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X-WR-CALNAME:Teaching Mathematics Discussion Group Seminar
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TZOFFSETFROM:-0500
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DTSTART:19700308T020000
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DTSTART:19701101T020000
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DTSTART;TZID=America/New_York:20150107T153500
DTEND;TZID=America/New_York:20150107T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=25650
SUMMARY:Teaching Mathematics Discussion Group Seminar - TBA
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
TBA\nAbstract Link: http://
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150114T153500
DTEND;TZID=America/New_York:20150114T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=25651
SUMMARY:Teaching Mathematics Discussion Group Seminar - TBA
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
TBA\nAbstract Link: http://
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150120T122000
DTEND;TZID=America/New_York:20150120T133000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=26641
SUMMARY:Teaching Mathematics Discussion Group Seminar - Teaching Discussion
Group
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Teaching Discussion Group
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150217T122000
DTEND;TZID=America/New_York:20150217T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27451
SUMMARY:Teaching Mathematics Discussion Group Seminar - Paper: The rise and
run of a computational understanding of slope in a conceptually focused b
ilingual algebra class
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Paper: The rise and run of a computational understanding of slope in a con
ceptually focused bilingual algebra class\nSpeaker: Atendees\, Penn State
\nAbstract Link: http://link.springer.com/10.1007/s10649-014-9575-x\nAbstr
act: Note: To access the article for free from the above link\, you will n
eed to sign in at the top of the page using your PSU Access ID.\n\nThis we
ek\, we will be discussing the paper linked above.\n\nAbstract: This paper
uses a multilevel analysis of mathematical reasoning rooted in Cultural H
istorical Activity Theory to examine how mathematical discourse and studen
t reasoning about linear functions developed across 3 weeks in a ninth gra
de bilingual algebra class. Despite the teacher’s expertise teaching wit
h a conceptual focus\, and her stated intention to focus on slope as a rat
e of change\, the case study students in her class appeared to appropriate
a procedural understanding of slope. By examining the nested activity sys
tems of the students’ group discussions\, the classroom\, school\, and d
istrict\, this analysis shows how external assessment pressures shaped the
teacher’s selection of tasks\, her and her students’ use of mathemati
cal discourse\, and ultimately\, her students’ opportunity to learn a cr
itical algebraic concept.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150224T122000
DTEND;TZID=America/New_York:20150224T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27452
SUMMARY:Teaching Mathematics Discussion Group Seminar - Topic: Students wit
h Knowledge Gaps/Effective Remediation Strategies
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Topic: Students with Knowledge Gaps/Effective Remediation Strategies\nSpea
ker: Atendees\, Penn State\nAbstract: We will discuss how to deal with stu
dents who have significant gaps in required prerequisite knowledge. Discus
sion will be centered around the following questions:\n\n1. What are some
possible strategies when encountering gaps in student knowledge that are s
ubstantially larger than the relevant course is designed to handle? Do the
se strategies depend on the course?\n\n2. How effective is dedicating clas
s-time to remedial work? Would it bore too many students while having no m
easurable effect on those who need it? \n\n3. What are some ways to evalua
te a student's preparedness to take a course? Do quizzes at the beginning
of the semester work? If so\, what is the best way to write them? \n\n4. I
s there such a thing as a true prerequisite? Can any background material b
e learned within the timeframe of a semester\, or are there scenarios wher
e students should actively be encouraged to take a lower-level course?\n\n
Some suggestions on remediation can be found in the following short papers
:\nhttp://www.jstor.org.ezaccess.libraries.psu.edu/stable/27539706\nhttp:/
/www.jstor.org.ezaccess.libraries.psu.edu/stable/42801947\n\nReading of th
ese papers is 100% not required. Simply come with your ideas!
