Themed Contributed Paper Sessions allow MAA MathFest attendees to hear diverse perspectives on a range of topics. Each theme is proposed and organized by one or more professionals in the mathematical sciences, and presenters submit abstracts for consideration, which are reviewed and selected by the organizers. Presenters will share their work for 15 minutes each on the session theme.

MAA MathFest is currently accepting abstract submissions for these sessions. The submissions deadline is April 15, 2025. Learn more and submit your abstract here.

Advancing Data Science Education: Integrating Pedagogical Innovation with Ethical Practice

We invite presentations on innovative teaching strategies in data science education, including course design, assessment methods, and project implementations. Share your experiences integrating AI tools, addressing data ethics, using culturally relevant datasets, and connecting statistical concepts to real-world applications. This SIGMAA-sponsored session welcomes scholarly contributions that advance pedagogical practices and support faculty development in statistics and data science education.

Organizers:
Helen Burn, Highline College
Mike LeVan, Transylvania University
Immanuel James Williams, California Polytechnic State University San Luis Obispo

Sponsor: SIGMAA on Statistics and Data Science Education (SIGMAA SDS-ED)

Building Community in Mathematics Departments

An integral part of an educator's job is to identify and implement ways in which we can improve our students' lives both inside and outside of the classroom. We discuss and share our ideas with colleagues in our departments, at our colleges/universities, and with countless others during conferences. 

Unfortunately, what is often overlooked are the educators themselves. In this session, we want to focus on BOTH student community building AND faculty community building within mathematics departments. Has your university, college, or department implemented anything which has helped improve your and your colleagues' lives inside or outside the classroom? Have you been involved with any steps to build community among your faculty? Let us come together and share these ideas, because the more fulfilled we can be in our jobs and within our faculty community the better educators we can be for our students.

We also still want to hear about your successes and ideas for building community among undergraduates within your mathematics department. Perhaps you have a weekly Departmental Tea, a thriving Math Club, or Poker Nights – let’s share these ideas and help build community in all math departments. If available, include some evidence of success with building community by use of these ideas.

Organizers:
Molly Lynch, Hollins University
Michael Weselcouch, Roanoke College
Maggie Rahmoeller, Roanoke College
Abby Bishop, University of Cincinnati
Alex Dempsey, University of Cincinnati
Erin Williams, University of Central Oklahoma
Scott Williams, University of Central Oklahoma
Dale Pearson, Dallas College

Building Undergraduate Research Programs as a New Faculty

This session invites new faculty to share their experiences in launching undergraduate research programs, transitioning from dissertation work to developing manageable projects for students. The focus is on practical strategies for adapting complex research topics into smaller, achievable questions suitable for undergraduates, tailoring research to skill levels, and creating sustainable research agendas. Presentations on interdisciplinary research, innovative project design, and ways to support undergraduates in research are highly encouraged. The session is timely, as more institutions emphasize undergraduate research as a key component of experiential learning, making it critical for new faculty to develop successful programs early in their careers. We seek scholarly presentations that provide actionable insights into research project design, mentorship strategies, or assessments of program success. Presenters can showcase original research, project expositions, or curricular innovations aimed at engaging undergraduates. Whether you’re building a new research program or looking for fresh ideas, this session will provide practical guidance and inspiration for effectively supporting undergraduate research.

Organizers:
Vinodh Kumar Chellamuthu, Utah Tech University
Violeta Vasilevska, Utah Valley University
Cara Sulyok, Lewis University
Lauren L Rose, Bard College
Md Istiaq Hossain, Stephen F. Austin State University

Sponsor: SIGMAA on Undergraduate Research (SIGMAA UR)

Collaborative Partnerships for Equitable Mathematics Learning: Research and Practice

Collaborative partnerships are essential for designing and developing technology that will advance equitable mathematics learning experiences and outcomes. This session examines the growing importance of such partnerships, particularly those focused on the needs and perspectives of K-12 Black and Latine students and students experiencing poverty. We recognize that algebra readiness and a deep conceptual understanding of mathematics are fundamental for future academic success. This session will share research findings and evidence-based practices that increase achievement and equity in mathematics education.

Scholars and practitioners will present their work in collaborative projects involving mathematics education researchers, practitioners, professional learning providers, and ed-tech solution providers. Presentations explore:

• The design, implementation, and evaluation of digital tools and resources
• The development of effective instructional strategies and professional development supports
• Implementation and scaling of effective instructional strategies and professional development models that integrate technology and culturally relevant pedagogy
• The examination of how partnerships among different stakeholder groups contribute to improved mathematics learning and achievement for underserved student populations.

