Math & Crafts: Fun For All!

In this workshop, participants will get the opportunity to engage in a variety of arts and crafts that have mathematical connections. There will be several tables/groups set up each with a different mathematical craft with supplies and instructions/facilitators for participants to make their own artistic creations and have fun. For example, participants can explore geometry and symmetries through the art of origami or making and coloring tessellations. One can engage in the fiber arts by learning how to knit or crochet a Mobius strip. No prior experience is needed, all experience levels are welcome and all the necessary materials will be provided. There will be space for a knitting circle for people that are working on current projects and want space to knit/crochet together. Other arts and crafts may include the following: fractals, tangent-line/string art, optical illusions, and many more.

Organizers: 
Jeanette Shakalli, FUNDAPROMAT
Julia Plavnik, Indiana University Bloomington
Mariana Vega, Western Washington University
Sarah Kerrigan, George Fox University
Jessie Loucks-Tavitas, California State University, Sacramento

Sponsor: Association for Women in Mathematics (AWM)

Undergraduate Research: Mentorship Mistakes and How We Navigated Them

In the world of academic presentations, we often focus on the polished, finished product - the success and the discoveries. This is equally true in undergraduate research, where the emphasis is often on the triumphs of students and celebrations of joy in the mentoring experience. In this workshop, undergraduate research mentors will share the often unspoken aspects of mentoring: the mistakes made along the way and the strategies used to navigate them. By learning from each other’s experiences through shared stories and discussion, we aim to collectively grow as mentors, improve our approaches, and recall that there is growth even in the failures.

Organizers:
Adam Schultze, Lewis University
Vinodh Chellamuthu, Utah Tech University
Violeta Vasilevska, Utah Valley University
Cara Sulyok, Villanova Univeristy
Altay Ozgener, State College of Florida, Manatee-Sarasota

Sponsor: SIGMAA on Undergraduate Research (SIGMAA UR)

Discovering Mathematics Through Primary Historical Sources

This interactive workshop introduces a classroom-tested approach for teaching mathematics through guided reading projects based on primary historical sources. Each Primary Source Project (PSP) focuses on a key topic in the undergraduate mathematics curriculum and engages students directly with the writings and ideas of mathematicians from a variety of cultures, time periods, and backgrounds—including those from historically marginalized groups whose contributions are often overlooked in traditional courses.

Through carefully selected excerpts and guided exercises, PSPs invite students to experience mathematical discovery as it originally unfolded, deepening their understanding of both content and context. Participants will take on the role of students as they work collaboratively through portions of specific projects, exploring the challenges and rewards of learning mathematics from primary sources. The workshop will also introduce metacognitive reading routines that help students make sense of historical texts and develop stronger mathematical literacy skills. By the end of the session, participants will understand how PSPs can enrich undergraduate instruction, foster active learning, and connect students to the diverse human stories behind mathematics.

Organizers:
Jennifer Clinkenbeard, California State University Monterey Bay
Abraham Edwards, Michigan State University
Daniel Otero, Xavier University

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

Mathematics Underlying Origami Folding

Underlying even the simplest origami models are beautiful theorems: Kawasaki’s theorem characterizing single vertex folds, the surprising half-tangent formula for the dynamics of degree-4 vertices, the NP-hardness and Turing-completeness of folding flat, and the magic Fold & 1-Cut theorem. Participants will fold four simple models that illustrate the theorems. Participants need no origami experience, and in fact will not fold complex models or learn any folding skills. The emphasis is on the rich mathematics underlying even the simplest origami models. The mathematics ranges from high-school math to recent cutting-edge research. All materials supplied.

Organizers:
Joseph O'Rourke, Smith College

Insights into Teaching the Modeling Process: Structuring Courses and Assessing Progress

Teaching mathematical modeling is more than assigning a project based on an open-ended, real-world problem.  It’s about guiding students through the process and helping them improve at each stage, from the earliest brainstorming steps all the way through to dissemination. Too often, only a single model is created with no interplay with the real world, leaving little opportunity for enhancement or refinement.  Too often, feedback comes only after the project is complete, leaving little opportunity for growth. How can we structure courses so students engage deeply with each step of the modeling process throughout the course? How do we provide rich problems that can be refined over several iterations?  How do we identify and address areas needing improvement before the final submission?

