Revolutionizing Math Education: Unlocking the Power of AI Tools in the Classroom

Artificial Intelligence (AI) is revolutionizing education, offering powerful tools to enhance teaching and learning. In this workshop, participants will discover effective strategies for integrating AI tools like MagicSchool.ai and EduAide.ai into their mathematics classrooms. We will demonstrate how these tools can simplify lesson planning, create customized activities, and support project-based learning (PBL) and STEAM initiatives. Participants will also learn techniques for tailoring AI-generated content to meet the needs of their students and for teaching students ethical AI usage. Through interactive sessions, educators will practice using AI tools, adapt materials for their contexts, and discuss best practices for fostering a deep, responsible engagement with AI. Join us to transform your teaching with AI!

Organizers:
Tre'Nee Uzoka, Math Educators Social Network
Dr. Ifeoma Uzoka, Math Educators Social Network

Flexagons – from the Basics to the Cutting Edge

This hands-on workshop aims to introduce participants to new developments in the captivating  world of flexagons. Discovered by Arthur Stone in 1939 and popularised by Martin Gardner, flexagons are fascinating, origami-like puzzles folded from strips of paper that you flex (manipulate) in various ways to reveal previously hidden portions. They are intriguing, fun and full of surprises. In recent years, there has been much progress in understanding flexagons; consequently, many new flexagons and flexes have been discovered, and videos and new books have appeared. In a truly interdisciplinary spirit, flexagons have also started to make their way into mathematics, art and education - an endeavour that we would like to enhance and encourage.

It is our goal to lead workshop participants step-by-step into the fascinating world of flexagons. Through interactive and engaging activities, attendees will construct and flex their own flexagons, gaining insights into their intriguing structure, behaviour and the mathematical theories they embody.

Our workshop is structured to enhance understanding of flexagons from the very basics to recent advances and from basic construction techniques to exploring the underlying mathematical concepts such as topology, geometry, graphs and combinatorics. As such, we welcome both novices who want to learn what flexagons are, how to fold and flex them and what you can do with them and experts who already know a bit about flexagons but want to delve into them more deeply.

The first part of the workshop will be dedicated to the basics, aiming to put everyone on equal footing. It begins with a 10-minute overview of flexagons, covering their definition, history, and nomenclature, including the tri-hexaflexagon and the pinch flex. This is followed by a 20-minute session where participants create and flex tri-hexaflexagons and hexa-hexa-flexagons through hands-on classroom activities.

The second part of the workshop delves more deeply into advanced flexes. It starts with a 10-minute exploration of newly discovered advanced flexes. Participants then spend 30 minutes practising these flexes on some flexagons. The session concludes with a 10-minute summary, including questions and a discussion of possible applications of what we learnt in other areas, such as art and math education, and a brief introduction to the 'flexagonator' software.

No pre-requisite knowledge is needed.

Organizers:
Yossi Elran, Weizmann Institute of Science; yossi.elran@weizmann.ac.il
Ann Schwartz, co-author The Secret World of Flexagons; annschwartz@gmail.com
Scott Sherman, co-author The Secret World of Flexagons; scott@loki3.com

Game Theory: Activities Motivate Concepts

A game consists of two or more independent players who make choices within the confines of fully defined rules that results in an outcome for which each player has a utility.  A solution specifies the likely or just outcome for the game.  Real-world scenarios involving independent decision makers can often be modeled as a game, and the game solution can be used to either predict what will happen or evaluate what has happened in the real world.  Workshop participants will engage with two real-world scenarios, modeling those scenarios as strategic and bargaining games, computing the solutions proposed by John Nash (for which he earned the 1994 Nobel Prize in Economics), and interpreting the models and solutions.  Participants will be prepared to engage in game theoretic modeling of other simple scenarios and to explore other game models and solutions in the literature.

Organizers:
David Housman, Goshen College
Richard Gillman, Valparaiso University

We Integrate Differentials, Not Functions

The standard approach to teaching integration begins with a rigorous definition featuring limits of Riemann sums.  This is curious considering that the notation ∫ y dx developed by Leibniz (1675) predates Cauchy’s and Riemann’s formulation of integration (1823) by nearly 150 years.  The ideas of summing infinitesimals and the Fundamental Theorem of Calculus are even older.  The organizers propose that starting an Integral Calculus course by defining the integral as the limit of Riemann sums is not only historically inaccurate -- Riemann used his sums to investigate integrability conditions -- but more importantly, it is pedagogically unsound.  Rigor has its place for sure, but its place is not at the beginning of the course where it hinders students’ use of integration as a problem-solving tool.  This workshop will provide examples, problems, and approaches which will demonstrate the power of integrating differentials to solve (not necessarily calculus) problems.  It will also provide motivation for the study of power series and ultimately numerical series and sequences as approximation techniques. Rather than treating these as a separate topic, which is often the norm, they can serve to begin the “crossover” into the abstraction and rigor of Riemann sums and power series.

