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 "bottomup," not a "topdown" 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; 34:30PM 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 toplevel 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: Inquirybased learning–research on inquiry methods
 48: Inquirybased learning–classroom implementation
 52: Inquirybased 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: Datacentered 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 tenuretrack faculty
 36: Professional development for pretenure 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 tenuretrack 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 nonmathematicians
 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