The 2024 Rocky Mountain Section meeting will be held April 19-20, 2024 on the campus of Colorado College, Colorado Springs.
Meeting Information
Registration
The online registration form is now available.
Registration Fees (early price/regular price, after April 5)
Standard Faculty/Business, Industry, Government: $50/$75
K-12 Teachers, Retired Faculty/Business, Industry, Government, First-time attendee: $30/$50
Student (Undergraduate, graduate, K-12) $25/$30
Workshop $10
Chair/Liaison Lunch $25
Banquet $60 (or $40 for students)
Plenary Speakers
Marissa Kawehi Loving, University of Wisconsin-Madison: MAA AWM Speaker
Adriana Salerno, Bates College: MAA Vice President and Section Visitor
Jason Rosenhouse, James Madison University and Distinguished Visiting Professor, United States Air Force Academy
Mike Siddoway, Colorado College: 2023 Burton Jones Award winner
Shelby Stanhope, U.S. Air Force Academy, Early Career Award winner
Biographies, Titles, and Abstracts For Plenary Speakers
Marissa Kawehi Loving is an Assistant Professor of Mathematics and a Nellie Y. McKay Fellow at the University of Wisconsin-Madison. Previously, Marissa was an NSF Postdoctoral Research Fellow and Visiting Assistant Professor in the School of Mathematics at Georgia Tech. She graduated with her PhD in mathematics in August 2019 from the University of Illinois at Urbana-Champaign where she was supported by an NSF Graduate Research Fellowship and an Illinois Graduate College Distinguished Fellowship. Marissa was born and raised in Hawai'i where she completed her B.S. in Computer Science and B.A. in Mathematics at the University of Hawai'i at Hilo. She is the first Native Hawaiian woman to earn a PhD in mathematics. Her research interests are in geometry/topology, especially mapping class groups of surfaces (of both finite and infinite type). Marissa is also deeply invested in making the mathematics community a more equitable place. Some of her work includes mentoring undergraduate research (through programs such as Summer@ICERM, MSRI-UP, and the Georgia Tech School of Math’s REU) and co-organizing initiatives like SUBgroups and paraDIGMS.
Title: From dimension 2 to 3 and back again
Abstract: In this talk I’ll begin by telling a little bit of Thurston’s beautiful story connecting the dynamics of finite-type surface homeomorphisms with the geometry of 3-manifolds. I will then share some more recent work of myself and others which connect the dynamics of infinite-type surface homeomorphisms with the geometry of 3-manifolds. My aim is for the talk to be accessible to a broad audience with many illustrations to help us build our intuition without getting too far into the technical weeds.
Photo by Joel Landsberg
Adriana Salerno is originally from Caracas, Venezuela, where she received her undergraduate degree in mathematics from the Universidad Simon Bolivar in 2001. She then went on to earn her PhD at the University of Texas. While completing her doctorate in mathematics, Salerno was also selected as the AMS-AAAS Mass Media Fellow in the summer of 2007; as such, she wrote articles for the Voice of America. Salerno’s main research area is Number Theory, in particular the intersections of number theory with geometry, physics, and cryptography. She is also very interested in the communication and teaching of mathematics to create a more inclusive and equitable STEM workforce. She is an alum of the Linton-Poodry SACNAS Summer Leadership Institute, and the SACNAS-HHMI Advanced Leadership Institute, and is committed to increasing the representation of minorities and women in the mathematical sciences. She is a proud member of AWM, SACNAS, MAA, and AMS. Salerno was visiting mathematician at the Mathematical Association of America’s headquarters in Washington, D.C., from September to November 2016.
Title: Arithmetic Geometry: From Circles to Circular Counting
Abstract: In this talk, I will show you a glimpse of one of the most exciting facets of research in modern number theory: arithmetic geometry. We will start with a (gentle) introduction to this area of research through some familiar examples. Then we will move on to a not so familiar example where we count solutions of equations mod p. I will end by answering two of the oldest and most mystifying questions in mathematics: how does this work fit into the bigger picture, and who cares?
