Abstracts
For a full program containing all abstracts, click here.
Deep Dive Sessions
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The recent redesign of Math 026 (Intermediate Algebra) was built on a modified mastery grading system. Mastery grading systems are built on allowing students multiple attempts for assignments. We will discuss how this was implemented in Math 026, and compare this system with the standards-based grading systems used in some sections of Math 244 (Differential Equations). We will also discuss the active learning components that support the mastery grading system.
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Effectively engaging learners in the foundational mathematics courses like Precalculus, Calculus I, and Calculus II can be achieved through creating a learning environment welcoming and including “productive struggle”, or effortful learning with a purpose that allows learners to develop reasoning and critical thinking skills through challenges. This session will define and explain productive struggle, review implementation in the college math class, and show specific examples of tasks and process for Precalculus and Calculus I and II. Preliminary results from a research study on productive struggle in these mathematics courses will be shared.
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In this session, we will review the backward design method of course design and apply it to the key aspects of college gateway math courses from preparing the syllabus before day one to reviewing the final assessments at the end of the term. For a deeper dive, we will harness our mathematical skill sets and teaching experience to design problems for course assessments that help direct instruction and measure learning. Key questions to be answered are: What does the research say about course design? How can carefully crafted assessments be used to promote student success? How can a student’s first college math professor influence eventual success in college?
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This workshop explores how to encourage mathematical growth from the inside out, helping students feel connected to mathematics. We’ll demonstrate how playful, accessible activities—like exploring phenomena that challenge our intuition—can generate curiosity, reduce anxiety, and nurture deeper understanding through collaborative discussion and reflective writing. Participants will experience a hands-on mathematical investigation designed to challenge their mathematical senses and stimulate conjectures, which we will then test and refine, adjusting our thinking as we go. Following this, we’ll engage in focused freewriting to capture observations and develop mathematical ideas. We conclude with a discussion on adapting these strategies for undergraduate classrooms, fostering a sense of community and building students’ confidence as mathematical thinkers.
Drawing on 22 years of high school math teaching, and the development of a research-focused elective that empowers students to explore mathematics through inquiry, the presenter brings a unique perspective to bridging the gap between secondary and higher education. This workshop moves beyond traditional lectures, showcasing how active engagement and writing encourage students to construct their own mathematical understanding, communicate effectively, and connect meaningfully with the subject.
This workshop is designed for faculty who are interested in exploring innovative, student-centered approaches to fostering deeper mathematical understanding and engagement.
Presentation Information
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Is introductory mathematics a gateway or a gatekeeper to STEM? While rigorous content is essential, decades of data show these courses often inadvertently become barriers for some students and unintentionally push these students out of STEM pathways. This interactive session invites math faculty to explore an alternative lens on student success: the “expert blind spot”, the challenge of recognizing and addressing the gaps between instructors’ expertise and students’ novice perspectives. Drawing from student insights and educational research, we introduce the 3C Pedagogical Model – Compassionate Math Teaching & Learning in a Connected Community. This asset-based, inquiry-driven 3C model grounded in Pólya’s problem-solving model and the principles of cognitive apprenticeship. Through a focus on reflective practice, instructional design, and communication, we invite faculty to consider how small shifts in teaching can yield significant gains in student belonging, engagement, and success. By the end of this session, participants will be able to (1) Recognize how the expert-to-novice perception gap can impact student learning and engagement; (2) Apply the 3C model to reflect on and refine their instructional approaches through the Student Experience Mapping activity; (3) Develop strategies to create a more connected and supportive learning environment in their mathematics classrooms.* Sponsored by the Rutgers University–New Brunswick Diversity, Inclusion, and Community Engagement (DICE) – Tyler Clementi Center for Diversity Education and Bias Prevention Research2Practice fellowship program, this work also benefited from student recruitment support provided by the SAS Educational Opportunity Fund (EOF) Program.
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Alternative grading systems provide a different way to give feedback to students and seek to determine overall course grades that are more directly tied to student learning. This involves focusing the system heavily on feedback loops, allowing students to utilize the feedback they receive to improve their understanding of the course material as well as their grade. In this workshop, attendees will be given the opportunity to think about what connecting grades to learning looks like and consider how a system like this might work in a course of their choosing. I will give a description of some of the main alternative grading systems and components currently used around the country and participants will also be given the opportunity to ask questions and learn more about how these systems work and how they impact both faculty and students.
