2010 Program

2010 Abstracts

Siham Alfred - Raritan Valley Community College
salfred@raritanval.edu
Calculus I Activities to Enrich Your Classroom

In every new Calculus textbook, we find opportunities for new problems, applications,          theoretical problems, and projects that are accessible to our students. The presenter will share selected new activities for Calculus I that she has found.

Anoop Ahluwalia - Brookdale Community College
aahluwalia25@gmail.com
Making Statistics Real: How to Get Students to Actively Learn the Tools of Statistics

This workshop describes how to get students excited about statistics by involving them in real life data and regular hands-on classroom activities. There will be several ideas shared about how to introduce and teach topics like central tendency, variation, probability, confidence intervals, goodness of fit, correlation and regression using student-generated data and active student participation. Also, project ideas will be offered about how students can collect their own data as a part of the course and carry out data analysis to truly understand the topics learned in class. TI-83 and Fathom or Excel will be used to demonstrate some of the ways to analyze the data using technology.

Anoop Ahluwalia - Brookdale Community College
Joseph G. Rosenstein - Rutgers University
aahluwalia25@gmail.com
joer@dimacs.rutgers.edu
The Rush to Calculus: Why Do High School Students Take AP Calculus?

Should more students be encouraged to take calculus in high school? This presentation will report on the extent to which students continued their high school math acceleration in their first year at Rutgers. (Hint: Not too many did!) Based on a study of high school and college transcripts and a survey asking why students took what they did.

Miguel Bayona – The Lawrenceville School
mbayona@lawrenceville.org
GeoGebra for the Mathematics Classroom

GeoGebra is a tool that every high school math teacher should have. In this workshop, participants will learn about this magnificent piece of software, its use and capabilities. At the end of the session, teachers will be able to use GeoGebra to enhance their classroom activities and promote student participation and exploration. Perfect for any level of mathematics, from basic geometry to sophisticated calculus applications. GeoGebra is free and works well in either platform. Discover its capabilities, and you will wonder how you got along without it all this time.

Eric Berkowitz – Parsippany Hills High School
eberkowitz@pthsd.k12.nj.us
Pictures are Worth 1000 Proofs

Proofs can be confusing, and so can algebraic identities that are not intuitive.  Why not show it in pictures?  Geometric figures can be used to prove many well-known algebraic and trigonometric identities, and students see them easily.

L. Charles “Chuck” Biehl – The Charter School of Wilmington (DE):
cbiehl@charterschool.org
Steiner Networks: A "Radical" Experience

Networks of cities that form special triangles, rectangles, and other polygons provide students with practice and/or instruction in geometric construction, manipulating radical expressions, properties of special right triangles, the Laws of Sines and Cosines, and general applications of their algebra skills. A short primer in the graph theory topic of minimum cost spanning trees is the foundation for this presentation.

Amanda Caldwell – Indian Hills HighSchool, Oakland NJ
acaldwell@rih.org
Using FREE Google APPs as a Collaborative Resource

We all know that when it comes to resources, FREE is always a great price. Let Google applications help to increase and improve communication with colleagues regarding curriculum and resources, planning, and pacing. Common planning time can be few and far between, which can be frustrating. End all those frustrations by using Google Docs to transfer files, and work collaboratively while miles away from each other.  This workshop will help you to maneuver around Google applications and become more familiar with basic operations and advantages.

Kathleen Carter and Philip Sorg - North Hunterdon High School
kcarter@nhvweb.net
psorg@nhvweb.net
Money Matters – Teaching the NJ Requirement in Financial Literacy

Did you know that the class of 2014 is required to complete 2.5 credits in financial literacy to graduate?   Did you know that math teachers are certified to teach this required class?  Would you like to get involved in implementing this course at your school and infusing it with great applications of mathematics?  This workshop will demonstrate how math teachers are getting involved in the new state requirement to teach high school students about personal finance.    The workshop will illustrate topics that teach students the basics of finance and highlight the importance of math including paychecks and taxes, savings and compound interest, stocks and rates of returns, and credit and debt.  The use of the finance application on the TI-83+ graphing calculators will also be demonstrated.