Organizers:
Robert Rogers, SUNY Fredonia
Eugene Boman, Penn State - Harrisburg

Rethinking Assessment: Exploring Alternative Grading Approaches

Traditional grading systems often focus on summative assessments that emphasize points and percentages, sometimes at the expense of meaningful learning and engagement. This interactive workshop introduces educators to alternative grading models: Standards-Based Grading (SBG), Specifications Grading (Specs), and Ungrading. Participants will explore these methods, understand their underlying principles, and learn practical strategies for implementation. The workshop will provide opportunities for reflection, discussion, and action planning to align grading practices with learning objectives and equity goals.

By the end of the workshop, participants will:

• Understand the key principles of Standards-Based, Specifications, and Ungrading approaches.              
• Explore benefits and challenges of each approach through case studies and group discussions.
• Develop actionable strategies for integrating alternative grading in their own contexts.

Organizers:
Melanie Butler, Mount St. Mary's University
Fred Butler, York College of Pennsylvania

Reacting to the Past: Historical Roleplaying Games in Math Education

This workshop introduces participants to Reacting to the Past (RTTP), a pedagogy employing roleplaying games to engage students in historical and intellectual debates. Participants will experience a condensed version of the game Markov v. Nekrasov: Markov Chains, the Central Limit Theorem, and the Battle over Free Will, which as specifically designed for mathematics and statistics education. The game introduces topics such as Markov chains, probability distributions, statistical inference, and mathematical logic. Following this hands-on experience, participants will discuss strategies for effectively integrating RTTP games into their treaching practice. Given the limited availability of STEM-oriented RTTP games, the workshop will also serve as an invitation for ideas and proposals for designing new mathematical RTTP games that can promote classroom engagement and inspire meaningful mathematical discussions.

The workshop aligns well with and is expected to draw attendees to and from the Contributed Paper Session - SoTL: Focus on game-based learning at MathFest 2025.

Organizers:
Chad Curtis, Nevada State University
Sungju Moon, Nevada State University

Exploring the Use of AI to Translate Early Modern Mathematics from Latin to English

Have you ever wanted to read an original work of early modern mathematics?  Did you study Latin in school?  In this workshop, we will investigate how AI, combined with knowledge of the source language and basic translation skills, can help you read original works of Newton, Euler, Lagrange, etc.  Our team of math historians and classicists will support you as you work with AI to translate a sample work in small groups.  We will also provide review materials, links to free online resources, information about scholastic Latin, and potential avenues for publication of your work.

Organizers:
Christopher Goff, University of the Pacific
Erik Tou, University of Washington-Tacoma

Geometry for the 21st Century

We hope to make the case that, for the 21st century, our students might be better served in understanding the powerful and beautiful ideas of geometry through a discrete and computational lens. We will expose teachers to three modern topics in discrete geometry, all with strong computational aspects, at the edge of unsolved mathematics: scissors congruence, rigidity and flexibility, and the shape of data.

The format will be interactive lectures intermixed with hands-on guided activities, analogous to course assignments or mini-projects. The only prerequisites are an interest in or experience with college geometry, or in adding computational aspects to geometry courses.

Organizers:
Satyan Devadoss, University of San Diego
Joseph O'Rourke, Smith College

AP Statistics: Expanding Existing FRQs to Strengthen Skills and Content Understanding

Throughout AP Statistics, students will learn the course curriculum while developing skills that can be applied when analyzing data. On the AP exam, two of the FRQs (Multi-Focus and Investigative Task) connect multiple topics throughout the curriculum and allow students to demonstrate their skills. Throughout the school year, teachers may want to use other FRQs and add additional topics and skills to better mimic the types of things that will be asked in a multi-focus question. This session will focus on identifying potential FRQs and the ways they could be expanded. Participants will walk through the thought process of building these bigger FRQs and discuss the possible tasks that could be added. Additionally, past scoring guidelines will be identified and used to score the additional tasks. This insight will help new and experienced teachers gain a deeper understanding of the topic.

