AMS Sectional Meeting AMS Special Session

Current as of Sunday, November 3, 2024 03:30:04

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2024 Fall Western Sectional Meeting

• University of California, Riverside, Riverside, CA
• October 26-27, 2024 (Saturday - Sunday)
• Meeting #1201

Associate Secretary for the AMS Scientific Program:

Michelle Ann Manes, michelle.manes@gmail.com

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Special Session on Advances in Understanding of Student Thinking in Lower Division Mathematics Courses

• Saturday October 26, 2024, 8:00 a.m.-11:00 a.m.
  Special Session on Advances in Understanding of Student Thinking in Lower Division Mathematics Courses, I
  Room 2132, Interdisciplinary South
  Organizers:
  Sara Lapan, University of California, Riverside slapan@math.ucr.edu
  Jeffrey S Meyer, University of California, Riverside
  Rasha Issa, University of California, Riverside
  

  • 8:00 a.m.
    Morning Introductions and Discussions
  • 8:30 a.m.
    How Near-Peer Mentors Bridge Student and Instructor Perspectives in Mathematics Classes
    Brinley Poulsen Stringer*, Boise State University
    (1201-97-41244)
  • 9:00 a.m.
    College Algebra Students' Perceptions of Exam Errors and the Problem-Solving Process
    Linda C. Burks, Santa Clara University
    Mary E Pilgrim*, San Diego State University
    (1201-97-40326)
  • 9:30 a.m.
    Developing Strengths-Based Resources for Calculus
    Danielle Dawn Champney*, California Polytechnic State University
    (1201-97-41008)
  • 10:00 a.m.
    Developing Students' Mathematical Thinking and Problem-Solving Practices: Lessons from Research on Calculus and Precalculus Learning
    Marilyn P. Carlson*, Arizona State University
    (1201-97-40803)
• Saturday October 26, 2024, 3:00 p.m.-6:00 p.m.
  Special Session on Advances in Understanding of Student Thinking in Lower Division Mathematics Courses, II
  Room 2132, Interdisciplinary South
  Organizers:
  Sara Lapan, University of California, Riverside slapan@math.ucr.edu
  Jeffrey S Meyer, University of California, Riverside
  Rasha Issa, University of California, Riverside
  

  • 3:00 p.m.
    Intellectual Need: A Guiding Principle for Instructional Design and Implementation
    Guershon Harel*, University of California San Diego
    (1201-10-41453)
  • 4:00 p.m.
    Unpacking Learners' Interpretations of Instructional Language for Abstract Algebra Concepts motivates a Multi-party Embodied Instructional Approach
    Brian P Katz, California State University, Long Beach
    Jessica Lajos*, Utah State University
    (1201-97-38546)
  • 4:30 p.m.
    Using a Norm Tensions Framework to Identify Students' Challenges with Communication Norms in Inquiry-Based Undergraduate Mathematics Classes: The Case of One International Multilingual Student
    Ernesto Daniel Calleros*, California State University Fresno
    (1201-97-41231)
  • 5:00 p.m.
    Redefining Smartness: Student Perspectives in the Mathematics Community College Classroom
    Gabriela Hernandez*, San Diego State University
    Mary E Pilgrim, San Diego State University
    Charles E. Wilkes II, University of Califonia, Davis
    (1201-97-41531)
  • 5:30 p.m.
    Investigating Student Success through Student Identities and Experiences in Undergraduate Mathematics
    Colin Thomas McGrane*, San Diego State University
    (1201-97-41068)
• Sunday October 27, 2024, 8:00 a.m.-11:00 a.m.
  Special Session on Advances in Understanding of Student Thinking in Lower Division Mathematics Courses, III
  Room 2132, Interdisciplinary South
  Organizers:
  Sara Lapan, University of California, Riverside slapan@math.ucr.edu
  Jeffrey S Meyer, University of California, Riverside
  Rasha Issa, University of California, Riverside
  

  • 8:00 a.m.
    Morning Discussions
  • 8:30 a.m.
    Exploring Student Thinking with Single and Multiple Coordinate Systems
    Inyoung Lee*, Utah Valley University
    (1201-97-41448)
  • 9:00 a.m.
    Linear Algebra Students' Use of Function Composition in the Context of Linear Transformations
    Lorna Headrick*, Arizona State University
    (1201-97-41035)
  • 9:30 a.m.
    Using the cK¢ Model to Explore Conceptions of Linear Independence and Spanning Sets: Can We Reveal and Remedy Student Challenges?
    Saba Gerami*, University of Michigan
    (1201-15-40164)
  • 10:00 a.m.
    Attitudes and Perceptions About Mathematics of Students in Lower-Division Courses at a Hispanic Serving Institution
    Steve Balady, California State University, San Bernardino
    Dalton D Marsh*, California State University, San Bernardino
    Lamies Nazzal, California State University San Bernardino
    (1201-97-40944)
  • 10:30 a.m.
    From Scribbles to Solutions: Harnessing Handwritten Math for Deeper Learning
    Michael Reynolds*, Indian River State College
    (1201-97-37045)
• Sunday October 27, 2024, 2:00 p.m.-5:00 p.m.
  Special Session on Advances in Understanding of Student Thinking in Lower Division Mathematics Courses, IV
  Room 2132, Interdisciplinary South
  Organizers:
  Sara Lapan, University of California, Riverside slapan@math.ucr.edu
  Jeffrey S Meyer, University of California, Riverside
  Rasha Issa, University of California, Riverside
  

  • 2:00 p.m.
    How do CA K-12 standards documents define and use ratio language? A guide for college instructors.
    Steve Balady*, California State University, San Bernardino
    (1201-97-41220)
  • 2:30 p.m.
    Redesigning an Upper Division Math Course for Future Secondary Teachers
    Jaime Alfonso Santos*, San Diego State University
    (1201-97-41023)
  • 3:00 p.m.
    The Impact of a Redesigned Differential Equation Course on Prospective Teachers: Embracing a Critical Stance
    Nancy (Ruo Ning) Qiu*, San Diego State University
    (1201-97-40229)
  • 3:30 p.m.
    Teaching analysis via arbitrarily close
    John A. Rock*, Cal Poly Pomona
    (1201-10-39065)

Inquiries: meet@ams.org

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