Kathleen Carter - North Hunterdon High School
kcarter@nhvweb.net
How Fair is Democracy?

How is your voted counted?  As the 2012 election season gains momentum, this session will examine the various methods and mathematics used to determine election winner.  In political elections and other social – decision making procedures, how do we select the candidate or choice that is favored by the majority of the voters? How can we gather data about each voter’s preference of candidates and summarize that information to select the winner?   This workshop will compare types of ballots and voting strategies such as Majority, Plurality, Condorcet’s, and the Borda methods.

Ihor Charischak – CLIME - Council for Technology in Math Education - an affiliate of NCTM
ihor@clime.org
Math Learning 2.0: A New Vision for a Web 2.0 World

Come and see examples of how Web 2.0 and dynamic software can transform math learning and teaching. Participants will experience a series of unique and compelling collaborative activities that incorporate significant software environments (spreadsheets, Sketchpad and Web applets) that will help a teacher to engage students in gaining a deeper understanding of powerful mathematical ideas.

Ihor Charischak and Neil Cooperman – Millburn High School:
ihor@clime.org
NCoop@att.net
The Great Green Globs Contest, and More!

Come and learn the strategies to become the champion slayer of all the "Green Globs" in your own "Annual Great Green Globs" Contest. Find out how to engage your students in graphing competitions and in creating designs of beautiful mathematical artwork that will inspire them to truly master the art and science of graphing and transformations. Objectives:  Students are often expected to learn how to do mathematics, but they are far less often challenged to understand and explain the mathematics that they can do. This session is designed to help you to engage your students in a fun, interactive, and demanding way that will put them in control of their own learning. By using computer software, students will learn how to master graphing, transformations, and ultimately control their own mathematical destinies.

Fred Decovsky - Teachers Teaching with Technology
fdecovsky@aol.com
Close the Gaps in Students' Knowledge with APPs

Whether you have one TI83+/84+ or a classroom set, you are equipped with a wealth of interesting applications to share with your students. The APPs provide an excellent way to review information, introduce new topics and allow your students to discover some amazing mathematics. Come learn how!  

Angelo DeMattia - Consultant
adema@comcast.net
From Seeing to Believing the Algebra and the New Common Core Standards

Since too few students can demonstrate a deep conceptual understanding of algebraic relationships, this workshop will help teachers develop a more visually based lesson format. This will help students make an effective transition from the concrete/visual (i.e., modeling by drawing diagrams, pictures, etc.) to the abstract (i.e., use of variables). The primary emphasis will be on applying the PAW process.  That is, P is for Pictures (the visual part), A is for Algebra (the abstract part), and W is for words (the descriptive part).  Ample hands-on lessons will highlight the process that will help students attain a higher level of achievement on future NJASK/Algebra assessments as well as to help teachers experience the new connections to the Common Core Standards.

Iftikhar Husain - University High School, Newark
husains4ever@aol.com
NJ HSPA with Geometer's Sketchpad

Appreciate the power of Geometer's Sketchpad, infusing visual technology in the New Jersey HSPA math classroom, leading to reasoning and sense making. The presenter has integrated the technology into mathematics as a visual learning tool to enhance, expand and embrace the existing curriculum.

Daniel Ilaria - West Chester (PA) University
dilaria@wcupa.edu
How Graphing Technology Changes the Mathematics We Teach

The Common Core Standards for Mathematics has not only redefined school mathematics content, but also discusses how students should interact with mathematics.  The Standards of Mathematical Practice provide guidance for how to view the mathematics curriculum to focus more on connecting ideas and incorporating reasoning and sense making in the classroom.  This session will share problems using TI-nspire graphing technology that change the way students interact with mathematics to attempt to meet the expectations of the Standards of Mathematical Practice.