Jason Rosenhouse is a professor of mathematics at James Madison University, Harrisonburg, VA. For the 2023-2024 academic year, he is the Distinguished Visiting Professor in the Department of Mathematical Science at the U. S. Air Force Academy, Colorado Springs, CO. He received his PhD in mathematics from Dartmouth College, Hanover, NH in 2000, specializing in number theory and combinatorics. He is the author or editor of nine books on topics such as recreational mathematics and evolution vs. creationism. Currently, he is the Editor of Mathematics Magazine, published by the MAA. When not doing math, he enjoys chess, cooking, and reading locked-room mysteries.
Title: Dirichlet's Theorem and the Rise of Analytic Number Theory
Abstract: In 1837, Peter G. L. Dirichlet proved the following theorem: If a and d are relatively prime positive integers, then the arithmetic progression a, a+d, a+2d, . . . contains infinitely many prime numbers. His proof ushered in a revolution in number theory because it relied in a critical way on complex analysis. The use of analytic methods to solve problems in number theory was a tremendous innovation at the time. We shall consider some of the details of Dirichlet's proof, focusing on understanding why there is a deep connection between these seemingly unrelated branches of mathematics.
Mike Siddoway is a professor of mathematics at Colorado College, Colorado Springs, CO. After studying algebra with George Kolettis at Notre Dame and Daniel Zelinsky at Northwestern, he moved on to Tulane to finish his graduate studies at Tulane with Laszlo Fuchs. While at Tulane Mike started the university’s first Amnesty International chapter, taught abstract algebra at HBCU Xavier University and organized an afterschool math program for high school students living in New Orleans’ St. Thomas housing project. He found his dream job at Colorado College in 1988 and has been at CC ever since. His past 36 years have been filled with teaching great students, working on vexing algebra problems and unwavering support from the college to grow as a teacher/mathematician, and in his commitment to social justice.
Title: Ideals in Lessons, Lessons in Ideals
Abstract: In my nearly four decades at Colorado College I’ve gleaned a deep unstated principal of blended devotion to students and mathematics from my extraordinary colleagues. This is a common experience throughout the member colleges and universities of the Rocky Mountain MAA. I wonder if there is a way to be more intentional about this blending and to be more supportive of different approaches to our commitments to students, teaching and research? How do we bring our broad reading and study to our students, how do we act/teach on what we’ve come to know inside and outside of mathematics? How do our life-learned ideals enter our lessons? Is there a “dual” to this question? Are there hints about how we can make the world a better place, be better teachers and mathematicians, offered by the structure of ideals in the sense of Dedekind, Kummer and Noether?
Dr. Shelby Stanhope is an Associate Professor of Mathematics at the U.S. Air Force Academy. She was born and raised in Ft. Collins, Colorado, and she completed bachelor’s and master’s degrees in mathematics from Colorado State University. She earned a Ph.D. in mathematics from the University of Pittsburgh in 2016, followed by a 2-year postdoc at Temple University, before joining the Department of Mathematical Sciences at the U.S. Air Force Academy in 2018. Her teaching has been recognized through awards from Temple University, the U.S. Air Force Academy, and the MAA Rocky Mountain Section. Her work focuses on innovative teaching methods in multivariable calculus, aiming to help students grasp three-dimensional concepts through tactile activities using 3D-printed models, computer visualization with CalcPlot3D, and experiential learning field trips. She is a PI on a collaborative NSF Improving Undergraduate STEM Education grant. Her grant team has been twice selected to lead MAA OPEN Math workshops, and she enjoys interacting with other educators in a collaborative effort to continually improve teaching and learning in undergraduate mathematics.
