BEGIN:VCALENDAR
VERSION:2.0
PRODID:researchseminars.org
CALSCALE:GREGORIAN
X-WR-CALNAME:researchseminars.org
BEGIN:VEVENT
SUMMARY:Eric Stade (University of Colorado\, Boulder)
DTSTART;VALUE=DATE-TIME:20200414T160000Z
DTEND;VALUE=DATE-TIME:20200414T170000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/1
DESCRIPTION:Title: Calculus in context: Introducing calculus Ideas through
epidemiology models\nby Eric Stade (University of Colorado\, Boulder) as
part of Electronic seminar on mathematics education\n\n\nAbstract\nNow is
probably as good a time as any\, unfortunately\, to argue for a first-seme
ster Calculus course that begins with the S-I-R\, or Susceptible-Infected-
Recovered\, dynamical system from epidemiology. I’ll describe how I use
S-I-R to kick-start a course\, that\, eventually\, gets to all of the usua
l Calc I stuff\, and is richly satisfying to math geeks (like me) while st
ill appealing to students who are perhaps less geeky\, or geeky in differe
nt directions. This course is based on the brilliantly subversive\, but wo
nderfully accessible\, text Calculus and Context by the Five-College Calcu
lus Team: James Callahan\, David A. Cox\, Kenneth R. Hoffman\, Donal O'She
a\, Harriet Pollatsek\, and Lester Senechal.\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rachel Levy (Math Association of America)
DTSTART;VALUE=DATE-TIME:20200428T160000Z
DTEND;VALUE=DATE-TIME:20200428T170000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/2
DESCRIPTION:Title: Project based learning\nby Rachel Levy (Math Associatio
n of America) as part of Electronic seminar on mathematics education\n\n\n
Abstract\nProject-based learning can take many forms\, from small challeng
es in a single class to longer assignments. Let's have a conversation. How
do you develop problems that your students find meaningful? How do you ha
ndle individual and group aspects of learning? How often do you regroup fo
r a mini-lesson? How do you structure assessment? What are important consi
derations for distance learning? I look forward to sharing some experience
and learning from each other.\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Yvonne Lai (University of Nebraska-Lincoln)
DTSTART;VALUE=DATE-TIME:20200512T160000Z
DTEND;VALUE=DATE-TIME:20200512T170000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/3
DESCRIPTION:Title: What mathematical knowledge improves high school math t
eaching?\nby Yvonne Lai (University of Nebraska-Lincoln) as part of Electr
onic seminar on mathematics education\n\n\nAbstract\nOnly recently has the
re been research on what sort of mathematics training is actually useful t
o teachers. I will begin with brief survey of this research\, for both ele
mentary and high school teaching. I will discuss some recent results on ho
w policy tends to be more consistent with these findings at the elementary
level than at the high school level\, and why this may be. I will conclud
e with some open questions about the mathematical preparation of high scho
ol teachers\, and the potential role of mathematicians in addressing these
questions.\n\nTo join the seminar\, go to https://cornell.zoom.us/j/16946
2410\n\nFor more information on ESME: http://math.mit.edu/seminars/esme/\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:George Kinnear (University of Edinburgh)
DTSTART;VALUE=DATE-TIME:20200526T160000Z
DTEND;VALUE=DATE-TIME:20200526T170000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/4
DESCRIPTION:Title: Reliable classification of classroom practices using le
cture recordings\nby George Kinnear (University of Edinburgh) as part of E
lectronic seminar on mathematics education\n\n\nAbstract\nI will describe
the development of a new classroom observation protocol\, FILL+\, which ge
nerates a timeline showing the type of activity taking place at each secon
d ("lecturer talk"\, "student question"\, etc). This provides much finer d
etail about classroom practices than other protocols (such as COPUS\, whic
h notes activities taking place in 2-minute intervals). The timeline can b
e summarised quantitatively\, for instance by computing the proportion of
time spent on lecturer talk compared with other activities\, or counting h
ow often lecturers pose questions to the class and how often students resp
ond. I will present some of the insights gained from applying FILL+ to rec
ordings of 220 STEM lectures\, including 94 in mathematics. A key finding
was that the FILL+ protocol can be applied reliably by novice coders\, fol
lowing minimal training.\n\n\nTo join the seminar\, go to https://cornell.