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150317T122000
DTEND;TZID=America/New_York:20150317T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27455
SUMMARY:Teaching Mathematics Discussion Group Seminar - TBA
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
TBA\nSpeaker: Atendees\, Penn State\nAbstract Link: http://
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150324T122000
DTEND;TZID=America/New_York:20150324T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27456
SUMMARY:Teaching Mathematics Discussion Group Seminar - TBA
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
TBA\nSpeaker: Atendees\, Penn State\nAbstract Link: http://
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150331T122000
DTEND;TZID=America/New_York:20150331T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27457
SUMMARY:Teaching Mathematics Discussion Group Seminar - TBA
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
TBA\nSpeaker: Atendees\, Penn State\nAbstract Link: http://
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150407T122000
DTEND;TZID=America/New_York:20150407T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27458
SUMMARY:Teaching Mathematics Discussion Group Seminar - Encouraging Student
Attendance
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Encouraging Student Attendance\nSpeaker: Atendees\, Penn State\nAbstract:
The topic for this week was inspired by a question I got from a first-time
teacher: what are some ways to encourage attendance that do not involve a
mandatory attendance policy?\n\nDiscussion will be centered around the fo
llowing questions:\n\n1. Is classroom attendance always important? Is it o
kay for "good" students to miss class? What about those who "already know"
the material? Is there a difference in our attendance expectations based
on the class level (e.g.\, Math 021 vs. Math 141\, vs. Math 251)?\n\n2. Wh
at are some ways to incentivize student attendance? Are there any methods
that don't involve grades in some way?\n\n3. On the flip-side\, how do we
ensure that students realize that success is NOT based on attendance alone
?\n\nSome additional optional reading and resources:\nhttp://www.jstor.org
.ezaccess.libraries.psu.edu/stable/40658464\nhttp://www.jstor.org.ezaccess
.libraries.psu.edu/stable/42775811\nhttp://www.jstor.org.ezaccess.librarie
s.psu.edu/stable/1243268
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150414T122000
DTEND;TZID=America/New_York:20150414T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27459
SUMMARY:Teaching Mathematics Discussion Group Seminar - Teaching Mathematic
s Through Writing
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Teaching Mathematics Through Writing\nSpeaker: Atendees\, Penn State\nAbst
ract: This week's topic will be: Writing in Mathematics\n\nHere are some q
uestions we'll address:\n\n1. Is writing really necessary in lower-level m
athematics?\n2. What are some pros and cons of writing about mathematics f
or students?\n3. What are some pros and cons of writing about mathematics
for instructors?\n4. What are some effective ways to incorporate writing a
bout mathematics? Is it possible to do this in curricula that don't encour
age this sort of teaching?\n\nHere are a couple (optional) papers to get y
ou thinking! Bring yourselves and a lunch if you wish.\nhttp://www.jstor.o
rg.ezaccess.libraries.psu.edu/stable/42801734\nhttp://www.jstor.org.ezacce
ss.libraries.psu.edu/stable/3482313
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150421T122000
DTEND;TZID=America/New_York:20150421T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27460
SUMMARY:Teaching Mathematics Discussion Group Seminar - Teaching and Studen
t Attitudes
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Teaching and Student Attitudes\nSpeaker: Atendees\, Penn State\nAbstract:
This week's discussion will focus on how teaching and teachers can affect
student attitudes toward math. We will talk about such questions as:\n\n1.
) What teacher attributes can affect students' mathematical attitudes posi
tively?\n2.) How can we turn relatively mundane topics into something that
is exciting for students\n3.) Is it the teacher's job to motivate student
learning in a college setting?\n4.) What are some strategies that can be
employed in a standardized class\, where changes in curriculum are not pos
sible?\n\nSome reading: http://www.jstor.org.ezaccess.libraries.psu.edu/st
able/42802340\n\nAs always\, all are welcome! Bring your ideas and a lunch
\, if you wish.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20150428T122000
DTEND;TZID=America/New_York:20150428T131000
LOCATION:MB216
URL:http://www.math.psu.edu/seminars/meeting.php?id=27461
SUMMARY:Teaching Mathematics Discussion Group Seminar - TBA
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
TBA\nSpeaker: Atendees\, Penn State\nAbstract Link: http://
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