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AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!

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<ul><li> 1. Lecture Is Dead! Long Live Lecture! How and why to make class time more exciting and rewarding for your students. Rob Eby Blinn College Bryan, TX Campus</li></ul><p> 2. Lecture is Booooring! So add commercial breaks !First 10 vs. last 40 recall is laughable. 3. If All You Do Is Lecture35%15% 4. Ten and Two, Hike! 10 minute lecture 2 minutes to chew on itSimilar to commercial breaksBUT you engage the studentsThink of a TV program 5. What type of commercials? Minute papersClickers poll anywhere and suchTurn to classmateExample in bookWhat is wrong here?Group quizzes 6. end of or after class ideas Minute papersWhat do you think was the goal today?Clearest or muddiest point?Write your own questionExit quizzesSolve and Classmates Grade 7. Make Them Read! Readings or videos out of classGUIDE THE READING!Follow up with quizzesHelp students learn how to learn 8. Public Speaking 101f ( x) 3 x 5 1.Multiply by three2.Subtract five.1 f ( x) x ( x5 5) 3by three UNDO Multiply 11. 2.UNDO Subtract five. 9. Pictures! Not just any picturesGood picturesWhy is the sum of the first n odd numbers always a square? 10. Pictorial Superiority Effect Our brains are hard wired for picturesThings written in text are not considered a picture 11. 72 Hours after exposure Recall from hearing onlyRecall from hearing and picture 12. Pictorial Superiority Effect(x2( x 3)( x 5) 2 3x 13)( x 5 x 42) 13. (x23x 13)( x2(13)( x (3 x)( x 2( x )( x225 x 42) 25 x 42)5 x 42)5 x 42) 14. Brain Rules The brain seems to rely partly on past experience in deciding how to learn new thingsMake sure they understand what is new each timeOur senses evolved to work togetherWe learn best if we stimulate several senses at once. 15. Patterns and Connections We are better at seeing patterns and abstracting the meaning of an event than we are at recording detail.Emotional arousal helps the brain learn.So make it emotional. 16. Memory and Brain Rules Most memories disappear within minutesHow do we make sure it gets into long-term memory?Incorporate new information graduallyRepeat it in timed intervals 17. Brain Rules Babies are the model of how we learn observation,hypothesis,experiment,conclusion 18. Darn Kids these days!This is not just about kids these days this research is decades oldBrains more wired for linear bursts than deep thinking (always on etc.) 19. Most Desired Skills - Forbes No. 1 Critical ThinkingNo. 2 Complex Problem SolvingNo. 3 Judgment and Decision-MakingNo. 4 Active ListeningNo. 5 Computers and ElectronicsNo. 6 Mathematics Knowledge of arithmetic, algebra, geometry, calculus, statistics and their application. 20. Find out more! http://tinyurl.com/k3sbgh5 @RobEbymathdudejeby @ blinn.eduBlinn College Bryan Campus(next door to Texas A&M) 21. The Dos and Donts of Personal Branding Online Jon Oaks Macomb Community College www.jonoaks.com 22. 12 Good Words and 7 Bad OnesDave Sobecki Miami University Hamilton 23. Exercise 24. Hard 25. Cancel 26. Input and Output 27. Explain 28. Mimic 29. Context 30. Backwards 31. Real-World 32. Story 33. Variable 34. ALEKS 35. Assume 36. Discover 37. Interpret 38. Rate-of-change 39. Formal 40. Roadblocks 41. And two bonus words that are always appropriate Thank you. Facebook.com/Teachingbackwards @teachbackwards 42. Problem Solving: DONT Just Tell Them What to Do Joe Browne Onondaga Community College Syracuse NY 13215 brownej@sunyocc.eduExercises vs. Problems 43. Exercise Practice a rule or procedure. Factor this polynomialSolve this equationFind the distance