The fall 2013 Conference was a huge success! See below for information about what the conference was like. Stay tuned to the the 42nd annual conference in Monterey on December 5 and 6.

Maps of the Hyatt and the Monterey Area

41^{st} Annual Fall Conference
will Take Place on December 13-14 at the Hyatt Regency Monterey
Hotel and Spa (Note the new hotel in Monterey)

PowerPoints and other Handouts from the Conference:

- Friday Night's Ignite Talk: Click here
- Riki Kuchek: Top 10 Technology Resources for the Math Classroom: Click here
- Michael Hoffman: Building Community and Improving Math Placement at Canada College: Click here
- Karl Ting: The Tai Chi of Basic Mathematics: PowerPoint : Click here Handout: Click here
- Martin Flashman: Using Mapping Diagrams to Understand Functions: Click here
- Michael Sullivan: Simulation and Resampling Methods in Introductory Statistics: Click here
- Dave Sobecki: Removing the Developmental Math Roadblock: Click here
- John Martin: Blaise Pascal and His Magic Hexagram: Click here
- Pat McKeague: What's Up with MOOC's?: Click here
- Eric Schulz: Sticky Precalculus: Download first, then Click here
- Joe Vasta: Math to Math Resuscitation; Ideas to Bring Your Class Back to Life: Handout 1, Handout 2
- Teresa Sutcliff: Flip the Switch: Presentation:
Click Here

Intro Video: http://youtu.be/1iITXHRN8H4 - Charles Barnett: Neither Div Nor Curl Nor Both Constitute the Derivative: Handout, vugraphs
- Jeffery Saikali: Improving Learning by Understanding the Psychology of Human Memory: Click here
- David Ellenbogen: 45 Boredom Busters: Click here
- Marie Bruley: Community College Math Faculty Engagement in Assessment: Click here
- Michael Ergubian: What Are We Doing Now? Click here

Register for the Conference:

- Click here for the registration form in PDF
- Click here for the registration form in Word

Download the Monterey 2013 Conference App:

- On your iPad or smartphone download the "Guidebook" app.
- Once you have your "Guidebook", search for "CMC3 2013".
- Have fun building your schedule!

Program:

- Click here to view the mini-program for the conference.
- Click here to view the full program (PDF)
- Click here to download the full program (Word)

Hotel Reservations and Information:

- Click here to make your hotel reservations or call the Hyatt Regency at 1-888-421-1442.
- Click here for driving directions to the Hyatt Regency.
- Click here for general information about the Hyatt Regency Monterey Hotel and Spa or go directly to the Hyatt website.

Call For Student Posters: CMC3 welcomes community college mathematics students to participate in the student poster session for our conference. For more information about the poster session click here and to access the poster session proposal form, click here.

Call For Proposals: The speakers for this fall's conference have all been confirmed, but if you are interested in being a speaker for 2014, please fill out the Monterey 2014 call for proposals form by clicking here and indicating whether you want to be a back up speaker or are interested in speaking in 2013. Also, any speakers who are interested in giving a talk in the 2014 Recreational Math Conference in Tahoe can fill out the Tahoe 2014 call for proposals form by clicking here.

Vendors: Any vendor interested in having a booth or an ad for the conference please follow this link for information.

**Special Friday Afternoon Workshop:
1:30 to 5:00 pm
**

Presenter: Wade Ellis

Click Here for
the workshop brochure

**An rsvp is required. Please email
Wade Ellis at wade@pcrest.com
or call at (408)-623-3495.**

**Friday Afternoon Workshop: 3:00
to 5:00 PM at the Big Sur Room 1-3**

**After a long week of teaching, come by
the Big Sur room on Friday and grab some much needed food and
drink while enjoying a presentation on the **
**XYZComplete Courses****
**

**Door Prizes!**

**
Please let us know if we will see you Friday!**

**Tentative Schedule**

*** General Interest * **
Room: Spyglass 1

**9 am****
Michael Eurgubian "What are we doing, part two?"**

In 2011, through visitations and
communication, I engaged in a purely objective study of
mathematics departments across the California Community College
system, encompassing the mathematics teaching environments of
each school, student and instructor demographics, delivery
systems, curriculum, equivalencies, campus layout, book
selection, academic standards, student preparation and success,
on-line classes and homework, student services related to
mathematics, and matriculation. This talk is an update, having
now included most of the colleges I did not visitand especially
noting that a great deal has changed in less than two years.