Presentations will offer empirical evidence, theoretical frameworks, and practical guidance on fostering effective collaborations that promote equitable access to high-quality mathematics education and equitable mathematics learning outcomes. This session provides a valuable opportunity to engage with research on educational technologies, culturally responsive pedagogies, and the impact of collaborative partnerships on student learning.

Organizers:
Ann Edwards, WestEd
Phil Vahey, Menlo Education Research

Community-Responsive Activities for Math Circles

Join us for a session where we explore the creative process behind developing Math Circle activities for diverse audiences.  By positioning students as explorers of mathematics, Math Circles represent a promising approach to engage youth in authentic mathematical experiences. Weaving community-responsive activities into the curriculum can make learning more meaningful and empowering for students. 

Presenters will describe their intended audience and showcase engaging and enjoyable Math Circle activities that leverage their students’ assets, highlighting the ways their activities are responsive to that audience.  The Q&A session at the end of each talk will give the speaker and audience an opportunity to solicit and offer feedback.  The 15-minute talk, 5-minute Q&A/transition format will be adjusted as needed based on how much feedback the speaker is hoping to solicit.

Organizers:
Cynthia Sanchez Tapia, California State University Dominguez Hills
Alessandra Pantano, University of Ccalifornia Irvine
David Crombecque, American Institute of Mathematics
Tom Stojsavljevic, Beloit College
Sayonita Ghosh Hajra, California State University, Sacramento
Nick Rauh, Seattle Universal Math Museum
Jeffrey Musyt, Slippery Rock University
Lauren Rose, Bard College

Sponsor: SIGMAA Math Circles for Students and Teachers (SIGMAA MCST)

Creating Connections in the Classroom: Mathematics Across the Disciplines

Today’s careers require students to have a blend of skills and knowledge from a variety of disciplines, yet in the classroom we typically do not make strong cross-curricular connections. This session serves to open the doors between mathematics and other academic areas of interest, highlighting various classroom-used projects and activities that draw interdisciplinary connections between mathematics and traditionally non-mathematical topics. This session could be used as a starting point for those interested in using interdisciplinary material in their courses, for individuals already engaged in such teaching to learn new connections, or for students to broaden their grasp on mathematics in the world.

Each presentation will outline a well-constructed interdisciplinary project or activity previously used in a mathematics course, and provide the audience with an overview of how they, too, could use a project like this in their classroom. Such innovative projects may vary in length from a single class meeting to an entire course, and any level of mathematics, from an introductory class to a course designed for mathematics majors, is welcome. Demonstrations of activities with the audience are encouraged.

Organizers:
Mike May, Saint Louis University
Elizabeth Donovan, Murray State University
Daniel Ozimek, Saint Joseph's University
Amanda Beecher, Ramapo College of New Jersey

Sponsors:
Mathematics Across the Disciplines (MAD), a subcommittee of the Committee on the Undergraduate Program in Mathematics (CUPM)
Curriculum Renewal Across the First Two Years (CRAFTY), a subcommittee of CUPM

Cryptology in Undergraduate Education

This session aims to share educational resources and activities in cryptology, including historical and modern content.  Colleges are increasingly developing cryptology courses at a variety of levels, some taught by faculty in computer science and some taught by mathematicians, with many of these courses being required for degrees in Cybersecurity. Papers in this session would feature ideas of how cryptology could be included as a topic in mathematics courses they are teaching, or stand-alone full semester courses that have been developed.  Additionally, specific activities used in the teaching of a cryptology course or undergraduate research projects in cryptology could also be discussed.

Specifically, this session will invite a wide range of contributions that focus on cryptology in undergraduate education.  Papers can focus on historical and post-quantum content; ideas of how cryptologic topics can be included as modules in other mathematics, statistics, or data analysis courses; describe aspects of stand-alone cryptology courses that have been developed (including topical syllabi, equitable grading practices, and innovative assessments); share online resources and computational tools that enhance cryptologic classroom activities; describe innovative active learning assignments; or describe undergraduate research projects. Active learning assignments and undergraduate research projects are especially encouraged.  Advanced (graduate level) research topics in cryptology are not appropriate for this session.

All presentations should be based around either carefully crafted courses, classroom activities, or undergraduate research projects that have already been implemented or analyzed, or ideas for future endeavors in these directions that build off of previous implementations.