As the course is being redesigned in the next couple of years, this will help teachers build a bank of questions that can be used to help prepare students for the AP Exam.

Organizers:
Carol Chamberlain Hebert, AP Statistics Development Committee Co-Chair

Sponsor: College Board

Standing on the Shoulders of Giants: A Historical Approach to Fostering Mathematical Breakthroughs

The greatest mathematicians didn’t just solve problems—they discovered them, driven by their quest to understand the world. They asked questions no one else dared to ask. By emulating their methods, we can equip students not just to calculate and apply mathematics, but to uncover their own groundbreaking insights. In an era where AI is increasingly proficient in computation and analysis, fostering creative problem definition and exploration is more vital than ever.

Painter’s Paradox, also known as Torricelli’s Trumpet, challenges students to reconcile the seemingly impossible: a three-dimensional shape with infinite surface area but finite volume. This paradox illuminates foundational mathematical ideas, including the relationship between dimensions and the role of logical reasoning in resolving contradictions.

This workshop, designed for grades 6-12 teachers and students, uses Torricelli’s Trumpet to provide hands-on experience with a pedagogical approach aimed at cultivating mathematical breakthroughs. Participants take on the role of students, following a process that emphasizes historical problem definition, guided discovery, and application to novel contexts. The session begins with historical context, immersing participants in the mindset of early mathematicians. Through collaborative group work, participants solve structured problems that build toward recreating the breakthrough behind Torricelli’s Trumpet. Finally, participants reflect on their experience, brainstorm classroom applications, and discuss additional breakthroughs that could inspire students in their own settings.

Organizers:
Cem Inaltong, Aeon Learning Sciences
Austin Volz, Aeon Learning Sciences

Utilizing and Creating SCORE Network Materials for Data Science and Statistics Instructors

In this interactive and engaging workshop, instructors will gain exposure to materials generated by the SCORE Network and to inspire them to use these educational materials on their campuses. The SCORE Network is a National Science Foundation funded collaboration of academic and industry practitioners to generate open access, peer-vetted, case based educational materials (modules) using sports data for statistics and data science classes.  The goals of this proposed workshop are to introduce instructors to SCORE Network materials, to describe how to use these materials on their campuses (both in the classroom and with the growing number of sports analytics clubs), and to inspire them to join the network and become content creators. The workshop itself will consist of an introduction to the SCORE Network, an investigation into pedagogical materials available including specific modules, a discussion of how to utilize these materials with students and a period of brainstorming about potential modules.  Throughout the workshop, there will be designated time for attendees to engage with network resources, to discuss materials in small groups, to interact one-on-one with instructors who are already experienced with using SCORE materials in the classroom and to report their observations.  Led by senior personnel from the SCORE Network, attendees will be asked to bring a laptop or tablet for the workshop.

Organizers:
Michael Schuckers, University of North Carolina at Charlotte
Rachel Gidaro, United States Military Academy at West Point

Sponsor: SIGMAA on Mathematics and Sports (SIGMAA SPORTS)

Engaging Classroom Activities for Teaching Trigonometry: Moving Beyond the Unit Circle

In this workshop, we will explore how shifting the focus from the unit circle to the graphs of trigonometric functions can help students better understand and apply trigonometry. Using a graph-based approach, attendees will participate in activities designed to deepen their understanding of basic trigonometric functions and their properties. Participants will learn how to help students find exact values of trigonometric functions and solve trigonometric equations without relying on the unit circle. Attendees will also work through typical classroom problems, collaborate with peers, and leave with an action plan to implement these methods in their own teaching.

Organizers:
Sandra Fital-Akelbek, Weber State University
Mahmud Akelbek, Weber State University

Get Started in Ximera: LaTeX to Online Interactive Content

Are you interested in creating interactive educational content but unsure where to start?

This workshop will introduce you to Ximera, a free, open-source platform that uses LaTeX as a single source for both interactive online content and high-quality PDFs. We’ll guide you step-by-step through the creation and deployment process, emphasizing best practices and a hands-on experience. This session will give you the tools to get started with Ximera. By the end of the workshop, your content will be live on a public server, ready to share with the world.

