Markov Chains are used to model changing processes based on previous events, such as the regional distribution of taxicabs in a busy city and age-specific population dynamics. A state in a Markov Chain is absorbing if it is impossible to leave the state. In this session, we will discuss what makes a Markov Chain absorbing and apply theorems about such Chains to contextual scenarios, such as a population transitioning from using leaded to unleaded gasoline or switching from one brand of detergent to another. Lesson materials, class activities, and assessments will be shared and are well-placed in any course that includes matrix topics. 

A statistics principle explained. Participants will learn what degrees of freedom are, why we often seem to lose one or two of them, and where they go. You'll learn why we divide by n-1 when we compute a sample standard deviation. The topics in this talk are beyond any introductory statistics course but will be of interest to many statistics teachers seeking enrichment. Simple examples will be used to make difficult concepts accessible to teachers and motivated strong students. 

This interactive session will explore practical strategies for integrating mathematical modeling into your teaching, regardless of your students' experience levels. We’ll engage in an activity designed to encourage students to connect with mathematics on their terms, share ready-to-use COMAP resources, and introduce COMAP’s new Refresh for Relevancy challenge. This initiative invites participants to update historical modeling problems to better fit their classroom needs—while also offering opportunities to win prizes! 

How can technology support students in engaging in the modeling process? Come experience a modeling lesson embedded in the Desmos Activity Builder. In this session, participants will experience a modeling lesson, engage in mathematical modeling, and then peel back the layers of the Desmos Activity Builder to think about how to begin building their own. Come to learn the basics of or to reinvigorate yourself around the power of Desmos Activity Builder, while also participating in conversations about how technology can support students in engaging in the modeling process? Participants of all Desmos background knowledge are welcome and encouraged to join us as we learn alongside each other. So bring your laptop and get ready to do some math together!  (This session will be co-presented with Lauren Baucom and Jenny White.) 

Imagine students going on a math walk to make measurements, collect data, observe how things change, and notice the little things we often overlook. Picture them answering mathematical questions related to what they encounter, as well as posing their own questions based on what catches their eye and sparks their curiosity.

This is what a math walk is all about—learning to slow down, be curious, and develop a mathematical eye to find and photograph where math lives. Whether on the campus of your school, in a park, at a shopping mall, or in a museum, math walks can be done almost anywhere. All you need is an imagination. Imagine that! 

All subjects were isolated from each other when I was in school. My first job out of college was as an actuarial consultant, and I was no longer just a math / statistics person. I was expected to be a very broad and knowledgable individual of Math, Finance, History, Science and English. We used all of our knowledge and reasoning to answer complicated modeling concepts in order to get an efficient solution to challenging and confusing problems. I used my knowledge from the actuarial profession to reach high school students. I told stories for appropriate levels of mathematics (from Algebra 1 through AP Calculus) that were being used and had my "actuarial consultants" (students)  solve the various modeling situations and then explain their reasoning and solutions. Come and join the fun as an "Actuarial Consultant" for 60 minutes.

Students are naturally curious individuals, but how can we enhance their curiosity and sense of wonder of mathematics in the classroom? In our program we have structured our calculus curriculum to be centered around a lab based approach to learning. This approach invites the students to work in tandem with the instructors to build ideas, recognize patterns, model real world scenarios, and communicate their thinking.