# Session VI (2:05–2:50 p.m.)

**Yves Nievergelt • Eastern Washington University**

“Fitting parameters” means finding parameters that minimize a function. For instance, the mean of numbers minimizes a sum of squared differences. The slope and intercept of a line also minimize a sum of squared differences. So do parameters of models with Susceptible, Ill and Removed subjects. The mathematics is exactly the same for models from chemistry and the environment, as well as the design of aircraft, automobiles, submarines and racing yachts. Data from COVID-19 just seem to grab students’ attention better than chemistry. Hopefully the talk will leave everyone with something for their students to work on.

**Eric Mack • North Idaho College**

Born out of the ancient and medieval question of how to match a stack of perfect fifths (`a_n = 1.5^n`) against a stack of perfect octaves (`b_n = 2^n`), we’ll explore the phenomena of emergent spiral behaviors in Christmas lights wrapped tightly around different-diameter trees, then flatten this helix into an Archimedean spiral for a 2D view, before finally relating the phenomena to continued fractions and rational approximation. Geogebra will be used for a visual aid.

**Facilitator: Jessica Hoppe • Spokane Falls Community College**

Writing-intensive courses are recognized as a high-impact instructional practice by the Association of American Colleges and Universities. In this session, participants will engage in informal idea-sharing regarding writing-to-learn interventions in STEM-pathway mathematics courses. The presenter will begin by sharing some initial writing-to-learn activities she developed for a writing-intensive precalculus course. Participant input will be sought regarding ways to thoughtfully incorporate writing-to-learn activities in mathematics.

**Pam Chavez, Joel Miller & Ashley Boyd • CPM Educational Program**

Participants will have an opportunity to learn as a mathematician in an equitable environment. Learners thrive through mathematics that is meaningful, relevant, and accessible in a safe space. This session will provide you with an opportunity to engage in productive struggle, experience mathematics, and reflect on the strategies used to support you as a learner.

**Facilitator: Laura Schueller • SBCTC**

**Panelists: Cody Fouts • Pierce College | Julianne Sachs • Walla Walla Community College | Barbara Hunter • Highline College**

A roundtable with college faculty who are in the process of developing, implementing and scaling mathematics co-requisite courses.

- introductory slides
- Pierce College slides
- Highline College document
- Walla Walla Community College advisor document

References from the chat:

- https://dept.wwcc.edu/math/courses-degrees/
- https://completecollege.org/article/coreq-report/
*Culturally Responsive Teaching & The Brain*by Zaretta Hammond*Teaching Men of Color in the Community College*by Wood, Harris and White

**Laurie James • University of Hawaii — West Oahu**

Have you ever been fascinated by card tricks or illusions? Many math concepts, such as patterns and algebra, can be used when exploring magic using a deck of cards. In this session, you will practice and learn the mathematical secrets to simple card tricks. As mathematical patterns emerge from one trick to the next, you will analyze possible outcomes and create a compelling need to know all the secrets. The purpose is to inspire mathematical thinking and discourse while making math fun. You will leave understanding mathematical card tricks that shift the focus in the classroom from direct instruction to a supportive learning environment through active participation and meaningful connections to mathematical patterns. You will experience yourself becoming a magician and will be able to impress your students, family and friends.

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