John Kerrigan - Middletown Township Public Schools
johnkerr@rci.rutgers.edu
Preparing Algebra and Geometry Students for the SAT

Much of my work at the high school level over the past few years has been with SAT preparation. While teaching and working with upperclassmen on SAT questions, I have come to repeatedly utter the phrase, "Wow, this is a great question for my algebra class!" In my session, I will outline the Algebra 1, Geometry, and Algebra 2 specific topics that occur most often on the SAT and how they are presented. We will discuss the mathematical vocabulary on the SAT and how to help your algebra and geometry students decipher questions better. Additionally, I will present some classroom activities that enhance SAT test-taking ability and will provide all participants with places to find free SAT resources.

Lynne Kowski - Raritan Valley Community College
lkowski@raritanval.edu
Can High School Performance Predict Math Placement in Accuplacer?

This research project focuses on the following central questions: Is proficiency in required high school mathematics equivalent to placement beyond remediation in the mathematics portion on the Accuplacer® college placement exam?  More specifically, is proficiency on the Standardized Aptitude Test (SAT) for mathematics equivalent to placement in the mathematics portion on the Accuplacer® college placement exam?  Is high school proficiency in mathematics as gauged from the mathematics grade point average (GPA) equivalent to placement in the mathematics portion of the Accuplacer® college placement exam? 

Laura Kurmin – Wall Township High School:
LKurmin@wall.k12.nj.us
Making Precalculus "Fun" through Meaningful Projects and Classroom Activities

During this session I will share a variety of alternative assessments and activities to help inspire the pre-calculus student. Some activities include Precalculus Goes to the Movies (students use a movie to inspire classmates), Precalculus MATHO (a competitive activity that can be differentiated for all levels of math students) and  Picture This!  GeoGebra Functions (the use of functions, specifically domain, range and transformations, to create an original, yet recognizable, design.)  All activities are ready for you to use tomorrow.

Boaz Laor – Essex County Vo-Tech Schools (Newark):
blaor@essextech.org
Ensuring a Smooth Transition from Algebra II into Precalculus

In Algebra II. solving different types of equations involving radicals (e.g., cube root), absolute value, cubics, etc. is often taught separately from graphing functions.  Participants in this workshop will get suggestions on how to modify the curriculum so that solving equations is properly linked with graphing fucntions. By applying this curriculum change/approach, instructors are able to transition into function translation and analysis of domain and range which are the prerequisites for pre-calc.

Joyce Leslie
jleslie501@aol.com
Teaching Algebra to Calculus Students

Algebra skills are the differentiating factor in the ability of Calculus students to succeed (at any level - H, AB, or BC).  I will discuss the algebra deficits that calculus students must address and raise questions as to why these deficits persist after Algebra 1, Algebra 2 and Precalculus - even in students who do fairly well in honors classes.

Kevin Merges - Rutgers Prep
merges@rutgersprep.org
Fair Division - Proportions for Everyone

Students need real world problems that can help them understand and practice using fractions and proportions.  Fair division problems offer students the opportunity to discover practical uses of these skills.  A range of problems that include algorithms will be demonstrated and discussed.  These topics offer a differentiated approach that can facilitate discussion amongst students from a range of backgrounds. 

Robin O’Callaghan and Brian O’Reilly – The College Board
rocallaghan@collegeboard.org
boreilly@collegeboard.org
Reasoning in the Presence of the Calculator on the SAT

How can the SAT Mathematics test engage students in reasoning and sense making in the presence of the calculator? How does the calculator provide additional solution options for SAT questions? What have we learned about how students use their calculators on the SAT? Come hear the answers to these questions and more.

Peter Pace - Life Center Academy
petlin2@verizon.net
I Can Only Imagine ... Complex Numbers

DeMoivre's Theorem is the ultimate merging of algebra, geometry, and trigonometry and is used to find all roots of complex numbers. Come see how the surprising solutions can stimulate your students to really appreciate the order, beauty, and form of mathematics.

Ahmed Salama - PANTHER Academy, Paterson:
salamamath@yahoo.com
The Practical Uses of Logarithmic and Exponential Functions

Teachers can remove the mystery of complicated problems for many students by modeling real life problems and illustrating techniques of using logarithms and exponents to explain and solve these problems.

