

10:50 a.m. – 11:05 a.m.
Benjamin V.C. Collins, University of Wisconsin-Platteville
James A. Swenson, University of Wisconsin-Platteville

Technology Tips for Creating Videos in a Flipped Mathematics Course

11:10 a.m. – 11:25 a.m.
Fei Xue, University of Hartford
Larissa Bucchi Schroeder, University of Hartford

Selling the Concept – a Primer on Salesmanship of the Flipped Classroom Model

11:30 a.m. – 11:45 a.m.
Alex Capaldi, Valparaiso University


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