Organizers:
Christian Millichap, Furman University
Catie Adamo, University of Notre Dame
Stuart Boersma, Central Washington University
Jennifer Bready, Mount Saint Mary College
Claire Frechette, Boston College

Sponsor: The Crypto Educators

Data Science Examples for Enriching Introductory Math Courses

Over the past decade, data science has evolved into a mainstream field—spanning courses, majors, and careers. Following the proliferation of artificial intelligence in popular culture as well as the rise in data-science related careers, contemporary students want to understand how their data is used, and this can serve as a treasure trove of examples to motivate them to learn new mathematical concepts. We seek “new motivations for old topics:” examples, activities, projects, and modules that can be integrated with introductory mathematics topics to engage students through data science concepts.

Contributions should briefly detail one (or two very related) specific data science applications of a mathematical concept that is typically taught in a lower-division mathematics course (such as precalculus, calculus I-III, or introductory linear algebra), and include a a corresponding classroom example, activity, project or module.  A description of how this improves data science literacy would be a bonus.

Organizers:
Marissa Masden, University of Puget Sound
Julia Eaton, University of Washington Tacoma

Environmental and Biological Research in Mathematics, in and out of the Classroom

Environmental and biological challenges continue to play major roles in our society, sometimes overlapping as biological systems and ecosystem services are impacted by environmental changes, development, or sustainability efforts.  Students are concerned about these problems and the impact those struggles may have on their lives.  Addressing these complex problems requires innovative approaches and frequently collaborative efforts. Analyzing complex data and modeling environmental and biological phenomena are essential to meeting those challenges.  

The active engagement of the mathematical community can greatly enhance our ability to solve the complex problems that arise in these important systems.  Bringing these challenges into the classroom is essential to the growth of the next generation of researchers in these fields so that the sophistication of the mathematics addressing the biggest challenges of our times can be brought to bare.

In this session, we welcome talks about current research, undergraduate research, or classroom research projects at the intersection of environmental and biological sciences with mathematical methodologies, including but not limited to mathematics, data science, and statistics. Join us in exploring how quantitative approaches can illuminate our understanding of environmental issues and questions in the life sciences and contribute to effective solutions.

Organizers:
Timothy Comar, Self-Employed
Rania Robeva, Randolph-Macon College
Anne Yust, University of Pittsburgh
Eric Marland Marland, Appalachian State University

Sponsors:
SIGMAA on Environmental Mathematics (SIGMAA EM)
SIGMAA on Mathematical and Computational Biology (SIGMAA BIO)

Equity Minded Placement Practices and Strategies in Undergraduate Mathematics

Placement and entry-level courses are the first touchpoints a mathematics department has with its incoming students.  To set up students for success, careful and innovative design is needed, including not only attention to mathematical content but also to equity, so all students are included and have the resources they need for success.  This session focuses on initiatives, projects, and activities by the instructors, departments, and institutions which address either student success in entry-level courses or placement and advising for incoming students, including transfer students. We are particularly interested in how to implement specific strategies and evaluate their effectiveness.

We also invite researchers who have contributed to improving the forward and upward movement of so-called “underprepared” students via equity-minded strategies at the classroom-, department-, college- and institutional-level.  For placement, possible topics include integrating equity and accessibility in placement, assessing placement effectiveness, placing and supporting non-traditional students, and allowing students to improve their placement. Original research, expositions, innovative ideas, and projects are welcome.

Organizers:
Emily Gismervig, University of Washington Bothell
Rejoice Akapame, University of Washington Bothell
Nicole Hoover, University of Washington Bothell Luke Tunstall, Trinity University
Junalyn Navarra Madsen, Texas Woman's University
Allan Donsig, University of Nebraska-Lincoln

Sponsor: MAA Committee on Articulation and Placement

From Theory to Practice – Applying Literature-Based Teaching Practices in the Real Classroom

Many new instructors who are passionate about being the best teachers for their students make a lifelong habit of reading articles and books about ways to improve their classroom practices. Commonly read resources may include PRIMUS and JRUME articles as well as the MAA’s Instructional Practices Guide, Lang’s Small Teaching, and Bain’s What the Best College Teachers Do. This session is intended to celebrate relatively new faculty who have been brave enough to implement some of these ideas in their own teaching practices. In this session, we invite presenters to share their real-world experiences bringing teaching and learning science and evidence-based practices into their own classrooms, not through a formal research project, but from applying the results of existing research in their own context. Speakers will share the literature that inspired their teaching changes as well as what they noticed – what went according to plan, what needed adjustment on the fly, and what they have planned for the future.

