**34 ^{th} Annual Good Ideas in Teaching Precalculus And . . .**

**. . . Algebra, Calculus, Geometry, Discrete Mathematics,
and Probability & Statistics, with Technology**

**Rutgers University – Busch Campus – New Brunswick
**

**Friday, March 20, 2020**

8:30 a.m. – 2:30 p.m.

8:30 a.m. – 2:30 p.m.

**Program**

Featuring a Plenary Session, a Sharing Session (with 9 choices),

and four 50-minute Presentation Sessions (each with up to 10 choices), two before and two after lunch; details of these programs are presented below

*Presentations*

(click on the title to see the abstract)

**Precalculus and Calculus:**

Calculus: The Good, the Bad, and the Ugly

Cardano’s Formulas for Solving Cubic Equations of the Form: x^{3} + ax^{2} + bx + c = 0

Composite Functions and Continuity

Rational Function Investigation

Trig Functions as Line Segments

Using a Two-Dimensional Method for Solving Volumes of Revolution

Using the ROF-1 Method to Solve Precalculus Problems

We Broke Calculus

**Algebra and Geometry:**

Care to “Jazz Up” your Algebra 2 Class??? Analyzing Position and Velocity Functions in Algebra 2

Generating Pythagorean Triples in Three Different Ways

Hands-On Activities for Transformation of Functions

Using Desmos to Analyze Student Photographs and Artwork

**Discrete Mathematics in Precalculus:**

Approval Voting: So Goes Maine, So Goes the Country

Computational Geometry: Algorithmic Reasoning in Precalculus

Fractals for the Uninitiated

**Probability and Statistics:**

Personalizing Learning Through the Use of Utilizing Data

Play Ball! Hit a Home Run by Incorporating Baseball into your Statistics Class!

The Monte Hall (Let’s Make a Deal) Problem and other Fun/Challenging Problems from Marilyn vos Savant (Author/Columnist)

**Assessment:**

SAT for Graduation, College Readiness and Street Cred

Using Desmos for Discovery and Assessment

What’s the Best Way to Ask a Question?

**Instructional Strategies:**

Delivering Mathematical Concepts Visually

Socratic Teaching: Ask, Don’t Tell!

Teaching in an Active Learning Classroom

Teaching Mathematics of All Levels Using Active Learning Strategies

**General:**

A Couple of My Most Favorite Hands-On Modeling Activities Using Technology

Connecting Mathematics with Work and Life is an Effective Way to Succeed in STEM Program

It’s All Fun and Games… Even After They Realize It’s Math

Polynomial Division: Developing Conceptual Understanding

Why You Should Be Using VNPS in Your Classroom

**Mathematics and Technology:**

DESMOStration 2.0

Effective Use of Choice Boards in the Classroom

Making More with your SMART Board

The Desmos Card Sort

**Plenary Session:**

**Political Geometry: The Mathematics of Gerrymandering**

**Diana Davis, Visiting Assistant Professor of Mathematics, Swarthmore College**

*Gerrymandering*, the drawing of (Congressional) districting lines for political advantage, has been in the news a lot recently. Mathematicians have been instrumental in creating tools to identify when a districting plan is gerrymandered; a mathematician helped Pennsylvania throw out its gerrymandered plan, and a group of mathematicians contributed important supporting evidence in the March 2019 Supreme Court case about gerrymandering in Maryland and North Carolina. In this talk, I’ll explain how geometry and statistics can help us detect gerrymandering, and you’ll have a chance to try your hand at gerrymandering — and at using some of the tools that mathematicians have developed to measure the problem.

**Diana Davis** completed her Ph.D. at Brown University in 2013 under the direction of Richard Schwartz. She was a postdoc at Northwestern University for three years, followed by visiting professorships at Williams College and Swarthmore College. While a graduate student, she won an international award for the video she created to explain her PhD thesis result using colors and dance, which “went viral” in the mathematical community. She has published over a dozen papers, mostly on aspects of mathematical billiards and dynamical systems, and has given over 100 talks in 22 states and 9 countries. Davis is also an educational innovator, creating and teaching problem-centered, discussion-based math courses of all levels, and studying their pedagogical effectiveness.

*Sharing Session*

**Informal discussions of the following topics:**

- A – What to Keep and What to Leave Out of Calculus & Precalculus
- B – The Rush to Calculus: Pluses and Minuses
- C – How Do You Prepare Students for the AP Calculus Tests?
- D – What Algebra and Geometry Topics are Needed for Precalculus
- E – Dealing with Challenging Students
- F – Preparing High School Students for College Math
- G – What’s New in Technology?
- H – Recreational Mathematics
- I – What Seeds of Calculus Should be Planted in Algebra?

**Bring your experiences and at least one idea to share!**

*Schedule of Activities*

8:30 – 9:20 | Session I | |

9:30 – 10:20 | Session II | |

10:30 – 11:35 | Plenary Session | |

11:35 – 12:30 | Lunch | |

12:00 – 12:30 | Sharing Session | |

12:40 – 1:30 | Session III | |

1:40 – 2:30 | Session IV |