Jay Schiffman – Rowan University
schiffman@rowan.edu
Graph Coloring - A Fun Activity in Discrete Mathematics

Consider a vertex-edge graph. A (vertex) coloring is an assignment of colors to the vertices in such a manner that if two vertices are joined by an edge in the sense of being adjacent, then they must be assigned different colors. In this presentation, participants will color vertices of graphs and determine the minimal number of colors needed to color the vertices (known as the chromatic number of the graph) and form conjectures for several varieties of graphs. In addition, participants will be introduced to coloring the edges and faces (regions) of maps, a problem which has a rich history associated with it (The Four Color Theorem). Please join us to participate in some neat mathematics.

Anita Schuloff – Paramus Catholic High School
aschuloff@yahoo.com
Calculus Without Tears

If you are presently teaching a non-AP calculus course and need some fresh ideas as to how to keep your seniors engaged, come to this session. You will be shown how to make the lessons visual using the Advanced Toolkit property of Geometer’s Sketchpad. I will show you how to attach tangents, find roots and extema, and project all their measurements onto your smartboard or pull-down screen.All this and some examples of “think-outside-the-box” questions!

Robin Schwartz - Math Confidence/College of Mt. St. Vincent
mathconfidence@aol.com
Get Smart! Take the SAT!

I took the SAT again after 29 years to relive studying and test-taking, to fill gaps in my education and to better relate to the student experience!  The SAT/ACT/GED can be used for college and career standards while improving skills and persistence.  Studying for the SAT can be challenging and entertaining while promoting brain fitness at any age.  Check out the following website (scroll down for my letter: http://www.nytimes.com/2011/09/26/opinion/strategies-for-raising-sat-scores.html?scp=1&sq=%22robin%20schwartz%22&st=cse

Doug Smith – A.P. Schalick High School (Pittsgrove)
smithd@pittsgrove.k12.nj.us
Creating a Top Ten List for Calculus and Precalculus Teachers

A stream of consciousness lecture leading you to making a top ten list of what should be required to enter precalculus or calculus. Rambling from my college days of yesteryear to an old curmudgeonly teacher of today, we will create the top ten list for calculus and precalculus teachers while listening to the rantings from me of what we do wrong as teachers!! Come vent with me for a while . . .

Linda Treilman - Mercer County Community College
mathtreils@verizon.net
Graphing Across the Curriculum

Graphing technology can do more than produce graphs easily. We can use it to teach mathematical concepts visually for understanding. Survey students using free internet tools or clickers to make the data meaningful. Use graphs to help students make connections among mathematical concepts and model the real world. (Software used will be SMART Notebook, SMART Notebook Math Tools, Autograph, Smartview-TI 84).

Michael Weingart – Rutgers University:
weingart@math.rutgers.edu
Don't Get Excited, It's Just a Coincidence

If you see a license plate with your spouse's initials on it as you drive to the conference, is the universe sending you a message to pick up a nice present on the way home, or is it just a coincidence? If you are one of 30 people in a room and it turns out that some pair of people have the same birthday, is this a remarkable indication of fate, or just a coincidence? If the World Series ends in a sweep, i.e. the winning team wins four games while the losing team wins no games at all, must the winning team have been much better than its opponent, or could it plausibly be that they were evenly matched and the lopsided outcome was just a coincidence? Some very accessible probability theory enables us to compute how easily, relatively speaking, the above events can occur just by chance. But maybe you should still get something nice for your spouse.

David Weksler – Consultant
wex@pobox.com
iMath?!? Where's the APP for Teaching and Learning - Some Ideas and Examples

New math communities, which use a wide variety of Internet-based tools to share good ideas about teaching and learning math, continue to proliferate. Additionally, novel approaches to engaging the public more informally in math activities are appearing – the Museum of Mathematics will open in New York City in 2012. The cross-pollination of these groups, whose members are teachers, students, parents, home-schoolers, professionals, student-teachers, hobbyists, typically provides more and more opportunities for educators to learn how others are using software, new hardware, and new teaching methodologies to encourage students to think actively about how present math is in all of our lives. It is near impossible to keep up with the constant updating of both hardware and software – for classroom teachers, some form of professional learning network (PLN) or educational community is necessary if they are interested in learning how to add more tools to one's personal toolbox for teaching.