Concurrent Sessions
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Many students come to college with a variety of deficiencies in their learning. Adaptive learning, by using real-time data and intelligent algorithms to personalize learning paths, can help identify knowledge gaps and promote mastery of materials. This talk will discuss the data science behind adaptive learning, the pedagogical benefits for students, and the way that actionable insights can help instructors. We will also discuss different implementation strategies for adaptive learning and ways to balance instructor control with student agency.
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In this presentation, I’ll demonstrate a fairly easy way to create math handouts and worksheets in multiple formats, all from a single source file. Quarto, an open source tool, allows instructors to draft documents using LaTeX notation for equations and simple Markdown for the document layout. With just a few clicks, the document can be rendered into (1) a PDF worksheet, (2) HTML code that can be pasted into your LMS, (3) a slideshow, (4) a Word document, and more. The LMS version is mobile responsive and screen reader friendly, while the PDF is great for printing and writing on. Who says you can’t have it all? Attendees will learn how to use Quarto to produce materials and will be given a to-do list of steps for replicating the workflow at home.
Presentation Information
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College and university mathematics faculty hold specific expectations for students’ mathematical preparedness, which directly influence curriculum design and instructional approaches. However, in the post-pandemic landscape, many students have struggled to meet these expectations, while faculty face increasing pressure from administration to improve completion and retention rates.
Establishing stronger communication with high school mathematics educators is a logical and necessary step toward providing students with the support they need as they transition to higher education.
This presentation will highlight ongoing efforts by college mathematics faculty to engage with high school math partners on key topics such as college-level course rigor, effective study habits, and fostering student independence. The presenter invites audience insights and suggestions to further encourage meaningful dialogue among middle school, high school, community college, and university mathematics faculty, ultimately working toward better-prepared incoming students.
Presentation Information
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During this academic year, we conducted a survey of students in Math 151 and 152 which asked basic information such as intended program of study and which courses were used to fulfill the prerequisites. We then tracked how these students performed in the course, allowing us to compare across different subgroups. For example, for the first time, we can compare how students in computer science performed to students in chemistry, or the passing rates for students who took precalculus at Rutgers versus precalculus at another institution. The results of this survey confirmed some preconceptions but upended others. This talk will discuss both the results of this survey and give advice for how to conduct similar surveys in other courses.
Learning Goals:
Attendees will learn about the demographics of 151/152 and the relative performance of each demographic in the course.
Attendees will also learn about the benefits of including similar surveys in their course, and tips for making such surveys effective.Presentation Information
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In this presentation, we will show how Pearson’s MyLab Math innovative approaches enhance teaching and learning. Our focus will be on three key areas: Conceptual Understanding and Visualization: MyLab Math uses interactive GeoGebra figures to promote visualization and deeper conceptual understanding. These gradable exercises encourage students to engage directly with graphs, just as they would by hand. Preparedness through Integrated Review: MyLab Math Integrated Review feature identifies gaps in prerequisite knowledge and delivers personalized practice to strengthen those areas—helping students build confidence and stay on track. Using AI to Enhance Teaching and Learning: The AI Study Tool in MyLab Math offers personalized support by pulling from trusted Pearson content. It adapts to each student’s needs, providing guidance, practice, and feedback anytime—like a tireless teaching assistant.
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In this talk we will discuss the motivation to switch to OER materials in Mathematics classes, some of the resources available, work involved in switching and finally the preliminary observations made in some mathematics classes that are using OER resources.
Participants may gain insights about consideration of various factors when switching to OER, share experiences and resources for successful adoption of OER undergraduate mathematics curriculum.
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The process-oriented guided inquiry learning (POGIL) originated from an undergraduate chemistry class in 1994. In a POGIL classroom, students take the lead to learn the topics by following the explore-invent-apply process through teamwork. In the past 30 years, POGIL practitioners have applied the approach to various STEM disciplines, but only recently POGIL is adopted for college-level statistics class.
In this talk, I will summarize my experience of designing and managing a hybrid POGIL classroom for an elementary statistics class in Spring 2025 at Pace University, a national university with large emphasis on undergraduate education. I will elaborate on the process of incorporating the POGIL components into the lecture-based course, from writing POGIL activities to classroom facilitation, from alternative grading to teamwork dynamics. Challenges faced during this experiment will be discussed. At the end of the talk, I will use homework and exam data from the hybrid and lecture-based classes to compare the students’ mastery of specific topics. Participants will receive activity samples and learn about the implementation of this hybrid teaching approach.
