MAA CP D1 – Getting Students To Discuss And To Write About Mathematics Wednesday, January 15, 2003, 2: 15 – 6:15 pm and Friday, January 17, 2003, 1:00 – 3:00 pm. Sarah L. Mabrouk, Framingham State University, Organizer

Many students, especially in lower level courses, tend to view Mathematics as incomprehensible equations and calculations rather than as meaningful and applicable in a variety of disciplines. This view of mathematics as meaningless affects the student’s ability to verbally communicate mathematics just as it affects the students understanding of and ability to apply mathematics. When students are required to use the language of mathematics and to explain the meaning of the mathematics that they are applying or analyzing, they learn to understand and to communicate mathematics. This session invites papers about assignments and projects that require students to communicate mathematics through in-class oral presentations that they make or in-class discussions that they must lead and motivate and through written assignments and papers. These assignments can include analysis and applications of mathematics, presentations of and analysis of proofs, presentations about famous mathematicians and the mathematics that they studied, and assignments/projects that utilize creative writing. Each presenter is encouraged to discuss how the use of the assignment/project helped students to improve their understanding of mathematics and their ability to communicate mathematics. Of particular interest is the effect of such projects/assignments/presentations throughout the course on the students’ understanding of mathematics, their communication of mathematics, and their attitude toward mathematics.

· Wednesday, January 15, 2003, 2:15 – 6:15 pm

Time	Abstract #	Title, Speaker, Affiliation
2:15 pm	983-D1-213	Communicating Mathematics: What’s All the Buzz About? · Bart D. Stewart , United States Military Academy · Jeff A. Libby, United States Military Academy
2:30 pm	983-D1-352	W.R.I.T.E.: Writing Roles In Thoughtful Endeavors · Catherine Miller, University of Northern Iowa
2:45 pm	983-D1-98	On-line Discussion Groups As A Tool To Enhance Writing Across The Curriculum Projects · Benjamin V. C. Collins, University of Wisconsin – Platteville
3:00 pm	983-D1-1298	Effects Of Reflective Notebooks On Perceptions Of Learning In A Mathematics Classroom · Tracie McLemore Salinas, University of Tennessee, Knoxville
3;15 pm	983-D1-168	“Appealing” Mathematics: Communicating Beyond The Test · Joanne Caniglia, Eastern Michigan University
3:30 pm	983-D1-214	Communicating Mathematics: “Is it ‘Write’ to Discuss Mathematics?” · Jeff A. Libby, United States Military Academy · Bart D. Stewart, United States Military Academy
3:45 pm	983-D1-238	“Take Boards!”: An Effective Approach Routinely Employed By Instructors At USMA Whereby Students Discuss, Perform, And Present Mathematics · Erik W. Drake, United States Military Academy
4:00 pm	983-D1-606	Using Classroom Presentations To Improve Undergraduate Proof Skills · Jeffrey Feuer, Coastal Carolina University
4:15 pm	983-D1-205	Talking Math Over The Thanksgiving Dinner Table · William Farmer, United States Military Academy · Michael Huber, United States Military Academy
4:30 pm	983-D1-91	Speaking Three Different Languages: The Contextual, The Mathematical And The Physical Languages: “Forcing” Students To Understand ‘Their’ Mathematics · Dvora Peretz, Michigan State University
4:45 pm	983-D1-356	Developing Math Communication Skill Through Class Participation · Maria Robinson, University of Arizona
5:00 pm	983-D1-88	Writing And Discussing The Limit Concept In Calculus: A Class Project · Victor U. Odafe, Bowling Green State University – Firelands
5:15 pm	983-D1-485	Understanding The Fundamental Theorem Of Calculus Through Writing · Lew Ludwig, Denison University
5:30 pm	983-D1-204	Communicating Cryptanalytic Process In A Mathematical Cryptology Course · Brian Winkel, United States Military Academy
5:45 pm	983-D1-599	Preservice Elementary School Teachers’ Perceptions Of Reading And Writing In Mathematics Classes · Gwen Fisher, California Polytechnic State University
6:00 pm	983-97-1208	Active Learning In Core Mathematics Courses At NC State University · Jo-Ann Cohen, North Carolina State University · Michael Shearer, North Carolina State University

· Friday, January 17, 2003, 1:00 – 3:00 pm

Time	Abstract #	Title, Speaker, Affiliation
1:00 pm	983-D1-303	The Use Of Student-Authored Study Guides In A Quantitative Reasoning Course · Linda McGuire, Muhlenberg College
1:15 pm	983-D1-510	Circling The Desks: A Weekly Discussion In A Liberal Arts Mathematics Course · Josh Laison, Colorado College
1:30 pm	983-D1-191	Integrating Writing Into A Liberal Arts Mathematics Class · Joseph Kirtland, Marist College
1:45 pm	983-D1-284	Electronic Journals For Business Calculus · Kimberly J. Presser, Shippensburg University
2:00 pm	983-D1-82	The Use Of Modeling And Inquiry Problems In A Single Variable Calculus Course · David Smith, United States Military Academy · Mike Huber, United States Military Academy
2:15 pm	983-D1-466	Writing Assignments For Calculus · Janet C. Woodland, University of Arkansas
2:30 pm	983-D1-483	Reading Discrete Mathematics: A Semester-Long Assignment In Communication · Steven M. Hetzler, Salisbury University · Robert M. Tardiff, Salisbury University
2:45 pm	983-D1-530	Writing Intensive Courses For Prospective Elementary Teachers · Sybilla Beckmann, University of Georgia · Twanda Gwena, University of Georgia

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