Drawing on years of experience teaching modeling and judging COMAP and other modeling contests, we’ll share insights into common challenges students face and practical strategies for overcoming them. We’ll share ideas for developing problems that offer rich opportunities.  We’ll also explore approaches for assessing the modeling process, not just the final product, and provide resources to help instructors foster iterative improvement. Participants will leave with actionable ideas to strengthen modeling instruction and student outcomes.  The resources and insights will be practical enough to  incorporate into a course next semester.

Organizers:
Eric Marland University of Montana, University of Montana
Amanda Beecher, Consortium for Mathematics and its Applications (COMAP)

Compassionate Leadership: Interrogating and Changing the Realms of Our Field

In a further interrogation of the field of mathematics, we will explore the idea of Compassionate Leadership (doing hard things in a human way)in the field. In this workshop, we will collectively interrogate realms within the field of mathematics such as placement, colloquia/conference structures, qualifying exams, tenure and promotion, etc. to consider where compassion is or is not a part of that realm. Collective brainstorming (and an opportunity to network for long-term support) is the center of this workshop so participants can find ways to center compassion in these realms, or outlining ways to create change to foster a more productive and inclusive space in mathematics. Those in/who aspire to leadership positions, or committee members, are strongly encouraged to attend. Participants will walk away with three major takeaways. First, a method by which participants can interrogate their departmental culture and policies to ensure that policies and procedures center individuals. Second, new ways of thinking about your leadership, and a plethora of ideas and suggestions to improve areas under your purview. Third, you will have an opportunity to meet with like-minded change-agents in this supportive community of leaders and potential collaborators.

Organizers:
Geillan Aly, Compassionate Math
Aris Winger, Georgia Gwinnett College

Getting Started in Alternate Assessment: A Show and Tell Workshop

Traditional grading systems often rely on summative assessments that prioritize points and percentages—sometimes at the expense of meaningful learning and student engagement. This interactive workshop introduces educators to alternative grading models such as standards-based (or mastery-based) grading and specifications grading, showcasing how multiple experts successfully implement these approaches in their courses. In the second half of the session, participants will work on their own syllabi and brainstorm ideas for applying these methods in their classes. Each presenter will lead a small group discussion, offering guidance and feedback. Attendees will explore the principles behind alternative grading, learn practical strategies for implementation, and engage in reflection, discussion, and action planning to better align grading practices with learning objectives and equity goals.

Organizers:
Amanda Harsy, Lewis University
Becky Swanson, Colorado School of Mines
Andrew Lee, Adelphi University
Brittney Falahola, Stephen F. Austin University
Tom Mahoney, Emporia State University
Shanda Hood, University of Arkansas
Sheila Tabanli, Rutgers University

Sponsor: MAA CTUM Subcommittee on Assessment of Student Learning

Parsing Tough Concepts in Analysis with Arbitrarily Close for Instructors of Real Analysis and Introductions to Proofs

The workshop is designed for instructors of first-term real analysis courses as well as courses that introduce proofs and provides tools for instructors to parse some of the most challenging concepts their students face. The central idea is to start with a formal definition for arbitrarily close: A point is arbitrarily close to a set if every neighborhood of the point intersects the set.

Specifically, the above formal definition for arbitrarily close serves as a precursor to definitions for limits and convergence of sequences, open and closed sets (plus pizza), and epsilon-delta continuity. Investigations stemming from arbitrarily close lead to a collection of learn-by-doing activities designed to motivate and formalize these central concepts. Along the way, Desmos activities are provided to illustrate and animate the definitions via examples. These Desmos activities serve as templates for participants to create their own banks of Desmos activities.

The workshop is structured with three sets comprising a 5-minute introduction to pertinent ideas stemming from arbitrarily close paired with a 20-minute activity session to develop exercises and Desmos activities. Each set is designed to lead to deeper and more challenging definitions. The workshop concludes with a 5-minute summary on further ideas and additional resources. Participants will leave the workshop equipped with definitions, Desmos activities, and exercises they can use to help their students take a learn-by-doing approach to understanding some central concepts in analysis. Participants will also be provided with a PDF copy of the slides used to introduce arbitrarily close and related motivating ideas as well as a PDF with links to a much wider variety of Desmos and GeoGebra activities that go beyond those used in the workshop. Additionally, a link to the free PDF download of the textbook Arbitrarily Close: An Introduction to Real Analysis will be made available for interested participants.