Organizers:
Emma Kathryn Groves, United States Military Academy
Jessica Libertini, United States Military Academy
Joseph Dorta, United States Military Academy
Russell Nelson, United States Military Academy
Akshat Das, United States Military Academy

I​​n the Real with Applications of Differential Equations for Learning

While faculty teach mathematics, they also learn new things all the time in their coursework, especially true where  mathematics is applied with many new and exciting applications yet to be discovered and explored. Come share your discoveries in applying differential equations as you participate in course development and teaching, whether this is in a course dedicated to Differential Equations, or in a Calculus or Modeling course, or other experience. Bring rich illustrations of interest in and freshness of learning anew in our teaching, and share what your students experiences and impressions. Teaching strategies and methods, especially evidence-based approaches to teaching and learning, are welcome. Presenters are encouraged to submit to our open-access, peer-reviewed venues that are focused on teaching and learning of differential equations. Submit articles based on your contributions for possible publication in CODEE journal (https://scholarship.claremont.edu/codee/), and submit classroom modeling scenarios and technique narratives to the SIMIODE Qubes Hub repository (https://qubeshub.org/community/groups/simiode).

Organizers:
Therese Shelton, Southwestern University
Viktoria Savatorova, Central Connecticut State University
Maila Hallare, US Air Force Academy
Brian Winkel, Systemic Initiative for Modeling Investigations & Opportunities with Differential Equations (SIMIODE)
Beverly Henderson West, Cornell University

Sponsors:
Community of Ordinary Differential Equations Educators (CODEE)
Systemic Initiative for Modeling Investigations & Opportunities with Differential Equations (SIMIODE)

Incorporating Alternate Forms of Assessment and Alternative Grading Systems in Undergraduate Mathematics Classes

Value is found in having students actively participate in discovery, as can be seen by continued momentum in the area of undergraduate research. Approaching a class with this goal lends itself to alternative forms of assessment and grading that differ from traditional exams. Is it possible to extend this concept of learning through involvement as a form of assessment to mathematics courses at all levels, thereby impacting a larger audience?

Traditional grading systems use weights and percentages for assignments with fixed deadlines which can cause students whose natural pace does not fit within this framework to fall behind. Additionally, it can be difficult for students to develop a growth mindset with the rigid structure of traditional grading systems. Alternative grading systems, such as a standards-based grading system, are gradually being adopted in undergraduate mathematics courses to address a variety of issues regarding teaching and learning.

We are seeking presentations on alternative grading systems and on alternate forms of assessment that were successfully, as well as unsuccessfully, incorporated into an undergraduate mathematics course where all students were required to participate. Topics could include projects, portfolios, or presentations. We are particularly looking for presenters who are willing to share resources such as lesson templates and grading rubrics that demonstrate practical ways of adding these products to a course. Talks should address the following questions: How do you successfully deal with the nuance of grading outside of traditional norms? How do you manage the increase in time that is required to prepare, implement, and grade? How do you determine whether the alternate mode of assessment was successful? How did students react? Any form of an alternative grading system will also be considered. For all presentations, we would like to hear the motivation for choosing an alternative grading system, either from scholarly sources or personal experiences. Additionally, details on how the speaker set up their grading system and syllabus and how it was implemented. If an alternative grading system is successfully implemented, we are seeking presentations that address ideas that the audience can apply in their own classes. For unsuccessfully implemented alternative grading systems, we are seeking presentations that discuss the problems that came up and possible solutions to improve the system. We would like to hear from both successful and unsuccessful implementations so that the audience can get a wider view of the pros and cons of using such a system and any issues they may encounter in using an alternative system. Presentations that give details on the logistical side of using an alternative grading system, such as efficient ways of keeping records, a way for students to track their progress, organizing problem banks, or generating problems, for example, are also appropriate for this session. We would like the presentations to be accessible to all educators, including those who are not familiar with an alternative grading system.

Organizers:
Victoria Chebotaeva, University of Southern California
Britney Hopkins, University of Central Oklahoma
Leslie Jones, University of Tampa
Kayla Reardon, University of Southern California
Calum Rickard, University of Southern California
Felicia Tabing, University of Southern California
Paul Tokorcheck, University of Southern California

Innovative Pathways: A Showcase of Early Career Research in Applied Mathematics

This session showcases the research and experiences of early career researchers in applied mathematics. We invite presentations across a wide range of areas of applied mathematics, including but not limited to, mathematical modeling, computational methods, data analysis, and interdisciplinary applications. In addition to presenting original research, participants are encouraged to share their experiences navigating the early stages of their academic careers. Presentations that address common challenges and successes—such as forming new collaborations, involving undergraduates in research, and establishing new research directions—are particularly welcome.