Organizers:
Bart Snapp, The Ohio State University
Jim Fowler, The Ohio State University
Jason Nowell, University of Florida
Wim Obbels, KU Leuven

Shifting Precalculus and Calculus Instruction to Focus on the Development of Students’ Mathematical Thinking: Research Informs Practice

Professional organizations and research on mathematics learning call for instruction to engage students in mathematical thinking that leads to their understanding and applying a course’s primary ideas. At face value, this statement does not seem debatable. However, two questions arise in attempting to meet this goal.

(1) What primary ideas should be the focus of undergraduate courses such as college algebra, precalculus, and calculus? That is, what does mathematics education research point to as fundamental learning goals that prepare students for success in future STEM coursework and careers?

(2) How do we know whether students have achieved these learning goals (how are we assessing students’ mathematical progress)?

How we answer these questions has a profound impact on the kinds of courses we design, the opportunities students have for learning mathematical ideas worth knowing, and how well students are being prepared for future coursework and careers.

Participants will engage with cognitively scaffolded activities that highlight powerful ways of thinking about mathematical formulas and graphs based on decades of work in mathematics education research. These activities will demonstrate the value of a learning process beginning with conceptualizing and representing quantitative relationships and how they vary together as a foundation for defining meaningful function formulas and graphs supported by dynamic applets and imagery. Course leaders will also share examples of assessment items that test students on the key mathematical ideas from the activities. Participants will have a chance to consider what the items assess, how they were written, and actual student data related to the items.

We anticipate that participants will leave this minicourse with new tools and approaches for supporting students’ mathematical reasoning and adjusting learning goals for undergraduate mathematics courses in line with mathematics education research.

Organizers:
Marilyn Carlson, Arizona State University
Alan O'Bryan, Rational Reasoning LLC

Engaging and Inspiring Students in the Mathematics Classroom by Teaching with Primary Source Projects

This workshop will introduce participants to a classroom-tested approach for teaching mathematics via guided reading projects based on primary historical sources. Designed to actively engage students in doing mathematics as they read and work through the writing of noted mathematicians such as Euler, Fermat, and Agnesi, each “Primary Source Project” (PSP) focuses on a particular topic in the standard undergraduate mathematics curriculum. These projects use excerpts from the writing of mathematicians of the past, on topics of importance to those authors, that carry the novelty and excitement of discovery from a time when these ideas were fresh, together with a series of exercises that engage students in methods of problem solving and proof construction that remain important to understanding today's mathematics. Workshop participants will begin to explore this approach to teaching and learning mathematics by placing themselves in the role of students as they work together in groups through portions of specific projects. Participants will also be introduced to “Reading Apprenticeship” routines that provide students with concrete mechanisms for discerning mathematical meaning from the primary source excerpts found in a PSP, and which can help them develop math-specific literacy skills more generally.

Organizers:
Jennifer Clinkenbeard, California State University Monterey Bay
Abe Edwards, Michigan State University
Ken Monks, College of Southern Nevada
Daniel Otero, Xavier University
Adam Parker, Wittenberg University
Michael Saclolo, St. Edwards University
Janet Heine Barnett, Colorado State University Pueblo

Sponsors:
SIGMAA on the History of Mathematics (SIGMAA HOM)
The Euler Society
TRIUMPHS Society (TRansforming Instruction: Understanding Mathematics via Primary Historical Sources)

Leveraging APIs: Improving the Data We Bring to Students

Join us for the “Leveraging APIs: Improving the Data We Bring to Students” workshop, an 80-minute interactive session designed to elevate your teaching with advanced data access techniques. This workshop will empower you to harness APIs for extracting and analyzing real-world data from sources like Spotify, weather, and Census databases. You’ll learn how to effectively access, clean, and manipulate data, integrating engaging and relevant content into your classroom lessons.

This session is ideal for educators who aim to enhance their courses in data science and statistics. Participants will develop hands-on skills in API usage, explore sophisticated data manipulation techniques, and discover strategies for bringing real-time, pertinent data into educational environments.

Requirements:

• Participants should bring a laptop to engage in hands-on activities.
• Some familiarity with R is beneficial, although the workshop is structured to support both beginners and more advanced users.

Enhance your curriculum and engage your students by mastering the latest data technology tools!

Organizers:
Immanuel Williams, GATO365 Learning Center, California Polytechnic State University San Luis Obispo

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

Communicating the Complex and the Conflicted

The workshop will leverage the fields of acting improvisation and conflict resolution theory to achieve two goals.

- Help participants learn ideas for developing their skills in communication, particularly complicated or conflicted topics.