Organizers:
John Rock, Cal Poly Pomona

Creating Rich Questions for Use Before, During, and After Class

We all desire to create an environment in which our students take ownership of important mathematical ideas, and this requires us to ask rich questions that motivate students to engage with challenging problems and that lead them to develop deep understanding.  We also want our students to be independent learners who understand how to respond to rich questions when they encounter them either inside or outside the classroom.  By exploring some examples of rich question sets, participants will help one another to critically reflect on the questions they ask and to develop guidelines for improving.

We will experience and discuss examples of questions that can be delivered on paper in a static format, as well as some new types of interactive questions that leverage recently-developed technologies and offer different ways to engage students and provide feedback and accountability.  While we will introduce and demonstrate some of these technologies in passing, the focus will be on choosing and creating rich questions in a format instructors think is most suitable for their students.

Participants will leave this workshop with a set of principles for assessing their questioning, guidelines for writing rich questions, resources for accessing and writing sets of rich questions, and a community supporting one another in this important work.

Organizers:
Matt Boelkins, Grand Valley State University
Christina Safranski, Franciscan University of Steubenville
David Austin, Grand Valley State University

Rubik’s Cube Mosaics: Hands-On Mathematics in the Classroom and Beyond

Rubik’s Cube mosaics offer a creative and accessible way to bring mathematical thinking into K-16 classrooms and outreach settings. They naturally foster collaboration, support inclusive participation, and invite learners who may not see themselves reflected in traditional mathematical activities.

In this hands-on workshop, participants will design and build Rubik’s Cube mosaics, while exploring the mathematical ideas that emerge through the process. Because participants only need to learn how to solve a single face of the cube, the activity is approachable for a wide range of ages and backgrounds, while still offering rich opportunities for mathematical engagement. No prior experience with the cube is required.

Participants will begin by learning how to solve one multicolored face of the cube and then work together to build mosaics ranging from 20 to 100 cubes. They will also have the opportunity to design their own mosaic templates for others to build, emphasizing creativity and collaboration throughout the session.

Participants will leave with a cube for continued practice and a collection of practical resources, including instructions, printable templates, classroom-tested strategies, guidance on purchasing cubes affordably in bulk, and ideas for adapting the activity to different audiences.

Organizers:
Lauren Rose, Bard College
Sayonita Ghosh Hajra, Sacramento State
Peter Petto, JRMF Community Math Circle
Nick Rauh, Seattle Universal Math Museum
Dyana Harrelson, Hope College
A. Gwinn Royal, JRMF Community Math Circle

Sponsors:
SIGMAA on Math Circles for Students and Teachers (SIGMAA MCST)
SIGMAA on Recreational Mathematics (SIGMAA REC)

CoMInDS 2: Leadership Development and a Curriculum for Preparing Graduate Students to Teach

Interested in what your department can 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 CoMInDS 2.0 (DUE-#2337016) is addressing the challenge in several ways. The project is generating resources and professional learning for Providers: those who organize and offer teaching-focused professional development to graduate students and other novice college mathematics instructors, including course coordinators. In addition to materials to use with GTAs, the project is building capacity nationally for the next generation of Provider-Scholars, faculty who will become leaders and, in some cases, stewards of the discipline. At this session you will try-out the resources and discuss possible local uses. The session will engage the audience in two ways. First you put on your “GTA hat” as a participant in a teaching-focused learning activity. Then, swapping to your “Faculty hat” you participate in a debrief about orchestrating such sessions and how Starter Package activities can fit into local GTA teaching-focused development programs. The facilitators of the GTA activity will be Provider-Scholars in the CoMInDS project. Thus, while facilitating the activity in which you are a “GTA” the Provider-Scholars will be engaging in a lesson experiment themselves, building essential skills to support later OPEN Math-style online sessions for those designing GTA programs. The session is a beta-test (second round of user try-out) that includes exploration of supports for those new to being a Provider.

Organizers:
Shandy Hauk, San Francisco State University
Emily Braley, Johns Hopkins University
Natasha Speer, University of Maine

Defining and Assessing Minimum Mathematical Competencies in the Age of AI: Supporting Student Success in Foundational STEM Mathematics Courses

As mathematics departments strive to maintain academic rigor while supporting diverse learners, a critical challenge persists. Determining the minimum skills and prerequisite knowledge, students need to succeed in foundational STEM courses such as College Algebra and Calculus. At the same time, the rapid advancement of artificial intelligence is transforming academia, reshaping how students learn and how faculty teach. Incorporating AI into mathematics education offers powerful opportunities for personalized learning, diagnostic assessment, and skill development, but it also raises important questions about preserving conceptual understanding and ensuring students retain essential problem-solving skills.