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We design our courses very intentionally to support students in learning, but are their behaviors and actions aligned with this design? This will provide quick, concrete examples of how data within Canvas and other educational technology tools can be leveraged to understand how students are engaging with their learning to then suggest strategies that will better support their learning. Examples will consider a flipped classroom and an efficient way to prompt students who have not completed the video before class or those who may just be guessing at the problems instead of providing the time for their brain to process content.
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There is an economic demand for students to graduate with STEM skills. The purpose of this talk is to share a course design that has had success at SBU utilizing Active Classrooms as a support for diverse students learning algebra. Those attending this talk will walk away with pedagogical techniques such as differentiated/scaffolded assessment, peer support, and essential questions to drive critical thinking and logical deduction. The question driving this talk is how can we support students’ to critically think and problem solve in freshman mathematics? What does critical thinking and problem solving look like?
Presentation Information
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Since 2017, the Department of Mathematical Sciences at Stevens Institute of Technology has run an outreach initiative in which undergraduate STEM majors lead math circles for elementary-aged students at various community partner sites throughout Hoboken. With origins in Eastern Europe, math circles are informal enrichment programs in which groups of children tackle engaging math problems that are generally unlike those they may see in their regular classrooms. Traditionally run by professional mathematicians (e.g., university professors), our math circles are instead led by undergraduates as part of their enrollment in a for-credit course on STEM community engagement.
In this presentation, we showcase the evolution of math circles at Stevens. From how we built relationships with community partners to the design of the community engagement course, we provide a blueprint of actionable steps for implementing an undergraduate-led outreach program. We also highlight the challenges faced, the feedback received, and the lessons learned along the way. Further, this program has been the subject of an NSF-IUSE program (Grant No. 2236229) that investigates the impact of the math circles on the undergraduate leaders themselves. We briefly report on some of our findings and describe the implications for both research and practice.
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Active learning is recognized as an effective strategy for improving student engagement and learning outcomes. However, implementing it in practice presents challenges, such as large class sizes and the breadth of curriculum requirements. To address these challenges, I have designed a partially flipped format for the Calculus I-II sequence at Rutgers (Math 151-152). In this talk, I will present this format, discuss its effects, and outline potential future improvements.
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Imagine a future in which the use of AI is widespread. I will ask some (philosophical?) questions that this raises about the mathematics we teach, and how we teach it. Based on my experiences and opinions, I will answer a few of them, giving illustrative examples where possible.
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Regardless of the level of material, reviews can be crucial to helping students build confidence, learn through teaching, and gently highlight areas of weakness. Games can be a great way to foster that engagement; however, they can potentially fall flat with students losing focus. We can learn from what makes a couple of different style video games so engaging and fun (particularly for struggling players), applying these ideas to our review classes.
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Artificial intelligence is now one of the most talked-about issues in K-12 and higher education institutions in the United States and even globally. Recent research suggests that the majority of K-12 and college students are using AI to assist with their learning. Additionally, many teachers and even college professors are starting to embrace the use of AI as an educational tool in the classroom. According to a recent study conducted by AIPRM, about 44% of children actively engage with generative AI, with more than half (54%) using it for schoolwork. Three in five (60%) teachers claim to have integrated AI into their daily teaching practices. More than half (53%) of students in higher education are using AI to create material for work they will be graded on. These percentages are expected to increase dramatically in the next five years. This presentation will focus primarily on the use of GPT-based tutors in educational settings. There are several pilots underway that are investigating the use of a chatbot as a personal AI tutor, which are showing mixed results. The results and pilot models will be explored. The participants should expect to learn about the following; 1- The scope of how GPT based tutors are implemented 2- The advantages and disadvantages for using GPT based tutor models in a mathematics class.
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The increasing adoption of Open Educational Resources (OERs) in mathematics courses offers students significant cost savings while promoting accessibility and flexibility in learning. This presentation will share my experience designing and teaching an online College Algebra course using OERs, with a focus on the benefits for students and the challenges faced by instructors.
By leveraging platforms like MyOpenMath, I develop custom-coded question pools using HTML and embedded instructional videos (recorded with Zoom, edited in Clipchamp, and hosted on YouTube). Course materials are further integrated into the learning management system Brightspace to provide structured lessons with step-by-step explanations. While OERs eliminate textbook costs and allow for highly customizable content, instructors face a considerable workload in creating, maintaining, and refining these resources.
