Most of your mathematical life, you have known that pi is an irrational number somewhere between 3.1 and 3.2. But if we exchange the usual Euclidean norm for another norm, the geometry of the plane changes, including a change in the shape of circles and the associated value of pi. From this new vantage point, pi can be any of an infinite number of different values. What are these values? What does a pivalue indicate about its associated norm and vice versa? We will observe several surprising twists and turns and find interesting questions that are yet unanswered.
Cornelia Van Cott is an associate professor and chair of the Department of Mathematics and Statistics at the University of San Francisco, where she has been for ten years. She received her B.S. in mathematics at Wheaton College (Wheaton, Illinois) and her Ph.D. at Indiana University. Outside of teaching math courses, she enjoys thinking about topology and working with children at math circles and summer math camps. Cornelia also serves on the leadership team for the San Francisco Math Teachers’ Circle.
Students in math classes frequently work under the assumption that reading is unnecessary since the instructor will explain everything in class. Meanwhile, instructors work under the assumption that their students won't (or can't) read and hence feel duty bound to explain everything in class. As long as everybody understands their role in this game of passive education, the students remain generally happy pretending to learn, and the teachers cringingly continue moving through content that they correctly conclude their students do not comprehend. In this talk, we explore what happened when several instructors decided to change the rules of the game, teaching the students how to read mathematical texts, and then requiring students to actually do it! In addition to summarizing the method, there will be lots of examples of successes and failures, links to an abundance of resources, and a case made that mathematics, as a student discipline, needs to recapture its role as a liberal art rather than a mechanical one.
Adam Glesser received his Ph.D. in Mathematics from UC Santa Cruz and has taught at the University of Aberdeen (Scotland), Suffolk University (Boston), and, for the last seven years, California State University, Fullerton. His primary research area is in the representation theory of finite groups, though in recent years he has branched out to do research in complex numbers, curvature, differential equations, affine geometry, math education, and even wrote a book for his department's Business Calculus course. In his free time, Adam enjoys coaching baseball and playing board games. In fact, his love of board games is so strong, he designed a freshmen level course that teaches problem solving through board games just so that he had an excuse to play games as school!
The implementation of AB705 will increase the number of sections of Introductory Statistics across the state. Many instructors who have taught statistics will most likely find themselves teaching it in the near future. We all will be teaching students who show up in our classes without having taken the traditional prerequisite courses. The challenges we face are daunting, but this is an opportunity to reexamine how this course is taught.
Join us as George Woodbury shares his thoughts on “Statistics – Then and Now.” Among the topics will be creating an active learning environment, effective use of technology, early introduction of inferential techniques, and new inferential techniques (randomization, resampling, simulation, bootstrapping). There will be time for questions and answers.
Presentations can be found below.
9:00  10:00 am  10:30  11:30 am  2:30  3:30 pm  4:00  5:00 pm 

A Conversation on AB 705 from the State Perspective Dr. Janet Fulks & Katia Fuchs ASCCC and City College of San Francisco Presentation I II III IV V VI 
AB 705 and Developmental Math Nicole Gray & Jennifer Sinclair Foothill College Presentation 
AB 705 and Statway Scott Guth Mt. San Antonio College Presentation 
Skyline’s Answer to AB 705 David Hasson Skyline College 
Photomath: Friend or Foe? Gale Bach & John Martin Santa Rosa Junior College 
The Cow Problem of Narayana Pandita Dean Gooch Santa Rosa Junior College 
The Caliri Circles: a Set of Unit Circle Teaching Devices David Caliri 
Panel: What Does Industry Want From Our Students? Joe Conrad, Moderator 
Unreasonable Utility of the"GoodAsNew" Postulate in Probability and Statistics Charles S. Barnett Las Positas College 
AB href Designing an Effective Corequisite Program Jay Lehmann & Chris Walker College of San Mateo Presentation I II 
The Pedagogy of Presentation Joshuah Harris Alisal Union School District 
Communities of Practice transitioning to an AB 705 world Vanson Nguyen College of Alameda Presentation 
OERenabled Canvas Sample Course Shells  Equity for all! Barbara Illowsky De Anza College Presentation 
Free Online Math Homework System 101" Larry Green & Jessica Kuang Lake Tahoe College and Oxnard College Presentation 
1+1=3: The Synergies of Effective Group Work Melissa Wolfson & Laura Louie San Diego Miramar College 
Panel: Leadership Opportunities at CMC3 Katia Fuchs, Moderator 
The (Mathematics of the) Great American Eclipse Trey Cox ChandlerGilbert Community College 
Student Poster Session James Sullivan, Organizer 
Infuse Sustainability in Your Courses Sara Jones Santa Rosa Junior College 

Khan Academy Missions and Community College Math Ed Research Shandy Hauk WestEd 
San Jose State University BA/Single Subject Credential in
Mathematics Barbara Pence & Cheryl Roddick San Jose State University 
Incorporating Mathematical Mindsets George Woodbury College of the Sequoias 
View the Full Conference Program or the MiniProgram
For conference information contact Jennifer CarlinGoldberg. For registration information contact Kevin Brewer