**10:30 am****
John Martin "Blaise Pascal and His Mystic Hexagram"**

Inventor, mathematician,
physicist and theological writer Blaise Pascal has been called
by many, “the greatest might-have-been in the history of
mathematics.” In this talk, we will examine his life and
times and consider one of his most impressive discoveries.

I will talk about many of the important events in Pascal’s
life including his mathematical and scientific discoveries.
This will include a discussion of his publications on projective
geometry, the cycloid and the barometer. I will also
mention some of his religious writings. My main focus
however, will be on a discovery he made when he was sixteen: If
an arbitrary six points are chosen on a conic section and joined
by line segments in any order to form a hexagon, then the three
pairs of opposite sides of the hexagon meet in three points
which lie on a straight line. This theorem will be
presented with the aid of the interactive geometry program
GeoGebra.

**2:30 pm****
David Ellenbogen "45 Boredom Busters"**

The average course meets
45 times. Can each class contain something special?
This session provides material for courses ranging from basic
math through calculus. Attention grabbers include
anecdotes, activities, jokes, puzzles, and cartoons guaranteed
to enrich the classroom experience. Attendees will
leave with material for immediate classroom use.

**4 pm****
Dave Sobecki "Removing the Dev. Math Roadblock"**

Answer this question
honestly: is your beginning algebra course really
pre-pre-pre calculus? The traditional developmental math
curriculum was designed to prepare students for precalc/college
algebra, but many non-STEM students will never take those
classes. Let\'s talk about developing an alternate pathway
for those students. It shouldn't be, of course, but often
it's designed and taught that way. Schools across the
country are seeing the light and designing a new pathways course
for non-STEM students. If designed and implemented
correctly, it’s a win-win-win: students benefit by having
the most significant roadblock to their degree aspirations (the
traditional developmental math sequence) removed. Better
still, the new pathway provides a much richer experience in
terms of contextual learning and critical thinking, one that
benefits them in the college-bearing math courses they will end
up in, as well as in any other course that requires thinking
(i.e. ALL OF THEM.)

For instructors, it’s a win for two reasons: the new
course is a whole lot more fun to teach, and the traditional dev
math courses become a much more robust experience for students
that will continue on a STEM path when the students that have
zero interest in math and science fields are steered to a
different path. Finally, it’s a HUGE win for
administration: higher completion rates, and more students
getting to credit-bearing math courses in a single semester.
In my talk, I’ll provide a view of Pathways from two
perspectives: building a course from the ground up, and
developing materials to go along with that course (since there
are currently none available!) Of course, there will be
plenty of time for questions and interaction, and some good
old-fashioned fun as well.

*** Developmental Education * **
Room: Spyglass II

**9:00 am****
Karl Ting "The Tai Chi of Basic Mathematics"
**Basic skills students fall
into two categories: 1) students who are anxious and thus fear
their lack of understanding of math or 2) students who think
they should not be in a basic skills class and rush through all
their work. In either case, it leads to their lack of success.
The talk will incorporate techniques of the Singapore
mathematics to model the four basic operations of arithmetic,
leading to the development of problems solving skills, and
eventually algebraic abstraction of the modeling of application
problems.

**10:30 am****
Stefan Baratto "Content in Context: Teaching
Students with Real-World
Applications"**

Motivating students who ask, “When will I ever use this?” can be a challenge. Move beyond using applications to motivate topics; use them to teach content. We explore what to look for in applications, how to find them, and how to use them to teach new topics, maintaining student interest and increasing learning and knowledge retention. Explore problem-solving strategies so students can achieve critical thinking. Each application is chosen for its relevance to students’ lives and the world around them. Participants will take applications back to their own classrooms to answer, “Here, this is where you will use this!”

**2:30 pm****
Joe Vasta "Math to Math Resuscitation: Ideas
to Bring Your Class Back to Life"**

What do irrational
numbers have to do with the Fibonacci sequence? What do
logarithms have to do with a counting problem? What do
exponents have to do with ripping paper? What does the
Chain Rule have to do with breaking into a house? How can
probability show you that being polite helps you win the game?
How can bugs be effective calculus teachers? How can you
use topology to turn your shirt inside out while handcuffed?
How can a person give an hour talk over so many topics and more?

**4 pm****
Teresa Sutcliffe "Flip The Switch!"**

Many students do not know
how to study math that is why they fail miserably. In the
flip-the-switch approach the students “attend class at home and
do homework in class.” With this approach, several light
switches turn on for both instructor and students resulting in a
more successful math class.

