BEGIN:VCALENDAR
PRODID:-//PSU Mathematics Department//Seminar iCalendar Generator//EN
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CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:Teaching Mathematics Discussion Group Seminar
X-WR-TIMEZONE:America/New_York
BEGIN:VTIMEZONE
TZID:America/New_York
X-LIC-LOCATION:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:19700308T020000
RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU
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TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:19701101T020000
RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU
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END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20140827T153500
DTEND;TZID=America/New_York:20140827T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23968
SUMMARY:Teaching Mathematics Discussion Group Seminar - When Group Work Fai
ls
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
When Group Work Fails\nSpeaker: Attendees\, Penn State\nAbstract: Group pr
ojects are lauded for their ability to teach students various skills impor
tant to professional work\, including communication\, management\, and pla
nning. But not all group work is successful. In some cases\, members of a
group may put in less work or no work at all. This week\, we read a summar
y of literature from social psychology on this topic and discuss strategie
s to combat this phenomenon. \n

\nMyers\, David G. "Many Hands Make Dim
inished Responsibility." *Exploring Social Psychology.* 6th ed. New Y
ork: McGraw-Hill\, 1994. 203-08. Print.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20140903T153500
DTEND;TZID=America/New_York:20140903T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23969
SUMMARY:Teaching Mathematics Discussion Group Seminar - Social Pressure and
Group Projects
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Social Pressure and Group Projects\nSpeaker: Attendees\, Penn State\nAbstr
act: Research dating back to the 1950s has demonstrated how difficult it i
s for an individual to withstand social pressure. In some instances\, soci
al pressure can quell correct ideas in favor of incorrect ones. This week
\, we read an article describing this phenomenon (observed in the laborato
ry) and discuss strategies to guide students away from it. \n

\nAsch\,
Solomon E. "Opinions and Social Pressure." *Scientific American* 193.
5 (1955): 31-35. Web.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20140910T153500
DTEND;TZID=America/New_York:20140910T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23970
SUMMARY:Teaching Mathematics Discussion Group Seminar - Group Projects Done
Right
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Group Projects Done Right\nSpeaker: Attendees\, Penn State\nAbstract: Grou
p projects can\, of course\, be done well... even in a mathematics classro
om! This week\, we consider ideas set forth in Assessment Practices in Und
ergraduate Mathematics by the MAA and discuss if they could be used in our
classrooms.\n\n

\n\nGold\, Bonnie\, Sandra Keith\, and William A. Mari
on. "Assessment in the Individual Classroom." *Assessment Practices in U
ndergraduate Mathematics.* Washington\, DC: Mathematical Association of
America\, 1999. 134-45. Print.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20140917T153500
DTEND;TZID=America/New_York:20140917T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23971
SUMMARY:Teaching Mathematics Discussion Group Seminar - Would You Like Some
Help?
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Would You Like Some Help?\nSpeaker: Attendees\, Penn State\nAbstract: Some
times people are altruistic and sometimes they are not. An ideal class env
ironment is one where students work together and help each other\, but wha
t factors lead one person to help another? This week\, we read a summary o
f social psychology literature on this subject and discuss how these findi
ngs apply to the classroom. \n

\nMyers\, David G. "When Do People Help?
" *Exploring Social Psychology.* 6th ed. New York: McGraw-Hill\, 1994
. 385-93. Print.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20140924T153500
DTEND;TZID=America/New_York:20140924T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23972
SUMMARY:Teaching Mathematics Discussion Group Seminar - Do As I Say\, Not A
s I Do
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Do As I Say\, Not As I Do\nSpeaker: Attendees\, Penn State\nAbstract: Math
ematicians may profess a set of values that differs from what is inferred
by their actions. This week\, we discuss a paper that looks at discrepanci
es between what mathematicians value in proofs versus how they teach them.
\n