zoom.us/j/169462410\n\nFor more information on ESME: http://math.mit.edu/s
eminars/esme/\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rick Cleary (Babson College)
DTSTART;VALUE=DATE-TIME:20200915T160000Z
DTEND;VALUE=DATE-TIME:20200915T170000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/5
DESCRIPTION:Title: A Touch of Calculus: Shaking Up the Pre-Requisite Struc
ture of College Mathematics\nby Rick Cleary (Babson College) as part of El
ectronic seminar on mathematics education\n\nAbstract: TBA\n\nThe seminar
meets every other Tuesday at noon eastern time\, using Zoom and is open to
all. Click here to join the seminar. The meeting ID is 920 7826 7146 and
the password is "esme". If you do not have Zoom installed\, you will be pr
ompted to install it.\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rob Beezer (University of Puget Sound)
DTSTART;VALUE=DATE-TIME:20201013T160000Z
DTEND;VALUE=DATE-TIME:20201013T170000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/6
DESCRIPTION:by Rob Beezer (University of Puget Sound) as part of Electroni
c seminar on mathematics education\n\nAbstract: TBA\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Uri Treisman (University of Texas at Austin)
DTSTART;VALUE=DATE-TIME:20201110T170000Z
DTEND;VALUE=DATE-TIME:20201110T180000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/7
DESCRIPTION:Title: Welcoming freshmen to the world of mathematics\nby Uri
Treisman (University of Texas at Austin) as part of Electronic seminar on
mathematics education\n\n\nAbstract\nHow can we help our students make an
informed choice about pursuing a life in mathematics or in a mathematics-i
ntensive profession? How can we practically and productively assess the im
pact of our introductory courses on our students' academic and career choi
ces? Erica and Uri will share some of their recent work on acculturating s
tudents to the norms\, values and aesthetics of our discipline. They will
describe some of the novel structures\, routines and rituals which constit
ute the heart of their equity-minded classroom practice. Finally\, they wi
ll show excerpts of Erica’s interviews with class alumni reflecting on t
he impact of the course on their undergraduate experience. Those of you fa
miliar with Uri’s work will recognize the structures\, routines and ritu
als presented as a natural evolution of those at the heart of the Emerging
Scholars program he developed at Berkeley in the late 1970s.\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Jason Martin\; Michael Tallman\; Matt Thomas\; Aaron Weinber
g (University of Central Arkansas\; Oklahoma State\; Ithaca College\;
Ithaca College)
DTSTART;VALUE=DATE-TIME:20201027T160000Z
DTEND;VALUE=DATE-TIME:20201027T170000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/8
DESCRIPTION:Title: Quantitative Reasoning and Intellectual Need as Design
Principles for Instructional Materials\nby Jason Martin\; Michael Tallma
n\; Matt Thomas\; Aaron Weinberg (University of Central Arkansas\; Ok
lahoma State\; Ithaca College\; Ithaca College) as part of Electronic s
eminar on mathematics education\n\n\nAbstract\nWe will describe the ideas
of quantitative reasoning and intellectual need\, and describe how we have
used these ideas as design principles for creating instructional videos a
nd related materials for introductory calculus. These ideas have implicati
ons for courses beyond calculus and for instructional materials beyond vid
eos. We will show how important it is for students to think about calculus
concepts in terms of quantities and share examples from our materials tha
t demonstrate imagery that supports this quantitative reasoning. We will d
escribe how we have used intellectual need to envision calculus concepts i
