57th Annual Western Illinois University Mathematics Teachers Conference

Macomb, Friday, March 28, 2008

List of Abstracts



Grades K-4

Karen Holly, Medill PD Center / Chicago Public Schools, Chicago, IL
“Building Learning Comm.”

 

Lia Petracovici, Western Illinois University, Macomb IL
Figure it Out: Strategies for Solving Word Problems.

Abstract: The ultimate goal of school mathematics is to develop in our students the ability to solve problems.  Problem solving is a skill that needs to be taught from the early grades on, and the mathematics teachers must make a special effort to do so.  Problems can be solved in a variety of ways; there is no one way that works for all the problems, and often the challenge is to choose the appropriate strategy.  We will discuss several methods for solving multi-step word problems, and will identify types of problems that can be solved using the same method.

Donna Quick, Lincoln Elementary School, Macomb, IL
"Family Math Design on a Dime" 

Abstract: At this session we will play games using Numeral Cards and Hundreds Charts which I have used at our Family Math Nights.  These can be adapted to your grade level. Leave this session with everything you need to present your own family math night. These games help students anchor to tens, hundreds, and thousands using estimation, calculations, and comparison.

Martha Mitchell, Western Illinois University, Macomb IL

“Sneak in the Math!”

Abstract: Math can easily be used to fill those short periods of time that occur throughout the school day. Students in Teaching Elementary Mathematics II at Western Illinois University created a list of activities that develop number sense, reasoning skills, and problem solving skills.  Examples of these easy to use activities will be shared during the session.


Jennifer Reese, Sterling Community District #5 High School
“Differentiated Instruction”

 Abstract: Our school is focusing on using Differentiated Instructional Techniques to ensure that all students are learning.  This type of instruction is used for classrooms with diverse types of learners.  It involves students using their audio, kinesthetic, and visual learning styles, individual interests, discovery based learning, and their prior knowledge to engage them in new learning-mastery.  Not all students may like math at by the time they arrive in high school.  But they can say they enjoy going to math class because they succeed and take ownership of their learning.


Barbara Hendricks, Curriculum and Instruction, Western Illnois University, Macomb, IL
“Tantalizing Tessellations”

Grades 5-8

Sean Genovese, Macomb Jr. High School, Macomb, IL

“Hierarchy of Operations”

Jim Olsen, Western Illinois University, Macomb IL

"Rates: Problem Solving Questions to Improve Multiplicative, Proportional, and Algebraic Reasoning for the ISAT and for Life"

Abstract: Understanding rates is important for understanding number sense, measurement, algebra, money, earned run average, nutrition facts, density, and life, in general.  In this session I’ll introduce some Problem-of-the-Day activities we are developing for use in middle school.  Our goal is to help students improve their multiplicative, proportional, and algebraic reasoning and help them be more successful on the 8th grade ISAT and in life.

Jeff Nusbaum, Rock Island School District 41, Moline, IL

“Fun Math”

Sarah Yakapovich, Fremont Middle School, Libertyville, IL
“1st y. teaching”

Trimpe et al, Illinois Math Science Project, Astoria, IL
“Boxes & Blood 1”



Hughes et al., Illinois Math Science Project, Astoria, IL
“Boxes & Blood 2”


Grades 9-11

Lanis Lenker, Wesclin High School, Mount Vernon IL
 “Flow Proofs”
Flow Proofs in Geometry Make Proofs Easier
   
Abstract: If you believe that proof remains an important component in Geometry, then you need to try flow proofs.  They fit better into the logic of conditionals (p->q).  They make proofs more accessible to more students.  Participants will help build flow proofs to a level of comfort, and then compare and contrast proof styles.

Reavley et al., Illinois Math Science Project, Astoria, IL
“Butterflies”



Marko Kranjc, Western Illinois University, Macomb IL
“Order of operations”



Mary Beth Murrell, Great Prairie Area Education Agency, Burlington, IA
“Pythagorean Th.”

Angela Kline
“Doing all we can” 

Abstract: I will explain some of my thoughts and observations about these students as they transition to and from High school.  We will discuss if these students are ready for the next step and what needs to be done to get them ready.

Paul Herring
“Circle Appolonius”
Grades 12-14


 John Chisholm, Western Illinois University , Macomb IL
“Art Gallery”
Art Gallery Theorems

Abstract:  How many security cameras does it take to guard all walls of an art gallery?  We will describe results showing that a sufficient number of cameras can be determined, knowing only the number of walls of the gallery, without needing details of its shape.  These results can serve as a source of interesting exercises in geometrical thinking and logical analysis.

Marie-C Koissi, Western Illinois University , Macomb IL
“Geom. misleading”
Using technology for exploration not for justification: misleading examples from geometry.

Abstract: Exploration and formulation are two important components for doing and learning geometry.  Dynamic geometry software can enhance geometry learning, and help students quickly and accurately construct and investigate entire class of figures in order to make a conjecture. But how can students be sure that their conjectures are valid?  This is why justification of the conjectures should always be a key component of teaching of geometry. We will illustrate this point by using Geometer’s Sketchpad in solving misleading problems related to “Area relationships between inscribed and circumscribed figures”.

Lanis Lenker, Wesclin High School, Mount Vernon IL

“Data Analysis”
Data Analysis is Fun; Projecting the Future is Dangerous!
   
Abstract:
TI calculators make StatPlots easy, and regressions fit well, but how do we know whether a regression curve is good for projecting the future?  We can do six curves in six minutes, but the machine won’t tell us which curve shows the future.  Only we can choose.  We must prepare intelligent, alert data analysists. Bring your calculator.

Boris Petracovici, Western Illinois University, Macomb IL:
Using Plane Geometry in Spatial Visualization.

Abstract: Many students find mathematics to be a dry subject. They are content to just applying formulas and algorithms, thus missing on the intuition that visualization of concepts develops. In this talk I will present an attempt to jump start the process of spatial visualization in my students. "A plane cutting a cube" is a hands on activity that my class performs during the first week of Calculus III. Congruence of triangles will be used to find the traces left by a plane cutting a cube. The activity could be adapted to a high school geometry class as well.

Deana Bobzien, Black Hawk College-East Campus, Kewanee, IL
“Geometry Art”