Expanded Classification System for JMM 2022 and Beyond

This is the expanded classification system for sessions and talks at the JMM starting in 2022 and beyond. In addition to the existing MSC classifications, there are new ones, listed here. Session organizers and individual speakers should use these codes to find classifications that represent their interests when submitting proposals for the scientific program, or abstracts for their talks.

The JMM program is organized in a "bottom-up," not a "top-down" way — sessions and talks occur because individuals and small groups of mathematicians take the initiative to organize them. The JMM has welcomed mathematicians in partnership for decades, and the gathering will continue on in that spirit for decades to come.

Beginning in 2022, the AMS will solely manage the meeting logistics for all participating organizations. We are committed to the principle that the JMM strives to represent the full spectrum of interests of the mathematical community, and we hope that future JMMs will be as broad, and potentially even broader, than they are now.

Learn more at: "The Future of the JMM and What to Expect at JMM2022" organized by Martin Bridgeman, Boston College; 3-4:30PM MST, Friday, January 8 at JMM 2021.

New Subject Codes for Sessions and Talks at AMS Meetings

  • 101: Teaching and learning
  • 101A: Teaching and learning advanced topics
  • 00: General
  • 01: History and biography
  • 03: Mathematical logic and foundations
  • 05: Combinatorics.

  • (One entry for each top-level MSC subject classification code).

  • 97: Mathematics education
  • 99: None of the above, but in this section
  • 101B:Teaching and learning other topics
  • 00: General
  • 04: Calculus
  • 08: Elementary statistics
  • 12: Problem solving
  • 16: Developmental mathematics
  • 20: Advanced high school mathematics
  • 24: Preparation for calculus
  • 28: First year seminar
  • 32: Introduction to proof
  • 36: Capstone experience
  • 40: Quantitative literacy
  • 44: General education mathematics
  • 48: Mathematical preparation of teachers
  • 99: None of the above, but in this section
  • 101C: Approaches to teaching and learning
  • 00: General
  • 04: Scholarship of teaching and learning
  • 08: Critical thinking
  • 12: Active learning
  • 16: Fostering creativity
  • 20: Writing in mathematics and statistics courses
  • 24: Modeling in mathematics and statistics courses
  • 28: Projects in mathematics and statistics courses
  • 32: Big data in mathematics and statistics courses
  • 36: Finding realistic applications of undergraduate mathematics and statistics
  • 40: Integrating student research into undergraduate courses
  • 44: Inquiry-based learning–research on inquiry methods
  • 48: Inquiry-based learning–classroom implementation
  • 52: Inquiry-based learning–resources
  • 56: Flipped classrooms
  • 60: Online courses
  • 99: None of the above, but in this section
  • 101D: Teaching and learning outside the classroom
  • 00: General
  • 04: Math circles for students and teachers–organization
  • 08: Math circles for students and teachers–activities and problems
  • 12: Math clubs–organization
  • 16: Math clubs–activities
  • 20: Math camps
  • 24: Mathematics competitions
  • 28: Research experiences for undergraduates
  • 32: Research experiences for teachers
  • 36: Research experiences for K–12 students
  • 40: Undergraduate research–activities and problems
  • 44: Graduate research–activities and problems
  • 48: Service learning
  • 52: Internships
  • 99: None of the above, but in this section
  • 101E: Course and curriculum design and administration
  • 00: General
  • 04: Grading
  • 08: Assessment
  • 12: The mathematics major
  • 16: The statistics major
  • 20: The data science major
  • 24: The operations research major
  • 28: The mathematics education major
  • 32: Minors in the mathematical sciences
  • 36: Corequisite courses
  • 99: None of the above, but in this section

  • 102: Recreational mathematics
  • 102A: Topics in recreational mathematics
  • 00: General
  • 04: Puzzles
  • 08: Magic tricks
  • 12: Games
  • 16: Gambling
  • 20: Sports
  • 24: Origami
  • 28: Tilings
  • 99: None of the above, but in this section

