2009 Program

2009 Abstracts

2009 Sharing Sessions

2009 Schedule
   (Get PDF Reader)

2009 Registration Form

Precalculus and Calculus:

Calculus Activities to Enrich Your Classroom
Calculus Without Tears
Creating a Top Ten List for Calculus and Precalculus Teachers
I Can Only Imagine ... Complex Numbers
Making Precalculus "Fun" through Meaningful Projects and Classroom Activities
Steiner Networks: A "Radical" Experience
The Practical Uses of Logarithmic and Exponential Functions
The Rush to Calculus: Why Do High School Students Take AP Calculus?

Algebra and Geometry:

Ensuring a Smooth Transition from Algebra II into Precalculus
From Seeing to Believing the Algebra and the New Common Core Standards
NJ HSPA with Geometer's Sketchpad
Preparing Algebra and Geometry Students for the SAT
Teaching Algebra to Calculus Students

Discrete Mathematics, Probability and Statistics:

Don't Get Excited, It's Just a Coincidence
Fair Division: Proportions for Everyone
Graph Coloring: A Fun Activity in Discrete Mathematics
How Fair is Democracy?
Making Statistics Real: How to Get Students to Actively Learn the Tools of Statistics

Assessment:

Can High School Performance Predict Math Placement in Accuplacer?
Get Smart! Take the SAT!
Reasoning in the Presence of the Calculator on the SAT

General:

Close the Gaps in Students' Knowledge with APPs
The Great Green Globs Contest, and More!
How Graphing Technology Changes the Mathematics We Teach
Money Matters - Teaching the NJ Requirement in Financial Literacy
Pictures are Worth 1000 Proofs

Mathematics and Technology:

GeoGebra for the Math Classroom
Graphing Across the Curriculum
iMath?!? Where's the APP for Teaching and Learning
Math Learning 2.0: A New Vision for a Web 2.0 World
Using FREE Google APPs as a Collaborative Resource

Henry O. Pollak

What is mathematical modeling? How are modeling problems different from word problems, or from applied mathematics? Why do school teachers have to be concerned, and why now? Where can teachers learn about mathematical modeling? What will student materials on modeling look like? How about assessing mathematical modeling? And how is all this related to other issues in mathematics education?

Henry 0. Pollak joined Bell Laboratories in 1951, and became Director of Mathematics and Statistics Research in 1961. He is the author of over 40 technical papers on analysis, function theory, probability theory and mathematics education. He was elected a Fellow of the American Association for the Advancement of Science in 1971. Dr. Pollak retired in 1986 and since then has been a visiting professor of mathematics education at Teachers College, Columbia University. He received the Yueh-Gin Gung and Charles Y. Hu Award for Distinguished Service to Mathematics from the Mathematical Association of America (MAA) in 1993, and a Lifetime Achievement Award from the National Council of Teachers of Mathematics (NCTM) in 2010.

Informal discussions of the following topics:

• A - What Algebra and Geometry Topics are Needed for Precalculus
• B - What to Keep and What to Leave Out of Calculus & Precalculus
• C - Veterans Share with Newer Teachers How to Survive
• D - How the Financial Literacy Requirement is Being Implemented
• E - Effective Use of Technology in Math Classes
• F - Strategies for Undoing Common Student Mistakes
• G - Preparing High School Students for College Math
• H - What is Your School Doing to Prepare for the Common Core?
• I - How Do You Prepare Students for AP Tests?
• J - Impact of the Alternative High School Assessment (AHSA)

Bring your experiences and at least one idea to share!