Flowchart: Process: Fall 2014Flowchart: Terminator: WELCOMEFlowchart: Terminator: ARCHIVEFALL 2013







September 8th

   Math 102

Organizational meeting

  September 15th

   Math 102

Reading group

September 22th

   Math 102

Speaker: Erin Williams, Instructor in Mathematics at University of Arizona

Title: Initial Offering of Online Math 116: Implementation, Successes and Possible Changes

Abstract: During the 2013-2014 academic year an online Math 116 (business calculus) course was initially developed.  Four sections of this course ran during Summer 2014; two sections during Summer I and two during Summer II.  An overview of the course structure and its implementation during Summer I will be described.  The successes and possible changes for the future will also be discussed.

September 29th

   Math 102


Speaker: Guadalupe Lozano, Director, Development and Evaluation, University of Arizona
Title: A model for introducing Interactive-Engaged practices in Calculus: rationale, implementation, effects on performance, and conceptual learning.

Abstract: The development of models for engaging undergraduates in the learning of concepts (not just skills) and the creation of instruments to evaluate the success of such models have been recent focuses in many STEM disciplines, including undergraduate mathematics.

The Calculus Concept Inventory (CCI), for example, is a fairly well-know instrument used to measure undergraduates' conceptual calculus knowledge at universities in the US and abroad.  Since its creation, a number of studies have sought evidence that interactive-engaged (IE) classroom practices, that is, particular “flipped-classroom” practices believed to increase the conceptual knowledge the CCI measures, are indeed positively associated with larger knowledge gains in the CCI.

But just what does it mean to measure conceptual knowledge, and why might it be important?  Can we measure instructional practices accurately and reliably?  What can we say specifically about calculus?  What evidence exist tying particular modes of instruction to conceptual learning?

In this talk, I will provide background on such questions and discuss preliminary results from one of my studies exploring effects of IE supplemental instruction on undergraduates’ conceptual learning, as measured by the CCI.


October 6th

Math 102


October 13th

Math 102

Speaker: Scott Kaschner, Teaching Postdoctoral Fellow in Mathematics at University of Arizona
Title: More Bang from your book, the 2nd edition.
Abstract: One cannot overstate the difficulty of getting students to read mathematics text books in a productive way. This second preliminary report will describe a simple intervention to instruct and motivate students in the effective use of their textbook as a learning tool. While the intervention could be used in any course, the full data presented will be from its implementation in two Introduction to Linear Algebra (215) classes.  Preliminary data will also be presented from implementation in an Intro to Statistics and Biostatistics (263) class and a Real Analysis (425a/525a) class.

October 20th

Math 102

Speaker: Janet Liston, Instructor in Mathematics at UA

Title:  Tangrams re-purposed:  Language, perimeter, area, and beyond

Abstract: Tangrams are often used in the classroom for arranging the 7 tangram pieces into a flower or boat or rabbit, etc. However, I (in conjunction with the work of Cynthia Anhalt) have developed tangram activities that can be used by elementary preservice teachers (PTs) in the 302B courses (elementary mathematics content). These activities ‘go deep’ into some of the  key ideas of elementary geometry. These activities require teamwork and discussion as PTs work to re-configure the tangram square into other large polygons (using all 7 pieces). Then the PTs are asked to:  (1) use geometry language to describe to others the placement of the 7 tangram pieces; and (2) hypothesize, compute, and compare areas and perimeters of various tangram shapes (both individual and all seven pieces together). Acting as participants, you will experience how meaning is made by the PTs in the 302 courses. As part of this interactive talk, you will construct your own tangram set of seven pieces; there will also be time to participate in computing areas and perimeters.


October 27th

Math 102

Speaker: Aaron Ekstrom, Lecturer in Mathematics at UA

Title:  Math in Medstart
Abstract: We will discuss the Med-Start program and the math course we

designed to fit the program.


November 3rd

Math 102


November 10th

Math 102

Speaker: Katherine Walsh, Teaching Postdoctoral Fellow in Mathematics at UA

Title:  Calculus across campuses
Abstract: In this talk, I will discuss teaching calculus at two different schools in the last two years before coming to University of Arizona.  Differences in levels of coordination, homework and quiz style and exams will be examined. I will also talk about at what worked and did not work in different environments, the differences in teaching a large class versus and smaller one, and the amount of feedback I received.  I will present this information to give an idea of the expectations I had when starting teaching here at the University of Arizona, how these experiences have changed the way I teach and what I wish I knew when I started teaching here.

November 17th

Math 102

Speaker: Joshua Lioi, Teaching Postdoctoral Fellow in Mathematics at UA

Title:  Modeling Bees: A Summer Adventure
Abstract: In this talk, I will discuss the Beepop summer program I was 

part of this past summer. The month long program is for local Native

American high school students, and the activities cover topics in

language and culture, as well as math and science. The mathematics

activities for the students focus on studying and modeling bee

populations. I will discuss my experience with this program and the

activities for the students.


November 24th

Math 102

Speaker: Mitchell Wilson, Instructor in Mathematics at University of Arizona
Title:  New Kid in Town-The Struggles and Advantages of New Teachers.
Abstract: In this talk, we will look at some of the factors that can help retain and hinder new instructors as they begin their teaching careers. We will examine data for educators of all levels, and we will give examples of new teachers and their personal experiences.


December 8th

Math 102

Speaker: Cheryl Ekstrom, Advising Specialist, Mathematics, University of Arizona

Title: Class Orientations via D2L

Abstract: Instructors are constantly bombarded with questions from students about the class--most of which can be answered with, "It's in the syllabus". How can we as instructors better promote the syllabus as the source of most class information? How can we quickly get them up to speed without taking up too much class time? This issue is magnified in online classes where just finding the (online) classroom can be an issue. This talk will describe the need for an online class orientation, and how Math 100 has used D2L to do just that.