The 2024 Section Meeting will feature five special sessions and two workshops, along with contributed paper sessions that will run concurrently.
Workshops:
Bringing Mathematical Ideas to Life via Animation
Organizers: Tien Chih, Oxford College of Emory University (tien.chih@emory.edu); Dr. Steven Clontz, University of South Alabama (sclontz@southalabama.edu)
Abstract: When teaching mathematics, one often teaches material that involves heavy technical computations which are underlined by beautiful and intuitive ideas. However, these concepts can often be lost in the detailed nature of the computations. Sometimes pictures and diagrams can capture some of these ideas, but static images frequently don’t convey the full scope of what we hope to communicate. At the same time in parallel, diverse teaching modalities, pedagogies and student needs drive demand for asynchronous teaching videos. In this workshop, we will use the Manim python package inspired by 3Blue1Brown to produce different examples of 2d and 3d animations that illustrate key concepts in the undergraduate curriculum. We will also work towards helping the participants author an animation on a subject of their own choosing. Python experience a prerequisite.
Teaching with Overleaf
Organizer: Lee Spence, Overleaf (lee.spence@overleaf.com)
Abstract: Learning how to use LaTeX can be highly beneficial for mathematics majors and anyone involved in technical or scientific fields. In this interactive workshop, we will discuss strategies for integrating Overleaf, a collaborative online LaTeX editor, into your teaching methodology. In particular, we’ll discuss:
– Free and effective resources to help your students learn LaTeX
– Creating an assignment/project template in Overleaf for your students
– Sharing templates with your students
– Providing feedback to your students in Overleaf
– Best practices for organizing your projects in Overleaf
By the end of this workshop, attendees will be equipped with practical skills and a nuanced understanding of Overleaf, enabling them to transform their teaching techniques and provide their students with a rich foundation in preparing documents in LaTeX.
Special Sessions:
Active Learning in Undergraduate Mathematics
Organizers: Sutandra Sarkar, Georgia State University (ssarkar@gsu.edu); Bill Shillito, Georgia State University (wshillito1@gsu.edu); Yuerong Wu, Georgia State University (ywu31@gsu.edu); Draga Vidakovic, Georgia State University (dvidakovic@gsu.edu)
Abstract: This session will present innovative instructional strategies that foster students’ active learning in undergraduate mathematics. We welcome proposals including, but not limited to: theory based instruction, flipped classrooms, inquiry based learning, emporium models, teaching with technology, and cooperative learning. Presentations may report on the results of qualitative or quantitative data analyses, although presentations are not required to involve rigorous research results.
Beyond Mathematics: Interdisciplinary Collaborations
Organizers: Rachel Grotheer, Wofford College (grotheerre@wofford.edu); Anastasia Wilson, Augusta University (anawilson@augusta.edu)
Abstract: Mathematics has long been lauded for its ability to be used to help solve problems in a diverse set of fields from medicine to economics. Often, mathematicians’ problem solving abilities are strengthened when they collaborate with experts in other disciplines to solve problems in a different domain. This session will highlight interdisciplinary work, whether in the classroom or in research, between mathematicians and those in other subject areas, as well as the application of mathematics to solve problems in different subject areas. The talks will include both faculty and student involvement with interdisciplinary work. Both faculty and student speakers are welcome.
Mathematics and the Visual and Performing Arts
Organizers: Lee Spence, Overleaf (lee.spence@overleaf.com); Annie Jennings, Benchmark Physical Therapy/Sheer Inspiration Pole Fitness (jenni142@gmail.com)
Abstract: Our session seeks to discuss the mathematics of the visual and performing arts, where elegance and beauty converges with the rigor of mathematics. This interdisciplinary exploration welcomes participants from all backgrounds, including students, faculty, and enthusiasts, and we eagerly welcome contributions from any art form, such as painting, photography, dance, music, and drama, as we believe that the intersection of mathematics and the visual and performing arts has the potential to inspire and enrich not only the artistic community but also the broader mathematical community. Come join us in unraveling the interplay of the arts and mathematics, as we explore its inherent artistry and precision.
Recreational Mathematics
Organizers: Timothy Goldberg, Lenoir-Rhyne University (timothy.goldberg@gmail.com); Ron Taylor, Berry College (rtaylor@berry.edu)
Abstract: “Recreational mathematics is inspired by deep ideas that are hidden in puzzles, games, and other forms of play.” (Robert Vallin, quoted in “Three New SIGMAAs Formed”, by Jacqueline Jensen-Vallin, MAA Focus Vol. 38, No. 2, April/May 2018.) The field of recreational math includes a startling variety of mathematical ideas and strategies, and tends to be especially entertaining and accessible. (And they make wonderful examples and research projects for students!) This session is devoted to talks from faculty related to recreational math, in any of its myriad forms!
Theory of Integer Sequences
Organizers: Joshua Siktar, University of Tennessee-Knoxville (jsiktar@vols.utk.edu); Steven J. Miller, Williams College (sjm1@williams.edu); Hung Viet Chu, Texas A&M University (hung.viet.chu@gmail.com)
Abstract: This special session is designed to accommodate talks pertaining to all types of integer sequences. This is a vast subject, and often conferences are focused on a particular area; our goal is to facilitate conversations among researchers in different sub-fields. Specific areas include Fibonacci numbers and other recursively defined sequences, enumerative and asymptotic arguments, and prime numbers. We are open to talks where the content is predominantly theoretical, computational, or a mixture of both, and especially those whose content is accessible to undergraduate student attendees. Moreover, we will consider talks that are focused on mathematical pedagogy where the content pertains to the aforementioned areas, such as new and innovative ways to teach about these concepts in the classroom. We will also devote some time within for group discussion and brainstorming to facilitate new collaborations between researchers studying different aspects of integer sequences. With this in mind, mention of relevant open problems during the presentations is encouraged.