between these two pointsDifferentiate these functionsThe student is told exactly what to do. 44. Problem A problem usually requires more thinking and analysis. In most cases there is no formula that immediately gives the answer. yFind a point on a given line which is equidistant from two given points.A PxB 45. Steps in problem solving process 1.Understand the problem.2.Devise a plan (strategy).3.Carry out the plan.4.Look back. 46. Steps in problem solving process 1.Understand the problem.2.Devise a plan (strategy).3.Carry out the plan.4.Look back. 47. Steps in problem solving process 1.Understand the problem.2.Devise a plan (strategy).3.Carry out the plan.4.Look back. 48. Steps in problem solving process 1.Understand the problem.2.Devise a plan (strategy).3.Carry out the plan.4.Look back. 49. Steps in problem solving process 1.Understand the problem.2.Devise a plan (strategy).3.Carry out the plan.4.Look back. 50. When given a problem, Where do students want to start? 1. Understand the problem. 2. Devise a plan. 3. Carry out the plan. 4. Look back.Where should they start?72 51. Ever Heard This? Once I know what to do, its easy. My trouble is knowing where to start.Dont make me try to understand this; just tell me what to do!73 52. In the real world 1.Whose job is it to understand the problem? (Usually company officers and executives.)2.Whose job is it to devise a plan or strategy? (Usually the managers and engineers.)74 53. In the real world 3.Whose job is it to carry out the plan? (Usually the assistants, clerks, and laborers.)4.Whose job is it to look back and see if a satisfactory outcome has been achieved? (Usually the officers and executives again.)75 54. Who are the lowest paid? 1.Company officers and executives.2.Managers and engineers.3.Assistants, clerks, and laborers4.Company officers and executives. 55. Who are most likely to be replaced by automation, outsourcing, or a computer? 1.Company officers or executives.2.Managers or engineers.3.Assistants, clerks, or laborers4.Company officers or executives.77 56. So, if we focus almost entirely on step 3, carry out the plan, what are we preparing our students for?78 57. A thorough knowledge of what skills, techniques, and procedures are possible is necessary, especially to those who devise a plan. But this is not sufficient.79 58. To fully prepare our students for a productive (and well paying) career, we must emphasize all facets of problem solving.80 59. Math + Facebook = Success Nancy Che Mahan Santa Ana College NancyCheMahan@gmail.com 60. Ack! Problems No office Hours No website Keeping track of different campus systems, passwords, websites. Keeping track of Students requests, names, faces, Needing a place to upload documents 61. My Experimentation 62. WHAT can you use this Facebook class group for? 1. Repository 63. WHAT can you use this Facebook class group for? 1.Repository2.Announcements 64. WHAT can you use this Facebook class group for? 1.Repository2.Announcements3.Class Discussions 65. WHAT can you this Facebook class group for? 1.Repository2.Announcements3.Class Discussions4.Etc. 66. WHY Facebook? 1. Math is always in front of them 67. WHY Facebook? 2. Efficient 68. WHY Facebook? 3. Social Environment Face it Facebook is FUN! And Math can sure use some fun! 69. HOW to get started 70. HOW to get started 71. HOW to get started 72. OTHER Important Tidbits Policy: I have a very clear written policy on the use of this forum stated on the "About" section of the class FB page. I warn them that any inappropriate use of the forum results in immediate removal from the group (although this has never been an issue). 