\nLai\, Y. & Weber\, K. (2014). Factors mathematicians profess to co
nsider when presenting pedagogical proofs. *Educational Studies in Mathe
matics\,* 85(1)\, 93-108.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141001T153500
DTEND;TZID=America/New_York:20141001T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23973
SUMMARY:Teaching Mathematics Discussion Group Seminar - How Mathematicians
Gain Conviction
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
How Mathematicians Gain Conviction\nSpeaker: Attendees\, Penn State\nAbstr
act: Mathematics is often thought of as a discipline that gains certainty
by deductive reasoning rather than empirical or authoritarian evidence. In
practice\, however\, this may not be entirely true. This week\, we read a
paper on this very topic and discuss if we teach the practice of mathemat
ics honestly.\n

\nWeber\, K.\, Inglis\, M.\, & Mejia-Ramos\, J. P. (201
4). How mathematicians obtain conviction: Implications for mathematics ins
truction and research on epistemic cognition. *Educational Psychologist
\,* 49(1)\, 36-58.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141008T153500
DTEND;TZID=America/New_York:20141008T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23974
SUMMARY:Teaching Mathematics Discussion Group Seminar - How Mathematicians
Use Examples To Understand Proofs
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
How Mathematicians Use Examples To Understand Proofs\nSpeaker: Attendees\,
Penn State\nAbstract: Everyone knows mathematicians use examples to explo
re conjectures... except for many undergraduate students. This week\, we r
ead a paper that details how mathematicians use examples when exploring a
conjecture and discuss its implications for undergraduate education. \n

\nLockwood\, Elise\, Amy B. Ellis\, and Eric Knuth. "Mathematiciansâ€™ ex
ample-related activity when proving conjectures." *16TH Annual Conferenc
e on Research in Undergraduate Mathematics Education 1* (n.d.): 16-30.
Web. 20 Aug. 2014.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141015T153500
DTEND;TZID=America/New_York:20141015T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23975
SUMMARY:Teaching Mathematics Discussion Group Seminar - A Uniform Standard
for Evaluating Proofs?
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
A Uniform Standard for Evaluating Proofs?\nSpeaker: Attendees\, Penn State
\nAbstract: Courses as basic as Calculus incorporate proofs. Is the mathem
atical community consistent in how it evaluates such basic proofs? This we
ek\, we read a paper that explores different standards used by mathematici
ans and discuss if there exists a uniform standard by which we judge proof
s.\n

\nInglis\, M.\, Mejia-Ramos\, J.P.\, Weber\, K.\, & Alcock\, L. (2
013). On mathematicians' different standards when evaluating elementary pr
oofs. *Topics in Cognitive Science* 5(2)\, 270-282
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141022T153500
DTEND;TZID=America/New_York:20141022T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23976
SUMMARY:Teaching Mathematics Discussion Group Seminar - Opportunities for T
heoretical Thinking
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Opportunities for Theoretical Thinking\nSpeaker: Attendees\, Penn State\nA
bstract: The majority of lower-level curriculum provides little in the way
of theoretical assignments. Is it\, however\, possible to incorporate act
ivities that encourage high-level thinking in 100- or 200-level curriculum
? This week\, we read a paper that explores this issue and we consider if
its suggestions could be realistically incorporated into the classroom.\n<
br>\nChallita\, Dalia\, and Nadia Hardy. "Providing calculus students with
opportunities to engage in theoretical thinking." *16TH Annual Conferen
ce on Research in Undergraduate Mathematics Education* 1 (n.d.): 16-30.
Web. 20 Aug. 2014.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141029T153500
DTEND;TZID=America/New_York:20141029T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23977
SUMMARY:Teaching Mathematics Discussion Group Seminar - Preparing Students
for Calculus
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Preparing Students for Calculus\nSpeaker: Attendees\, Penn State\nAbstract
: Last week\, we considered ways of preparing calculus students for higher
-level classes. This week\, we consider what it takes to adequately prepar
e students for calculus. \n