  • 103: Professional development and professional concerns
  • 103A: Professional development by function
  • 00: General
  • 04: Administrative skills (managing people, running meetings, conducting reviews,...)
  • 08: Assessment, feedback, and metrics
  • 12: Case studies
  • 16: Classroom practices
  • 20: Communities of practice
  • 24: Data-centered methods
  • 28: Design practices
  • 32: Diversity, equity, and inclusion
  • 36: Interdisciplinary courses
  • 40: Interdisciplinary research
  • 44: Mentoring
  • 48: Online initiatives
  • 52: Professional skills (program management, time management, ...)
  • 56: Technology
  • 99: None of the above, but in this section
  • 103B: Professional development by target audience
  • 00: General
  • 04: Preparation for graduate school
  • 08: Preparation for careers in academia
  • 12: Preparation for careers in business and industry
  • 16: Preparation for careers in government
  • 20: Professional development for undergraduates
  • 24: Professional development for graduate students
  • 28: Professional development for faculty
  • 32: Professional development for non tenure-track faculty
  • 36: Professional development for pre-tenure faculty
  • 40: Professional development for tenured faculty
  • 44: Professional development for teaching faculty
  • 48: Professional development for research faculty
  • 52: Professional development for department chairs
  • 56: Professional development for university administrators
  • 60: Professional development for mathematical scientists in business and industry
  • 64: Professional development for mathematical scientists in government
  • 99: None of the above, but in this section
  • 103C: Professional concerns by target audience
  • 00: General
  • 20: Concerns of undergraduates
  • 24: Concerns of graduate students
  • 28: Concerns of faculty
  • 32: Concerns of non tenure-track faculty
  • 36: Concerns of junior faculty
  • 40: Concerns of senior faculty
  • 44: Concerns of teaching faculty
  • 48: Concerns of research faculty
  • 52: Concerns of department chairs
  • 56: Concerns of university administrators
  • 60: Concerns of mathematical scientists in business and industry
  • 64: Concerns of mathematical scientists in government
  • 68: Concerns of the entire mathematical community
  • 99: None of the above, but in this section

  • 104: Wider issues
  • 104A: Mathematics and other fields
  • 00: General
  • 04: Mathematics and the arts
  • 08: Mathematics and music and dance
  • 12: Mathematics and theater, film, video, and the performing arts
  • 16: Mathematics and computer and video games
  • 20: Mathematics and fiction, literature, and poetry
  • 24: Mathematics and history and biography
  • 28: Mathematics and philosophy
  • 32: Mathematics and the humanities/humanistic mathematics
  • 36: Mathematics and economics
  • 40: Mathematics and the social sciences
  • 41: Psychology of individual mathematicians
  • 42: Sociology of the mathematical community
  • 46: Mathematics and ecology, earth, and environmental sciences
  • 50: Mathematics and the health sciences
  • 54: Mathematics and the biological/life sciences
  • 58: Mathematics and the physical sciences
  • 62: Mathematics, computer science, and data science
  • 66: Mathematics and engineering and technology
  • 70: Mathematics and business
  • 74: Mathematics and architecture
  • 78: Mathematics and humor
  • 82: Mathematics and sports
  • 86: Mathematics and interdisciplinary perspectives and concerns
  • 99: None of the above, but in this section
  • 104B: Broader concerns
  • 00: General
  • 04: Inclusion and diversity in the mathematical community
  • 08: Mathematics and diversity in society at large
  • 12: Public awareness of mathematics/communication with non-mathematicians
  • 16: Outreach
  • 20: Quantitative literacy
  • 24: Communicating mathematics
  • 28: Mathematics/mathematicians and the internet
  • 32: Mathematics/mathematicians and human culture
  • 36: Mathematics/mathematicians and academia
  • 40: Mathematics/mathematicians and business and industry
  • 44: Mathematics/mathematicians and government
  • 48: Mathematics/mathematicians and the national laboratories
  • 50: Mathematics/mathematicians and civilian government agencies
  • 52: Mathematics/mathematicians and the military, defense, and intelligence agencies
  • 56: Mathematics/mathematicians and public policy
  • 60: Mathematics/mathematicians and social justice
  • 64: Mathematics/mathematicians and sustainability
  • 68: Ethical questions in mathematical teaching, practice and research
  • 72: Issues facing mathematicians and the mathematical community
  • 99: None of the above, but in this section