- Share ideas on how these ideas can be taught in a classroom for STEM majors.

Because of the improv nature, a full listing activities and other resources will be shared after, rather than before, the workshop.  A partial list of readings will be provided before the conference to aid participants in preparation.

Organizers:
Eric Marland, Appalachian State University
Russ deForest, Pennsylvania State University

Sponsor: SIGMAA on Environmental Mathematics (SIGMAA EM)

Data-Driven Calculus: Enhancing Engagement via Real-World Applications

This workshop presents a data-driven approach to modernizing calculus, designed to enhance engagement and interdisciplinary relevance for STEM and non-STEM students alike.  Participants will engage in hands-on activities using R, including COVID data modeling to explore growth patterns and derivatives, income inequality analysis through the Gini Index and Riemann sums, and portfolio optimization involving risk-reward balancing and constrained optimization.  The session will provide classroom-tested materials, practical teaching strategies, and resources for integrating real-world applications into calculus courses.  Attendees will also participate in discussions on balancing theoretical rigor with technological tools and navigating challenges, including addressing concerns from internal and client departments regarding curriculum updates.  This workshop offers actionable takeaways for reimagining calculus instruction to meet the evolving needs of 21st-century calculus students.

Organizers:
Maila Hallare, US Air Force Academy
Joe Eichholz, US Air Force Academy
Beth Schaubroeck, US Air Force Academy
Brian Boardman, US Air Force Academy

Mathematical Games and Puzzles: Fun for All!

Join us for some fun with mathematical games and puzzles! For many in the mathematics community, games or puzzles sparked our initial interest in mathematics. Such activities continue to serve as a source of enjoyment and entertainment. This highly-interactive workshop aims to bring faculty, students, and other members of the mathematics community of all ages together to experience new mathematical games and puzzles and to share their own favorites. Some will involve physical components, while others may be played with pencil and paper alone. (Feel free to bring one in any form!) After learning of new mathematical games and puzzles, participants can return home to share them with others. Perhaps you will incorporate a game or puzzle into a course or research experience, develop an associated activity for a science festival, share the fun with math club members, or simply play with friends and family.

Organizers:
Jeanette Shakalli, Panamanian Foundation for the Promotion of Mathematics (FUNDAPROMAT)
Mariana Vega, Western Washington University
Julia Plavnik, Indiana University Bloomington
Sarah Kerrigan, George Fox University
Jessie Loucks-Tavitas, California State University, Sacramento

Sponsor: Association for Women in Mathematics (AWM)

Math Through Images: Draw, Deduce, Discuss!

Can you draw math? Visualizations can make mathematics concepts more accessible and engaging, but not all concepts lend themselves easily to clear illustrations. In this workshop, you will explore how mathematical illustrations can enhance—or sometimes hinder—understanding. You will experiment with drawing and interpreting visual representations of mathematics concepts in a Pictionary-style game, discovering which ideas are easy to visualize and which require more creativity. This workshop invites mathematics educators and enthusiasts to rethink how mathematics is illustrated. Come collaborate, share ideas, and gain fresh perspectives on using illustration to teach and explore mathematics.

Organizers:
Mrinal Dhume, TU Delft

Teaching Compartmental Models for Mathematical Epidemiology and More

This workshop provides materials and practice for teaching compartmental modeling. The most well-known example of a compartment model is probably the SIR (Susceptible-Infectious-Removed) epidemiological model, yet similar models can be used for concepts beyond mathematical epidemiology, such as the spread of ideas. The content from this workshop could be used for a full-semester undergraduate course, a module within another course (such as Calculus, Differential Equations, Mathematical Modeling, or others), or independent student research. Though we study models that use systems of differential equations, the way these models are presented provides our students access opportunities after they have completed just one semester of Calculus, with bonus material available for students who have studied some introductory Linear Algebra.

Students studying compartmental models work in groups, communicate verbally and in writing, perform data analysis, apply mathematics meaningfully to real-world issues, contemplate career options, and analyze differential equations. In this workshop, we discuss how the teaching of modeling tracks closely with the cognitive and content goals in the Mathematical Association of America’s curriculum guide for undergraduate mathematics majors. A course in compartmental modeling could serve as a culmination of the math major, but perhaps even better, it can be taken early, to spur student interest in differential equations, linear algebra, numerical analysis, and more. We will practice active learning during our shared workshop time. We will intersperse hands-on modeling work with discussions about teaching mathematical modeling. The materials we will use are Open Access and will remain freely available online. Those participating in this workshop should have background knowledge in Calculus I and Linear Algebra. We will work with Python, but no background knowledge in Python is required. All participants will engage actively, talking with small groups as well as with the full set of participants. We will use online materials throughout, so everyone should bring a laptop and be ready to have conversations… and have fun!

