Colloquium & Seminar Schedules
Colloquium Schedules | Seminar Schedules | Past Colloquia
The Mathematics Department colloquium series is usually held on Fridays from 4:10 - 5:00 p.m. throughout the quarter (please check information below for location). Refreshments are served before the colloquium from 3:30 - 4:00 p.m. in the Math Department Conference Room, 25-208B. All interested faculty, staff, students and visitors are welcome to attend and meet the speaker before the colloquium.
Colloquia on topics of particular interest to undergraduates are also held during the quarter. These are scheduled on Thursdays from 11:10 a.m. - 12:00 noon. Check the posted flyers or this website for specific location.
Colloquium Schedule
Winter 2010 Colloquia
- The Not-So-Elementary Task of Preparing Elementary School Mathematics Teachers to Understand Elementary Mathematics
Randolph Philipp, School of Teacher Education & Center for Research in Mathematics and Science Education, San Diego State University
Abstract
If elementary school mathematics is so elementary, then why do so many people struggle to understand? Using video of children's mathematical thinking, I will highlight some of the issues related to mathematical understanding, and I will share an approach we have studied and implemented for motivating prospective elementary school teachers to more deeply engage with mathematics. - The van Hiele Levels of Prospective Secondary Mathematics Teachers
Todd Grundmeier and Carole Simard, Cal Poly Mathematics Department
Abstract
In 1957, Pierre Marie van Hiele and Dina van Hiele-Geldof developed a learning model for geometry as their doctoral thesis. This hierarchical model of geometric knowledge received a fair amount of interest in the United States in the nineteen-eighties and consequently, it brought considerable change that can still be seen in today's geometry courses in the United States. Research has shown that mathematics teachers geometry content knowledge may not be at the highest van Hiele level and this may possibly hinder the learning of their students. This talk will present the results of a research project that aimed to assess whether an inquiry-oriented, technology-based, proof-intensive geometry course had any influence on the van Hiele levels of prospective mathematics teachers. Twenty-one participants, including twenty mathematics majors, most of whom were prospective secondary mathematics teachers, participated in the research project. Data collection included a pre- and post-test of van Hiele levels and collection of student work during the course. Data analysis suggests that the course had variable influence on the van Hiele levels of male participants while two thirds of the female participants improved their van Hiele levels. Furthermore, examination of the data by van Hiele levels revealed a substantial growth at level 4 for females and at level 5 for males, the two levels directly linked to the proof-intensive nature of the course. Besides results about van Hiele levels, data will be presented which suggests that the van Hiele test instrument used for this study operated well with university students. - Decompositions and statistics for β(1,0)-trees and nonseparable permutations
Sergey Kitaev, Mathematics Institute School of Computer Science, Reykjavik University
Abstract
Decompositions and statistics for β(1,0)-trees and nonseparable permutation - The Ratio Field of Values
Ilya Spitkovsky, Professor of Mathematics, College of William & Mary
Abstract
The ratio field of values, a generalization of the classical field of values to a pair of n-by-n matrices, is defined and studied, primarily from a geometric point of view. In particular, the following is established. The ratio field is not generally convex, but it is shown (1) that it is generally simply connected, (2) for which denominator matrices it is always convex, (3) certain other cases of convex pairs, and (4) that, at least for n = 2, it obeys a near convexity property that the intersection with any line segment has at most n components. In addition, it is shown when the ratio field has no interior. If there is an interior, it is
shown when there is a cut-point.
Fall 2009 Colloquia
- SL(2, Z), the Farey Graph, and the Torus Complex
Brie Finegold, Ph.D. Candidate, University of California, Santa Barbara
Abstract
Given a group, one can always construct a topological space (e.g., the Cayley graph) on which the group acts nicely. By understanding properties of the space, one can then translate those into properties of the group. We will consider the group SL(2, Z) of integer 2 x 2 matrices with determinant one. I will explain how SL(2, Z) acts on the Farey graph and
its dual. Using this fact, we will nd a group presentation (generators and relations) of SL(2, Z). This is a classical application of Bass-Serre Theory. In my research, I generalize this example to build the n-dimensional Torus complex over a ring R, a space on which SL(n, R) acts simplicially. In particular, this gives a palindromic presentation of SL(3, Z).
Seminar Schedule
Algebra Seminar
Fridays, 12:00 p.m. - 1:00 p.m. in 25-208B.
Applied Mathematics Seminar
Anyone interested is welcome to attend. Please check link for meeting time/place and topic.
Geometry-Topology Seminar
Anyone interested is welcome to attend. Please check link for meeting time/place and topic.
Operator Theory Seminar
Mondays, 11:10 a.m. - 12:00 noon in 25-208B.
Past Colloquia
2008-2009 Colloquia (Coming Soon!)
2007-2008 Colloquia
2006-2007 Colloquia
2005-2006 Colloquia
2004-2005 Colloquia
2003-2004 Colloquia
2002-2003 Colloquia
2001-2002 Colloquia
2000-2001 Colloquia
1999-2000 Colloquia
1998-1999 Colloquia