73. OTHER Important Tidbits Optional: The use of FB is optional, but I always strongly recommend it. For those who are FB-haters, I tell them that they can create an account with their school email and only use it for this purpose. Once in a blue moon, I have someone who is adamantly against FB, so I just tell them that it's their responsibility to get info from a classmate or myself. 74. OTHER Important Tidbits Privacy 75. What STUDENTS think! 76. What STUDENTS think! 77. What STUDENTS think! 78. http://nancychemahan.blogspot.com/2013/07 /math-facebook.html 79. How Math is Like Golf Laurie K. McManus, Ph.D. Professor of Mathematics St. Louis CC Meramec lmcmanus@stlcc.edu www.mcmathprof.com 80. There are rules that must be followed. 81. You must use the proper equipment. 82. Your skills improve with regular practice. 83. Sometimes its necessary to consult an expert. 84. Your skills do not improve by watching someone else play the game. 85. Patience 86. Persistence may be rewarded. 87. Sometimes you have to calculate. 88. You must be prepared to interpret the result of your calculations. 89. A good score can be very satisfying. 90. It can be a social activity. 91. Sometimes its fun. 92. And now for something completely different Mary Beth Orrange orrange@ecc.edu AMATYC Board Secretary 93. 3.14% of sailors are Pi Rates 94. Q: Why can't you say 288 in public? A: Its two gross! 95. Very Bad Math Jokes: Q: What did the zero say to the eight? A: Nice belt! ***************** Q: How does a cow add? A: It adds one udder to an udder. ****************** Q: Why is the snake so good at math? A: Because hes an adder. 96. Even Worse Math Jokes: Q: Why is the math book so upset? A: Because it has lots of problems. ***************** Q: What did the math plan grow? A: Square roots. ****************** Q: How do you make seven even? A: Take away the s. **************** Q: What did the dollar say to the 4 quarters? A: Youve changed. 97. There are 10 kinds of mathematicians. Those who can think binarily and those who can't... 98. "What's your favorite thing about mathematics?" "Knot theory." "Yeah, me neither." In Alaska, where it gets very cold, pi is only 3.00. As you know, everything shrinks in the cold. They call it Eskimo pi. 99. Q: What does the little mermaid wear? A: An Alge-braQ: What's a polar bear? A: A rectangular bear after a coordinate transformation.Q: What is a dilemma? A: A lemma that proves two results. 100. Motto of the society: Mathematicians Against Drunk Deriving : Math and Alcohol don't mix, so... PLEASE DON'T DRINK AND DERIVE 101. The trouble with Mobius is that he thinks there is only one side to every question. 102. Uh, yeah, Homework Help Line? I need you to explain the quadratic equation in roughly the amount of time it takes to get a cup of coffee. 103. Cat Theorem: A cat has nine tails. Proof:No cat has eight tails. A cat has one tail more than no cat. Therefore, a cat has nine tails. 104. Life is complex. It has real and imaginary components. 105. Q: What is the first derivative of a cow? A: Prime Rib!Q: What is purple and commutative? A: An abelian grape... 106. Math problems? Call1-800-[(10x)(13i)2] sin(xy)/2.362x]"The number you have dialed is imaginary. Please, rotate your phone by 90 degrees and try again..." 107. Math Is Hard Luke Walsh Catawba Valley Community College Hickory, North Carolina lwalsh@cvcc.edu @lukeselfwalker 108. Young man, in mathematics you dont understand things 109. You just get used to them. ~John Von Neuman 110. I am a math instructor. 111. NOR 112. I TEACH MATH WHATS YOUR SUPERPOWER?OPERATORS STANDING BY 113. A. Morgan B. Russell C. Gauss 114. D. Hilbert E. Bell F. Viete 115. G. H. Hardy 116. {1, 2, 3,n} 117. 118. 