Organizers:
Meredith Greer, Bates College

Design Tool for College Mathematics Instructor/TA Preparation Programs - Beta-Test

Interested in what other departments do for teaching-focused preparation of graduate students (e.g., Teaching Assistants, TAs)? The workshop is for those who facilitate, design, or manage the preparation of graduate students for instructional roles (e.g., TA, instructor-of-record). About 35% of entry-level college mathematics classes are taught by graduate students and 94% of graduate students will teach at some point. Research indicates that college mathematics instructors, particularly novices such as graduate students, benefit from well-structured teaching-focused professional development (TPD). Decades of work in undergraduate mathematics teaching, learning, and curriculum development have created an evidence-based foundation of resources for effective instruction. Yet, getting implications from research into the TPD for graduate students remains a challenge.

The project *Improving the Preparation of College Mathematics Instructors to Implement Student-centered, Inclusive Teaching* (DUE-2020952; 2021139) is addressing the challenge. The project has created a web-based Design Tool for departmental TPD programs. Tool users respond to a series of questions to describe the current program in the department for TA development (point A) and where they want to go with the local program (point B) along with identifying local resources and constraints. The tool responds with recommendations for program design – formats, activities, topics, staffing – based on paths others have taken for a similar journey (from A to B). In creating the tool the project collected, analyzed, and synthesized information from more than 100 local TPD programs in U.S. graduate schools, across a variety of settings (e.g., doctoral- and master’s-granting mathematics departments).

A research-based framework is the foundation for organized program summaries, called program profiles, that are at the heart of the new tool. The tool allows comparison of your program to others along the dimensions in the MAA Instructional Practice Guide (e.g. classroom, assessment, design, equity, and technology practices). The session will illustrate the use of the tool and attendees will try-out the tool and explore resulting program profiles. The session is a beta-test (second round of user try-out) that includes new profile-associated advice packets. Advice packets are short reports from TPD program designers that include behind-the-scenes joys and challenges encountered on the journey to their current program. During the workshop, attendees will have the opportunity to use the design tool to (1) see teaching-focused development program profiles for universities similar to theirs (point A), (2) review profiles for programs that are similar but have grown in ways they want to grow (point B), and (3) examine short advice packets about the constraints and affordances of the journey from A to B. The workshop is best experienced with a portable internet device with a screen of at least 45 square inches (e.g., tablet, laptop). Example program information will be available for attendees to use in exploring the tool if they prefer (in lieu of their own local information) in responding to the current (Point A) and target (Point B) design tool questions.

Organizers:
Shandy Hauk, San Francisco State University
Sean Yee, University of South Carolina

A Practical Guide for Incorporating Ethical Reasoning into Math Courses through Application Problems

Participants will learn about how ethical reasoning can be incorporated into mathematics courses via application problems already used in their courses. We will start with introducing what ethical reasoning is and why it is important to include ethical reasoning into mathematics courses. We will then share specific application problems with the audience and describe how ethical reasoning prompts can be integrated into each problem. Audience members will practice adding ethical reasoning prompts to application questions in small groups. We will also have time for questions and answers. Participants are encouraged to bring their favorite application problem from one of their math courses. At the end of this session, participants will be ready to adapt their application problems in their own courses to incorporate ethical reasoning into those mathematics courses, and will have additional examples to refer back to provided in a shared public folder.

Organizers:
Feryal Alayont, Grand Valley State University
Korana Burke, University of California, Davis
Erin Griesenauer, Eckerd College
Jeremy Shaw, Oregon State University-Cascades
Rohit Thomas, University of California, Davis

Addressing Mental Health in Academia: Academia, Imposter Syndrome, and Self Worth

This session will address mental health in academia, specifically focusing on imposter syndrome and low self-worth. In this workshop participants will work in small groups and use reflective activities to address adverse experiences in academia. The Compassionate Math framework will illustrate how social-emotional factors contribute to mathematical success. Participants will leave with strategies for themselves and tools they can share with their students.

Organizers:
Geillan Aly, Compassionate Math
F. Taína Amaro, Cadence Consulting and Training