Traditionally, math teachers lecture, students take down
notes, maybe do a 15-minute group work or some activity at the
end of the class, go home and do homework (if they do).
With this model we see lots of students drop out of or fail the
class. Math instructors talk among themselves and wonder
how students study and oftentimes conclude that students don't
know how to study for math. Students say: I understand it in
class when you do it and I can even do the group work but I
don't know why I don't do well on the test. I'm sure we've
all heard this statement from our students at some point.
We ask them if they do homework and they say yes. We ask
them if they check their answers and they say sometimes.

I have been flipping the classroom for 4 semesters now and
each semester I have changed or refined the way I use the
method. The basic model is as follows: The only
homework I give the students is to come prepared to do the work
in class. They do this either by reading the textbook or
watching videos. When they come to class I give a very
short lecture (10 – 15 minutes) about the topic. The rest
of the class time is devoted to doing the exercises in the
workbook with me walking around and helping out if there are
questions and looking over their shoulders to check if they are
doing the problems correctly.

Students get to write a lot of Math and I get to catch and
point out errors early. Students learn that the way to get
math is by writing it correctly and by doing lots of problems.
Students also get to learn test-taking strategies while doing
the exercises.

*** Panels/Issues * **
Room: Big Sur II & III

**9 am****
Diana Herrington "Impact of Common Core and the
Community College"**

The Common Core standards
at the high school will bring a different student to the college
classroom. This presentation will be an overview of what the
CCSS is and the implications for Community College Math
classrooms. Examples will be given for class work,
projects and the different assessments that students will be
working with.

The Common Core standards and their implementation impacts
how students will learn mathematics and how they will be
assessed. Examples of projects/tasks will be given and
analyzed by participants so an understanding of what incoming
students will have experienced will be summarized. We will also
look at released assessment questions, and if possible actually
take a released series of questions to understand the
difference. This session is all about having a non passive
experience with the Common Core State Standards.

**10:30 am****
Pat McKeague "What's up with MOOCs?"**

Description:
Massive Open Online Courses (MOOCs) are a recent addition to the
options available in higher education. Where did they come
from, what is it like to teach one, do we need to be concerned
about them? These topics, and more, from someone who has
created and taught his own MOOCs.

**2:30 pm****
Marie Bruley "Community College Math Faculty
Engagement in
Student Learning Outcomes Assessment"**

Little is known about California community college math faculty engagement in SLO assessment. In this presentation the results of a mixed methods exploratory study designed to examine the nature of community college math faculty engagement in the student learning outcomes assessment cycle will be discussed.

This presentation will explore the results of a mixed methods exploratory study designed to examine the nature of math faculty engagement in the student learning outcomes assessment cycle. The focus of the study is on the types of changes that math faculty are implementing as a result of assessment outcomes and the institutional environmental factors that impact faculty engagement in SLO assessment. The study fills a gap in the research on student learning outcomes assessment by focusing on how assessment is impacting math faculty teaching practice. This is of particular significance because of the challenge that students have in meeting degree requirements in mathematics and success rates in math classes. This study uses a pragmatic framework to explore faculty engagement by utilizing a mixed methods design that brings in multiple perspectives on the math faculty experience with assessment. The study participants are math faculty from community colleges in the state of California.

The mixed methods design utilized math faculty interviews and a survey instrument designed to describe math faculty engagement in student learning outcomes assessment cycles throughout the California community college system. The presentation will focus on five aspects of the study, the five topics that will be emphasized are as follows: faculty assessment practices, changes due to assessment, the influence of institutional context on assessment practices, institutional support, and the implementation of changes at different levels. Opportunities for dialogue will be provided so that presentation participants can reflect on the study results in light of their own assessment experiences. The opportunities for dialogue will be focused on the five areas of emphasis discussed previously.

**4:00 pm****
Michael Hoffman "Math Jam! Building Community and
Improving
Math Placement at Cañada College" **

While many students from
underrepresented groups enter the California Community
College system with a high level of interest in STEM fields,
the majority of them dropout or change majors even before
taking transfer-level courses. To facilitate the transition
of these students into transfer-level STEM courses, Can ̃ada
College, a federally designated Hispanic-serving institution
in the San Francisco Bay Area, developed an intensive math
placement test review program called Math Jam. This free
program involves students taking the placement test before
and after one or two weeks of intense work on core math
skills. Implementation of the program over the last four
years shows success in improving stu- dent performance in
the math placement test, and success in creating a sense of
community among program participants. An analysis of student
academic performance in subsequent semesters show
significantly higher success and retention rates among Math
Jam participants compared to nonparticipants.