119. I have never been good at math! 120. Letters are not math! 121. When I was in school 122. we didnt do this type of math! 123. In all of my classes I have As 124. except for math! 125. I have been here for two years 126. trying to avoid math! 127. 128. 129. 2Yes,math is hard! 130. Fair Price Why play? 131. 132. 133. T T F FT F T FT F T T 134. 135. Soap Box Net 136. 137. 138. Yes, math is hard. And so is life. You just get used to them. 139. 140. 141. Creating an Aha! Moment with Function Models Dennis C. Ebersole Northampton Community College 142. Linear Models Slope-Intercept FormForm if the y-intercept is (0,0)88664y = 2x + 3422-55-5y = 2x5-2-2-4-4-6-6 143. Numeric Representations y = 2x x 2 1 0 1 2 3y 4 2 0 2 4 6y = 3x x 2 1 0 1 2 3y 6 3 0 3 6 9 144. Numeric Representations Table with Initial Value Not 0x 5 6 7 8 9y 1 2 5 8 11Table After Translation of Axes and the Associated Equationx5 0 1 2 3 4y+1 0 3 6 9 12y + 1 = 3(x 5) 145. Graphic Representations Convert Graph to a TableNow Translate the Table and Find the Equation of the Line121086425-21015x 4 6 8 10 12y x-4y-8 8 0 0 7 2 1 6 4 2 5 6 3 4 8 4 y 8 = 1/2(x 4) 146. Verbal Representations The Problem Statement Jan has had a plumber do work twice in the last month. The first time she was charged $140 for a 1-hour job. The second time she was charged $320 for a 3hour job. Find a linear model showing the charge as a function of the number of hours on the job.Associated Table, Translated Table, and Symbolic Representationxyx - 1 y - 14011400033202180y 140 = 90(x 1) 147. Quadratic Models Vertex Not at Origin; General FormVertex of Parabola at Origin; One Parameter!6442262y = 2x - 4x + 3-55-55-2-2-4-4-6-6y = -2x2 148. Numeric Representations Vertex at Origin yx 2 1 0 1 2y 12 3 0 3 12x 2 1 0 1 22x2y 8 2 0 2 8 149. Numeric Representations Vertex at (h, k) Vertex is max or min function value x 0 1 2 3 4 5 6y 0 25 40 45 40 25 0Translated Table Yields Equation in Vertex Form x3 3 2 1 0 1 2 3y 45 45 20 5 0 5 20 45 y - 45 = 5(x 3)2 150. Converting Graphic Representations Convert Graph to Translate Table and Find the Table Equation in Vertex Form 642-55-2-4-6x 0 1 2 3 4y 0 3 4 3 0x2 y+4 2 4 1 1 0 0 1 1 2 4 y + 4 = 1(x 2)2 151. Absolute Value Models One Parameter 664422-55-5-2-2-4 152. Absolute Value Models6 64 42 2-5 -555-2 -2-4 -4 153. Numeric Representations Vertex at (0, 0) x 3 2 1 0 1 2 3y 6 4 2 0 2 4 6x 3 2 1 0 1 2 3y 9 6 3 0 3 6 9 154. Numeric Representations Vertex at (h, k) Vertex is max or min function valuex 1 0 1 2 3 4 5y 9 7 5 3 5 7 9Translate vertex to (0, 0) and find equation in y = a|x| formx2 y3 3 6 2 4 1 2 0 0 1 2 2 4 3 y 3 = 2|x 2| 6 155. Graphic Representations to Numeric Vertex is max or min Convert Table to One with Vertex at Find points 1 away (0, 0); Find Equation in y = a|x| Formx-51230012124y36x+2 y+311201245-2-4y + 3 = 2|x + 2| 156. Symbolic to Numeric Representations Find a and Vertex (h, k) Create Table Using Previous Patterns in y k = a|x k|x 4 3 2 1 0y 1 3 = 2 43=1 4 1 2 157. Symbolic to Numeric Representations II Convert Equation to FormUse Patterns to Create Tablexy1101132131 158. Other Functions Models Exponential ModelSame Model After Translation88664422-55-55-2-2-4-4-6-6 159. Other Function Models Sine Function ModelsAfter Translation of Axes88664422-55-55-2-2-4-4-6-6 160. Questions, Comments, Suggestions? Email me: debersole@northampton.edu 161. Discovering the Art of Mathematics Mathematical Inquiry in the Liberal Arts -- Innovative Materials and Pedagogical Support Julian Fleron, Phil Hotchkiss, Volker Ecke, and Christine von Renesse, Westfield State Universitywww.artofmathematics.org...</p>

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