This interactive workshop invites faculty and administrators to share institutional strategies for identifying, assessing, and reinforcing core mathematical competencies, while thoughtfully integrating AI tools to enhance, rather than replace, student learning. Participants will explore evidence-based practices, review relevant literature, and collaborate to develop a framework that balances innovation with foundational knowledge, ensuring student readiness and long-term success in mathematics and beyond. This workshop is organized by the Participation of Women in the MAA.

Organizers:
Monika Kiss, Saint Leo University
Mary Legner, Riverside City College
Eileen Poiani, SAINT PETER'S UNIVERSITY
Sarah Burnett, George Washington University
Keisha Cook, Clemson University
Kariane Calta, Vassar College

Sponsor: MAA Committee on the Participation of Women

Backwards (Re)designing Transformative Learning Experiences

Led by the team behind the Auburn Summer STEM Institute (AUSSI), this short workshop introduces participants to strategies for creating meaningful and engaging learning experiences in post-secondary mathematics education. Grounded in D. Fink’s Backward Design framework, the course guides attendees through the process of articulating significant learning goals, aligning assessments, and crafting instructional activities that foster deep student understanding. The workshop will focus specifically on the task of redesigning a course, either one which the participants have developed materials for themselves or reconfiguring an existing set of materials written by another. We will coach participants through using a novel instrument called the Course Alignment Analysis Tool (CAAT), based on Gilroy, H., Lanius, M., & Grate, S. (2025) found at   https://doi.org/10.1080/0020739X.2025.2553315, which leverages graph theory to assess the alignment between the learning outcomes that an instructor feels should be prioritized and the learning outcomes most emphasized by an existing assignment or assessment.

Organizers:
Melinda Lanius, Auburn University
Haile Gilroy, McNeese State University

Creating and Implementing SageMath Worksheets for Calculus Discussion Sections

The goals of this workshop are to provide participants with an introduction to the free, open-source computer algebra system SageMath (Sage for short) in the context of first-year calculus, and to explore the role it can play in enabling active learning in discussion sections supplementing lectures. We will begin with a group discussion on, well, discussions, sharing how we have formatted them in the past, what successes we have had, what we would like to change or try in the future, and what challenges we face, generally, in making these sessions meaningful and valuable for students. After a demo, participants will have an opportunity to brainstorm their own Sage-driven discussion section activities, which will be shared briefly to close the workshop.

Organizers:
Keenan Kidwell, Worcester Polytechnic Institute

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 real-world scenarios based upon a common set of outcomes and utilities, modeling those scenarios as strategic, extensive, and incomplete information games, computing solutions, and interpretating 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

Using AI to Enhance Teaching and Learning in Undergraduate Mathematics

As students increasingly rely on AI, there are growing concerns about its impact on their education, particularly in areas like critical thinking and problem-solving. Many mathematics educators are exploring ways to either limit AI use or utilize it to improve teaching practices while preserving students' analytical and problem-solving skills. This workshop focuses mainly on the latter approach, which is how AI can be implemented in the classroom to improve pedagogical strategies and boost students' self-efficacy. Using examples from Calculus, Differential Equations, and Probability & Statistics classes, the session will present practical ways in which AI can support and enrich teaching while strengthening students’ thinking abilities. Moreover, we will discuss the classroom policies and assessment criteria using the approaches in the organizers’ institutes. Mathematics educators interested in integrating AI into their teaching are invited to attend.

Organizers:
Yasasya Batugedara Mohottalalage, University of Virginia's College at Wise
Meenal Chaudhary, Illinois State University
Kanchana Gamlath, Southern Arkansas University
Pushpi Paranamana, FIT, State University of New York

Fostering and Nurturing Creativity in Our Mathematical Selves and Others

Mathematics is a creative undertaking - whether seeking a new theoretical approach or result, or leveraging the power of mathematics to model and understand something in the real world. In this workshop, the presenters invite participants to learn the science of creativity, to understand how we, as humans, engage with it, and how our understanding of creativity can support us in our research, in our classrooms, and as advisors for the next generation of mathematicians. Through hands-on activities, we will explore our individual relationships with our creativity, as well as how to work with others and how to support students who are making the transition into mathematical thinking and research. Participants will also be given time, structure, and support to start creating a personalized action plan to foster and support creativity for the upcoming academic year.