n terms of a series of perturbations and resolutions\, and how these ideas
have been translated into instructional materials.\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Shay Fuchs (University of Toronto)
DTSTART;VALUE=DATE-TIME:20201201T170000Z
DTEND;VALUE=DATE-TIME:20201201T180000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/9
DESCRIPTION:by Shay Fuchs (University of Toronto) as part of Electronic se
minar on mathematics education\n\nAbstract: TBA\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Maria Anderson (Busynessgirl)
DTSTART;VALUE=DATE-TIME:20201215T170000Z
DTEND;VALUE=DATE-TIME:20201215T180000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/10
DESCRIPTION:by Maria Anderson (Busynessgirl) as part of Electronic seminar
on mathematics education\n\nAbstract: TBA\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Jo Hardin (Pomona College)
DTSTART;VALUE=DATE-TIME:20210119T170000Z
DTEND;VALUE=DATE-TIME:20210119T180000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/11
DESCRIPTION:Title: The Value of Computational Thinking in Statistics Educa
tion\nby Jo Hardin (Pomona College) as part of Electronic seminar on mathe
matics education\n\n\nAbstract\nIn a seminal paper\, Nolan and Temple Lang
(2010) argued for the fundamental role of computing in the statistics cur
riculum. In the intervening decade the statistics education community has
acknowledged that computational skills are as important to statistics and
data science practice as mathematics. There remains a notable gap\, howeve
r\, between our intentions and our actions. To understand that gap\, toget
her with Nick Horton\, we assembled a collection of papers for a special i
ssue of the Journal of Statistics and Data Science Education (2021) focuse
d on what has changed over the last ten years with respect to computing in
the statistics curriculum. Broadly\, the collection of papers (1) suggest
creative structures to integrate computing\, (2) describe novel data scie
nce skills and habits\, and (3) propose ways to teach computational thinki
ng. My talk describes the special issue with particular focus on the last
of the three aspects: the role of computational thinking: The computer as
part of the thinking process and not only a tool for implementing mathemat
ical theory.\n
END:VEVENT
BEGIN:VEVENT
SUMMARY:Doug Ensley (Shippensburg University)
DTSTART;VALUE=DATE-TIME:20210202T170000Z
DTEND;VALUE=DATE-TIME:20210202T180000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/12
DESCRIPTION:Title: Mathematical Proof\, Online Assessment\, and High Schoo
l Connections in First-Year Discrete Mathematics\nby Doug Ensley (Shippens
burg University) as part of Electronic seminar on mathematics education\n\
nInteractive livestream: https://zoom.us/j/8803591328\nAbstract: TBA\n
URL:https://zoom.us/j/8803591328
END:VEVENT
BEGIN:VEVENT
SUMMARY:Christine von Renesse (Westfield State University)
DTSTART;VALUE=DATE-TIME:20210216T170000Z
DTEND;VALUE=DATE-TIME:20210216T180000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/13
DESCRIPTION:Title: Title To Be Announced\nby Christine von Renesse (Westfi
eld State University) as part of Electronic seminar on mathematics educati
on\n\nInteractive livestream: https://zoom.us/j/8803591328\nAbstract: TBA\
n
URL:https://zoom.us/j/8803591328
END:VEVENT
BEGIN:VEVENT
SUMMARY:Vilma Mesa (University of Michigan)
DTSTART;VALUE=DATE-TIME:20210316T160000Z
DTEND;VALUE=DATE-TIME:20210316T170000Z
DTSTAMP;VALUE=DATE-TIME:20210124T154701Z
UID:ESME/14
DESCRIPTION:Title: Title To Be Announced\nby Vilma Mesa (University of Mic
higan) as part of Electronic seminar on mathematics education\n\nInteracti
ve livestream: https://zoom.us/j/8803591328\nAbstract: TBA\n
URL:https://zoom.us/j/8803591328
END:VEVENT
END:VCALENDAR