Summer 2005 Meeting of the Canadian Mathematical Society (CMS), June 3-6, UW
Some interesting talks about teaching and learning mathematics at the Meeting.
Exploratory Classroom Problems in Calculus, Peter Taylor
Two sessions of talks and workshops held in the morning and afternoon in MC 2017 from 10:15-12:15 PM and 4-5:30 PM.
Two of the talks:
Saturday Jun 4, 10:15-10:45 PM, MC 2017.
The session will be run less formally this year, rather than a sequence
of programmed speakers, in a more interactive, discussion-oriented way.
Problems will be presented and discussed and perhaps revised, related
to other work, etc. An article in the November 04 CMS Notes (page 12)
sets the theme for the session. The main thrust is expected to be
towards the large-lecture service courses. Our objective is to affirm
the creative and "human" element in the course. Problems should be
beautiful, powerful and sophisticated (as are we as humans!). In some
ways such problems will therefore be somewhat beyond the technical and
conceptual capability of the student and thus they represent a real
stretch. Most importantly they must be discussion oriented. We want
students to put forward conjectures, to try things out, to share
insights with a partner or with the class as a whole. And at the end of
the class, or the week, though they won't have, and perhaps never will,
fully come to grips with the problem, they might w
Information Technology-Impact on Calculus Problem Solving Skills/Historical Perspective, Ved Madan
Saturday Jun 4, 4-4:20 PM, MC 2017.
Changes in mathematics instructions over the past three decades have
been necessitated by increasing student numbers at post-secondary
institutions. Advances in technology have benefited mathematics
instruction, particularly in the area of calculus due to its analytic,
graphic and numeric approaches to solving real life problems.
Until the 1970s, Calculus was taught with traditional text books. In
the 1980s, non-linear processes in Reform Calculus involved the use of
graphing calculators and computer spreadsheets. Websites designed to
promote the sharing of information and ideas became popular in the
1990s. In the 21st century, increasingly sophisticated technological
tools such as teleconferencing and chat rooms are enhancing calculus
problem solving skills with one-to-many and many-to-many web-based
collaborative instructional strategies for student-centered learning.
The pitfalls of advances in technology also need to be recognized. For
example, students today may be lacking basic skills that would allow
them to perform calculations without the benefit of calculator.
This presentation will review some major developments in technology
since the 1970s and share information on how technology advancement has
influenced calculus problem solving skills-both positively and
negatively.
How much mathematics can be for all?, Keith Devlin
Friday June 3, 7-8 PM, DC 1350.
In my book The Math Gene [Basic Books, 2000], I presented an
evolutionary argument to show that the basic capacity for mathematical
thinking is present in everyone as part of our genetic inheritance. But
how much mathematics comes in this way? Is there a point beyond which
most people will simply never get it? I believe there is sufficient
evidence to suggest that the answer may be yes, and that among those
parts of mathematics that can possibly be mastered only by a few is at
least one topic taught in the middle school.
Note:
The Mathematics of Silly Investment Strategies, or How to Win the Globe and Mail's Stock Picking Contest, Moshe Milevsky
Public lecture (free event), Sunday June 5, 7-8 PM, DC 1350.
During the year 2002, 2003 and then again in 2004, I won a national
stock picking contest organized by the investments editor of the Globe
& Mail. This presentation focuses on some of the mathematical issues
surrounding this (dubious) achievement. More specifically, in the
presentation I will discuss joint-work with Tom Salisbury on the
optimal strategy for playing such a stock market game. Oddly enough,
the way to win such a contest is by doing the exact opposite of what
one should do with their own personal portfolio. In addition, I will
provide some general insights on investment management in a random
environment and I will discuss some common mistakes investors make when
allocating their personal wealth. And, while the mathematics underlying
stock picking is quite beautiful and elegant, the practical implication
is that you shouldn't pick stocks and investments for your own
portfolio based on what you read in the newspaper. The Mathematics of
Silly Investment Strategies, or How to Win the Globe and Mail
During the year 2002, 2003 and then again in 2004, I won a national
stock picking contest organized by the investments editor of the Globe
& Mail. This presentation focuses on some of the mathematical issues
surrounding this (dubious) achievement. More specifically, in the
presentation I will discuss joint-work with Tom Salisbury on the
optimal strategy for playing such a stock market game. Oddly enough,
the way to win such a contest is by doing the exact opposite of what
one should do with their own personal portfolio. In addition, I will
provide some general insights on investment management in a random
environment and I will discuss some common mistakes investors make when
allocating their personal wealth. And, while the mathematics underlying
stock picking is quite beautiful and elegant, the practical implication
is that you shouldn't pick stocks and investments for your own
portfolio based on what you read in the newspaper.