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Good Ideas in Teaching Precalculus And...

... Algebra, Calculus, Geometry, Discrete Mathematics,
and Probability & Statistics, with Technology

Rutgers University - Busch Campus - New Brunswick
Friday, March 22, 2019
8:30 a.m. - 3:00 p.m.

Program

Featuring a Plenary Session, a Sharing Session (with 9 choices),
and four 50 minute Presentation Sessions (each with up to 9 choices), two before and two after lunch; details of these programs are presented below


Presentations
(click on the title to see the abstract)

Precalculus and Calculus:

Dividing Polynomials: From Conceptual Understanding to Procedural Fluency
How to Have a Successful AP Calculus Classroom
Learning Linear Equations in Algebra and Calculus Through Kinematics
Singularities of Rational Functions and More
Teaching Calculus to a Heterogeneous Class
Trends in AP Calculus and How They Affect Precalculus
Using Multiple Representations and the Graphing Calculator

Algebra and Geometry:

Beauty of Harmonic Divisions of Golden Rectangle Designs
From Data to Equations
Generating Pythagorean Triples
Teaching Algebra and Calculus in a High School Active Learning Lab
Transforming Students to be Transformations Experts in Graphing
Using Google Expedition in the Algebra 1 Classroom

Discrete Mathematics in Precalculus:

Counting Systematically
Examining Sequences in the High School Classroom
Fibonacci Numbers are Fascinating, and That's No Fib!
Modeling in Precalculus: Computational Geometry

Probability and Statistics:

Some Fun and Challenging Problems from Marilyn vos Savant
Statistics: Learning by Doing!
Using Statistics to Understand Investments

Assessment:

Can Student Responses Inform the Writing of Free-Response Questions
Preparation for Calculus: Assessing Background Skills of Students Enrolled in College Calculus
Standards-Based Learning and Assessment

General:

Ending the College Remediation Crisis in Mathematics
Maximizing the Co-Teaching Experience
Preparing SAT (Math) Visually
Strategy Games to Stimulate Critical Thinking
Strategies and Resources to Reflect Student Thinking
The Good, the Bad, and the Ugly About Online Math Courses

Mathematics and Technology:

A SMART Board is a Great Tool for the Mathematics Classroom
Desmostration
Ideas for Math Class on Twitter: Sharing, Exchanging or Lurking
Making Learning Visual in the Algebra, Geometry, and Trigonometry Classroom


Plenary Session:

Reading Comprehension in Mathematics:
The Case of Worked Examples and Problem Solutions

Juan Pablo Mejia Ramos, Associate Professor of Mathematics, Rutgers University

Worked examples and problem solutions are an important feature of mathematics lectures and textbooks. In this talk I address what students comprehend from the worked examples and problem solutions that they read, and ways to assess such comprehension in the mathematics classroom. In particular, I describe a framework originally designed to assess proof comprehension at the undergraduate level, and adapting it to assess students’ comprehension of worked examples and problem solutions in high school. 

Juan Pablo Mejía Ramos is jointly appointed in the Department of Learning and Teaching and the Department of Mathematics at Rutgers University. He was born in Colombia, where he obtained his undergraduate degree in mathematics and worked as a mathematics high-school teacher. He earned his masters and doctorate degrees in mathematics education from the University of Warwick, in the U.K. His research focuses on the reasoning processes involved in argumentative activities related to the notion of proof in university mathematics. In 2016, he was awarded the Selden Prize from the MAA for outstanding research in undergraduate mathematics education.

Sharing Session

Informal discussions of the following topics:

Bring your experiences and at least one idea to share!


Schedule of Activities

8:30 - 9:20   Session I
9:30 - 10:20   Session II
10:30 - 11:05   Sharing Session
11:10 - 12:15   Plenary Session
12:15 - 1:10   Lunch
1:15 - 2:05   Session III
2:10 - 3:00   Session IV
     

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