The session aims to foster a supportive environment where speakers can offer insight and advice to peers who are at a similar career stage, as well as those preparing to transition into early career roles. Each presentation is expected to be scholarly in nature, contributing meaningfully to the mathematical community's body of knowledge. By emphasizing both research and the professional journey, this session seeks to inspire future mathematicians while strengthening connections among emerging scholars.

Organizers:
Cara Sulyok, Lewis University
Kelly Buch, Austin Peay State University

Inquiry-Based Learning

The goal of Inquiry-Based Learning (IBL) is to transform students from consumers to producers of mathematics. Inquiry-based methods aim to help students develop a deep understanding of mathematical concepts and the processes of doing mathematics by putting those students in direct contact with mathematical phenomena, questions, and communities. Within this context, IBL methods exhibit great variety. Activities can take place in single class meetings and span entire curricula for students of any age. Students can be guided to re-invent mathematical concepts, to explore definitions and observe patterns, to justify core results, and to take the lead in asking questions. There is a growing body of evidence that IBL methods are effective and important for teaching mathematics and for fostering positive attitudes toward the subject. This session invites scholarly presentations on the use of inquiry-based methods for teaching and learning. We invite presentations that have a focus on IBL-inspired practical activities, introductions to IBL, speakers sharing what they have learned from their own experiences getting started with IBL, successful IBL activities or assignments, support observations about student outcomes with evidence, or that could help instructors who are new to IBL try new methods.

We want to make a special invite to educators currently using Process-Oriented Guided Inquiry Learning (POGIL) or POGIL-inspired approaches in teaching mathematics or statistics courses. POGIL involves guiding students to deeper understanding of particular ideas through a learning cycle of exploring a model, defining the key concepts in their own words, and applying that understanding in a new context. This includes a call for presenters who are POGIL practitioners in mathematical sciences, broadly defined: those who are implementing existing POGIL activities in ways that work for their context, those who are writing their own new POGIL activities that might be useful to others, those who are adapting learning cycle or process skill ideas from a POGIL approach to other aspects of teaching or beyond the classroom.

Organizers:
Lee Roberson, University of Colorado-Boulder
Joe Barrera, Converse College
Mel Henriksen, Wentworth Institute of Technology
Mami Wentworth, Wentworth Institute of Technology
Rebekah Jones, University of Colorado-Boulder
Jessie Oehrlein, Fitchburg State University
Chris Oehrlein, Oklahoma City Community College
Katie Johnson, Florida Gulf Coast University
Kayla Heffernan, University of Pittsburgh at Greensburg

Sponsor: SIGMAA on Inquiry-Based Learning (SIGMAA IBL)

Integrating Current Events into Quantitative Literacy: Adapting Curriculum to Reflect Today’s World

This contributed paper session invites educators to share innovative projects, lessons, or modules that incorporate current events into quantitative literacy courses. As the world becomes increasingly data-driven, keeping course content relevant and timely is essential for student engagement and critical thinking. Participants are encouraged to present examples of how they’ve used recent news stories, societal trends, or global issues to make quantitative concepts more relatable and practical for students. This session will explore strategies for identifying suitable news items, modifying existing curriculum to include these updates, and the benefits and challenges of teaching quantitative literacy through the lens of current events. Presenters will discuss how incorporating real-world data and current societal issues helps students develop essential skills in media literacy, critical thinking, and data interpretation.

Organizers:
Rachael Lund, Michigan State University
Luke Tunstall, Trinity University
Catherine Crockett, Point Loma Nazarene University
Katherine Appenzeller, The University of Texas at Austin

Sponsor: SIGMAA on Quantitative Literacy (SIGMAA QL)

Lessons Learned from Alternative Grading Implementations

Alternative grading is an umbrella term for practices that include standards-based grading, specifications, and ungrading (aka collaborative grading), among others.  The common theme among alternative grading practices is a focus on developing students' proficiency in clearly-defined learning objectives, through feedback loops which include multiple opportunities for students to demonstrate that proficiency.  Because of their intentional focus on student growth and growth mindset, alternative grading practices have become increasingly popular in courses throughout the mathematics curriculum.  As awareness of these practices continues to grow, there is a need to share the growing body of knowledge around the effectiveness of and best practices for implementing alternative grading in various instructional contexts.

