A Mathematician in a School of Art: an interview with Edmund Harriss

By Tim Chartier Within the intersection of mathematics and art lie beautiful creations to delight mathematicians and artists alike.  Mathematics may be the muse that inspires art or serves a more fundamental role alongside a brush, lathe, or loom.  To gain greater context on this field, we interview Dr. Edmund Harriss, a mathematician, artist, and...

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The (very) tricky math of detecting gerrymandering in election districts

Keith Devlin @KeithDevlin@fediscience.org, @profkeithdevlin.bsky.socialwith Ellen Veomett https://ellenveomett.com District gerrymandering. The map on the left looks unfair; it was. The one on the right seems fine. But how do you know for sure? Today is Election Day in the United States. Which, among other things, means we are likely in for a series of lawsuits, many...

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Reflections on applying for jobs as a PhD Student, Part II

By Christopher Keyes In part I, I shared my thoughts on how to determine what you actually want out of your first job search. Here I’ll focus on specific things I did, or pieces of advice I received, that I found especially useful leading up to my first academic job search, as well as some...

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Reflections on applying for jobs as a PhD Student, Part I

By Christopher Keyes Navigating the academic job market as a finishing PhD student can be a daunting experience. It is a delicate balance of reflection, writing compelling applications, and uncertainty, all while trying to stay on top of your research agenda and teaching responsibilities. Now nearly two years removed from my first time on this...

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Introducing Power Analysis in the Mathematics Classroom

By Carrie Diaz Eaton Over the last several years, there have been a number of calls for us to understand and convey to students that mathematics is not neutral. Piper H’s Inclusion/Exclusion blog calling to #DisruptJMM, Belin Tsinnajinnie’s 2020 Hrabowski-Gates-Tapia-McBay Invited Lecture on colonialism in education and mathematics, and the NCTM position statement on the...

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What Makes Active Learning Effective?

By Michael Oehrtman After a few classes in which students were working in groups, one table called me over for help. I responded to their question with my own, that I expected would point them in a productive direction. Clearly not appreciating my Socratic turn, one student burst out in frustration. “Aren't you going to...

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Seeing is Believing : Using 3D Visualization to Strengthen Student Understanding

By Jana Talley (X, Instagram) Guiding students in visualizing mathematical concepts is one of the most challenging aspects of teaching calculus. As such, professors continuously seek out technological tools to aid in these tasks. One tool that has become a staple for both instructors and students across the country is CalcPlot3D, a free online 3D...

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The Calculus Video Project

By David Bressoud @dbressoud As of 2024, new Launchings columns appear on the third Tuesday of the month. If you do not know about the Calculus Videos Project (calcvids.org), you should check it out. This NSF-sponsored project [1] led by Aaron Weinberg, Jason Martin, and Michael Tallman produced high quality videos built around 30 topics...

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Navigating a Math REU

By Sara Costa During my sophomore year in college, my linear algebra professor told me about a research experience for undergraduates (REU). At the time, I did not know what an REU was and had no idea what to expect. That semester, I met Rachel Bailey, who was giving a talk at my university --...

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There and Back Again: Of Tails and Tubes

By Lew Ludwig Recently, I was pleased to run into two former students collaborating at a whiteboard table in our library. They were deep in thought—or perhaps confusion (are these really so different?)—over something written on the table. After our initial pleasantries, I asked what they were working on: sequences. They were puzzling over the...

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