\nJudd\, April B.\, and Terry Crites. "Prep
aring students for calculus." *16TH Annual Conference on Research in Und
ergraduate Mathematics Education* 1 (n.d.): 96-105. Web. 20 Aug. 2014.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141105T153500
DTEND;TZID=America/New_York:20141105T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23978
SUMMARY:Teaching Mathematics Discussion Group Seminar - Proficiency to Mast
ery (Week 1 of 3)
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Proficiency to Mastery (Week 1 of 3)\nSpeaker: Attendees\, Penn State\nAbs
tract: For the next three weeks\, we discuss what it means for a student t
o be proficient and to develop mastery. We will be reading excerpts from A
dding it Up and How Learning Works. This week\, we read the description of
proficiency from Adding It Up. \n

\nKilpatrick\, Jeremy\, Jane Swaffor
d\, and Bradford Findell. "The Strands of Mathematical Proficiency." *Ad
ding It Up: Helping Children Learn Mathematics.* Washington\, DC: Natio
nal Academy\, 2001. 115-35. Print.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141112T153500
DTEND;TZID=America/New_York:20141112T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23979
SUMMARY:Teaching Mathematics Discussion Group Seminar - Proficiency to Mast
ery (Week 2 of 3)
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Proficiency to Mastery (Week 2 of 3)\nSpeaker: Attendees\, Penn State\nAbs
tract: For the next three weeks\, we discuss what it means for a student t
o be proficient and to develop mastery. We will be reading excerpts from A
dding it Up and How Learning Works. This week\, we consider if students ar
e proficient based on results summarized in Adding It Up.\n

\nKilpatric
k\, Jeremy\, Jane Swafford\, and Bradford Findell. "The Strands of Mathema
tical Proficiency." *Adding It Up: Helping Children Learn Mathematics. Washington\, DC: National Academy\, 2001. 136-55. Print.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141119T153500
DTEND;TZID=America/New_York:20141119T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23980
SUMMARY:Teaching Mathematics Discussion Group Seminar - Proficiency to Mast
ery (Week 3 of 3)
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Proficiency to Mastery (Week 3 of 3)\nSpeaker: Attendees\, Penn State\nAbs
tract: For the next three weeks\, we discuss what it means for a student t
o be proficient and to develop mastery. We will be reading excerpts from A
dding it Up and How Learning Works. This week\, we read about Mastery from
How Learning Works. \n*

\nAmbrose\, Susan A. "How Do Students Develop M
astery." *How Learning Works: Seven Research-based Principles for Smart
Teaching.* San Francisco\, CA: Jossey-Bass\, 2010. 91-120. Print.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141203T153500
DTEND;TZID=America/New_York:20141203T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23982
SUMMARY:Teaching Mathematics Discussion Group Seminar - What is "True" Unde
rstanding?
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
What is "True" Understanding?\nSpeaker: Attendees\, Penn State\nAbstract:
What exactly is mathematical understanding and when has a person achieved
it? Although it may seem clear cut\, further thought on the subject may co
nvince you otherwise. This week\, we read an article that attempts to tack
le the ambiguity of "true" mathematical understanding and discuss our expe
riences (both as students and as teachers).\n

\nSfard\, Anna. "Reificat
ion as the Birth for Metaphor." *For the Learning of Mathematics* 14.
1 (1994): 44-55. Web.
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20141210T153500
DTEND;TZID=America/New_York:20141210T162500
LOCATION:MB102
URL:http://www.math.psu.edu/seminars/meeting.php?id=23983
SUMMARY:Teaching Mathematics Discussion Group Seminar - Metaphors for Learn
ing
DESCRIPTION:Seminar: Teaching Mathematics Discussion Group Seminar\nTitle:
Metaphors for Learning\nSpeaker: Attendees\, Penn State\nAbstract: We ofte
n understand fundamental ideas like learning through metaphor. This week\,
we read an article that discusses two kinds of metaphors employed and arg
ues that both are incomplete without the other. \n

\nSfard\, Anna. "On
Two Metaphors for Learning and the Dangers of Choosing Just One." *Educa
tional Researcher* 27.2 (1998): 4. Web.
END:VEVENT
END:VCALENDAR