This session seeks to share innovations and especially, as the title suggests, lessons learned from alternative grading implementations in various math courses. We are particularly interested in presentations of scholarly evidence of the effectiveness (broadly defined) of these practices.  This could include (but is not limited to) critical reflections on an instructor or instructional team’s own practice, adaptations of an alternative grading system over time, or the results of a scholarship of teaching and learning study.  We welcome presentations describing practices relevant to all sizes of courses, institutional contexts, and levels of the curriculum.

Organizers:
Drew Lewis, Center for Grading Reform
Sharona Krinsky, Center for Grading Reform, California State University Los Angeles
Randall Helmstutler, University of Mary Washington
Jennifer Moorhouse, Hartnell College
Lipika Deka, California State University Monterey Bay

MAA Section Activities – Innovative Programs and Initiatives

The session will be an opportunity for members from different MAA Sections to describe unique programs or initiatives that have been transformative for their Section. These could be examples of activities that occur during a section meeting, or events that are organized outside of section meetings.  Some existing programs that might be appropriate for a presentation in this session include: Student Careers Conference, Graduate Student Fair, Student Competition, Zoom Colloquium Series, Section NExT activities, Lunch Discussion Tables, Workshops. Faculty members interested in ideas for programming for departments are encouraged to attend! This session is sponsored by the MAA Committee on Section Meetings.

Organizers:
Karen Clark, The College of New Jersey
Julie Barnes, Western Carolina University
Sean Droms, Lebanon Valley College
Kuei-Nuan Lin, Penn State Greater Allegheny

Sponsor: MAA Committee on Section Meetings

MAA Session on Applied Mathematical Solutions and Innovations in Business, Industry, and Government (BIG)

The exponential growth of complex, open-ended challenges facing business, industry, and government, coupled with the overwhelming amount of data available, presents both opportunities and obstacles. As professionals in applied mathematics, operations research, and engineering, we continuously address these challenges using our expertise, experience, and technological tools. This session focuses on showcasing real-world examples where applied mathematics and operations research have been utilized to solve problems across various sectors, including business, government, and military applications.

We are seeking presentations that explore practical applications, innovative solutions, or even unsolved challenges where audience input is encouraged. Presenters may discuss successful implementations, ongoing projects, or issues where additional perspectives are needed. Presentations are expected to be scholarly in nature, emphasizing both practical outcomes and theoretical underpinnings.

Whether presenting success stories or seeking collaborative ideas, the presenters' contributions will serve as a valuable resource for the mathematical community. Presenters do not need to be members of BIG SIGMAA to participate, and we welcome anyone interested in applied problem-solving across business, industry, and government sectors.

Organizers:
Mihhail Berezovski, Embry-Riddle Aeronautical University
Vinodh Kumar Chellamuthu, Utah Tech University
Namyong Lee, Minnesota State University Mankato

Sponsor: SIGMAA on Business, Industry, and Government (SIGMAA BIG)

Mathematics and Sports

Availability of play-by-play statistics, video-based spatial data, and wearable technology data have led to innovative sports analytics studies. This research is impacting all aspects of sports: strategy, player evaluation, ranking methods, marketing, etc. Research presentations, expository talks, preliminary reports, and pedagogical contributions are all welcome in this session. Projects accessible to or involving undergraduate students are particularly encouraged for submission.

Our audience will consist of mostly faculty and students (including undergraduates as observed in previous meetings) who are interested in applying mathematics to sports. There will also be many faculty attendees who are interested in ideas to incorporate Sports into their courses.

The session will follow the standard format of speaker presentations followed by  Q&A.

Organizers:
Filippo Posta, Phoenix College
Amanda Harsy, Lewis University

Sponsor: SIGMAA on Mathematics and Sports (SIGMAA Sports)

Onboarding, Mentoring, and Supporting Newly Hired Mathematics Instructors

In this session we share experiences and ideas regarding mentoring new instructors, supporting their professional development, and community building practices. Whether an instructor is new to teaching or new to an institution, what resources, onboarding, community building and other support is made available to them? What support did you or your department offer for new instructors? If you are (or recently were) a new instructor, what support do you wish you had? Were there resources that you found particularly beneficial? In addition to the challenges of learning to teach, instructors may need support in order to gain a sense of belonging in their new community or department. 

This session invites presentations that share practices for instructor onboarding. It also aims to be a first step in collecting a list of low-resource and low-cost opportunities for mathematics instructor professional development, although not all presentations need to share such opportunities. Presentations may be based on personal or departmental experience and/or research in professional development. Submissions from all mathematics instructors (new, senior, chair, etc.), from all institution types, organizations, and groups are encouraged.

