Registration fees are reduced for 2021 AMS Spring Sectionals. Registered participants can watch recorded content on demand.
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AMS Open Math Notes offers freely downloadable mathematical works in progress for researchers, teachers and students. These draft works include course notes, textbooks, and research expositions in progress. They have not been published elsewhere, and, as works in progress, are subject to revision. Visitors are encouraged to download and use these materials as teaching, research, and study aids, and to send constructive comments and suggestions to the authors.
Top ways to use free AMS math content.
Remote pairing with your institution's library to access MathSciNet and other AMS content during COVID-19 closures.
The AMS has partnered with researchseminars to offer the mathematical sciences community a public venue for promoting both upcoming research talks and previously recorded talks.
MathSciNet® is still available and being updated, but more slowly than under usual circumstances. Please contact your institution's library to set up remote pairing to access.
Note: MathSciNet is still sending electronic material to reviewers. We know that many reviewers' situations have changed dramatically, so we are providing them a means to become "inactive reviewers" for the time being. Read more at the Beyond Reviews: Inside MathSciNet blog.
How COVID-19 is Changing Research Culture. Robert Harington, AMS Associate Executive Director for Publishing, interviews Daniel Hook, CEO of Digital Science and co-author of a report on the impact of COVID-19 on the culture of scholarly research.
AMS 2021 Spring Sectionals will be held VIRTUALLY on the originally planned dates. Attend, present, and connect with colleagues from anywhere. Further details will be posted as soon as they are available. Please send any questions to firstname.lastname@example.org.
The Mathematics Research Communities (MRCs) program is operating with a reconfigured schedule for 2021. We will announce further updates to the MRC schedule as plans evolve. Contact us with any questions.
Watch a webinar series by experts in online course design and delivery.
Supporting Math Majors and Graduate Students in the Time of Pandemic. By panelists Giovanny Marquez and Lucy Martinez, and moderator Pamela E. Harris from a JMM 2021 special session organized by Dr. Katherine Stevenson, chair of the AMS Committee on Education.
Remote Proctoring: A Failed Experiment in Control. By Ben Blum-Smith, On Teaching and Learning Mathematics blog.
The Conference Board of Mathematical Sciences (CBMS) COVID-focused survey report of four- and two-year undergraduate math and statistics programs in the U.S. is scheduled for release March 2021. Dissemination of the results will be useful regarding the impact of and responses to the pandemic.
Transitioning to Online Teaching. Ideas for how to structure classes, assign and assess student work, ‘netiquette’ and more.
Learning during the pandemic - What we wish our professors and mentors knew. From student authors Mayleen Cortez, Brooke Keene-Gomez, Lucy Martinez, Amaury V. Miniño, Kelemua Tesfaye, and Stephanie. Blog post compiled by Melissa Gutiérrez González, Pamela E. Harris, and Alicia Prieto Langarica on the e-Mentoring Network blog.
Grading as an issue of justice in this time of transition. By Brian Katz and Kate Owens on the inclusion/exclusion blog.
During this pandemic period, the National Science Foundation (NSF) continues to update its information, aiming to provide maximum flexibility. Principal investigators are encouraged to reach out to program officers directly. Visit the NSF statement on deadline extensions and flexibilities for grants and proposals, including extension of some upcoming proposal deadlines. Also review guidelines and FAQs on research safeguards.
Supporting Early-Career Researchers Act (HR 8044)
Early career researchers are being hit hard by COVID-19. Disruptions are happening at a critical moment in their professional development and could very well create a long-term impact on research talent in the US. In response, the Supporting Early-Career Researchers Act (H.R. 8044) has been introduced in the House. This bill is a bipartisan effort to to “forestall the loss of research talent by establishing a temporary early career research fellowship program” at the National Science Foundation (NSF). Along with many other societies and universities, the AMS has endorsed this bill. Please urge your representative to support this bill or, if your Rep has already signed on as a cosponsor, send a thank you note.
The RISE Act (HR 7308, S 4286) is aimed at repairing the damage done to the research infrastructure and to researchers on university campuses. This bill has been introduced in both House and Senate and has bipartisan support. The request is for \$26 billion in emergency relief funding to be given to various science-funding agencies, including \$3 billion for the NSF. The AMS is looking to encourage cosponsors for the RISE Act, and you can urge your members of Congress to add their support using the AMS Take Action webpage.
Support Our International Students and Faculty Colleagues: Update. AMS Director of Government Relations Karen Saxe on the action over 400 mathematicians and the Joint Policy Board of Mathematics (JPBM) have taken in support of international students and colleagues. On the Capital Currents blog.
Carnegie Mellon Mathematician develops accurate, anonymous NOVID app for contact tracing. Po-Shen Loh led the team that developed NOVID, which can demonstrate the distance accuracy required to perform contact tracing without significant false positives.
Mathematics and the Family Tree of SARS-CoV-2. AMS Feature Column by Bill Casselman
10 Tips for making sense of COVID-19 models for decision making. by Elizabeth A. Stuart, Daniel Polsky, Mary Kathryn Grabowski, and David Peters at Johns Hopkins Bloomberg School of Public Health
Why forecasting COVID-19 is harder than forecasting elections by Galen Druke, Laura Bronner and Maggie Koerth on fivethirtyeight.com
Why it's so freaking hard to make a good COVID-19 model by Maggie Koerth, Laura Bronner and Jasmine Mithani on fivethirtyeight.com
Working to model COVID-19. Biostatisticians Helen Jenkins and Laura Forsberg White of Boston University discuss the pandemic and its data challenges.
Video Series: Mac Hyman of Tulane University talks Mathematical Modeling and COVID-19
A Tour of Mathematical Models for COVID-19. A tour of two models: the MIDAS Network (Models of Infectious Disease Agent Study) and the COVID-19 forecast from the CDC (Centers for Disease Control and Prevention)
COVID-19 Models & Data. The strengths and weaknesses, the data that we currently have and what we really need, and what models can tell us about a possible second wave.
Mathematical Modeling of COVID-19: A New Discussion. The reproductive number of COVID-19, the wide range of estimates for the future, & the role that mathematicians can play during the pandemic.
New Orleans and COVID-19. COVID-19's effect on New Orleans and the proper social behavior once we emerge from quarantine.
Mathematical Modeling of COVID-19. including sites with data, transmission models, and the need to incorporate social behavior in models.
The Mathematics of COVID-19. The mathematics involved with modeling COVID-19. Why models are useful even though they are simulations.
In a time of rapid change related to the spread of COVID-19, the AMS is maintaining operations in the best possible way.
During this unprecedented and uncertain period, we appreciate your sense of community and your patience, as we continue our mission to support, engage and serve you. Please check this page regularly for updates and resources.
Our thoughts go out to all of you.
We will remain vigilant in monitoring the situation and responding rapidly, as conditions evolve.
Stay safe and healthy,
Catherine Roberts, Executive Director