Since the implementation of Math Jam, enrollments in STEM courses have increased significantly, with a higher rate of increase among minority students. Data will be presented along with information related to developing and maintaining a program like this on other campuses.

Since the implementation of Math Jam, enrollments in STEM courses have increased significantly, with a higher rate of increase among minority students. Data will be presented along with information related to developing and maintaining a program like this on other campuses.

*** PreCalculus and Up * **
Room: Cypress II & III

**9 am****
John Jacob "Classroom Mathematics Experiments for
PreCalculus Level Courses"**

The speaker will guide
the participating(!) audience through these three mathematics
experiments that use his specially designed “lab” equipment.(1)
The gradient of a plane and its relation to the two slope
numbers m1 and m2.(2) Tools that can be used with a topographic
map to determine the location of possible obstructions to
straight line visibility.(3) Mapping certain curves and regions
in the plane onto the cone.

**10:30 am****
Martin Flashman "Using Mapping Diagrams to
Understand Functions"**

Mapping diagrams (dynagraphs)
provide a valuable alternative to graphs for visualizing
functions. Core function concepts can be more easily understood
using these diagrams. I will introduce the concepts and
illustrate examples of composition and inverses for linear,
quadratic, and trigonometric functions. Technological tools will
make the presentation more dynamic.

This presentation will condense and abbreviate a workshop on
mapping diagrams given in summer of 2012 at the University of
Utah. I will provide worksheets for participants to
experience the use of mapping diagrams in conjunction with
tables and graphs that illustrate the function concepts of
composition and inverse. Participants will be asked to suggest
ways that the diagrams can assist students in understanding
problem translation for applications.

**2:30 pm****
Charles S. Barnett "Neither Div nor Curl nor Both
Constitute the Derivative"**

In the usual calculus
sequence we begin by defining the derivative of a real-valued
function of a real variable via the limit of a difference
quotient. Next come the techniques for finding the derivative of
familiar functions without resort to the defining relation. As
we work our way to the study of functions from n-space to
m-space where 1≤n≤3 and 1≤m≤3, we encounter “partial
derivatives,” “gradient,” “divergence,” and “curl.” But
“derivative” standing alone seems to disappear, and it
reappears, if at all, in analysis courses above, or to the side
of, Advanced Calculus. That traditional approach has the
advantage of quickly getting to methods that have applications
in engineering and scientific disciplines, the source of most
students who study the calculus sequence. But these
derivative-like concepts, especially Divergence and Curl, seem
to appear out of a vacuum, not as a continuation of the
development of the derivative concept. An alternative approach
is available.

There exists a relatively smooth route from the definition of
the derivative for the one-variable case to the definition of he
derivative for the case in which both domain and range can have
any (not necessarily equal) dimensions. The approach involves
constructing the limit of the Frechet difference quotient,
essentially a directional derivative. If this limit satisfies
certain smoothness conditions, then a derivative emerges, and it
is a linear map; the linearity is demonstrable directly from the
defining relation.

When both the domain and range of a function are real
3-space, then the derivative is a linear map from 3-space to
3-space, and the Divergence and Curl are aspects of that
derivative, but neither one nor both constitute the derivative.
Further properties of the derivative (the Chain Rule, for
example) emerge, without the use of coordinates, along lines
that parallel those used to derive comparable properties of the
derivative for the one-variable case. We do return to
coordinates when performing calculations.

This approach to the multi-dimensional derivative illustrates
the beauty and utility of generalization without having to
resort to the heavy machinery of complete, normed linear spaces.
I hope to promote audience interaction by application of the
results to some standard examples that appear in calculus
textbooks.

*** Technology * **
Windjammer I & II

**9:00 am****
Eric Schulz "Sticky PreCalculus"
**

Do your students have difficulty understanding and remembering mathematical concepts from precalculus? If so, it is time to use interactive visualizations. When students experience an interactive figure, they become engaged in the mathematics and build an understanding of concepts that stick with them for years to come. Well-crafted interactive visualizations break through the barriers imposed by static materials. Ideas, interactive figures, and techniques designed for dynamic teaching and student explorations in precalculus will be shared in the presentation. I'll provide online the interactive figures and supporting materials I use in the presentation for all participants to download and use.