Organizers:
Maria Wesslen, University of Toronto Mississauga
Alex Rennet, University of Toronto Mississauga
Jaimal Thind, University of Toronto Mississauga
Mindy Capaldi, James Madison University
Alicia Prieto-Langarica, Youngstown State University
Kristin A. Camenga, Juniata College
John Thompson, University of Pittsburgh at Johnstown
Cassie Williams, University of Wisconsin – Madison
Justin Gash, Franklin College

Sponsor: MAA Committee on Professional Development

Peer Support in College Mathematics

Peer support broadly includes all models of instruction that use peers or near-peers interacting with students to support their academic success in mathematics.  Examples have existed for decades, but the aftermath of the pandemic and a national trend away from remediation have reignited interest in utilizing and optimizing this effective pedagogical tool.  The current landscape is quite varied, with a plethora of models in use across the country.  This session will introduce participants to the diversity of peer support programs in use at a variety of institutions, incorporating perspectives from instructors, staff, administrators, and students.

Speakers in this session will give scholarly presentations which may address the types of pedagogical and funding models available, programmatic data collection and analysis, student mentoring and leadership components, and cultivating student and faculty buy-in.  Particular attention will be given to the challenges and opportunities presented when starting a new peer support program, or simply sustaining an existing one.  Talks will assume no prior background in peer support and should be accessible to anyone with an interest in the topic, from seasoned leaders looking to keep up with a rapidly changing landscape, to instructors seeking fresh ideas, to newcomers interested in perhaps initiating a new peer program on their campus.

Organizers:
Corey Shanbrom, California State University, Sacramento
Matthew Krauel, California State University, Sacramento
Vincent Pigno, California State University, Sacramento

Redesigning Mathematics and Statistics Curricula in the Age of AI-Driven Computing

Advances in artificial intelligence and natural language models continue to make it easier to pose mathematical questions and subsequently access computational results along with explanatory language for standard questions in the traditional mathematics curriculum. These tools are often capable of showing all steps traditionally expected to demonstrate understanding. In response, universities across the globe have created new policies, centers, and trainings, and instructors have modified their teaching. Many of these educator adaptations are attempts to mitigate the unethical or unapproved use of AI as a substitute for students’ original and creative works. However, there is also a movement toward leveraging AI in student learning. And similar to the incorporation of calculators and graphing tools into mathematics curricula, the advent of these tools might instead foretell a need to redesign the fundamental nature of what it means to study mathematics.

This session seeks to provide an opportunity to create a conversation for how such AI-driven computational tools might be proactively incorporated into mathematics and statistics curricula. We seek scholarly contributions at all stages of progress describing how individual instructors, departments or institutions are incorporating the use of computational tools in exploration, problem solving, explanation and assessment by instructors and/or students. Presentations should not assume the audience has prior experience using AI or familiarity with specific tools.

Organizers:
Yesim Demiroglu, California State University, Sacramento
Sayonita Ghosh Hajra, California State University, Sacramento
Santosh Kandel, California State University, Sacramento
Matthew Krauel, California State University, Sacramento
Jasdeep Pannu, California State University, Sacramento
Lauren Perry, California State University, Sacramento
Vardayani Ratti, California State University, Sacramento
D Brian Walton, James Madison University
Shanda Hood, University of Arkansas
Bernd Sing, University of the West Indies (Cave Hill campus, Barbados)
Joe Fields, Southern Connecticut State University

Sponsor: SIGMAA on Mathematics Instruction Using the Web (SIGMAA WEB)

Research on Undergraduate Mathematics Education

This session, sponsored by the SIGMAA on Research in Undergraduate Mathematics Education (SIGMAA RUME), presents research reports on undergraduate mathematics education. The session features research on the teaching and learning of several mathematical areas including calculus, linear algebra, college algebra, statistics, combinatorics, real analysis, abstract algebra, and mathematical proof. The goals of this session are to foster high-quality research in undergraduate mathematics education, to disseminate results from well-designed educational studies to the greater mathematics community, and to transform theoretical work into practical consequences in college mathematics. Examples include rigorous and scientific studies about students’ mathematical cognition and reasoning, student engagement in mathematical practices, graduate preparation of future college mathematics faculty, equity and social justice, teaching practices in undergraduate mathematics classrooms, design of research-based curricular materials, and professional development of teachers that supports college students’ mathematical thinking and activities. Presentations should report on completed research that builds on the existing literature in mathematics education and employs contemporary educational theories of the teaching and learning of mathematics. The research should use well-established or innovative methodologies for data collection and analysis (e.g., design experiment, classroom teaching experiment, and clinical interview, with rigorous analytic methods) as they pertain to the study of undergraduate mathematics education. Speakers should provide practical implications of their research, such as pedagogical suggestions for instructors based on their findings. This session also welcomes preliminary reports on research projects in early stages of development or execution.

