Spring 2020 Spring Conference

Friday, March 27

6:00 p.m. - 9:00 p.m.: Social, reception, nacho bar

Saturday, March 28

7:00 a.m. - 9:00 a.m.: Breakfast
8:00 a.m. - 9:00 a.m.: Registration
9:00 a.m. - 10:00 a.m.: Breakout session
10:30 a.m. - 11:30 a.m.: Breakout session
11:30 a.m. - 12:30 p.m.: Lunch
12:45 p.m. - 1:15 p.m.: Business Meeting
1:15 p.m. - 2:15 p.m.: Keynote Speaker: Dr. Ivona Grzegorczyk
2:30 p.m. - 3:30 p.m.: Breakout session

Keynote Presentation

Speaker: Dr. Ivona Grzegorczyk

Title: Magic Tricks and Activities Supporting Active Learning in Mathematics

Abstract: We will involve you in interactive tricks promoting activities learning, experimentation and algebraic modeling. The activities are designed for introductory algebra courses to generate engagement, complexity and advanced mathematical thinking.

Speaker Profile: Dr. Ivona Grzegorczyk received her Ph.D. in Mathematics from the University of California Berkeley. Her current includes the fields of Algebraic Geometry and Mathematics Education. She has designed numerous active learning activities, puzzles, student research projects and mathematical magic trick inspiring critical thinking. She is the author of several educational books including "Mathematics and Fine Arts "(2000), "Al Zebra explains Algebra" (2010), "Art Dragon teaches Arithmetic" as well as many research papers in the areas of algebraic geometry, educational games and mathematics education. Currently, Dr. Grzegorczyk is a professor of Mathematics at Cal State Channel Islands. She has worked at numerous universities, lectured nationally and internationally, traveled widely and speaks several foreign languages.

Breakout Session Presentations

Creating a more Student Centered Classroom in the Era of AB705
Speaker: Frank Gonzalez and Sumaya McCleave
College/Affiliation: Saddleback College
Abstract: Learn how to create a more dynamic and student-centered classroom in the era of AB705. We’ll also discuss how to engage faculty to create a stronger learning community in your department.

Integer Solutions
Speaker: Tuyetdong Phan-Yamada
College/Affiliation: Cal State Los Angeles
Abstract: The presentation will use the Pythagorean triples and some basic Algebra skills to derive the problems with integer solutions. These problems include solving equations with logarithms, radical and rational expressions, and finding eigenvalues of 2x2 and 3x3 matrices. Attendees will be given the applets to use in teaching.

Preliminary Observations on AB 705 Implementation
Speaker: Saburo Matsumoto
College/Affiliation: College of the Canyons
Abstract: In Fall 2019, College of the Canyons began offering three co-requisite courses and a Liberal Arts Mathematics course. The grade distributions of each exam and the overall passing rates for these courses were carefully monitored to analyze our local implementation and placement. We will share the data and preliminary observations.

AB705 and statistics calculators - what are my best options?
Speaker: Daniel Haiem
College/Affiliation: YULA / ClassCalc
Abstract: With the advent of AB705, thousands of new statistics classes are opening and there is now an unprecedented demand for graphing/statistics calculators. Unfortunately, handheld calculators cost $100+. Fortunately, there are better options. This presentation will dig into the best alternatives, and discuss their pros and cons.

Inside Our Student's Brain
Speaker: Tina K. Givrad
College/Affiliation: Cal State Los Angeles
Abstract: Our Students feel they understand it during the lectures but later, they cannot apply what they had learned in the class on solving problems. The information that we provide to our students must pass through brain's internal filters. There are practical ways to maximize brain's ability to retain that information.

Students' experiences in a co-requisite statistics course at a community college
Speaker: Vanessa Hernandez and Dr. Anne Cawley
College/Affiliation: Department of Mathematics and Statistics, Cal Poly Pomona
Abstract: Due to recent policy changes in California, community colleges have been tasked with redesigning their mathematics coursework, removing basic skills (developmental) mathematics courses and providing students with support to complete college-level math. This presentation will discuss findings from a study that investigates how students at one community college experienced a newly designed co-requisite statistics course.

Using CoCalc in our Teaching: Ideas on how to use Cloud-Based, Open-Source Computing (CAS) to foster active learning
Speaker: Jorge Basilio
College/Affiliation: Glendale Community College & Pasadena City College
Abstract: In this talk I will introduce CoCalc--a free, cloud-based, open-source LMS that can run Jupyter notebooks in many programming languages such as Sage Math, R, Python, and LaTeX--and demonstrate some ideas of how one can use this software to implement a variety of activities (homework, labs, projects, inquiry-based, etc) in community college mathematics courses.