**10:30 am****
Jeffrey Saikali "Improving Learning by Understanding
the
Psychology of Human Memory"**

**2:30 pm****
Riki Kucheck "Top 10 Technology Resources for the
Math Classroom"**

This session will explore
a collection of math-related technology resources including
interactive demos, clever videos, textbook websites, APPs, and
online homework. You should be able to go back to campus and
begin immediately incorporating these materials into your math
courses.

This session will be interactive by asking for participant
input of resources they have used in the categories
demonstrated. Technology shown include, but are not
limited to MAA, Wolfram Alpha Demonstrations, Khan Academy,
YouTube Videos, Harvard Math Video Project, Education Portal,
Tools for Enriching Calculus, Brain Den, Eyejot, CMS, and more.

*** Statistics * **
Room: Windjammer III & IV

**9 am****
James Sullivan "Case Study: Instructor-Created
Intructional Materials"**

This presentation reveals
one instructor's approach to developing instructor-created
materials for an Elementary Statistics course, including text
book, study guides, and video lessons, using widely available
software. The complete progression from initial design elements
to the final production process will be highlighted. Using these
instructor-created materials in an online course has resulted in
an 88% success rate. Participants will learn what is involved in
creating instructional materials should they choose to pursue
this approach in their own courses.

**10:30 am****
Michael Sullivan III "Simulation and Randomization
Techniques in
Introductory Statistics"**

Description: Statistical computing has made it possible to teach inferential topics typically relegated to higher level courses in an introductory course. Simulation methods allow for students to develop conceptual understanding of complicated topics such as a P-value with relative ease. Bootstrapping and randomization techniques use the power of the computer to construct confidence intervals or approximate P-values. These methods provide a powerful and enlightening introduction to traditional inferential techniques. This session will focus on both tactile and computer generated simulations to introduce resampling methods and randomization techniques.

**2:30 pm****
Monica Dabos "What
is R-squared, again? The amount of variation on…. that…"
The definition of
R-squared is recited by many students in exams as a mantra that
is not understood. When this lack of understanding is added to
fixed rules like “Close to ‘1’ = Good model” and “Close to ‘0’=
Bad model”, then students leave statistics classrooms with a set
of tools that lack practical application and therefore cannot be
utilized effectively in different scenarios. In this workshop we
will start by developing conceptual understanding of the
standard deviation, which in turn will help decode the mysteries
of the R-squared definition and reveal its importance in
decision-making.
This workshop will have hands-on activities that can be
replicated with students in the classroom.**

**4 pm****
Kevin Brewer "What Do Hypothesis Tests Teach Us
About the
Truth of Hypotheses? Answer: Nothing"**

The goal of the presentation is to shed light upon the notion of statistical inference in the context of hypothesis tests by viewing such tests in their historical context. According to Neyman-Pearson statistics, the theory of statistics which is (supposed to be) the theoretical basis for most current statistics textbooks, one does not ‘infer’ anything at all about the truth or falsity of a hypothesis at the conclusion of a hypothesis test. Only when the work of Neyman and Pearson is set against the school of Bayesian statistics and also against the work of R. A. Fisher can we understand why and how they arrived at a view which will surely strike many as counterintuitive. Accordingly, the paper proceeds by presenting brief overviews of Bayesianism, the work of Fisher and finally that of Neyman and Pearson. With these in place we conclude by taking a fresh look at what most textbook writers say about hypothesis tests.

Motivation/Background: the presentation really addresses the meaning of statistical inference, in the context of hypothesis tests. I'm sure that you are aware that many community college stats instructors learned the material for the course the first time that they taught it (I was one of those 1995 in fact). My background studying philosophy of science lead me into historical and foundational reading on the topics covered in intro stats texts. I discovered a fascinating history of debates among the statisticians who put forth the various views about what statistical inference is and how it is justified. The goal of the talk is to unsettle statistics teachers, and to hopefully excite their interest too. I will provide a large 'further reading' list for participants.

I really do think that it is impossible to understand what is going on in hypothesis tests (and confidence intervals too, but that's another presentation) without knowing where they came from and what the designers of the various views were responding to and trying to accomplish. I hope to fill in these gaps in the presentation.

For conference information, contact

Mark Harbison at
harbism@scc.losrios.edu

For registration information, contact

Joe Conrad at Solano
Community College at (707)864-7000 x4372

Joe Conrad

Mathematics Department

4000 Suisun Valley Road

Fairfield, CA 94534

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