Challenges in an online setting include the lack of proctored exams, ensuring academic integrity, and keeping students engaged and self-motivated. To address these, I emphasize conceptual understanding through repetition, scaffolding problem-solving steps, and leveraging AI tools to generate questions and lesson materials efficiently. This talk will explore best practices for using OERs in an online mathematics course, highlighting strategies to enhance student learning while managing instructor workload.
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This presentation shares findings from a qualitative pilot study involving four undergraduate students who had recently completed Calculus I. The students participated in a collaborative, task-based session where they worked on solving a classical applied optimization problem to gain insights about their understanding of the topic and identify any persisting misconceptions. Additionally, students took part in a Zoom exit interview to reflect on their prior calculus learning experiences.
Attendees will gain insights into how collaborative problem-solving can reveal knowledge gaps in student learning and provide a supportive setting for the development of more conceptually driven and effective instruction.
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Students have “daily homework assignments” that they are required to complete before the beginning of class (most days), and are intended to prep students for new material that they have not yet encountered or review relevant material “just-in-time” for the upcoming topic. Typical assignments involve one of the following: thinking about an example related to the class topic, reviewing definitions/theorems, answering true/false questions, watching a short video. I will discuss the nature of the assignments, assessment, impact on learning, and take-away observations as the instructor. Participants will leave with ideas and a better understanding of ways in which these daily homework assignments can improve student learning.
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This presentation explores creative approaches to enhancing the first-year mathematics experience for non-STEM students in College Algebra and Transition to Collegiate Mathematics. Strategies include incorporating group work, interactive activities, and technology to promote collaboration and deeper understanding. Techniques such as using e-portfolios, integrating real-world applications, and encouraging student-led presentations help build confidence and mastery. Simple practices like using notecards to gauge understanding, exit tickets for reflection, and snacks to create a welcoming atmosphere contribute to a positive classroom culture. From hands-on explorations to digital tools like the TI-84 and ChatGPT, these innovations aim to make mathematics more accessible, meaningful, and engaging for all learners. Participants will leave with ideas to make math more engaging, build a supportive classroom environment, and boost student confidence through real-world applications and student involvement.
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As we all know, online assignments can fall short of our expectations, since students only need to submit the final answer, allowing them to get the points without understanding what the full solution looks like. Because of this, I will discuss alternatives that take into account the student’s work towards reaching their solution. I will focus in particular on Gradarius, which was developed at New Jersey Institute of Technology but has now been adopted by more universities. I will give examples on how Gradarius works for calculus courses, the success they had at the places which implemented it, and discuss my pilot project to use it over the summer for Intermediate Algebra.
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Open Educational Resources (OER) and alternative assessment strategies provide powerful tools for enhancing student learning and engagement. This session explores how to incorporate activities from “Active Calculus”, an OER textbook designed for active learning, alongside Robert Talbert’s work on alternative grading, which emphasizes mastery and student growth. Participants will learn how to access these resources and apply them in their courses, leaving with practical, actionable strategies for integrating OER and alternative grading into calculus instruction.
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In the context of the mathematics classroom, teaching and learning inform one another in a complex feedback loop that is molded by the experiences and perspectives of the members of the classroom, as well as the trajectory of the intended curriculum. One effective way of capturing the perceptions and accumulated nature of learning is concept mapping. Concept maps can take many forms, often resulting in the production of a tangible artifact that is represented as a network. In this network, the course topics are presented as nodes, and the perceived connections between topics make up the edges between nodes. In the context of a precalculus course, we had students construct concept maps biweekly across their entire semester. We extracted metrics that have apparent relevance to mathematics education, such as average path length and clustering coefficient. By analyzing the evolution of student concept networks and their associated metrics over time, we build a time-series evolution of student learning that reveals sigmoidal patterns in how students construct and scaffold their meaning-making over time. We present our findings, with specific implications on and recommendations for teaching and learning undergraduate mathematics content courses.
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To learn math, students must do math. Many students are reluctant to start a problem if they are unsure of the precise path they should take and become frustrated if they cannot find the answer. For students to gain confidence, there must be opportunities for students to think, explore, discuss and connect mathematics. This session will propose strategies to foster engagement by posing and asking questions in ways that create opportunities for students. These in-person strategies will cause students to think, talk and take risks as they grow as problem solvers. During the session, participants will have the opportunity to create questions and practice the strategy.