Title: Supporting Spatial Concepts in Multivariable Calculus – Bringing Technology and Tactile Activities into the Classroom
Abstract: When students enter multivariable calculus, a unique transition occurs. Up to this point, students have spent their mathematical careers becoming experts in the two-dimensional xy-plane. Adding another dimensions allows us to explore this 3D world we live in, but the transition to three-dimensional mathematical thinking does not come easily to many students. To better support students’ spatial understanding of concepts in the course, we should provide interactive computer visualizations, tactile manipulatives, and experiential learning opportunities. In this presentation, I will discuss several classroom activities using 3D printed surfaces. Additionally, the free web applet CalcPlot3D can be used to provide insightful through computer visualizations. The program requires no coding and is extremely accessible to students. I will present demonstrations that instructors can use to illuminate concepts and visualizations that students can easily create themselves. Finally, I will discuss an experiential learning activity, which gives students the opportunity to physically experience concepts that may often feel abstract when approached only on paper in a classroom.
Parallel Sessions
Contributed talks are 20 minutes. The rooms will be equipped with chalkboard/whiteboards and an overhead projector with cable to plug your computer into. Questions about the special sessions detailed below should be directed to the listed session organizers. The deadline to submit a talk was Friday, March 22nd.
History of Mathematics at Colorado College and Beyond
Janet Barnett (Colorado State University-Pueblo) and George Heine (Math and Maps)
In his seminal work A History of Mathematics, Florian Cajori remarked that “The history of mathematics may be instructive as well as agreeable; it may not only remind us of what we have, but may also teach us to increase our store” (p. 1). Cajori, who wrote these words during his time on the faculty at Colorado College, was the first of several historians of mathematics who have been associated with our host institution over the years. This session invites speakers to share reminiscences of those individuals, as well as other agreeable and instructive tales from the history of our discipline. Talks that suggest ways in which that history can be used in courses outside the history of mathematics as a means to increase the mathematical store of today’s students are especially encouraged.
Research in Undergraduate Mathematics Education (RUME)
Gulden Karakok (University of Northern Colorado) and Liz Arnold (Colorado State University – Fort Collins)
In this session, we invite mathematics education researchers to share their research that focus on teaching and learning of mathematics courses at the undergraduate level. In particular, we welcome presentations of research studies that are relevant to research-based reform efforts of undergraduate mathematics programs and course sequences as well as other research studies that explores teaching and learning mathematics through an anti-deficit and equity-minded frameworks.
Curriculum Redesign
Kristin Kang and Robert Powers (University of Northern Colorado), Robert Benim and Daniel Seneca Lindsey (University of Colorado-Boulder)
There are many important discussions happening and questions arising surrounding undergraduate mathematics curriculum redesign. For example, how much and what statistics should be taught in a mathematics department? The MAA’s CUPM Curriculum Guide poses this question in its Statistics Program Area Study Group Report. The report acknowledges that “as technology has enabled … more varied and more sophisticated [data] analyses, which may not rely on calculus or advanced probability, it has become clear that colleges and universities need to better prepare students for jobs in data analysis…” (pg 2). Or, what are departments doing to address difficulties students face in the Precalculus and Calculus courses? In this session, we invite contributions on these questions and others related to undergraduate curriculum redesign.
Innovations in Teaching with OER
Oscar Levin (University of Northern Colorado) and Patricia A. McKenna (MSU Denver)
Use of Open Educational Resources, including open textbooks and software can have impacts beyond just saving students money. OER gives instructors opportunities to implement innovative pedagogical approaches to teaching. We invite presentations that share instructor experiences using OER and how it has impacted the teaching and learning in their classroom.
Developments in Operator Algebras
Alonso Delfín (University of Colorado-Boulder) and Menevse Eryuzlu (University of Colorado-Boulder)
This special session aims to provide a comprehensive exploration of recent advancements and current research trends in the diverse field of Operator Algebras. This session will encompass a broad spectrum of topics within the realm of Operator Algebras including C*algebras, von-Neumann algebras, L^p-operator algebras, operator spaces, C* correspondences, and operator algebras arising from dynamical systems and groupoids.