Topic Sequencing in Calculus Courses
Speaker: Daniel Valdez
College/Affiliation: Chaffey College
Abstract: Breaking free of the textbook topic order, in order to present calculus course topics in a logical order for better student understanding

Creating and teaching a quantitative reasoning course with support
Speaker: Josh Chesler
College/Affiliation: California State University, Long Beach
Abstract: In this presentation, we will discuss how to design, implement, and teach a successful lower-division quantitative reasoning course with co-requisite support for non-technical majors.

Zoom Your Way Into Online Engagement
Speaker: Fred Feldon
College/Affiliation: Coastline College
Abstract: "Aarrgh... I feel like I'm teaching myself!" Remove the overwhelming sense of isolation in online classes by having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in a physical classroom.

Fibonacci La Stravaganza!
Speaker: Albert Natian
College/Affiliation: Los Angeles Valley College
Abstract: The extravagant world of rich patterns and deep relationships forged by Fibonacci Numbers reels imagination in all directions. Come find out most every amazing thing possible in one hour about Fibonacci Sequence and its colorful offshoots.

Going Against Intuition
Speaker: Ashot Djrbashian
College/Affiliation: Glendale Community College
Abstract: Common sense says that “smaller” sets must have “less” points than a “larger” one; Continuous functions must be differentiable except a few points; A continuous curve must have zero area. In this presentation we talk about revolutionary results that crushed all these long-believed notions and some other less known results.

Mentoring Our Underrepresented Student Toward a Graduate Math Degree
Speaker: Eddie Tchertchian and Sheri Lehavi
College/Affiliation: LA Pierce College (also AMATYC West VP)
Abstract: Learn how the drive to mentor underrepresented students and guide them to do math research projects at a community college resulted in a robust collaboration program with a local state university. In the process, learn the many ways you can mentor your students towards completion and earning a math degree!

AB 705 Panel
Speakers: Mark Greenhalgh, David Beydler, Michael Davis, Saburo Matsumoto, Bob Prior
College/Affiliation: Fullerton College, Mt. San Antonio College, Glendale Community College, College of the Canyons, Norco College
Abstract: Panelists will describe how their colleges have responded to AB 705 and will share experiences from Fall 2019.

Teaching Introductory Statistics: Ask Good Questions
Speaker: Allan Rossman
College/Affiliation: Cal Poly - San Luis Obispo
Abstract: I will present questions that help students to learn introductory statistics. These questions follow GAISE recommendations about teaching statistical thinking, emphasizing conceptual understanding, using real data, and making effective use of technology. Both in-class activities and summative assessments will be included, some of which use freely available interactive applets.

Teaching Affective and Noncognitive Skills to Struggling Math Students
Speaker: Allison Dillard
College/Affiliation: Irvine Valley College
Abstract: Affective and noncognitive skills, such as growth mindset, grit, discipline and the ability to focus or seek help, can affect a student’s success in math. But how do you teach affective and noncognitive skills to struggling math students? Come learn simple strategies that you can implement easily in your classroom.

Engage Your Students with Decision Math
Speaker: Mike Allen
College/Affiliation: Glendale Community College (CA)
Abstract: It isn't realistic to think all of our students will master the material we are teaching, but it is realistic to try and engage them all. Decision-making is a central human activity of interest to everyone, and intriguing analysis of it can done with even a meager background in algebra.

Active teaching strategies
Speaker: Dr.Aradhana Kumari
College/Affiliation: Borough of Manhattan Community College, City University of New York
Abstract: Engaging students and make them participate in the classroom could be difficult. In this talk I will present real world examples from the application of quadratic equation and from the system of linear equations in two variables and show how do I make my students engage, participate and solve the problem themselves through active learning and teaching strategies.

I made Homework Worth 70% of the Grade and Here’s What Happened
Speaker: Jon Blakely
College/Affiliation: College of the Sequoias
Abstract: With the dawn of AB705 looming, I had a chance to try something as outlandish as making the 70% of the course grade based solely on homework. The results were so shocking that I had to tell someone, anyone. We will take a look at the results.

The Interplay of Supplemental Instruction and Math Emporium in Improving Students’ Learning: A Case Study of a Three-week Intervention Boot Camp
Speaker: Melisa Hendrata and Eyob Demeke
College/Affiliation: Cal State Los Angeles
Abstract: We present a case study of a Boot Camp model that strategically incorporates lecture, Supplemental Instruction, and math emporium. We found that a majority of Boot Camp participants significantly improved their understanding of fundamental topics in Intermediate Algebra, were more likely to have a growth mindset and less math anxiety, and their overall performance in the subsequent college-level GE math courses was comparable to that of non-Boot Camp students. This Boot Camp model provides an alternative, faster track for students to complete their developmental and GE math requirements.

AB 705 Discussion
Moderator: David Beydler
College/Affiliation: Mt. San Antonio College
Abstract: This breakout session will be an open-forum discussion of issues related to AB 705. Many of the panelists from the AB 705 Panel will join the discussion, too.

Last updated March 09, 2020