Organizers:
Jessica Libertini, West Point
Stacy Shaw, Worcester Polytechnic Institute

Understanding Student Readiness Through APCR and CCR: A Workshop on Curriculum and Formative Assessment in Precalculus and Calculus

The workshop participants will examine tasks, lessons, and online materials that are leading to significant gains in student learning of precalculus and beginning calculus ideas. Assessment tools and data will be discussed and shared. Participants will receive online access to published papers and assessments to support their evaluation and improvement of their precalculus and introductory calculus courses at their institutions.

Organizers:
Michael Tallman, Oklahoma State University
Marilyn Carlson, Arizona State University

How Flat Surfaces Curve: Investigating Piecewise-Flat Surfaces

This two-part interactive workshop investigates the geometry behind how flat surfaces can create far more interesting shapes. Indeed, this is how many objects in our world are constructed. Flat materials are assembled using seams and cone points to create shape in three dimensions for clothing, architecture, and natural settings. Whether upholstering furniture or wrapping gifts, understanding how to design the cuts and seams requires geometric intuition few have developed. Complementary to the task of covering an object with flat materials is the challenge of repairing that surface when it develops a hole. The most crucial application of this task is in surgery, where plastic surgeons need to plan the design of an incision for a planned procedure or emergency room doctor needs to close an irregular wound. Participants will explore the underlying geometry problem through hands-on experimentation and group discussions.

No prior experience upholstering furniture or performing surgery required.

Organizer:
Nate Stambaugh, Diverging Mathematics

Rethinking Math Instruction with MathGPT.ai: Tools, Practices, and Classroom for Teachers/Professors

Discover how MathGPT.ai can enhance teaching and learning in today’s AI-rich mathematics classroom. This interactive session introduces an instructor and controlled AI tool that provides step-by-step explanations, adaptive hints, and automatic correctness checks to support students while preserving mathematical reasoning. Participants will experiment with prompts, explore common student error patterns using the analytics dashboard, and discuss practical strategies for integrating AI responsibly into instruction, homework, and formative assessment. Whether you are curious, cautious, or ready to adopt AI in your courses, this workshop will provide hands-on experience, classroom-ready ideas, and guidance for using MathGPT.ai to strengthen student understanding and engagement.

Organizer:
David Torain, Montgomery College

Think, Play, and Solve: Building and Enhancing Math Clubs

A math club is an extracurricular school activity that invites students into a welcoming mathematical community of learners. Mathematics is beautiful, powerful, and useful, and math clubs provide students with opportunities to experience these qualities in an inclusive, social, and engaging setting. In this interactive workshop, attendees will explore how to build and enhance effective K-12 math clubs. 

The workshop will introduce MAA’s new INTEGRATE Math Club Handbook, with a focus on its use in K-12 settings. Attendees will actively engage in sample hands-on math club games, activities, and problem sets designed to foster students’ curiosity, collaboration, and creative problem solving. The workshop will also feature insights from experienced K-12 math club leaders who will share lessons learned, practical advice, and strategies for facilitating effective math clubs. A guided planning segment will support attendees in developing a plan for launching or enhancing a math club in their own setting. Time for questions and discussion will be built throughout the workshop. 

This workshop is ideal for K-12 educators and math club advisors, as well as undergraduate math club advisors seeking ideas that can be adapted for university settings. Come engage with a community of educators passionate about math clubs!

Organizer:
Elizabeth Arnold, Montana State University
Shelby Aaberg, Scottsbluff High School
William Hawkins, Lower Merion High School
Catherine Paolucci, Mathematical Association of America
Alpha Recio, The Young People's Project

Sponsor: MAA's INTEGRATE Math Club Handbook Project

Who Am I in Mathematics? Articulating Mathematical Identity for Careers, Graduate School, and Professional Communication

How do you answer the question, “Who are you in mathematics?” This interactive workshop helps participants articulate a clear, confident, and authentic mathematical identity for careers, graduate school, and professional communication. Through guided reflection, practice, and action planning, participants will develop a concise mathematical story, identify their strengths, explore career pathways, and leave with concrete next steps and new professional connections.

Ileana Vasu, Smith College