Organizers:
Kaitlyn Serbin, The University of Texas Rio Grande Valley
Deborah Moore-Russo, The University of Oklahoma
Shandy Hauk, San Francisco State University
Brian Katz, California State University Long Beach

Sponsor: SIGMAA on Research in Undergraduate Mathematics Education (SIGMAA RUME)

SoTL: Focus on Game-based Learning

The scholarship of teaching and learning (SoTL) frequently involves faculty undertaking a scholarly investigation of what happens to student learning when they experiment with a new method/approach in their own courses. This session applies that perspective to game-based learning in college-level mathematics, and to other in-class engagement strategies to enhance student learning. Game-based course design is increasingly becoming a strategy for instructors seeking to increase meaningful classroom engagement. The session’s coverage is focused on the use of instructional tools such as "reacting to the past" games, board games, and puzzles in mathematics classrooms. The goal is to provide a scholarly venue for instructors who have explored implementing these and related ideas to share their experience, exchange ideas, and encourage further experimentation with game-based learning and documentation of resulting changes in student learning, engagement, or attitudes. Discussions on challenges faced, demonstrations of specific activities, and introductions of ongoing projects are welcome. Strongly encouraged are discussions of questions about the resulting learning that have been, or might be, explored as well as what data was, or might be, collected to document the results. While preference will be given to abstracts focused on game-based learning, abstracts for evidence-based arguments for the value of other sorts of teaching innovations/approaches or in support of new insights into student learning will also be considered.

Organizers:
Sungju Moon, Nevada State University
Kelly Pohland, Cornell University
Ben McLaughlin, Asbury University
Jackie Dewar, Loyola Marymount University
Celil Ekici, Texas A&M University – Corpus Christi
Ellen Goldstein, Boston College
Jordan Kostiuk, Brown University
Karen Stanish, Keene State College

Strengthening the Mathematical and Statistical Preparation of Secondary Mathematics Teachers through the Mathematical Knowledge for Teaching

We live in a time of extraordinary and accelerating change where new knowledge, new technologies, and ways of doing and communicating mathematics continue to emerge and evolve.  

The purpose of this session is to bring together mathematicians, statisticians, mathematics educators, statistics educators, secondary mathematics teachers, and other stakeholders invested in secondary teacher preparation to consider and learn about ways to strengthen the mathematical and statistical preparation of secondary mathematics teachers.

We welcome a variety of contributions (e.g., original research, expositions, innovative ideas, curricular materials) that span a wide range of topics related to the mathematical and statistical preparation of secondary teachers.

We are particularly interested in proposals that focus on mathematical knowledge for teaching and on emerging issues in the mathematical preparation of secondary teachers, such as the role of statistics, data science, AI, and other technologies. Presentations are expected to be scholarly in nature, and we will allocate time at the end of each presentation for audience members to engage in conversations with the presenters.

Organizers:
Elizabeth Arnold, Montana State University
Eileen Faulkenberry, Tarleton State University
Matthew Haines, Augsburg University
Jay Jahangiri, Kent State University
Victor Oxman, Western Galilee College, Israel
Catherine Paolucci, Mathematical Association of America

Sponsors:
Special Interest Group of the MAA on Mathematical Knowledge for Teaching (SIGMAA MKT)
MAA Committee on the Mathematical Education of Teachers (COMET)

Teaching Flops: Learning and Adapting when Teaching Goes Astray

In this session, we want to facilitate conversation about times when teaching doesn’t go as expected and the lessons we can learn from them. We believe these discussions are important for us to have, in order to learn, adapt, and improve our teaching. Certainly, teaching math is hard. We have all had times when our best laid lesson plans didn’t go as expected. Let’s reflect on these times and share our experiences so that we can all become better teachers.

This session will provide a space to explore the limitations of teaching strategies and to think about which factors influence the success of our courses. This will provide a necessary counterbalance to the survivorship bias built into the scholarship of mathematics education. In order to learn and improve our teaching, we must look not just at times our techniques have worked but be honest and open about the times things didn’t go as intended.

Organizers:
Russ Goodman, Central College
Erin Griesenauer, Eckerd College