**Meeting Schedule (PDF)**

**Brian Beaudrie (NAU) – Using GeoGebra in the High School or College Classroom**

GeoGebra is a free, java-based program that mimics several of the functions of Geometer’s Sketchpad and a graphing calculator. It can be used online or offline. Come experience how GeoGebra can be used to allow students to conduct hands-on explorations which will help deepen their understanding of several topics in geometry.

**Brian Beaudrie (NAU) – Using Card Tricks to Teach Math**

“Magic” card tricks capture the imagination of students of all ages, but how do they work? Well, some work mathematically! During this session, participants will perform or participate in various card tricks; then the mathematics behind each trick will be explained. You can bring your own deck of cards if you wish!

**Ana Jiménez (Pima CC) – Tricks of the Trade**

From community building to assessment, strategies that encourage student success.

**Dana C. Ernst (NAU) – Inquiry-Based Learning: What, Why, and How?**

What is inquiry-based learning (IBL)? Why use IBL? How can you incorporate more IBL into the classes that you teach? In this talk, we will address all of these questions, as well as discuss a few different examples of what an IBL classroom might look like in practice.

**Laurel Clifford (Mohave CC) – What Math for Elementary Teachers taught me about Math for College Students**

The techniques and toys we use in teaching math to pre-service and in-service elementary and middle school teachers can also be enlightening for the adults in our college math courses. We will explore several activities for pre-calculus mathematics using ideas inspired by current Math for Elementary Teachers programs.

**Jenifer Bohart, William Meacham, Donna Gaudet (Scottsdale CC) – Expanding the Traditional Classroom, an OER Approach **

This presentation demonstrates how Scottsdale Community College is using Open Educational Resource (OER) materials and technologies in their developmental mathematics courses. This approach provides a means of extending the student’s learning experience beyond the classroom walls. As a result, time within the classroom can be devoted to richer and deeper learning activities.

**David Graser (Yavapai CC) – Pulling Off a Student Project in College Algebra or Calculus**

In this presentation, attendees will learn how to write technology assignments for two introductory projects from college algebra and business calculus. These assignments guide students through the solution strategy for a project as well as give them the technological tools to carry out the strategy.

**Josh Dunlap (Pearson) – Commercial Presentation**

The award-winning Knewton Adaptive Learning Platform™ uses proprietary algorithms to deliver a personalized learning path for each student. Knewton’s technology identifies each student’s strengths, weaknesses and unique learning style. Taking into account both personal proficiencies and course requirements, Knewton continuously recommends course materials to meet each student’s exact needs, delivering the most relevant content efficiently and effectively.

**Cengage Commercial Presentation – Engage with Cengage**

Reinvent the wheel with resources that can save you time and energy in the classroom. Spend less time grading and more time engaging your students.

**Frank Attanucci ( Scottsdale CC) – A Note on the Proportional Partitioning of Line Segments, Triangles and Tetrahedra**

In the first part of this paper I solve the following problem: *Where* can one place a point *G* inside or on a triangle so that line segments from *G* to each of the vertices divide the triangle into three sub triangles whose areas *A1, A2* and *A3,* respectively, satisfy the proportion: *A1:A2:A3 *= *w1:w2:w3*, where the wi’s are non-negative constants with positive sum? I then state and prove an analogous result for tetrahedra. Surprised by the structural similarity of the results (and preserving my order of discovery) I “go back” and prove an analogous theorem for line segments to see if the same pattern appears. I finish with a theorem concerning the centroid of *n*! points. Along the way, everything is made more intriguing by allowing the *wi’s* to be parameterized functions.