Random Matrices and Free Probability Theory
Kyle Luh (University of Colorado Boulder), Sean O’Rourke (University of Colorado Boulder), Ping Zhong (University of Wyoming)
Free probability theory was introduced by Dan Voiculescu in the 1980s to address the free group factors isomorphism problem. Later, it was shown that the limiting distribution of the eigenvalues of many random matrix ensembles can be described by the machinery of free probability theory. Since then, the two fields have developed in tandem. However, there have not been many opportunities for practitioners from both fields to meet in person. The goal of this session is to bring together researchers from both fields in an in-person setting. There have been many exciting developments from both camps and new students would benefit from seeing the connections between the fields as well as the latest techniques. For example, the recent work of Bordenave and Collins that appeared in the Annals of Mathematics in 2019 develops connections amongst several areas of mathematics, including free probability theory, graph theory and random matrices.
Undergraduate Research
Undergraduate students are encouraged to present in the areas of mathematics, mathematics education and the history of mathematics. Presentation topics could include the results of classroom or independent study, as well as REU or other research projects while the student was an undergraduate. Both research and expository topics are welcome.
General Session
Talks not fitting into the sessions above are encouraged. Please submit abstracts to the general session.
Pre-Conference Workshop
AI in the Classroom
Facilitator: Dr. Ben Nye, Colorado College
Abstract: With the continuously expanding capabilities of chatbots backed by Large Language Models, many questions naturally arise when considering their application in academic settings. In what ways do they automate cognition? What types of problems are they "good" at solving? What types of problems are they "bad" at? In what ways can they be (unwisely) used to short-cut learning objectives? In what ways can they be (wisely) used to augment and accelerate learning? What concerns and considerations should we keep in mind when looking towards applications of these technologies? How should we think about the future directions these tools are pulling us towards? In this workshop we will develop a broad understanding of what LLMs are and how they work, then use this understanding to begin answering the above questions in the context of education in mathematics.
Schedule
The Full Schedule and Special Session Schedules and now finzalized.
Hotel Information
Discounted lodging rates are available at the Hilton Garden Inn and Hyatt Place in downtown Colorado Springs. Rates are valid for Thursday, Friday, and Saturday nights. There are a number of other lodging options available in downtown Colorado Springs close to campus as well.
Hilton Garden Inn Colorado Springs Downtown
https://www.hilton.com/en/hotels/cosgigi-hilton-garden-inn-colorado-springs-downtown/
Rate: $ 149/night (Book by 3/29/24 )
Use the following link to book: https://www.hilton.com/en/book/reservation/deeplink/?ctyhocn=COSGIGI&groupCode=CCRMS&arrivaldate=2024-04-18&departuredate=2024-04-21&cid=OM,WW,HILTONLINK,EN,DirectLink&fromId=HILTONLINKDIRECT
Or call (719) 632-1000 and mention CC RMS sectional meeting
Hyatt Place Colorado Springs/Downtown
https://www.hyatt.com/en-US/hotel/colorado/hyatt-place-colorado-springs-downtown/denzp
Rate: King $159/night, Two Queens $164/night (Book by 3/18/24)
Use the following link to book: https://www.hyatt.com/shop/rooms/denzp?location=Hyatt%20Place%20Colorado%20Springs%20%2F%20Downtown&checkinDate=2024-04-18&checkoutDate=2024-04-21&rooms=1&adults=1&kids=0&corp_id=g-CCRM
Campus Information
Colorado College is located in downtown Colorado Springs, CO. Most of the conference events will take place in Tutt Science Center (1112 N. Nevada Avenue) or Edith Kinney Gaylord Cornerstone Arts Center (825 N. Cascade Avenue). Here is an interactive Campus Map, as well as a printable map.
Parking on campus is by permit only. If you will be parking on campus, please indicate your plans on the registration form. Permits will be given when you check in at the conference.
If you are staying downtown, there is a convenient free shuttle, “Zeb”, that drops off on the Colorado College campus. See https://coloradosprings.gov/mountain-metro/page/free-downtown-shuttle for more information.
Co-organizers, 2024 Rocky Mountain Section Meeting
Luis David Garcia Puente lgarciapuente@coloradocollege.edu
Molly Moran mmoran@coloradocollege.edu