Scientific Sessions

Panelists:

Deborah Hughes Hallett, University of Arizona and Harvard Kennedy School How to get students started

Gavin LaRose (virtual), University of Michigan Student Buy-in

Cindy Blos, University of Toronto Identity and Ownership

Stan Yoshinobu, University of Toronto, Identity and Ownership

Camelia Karimianpour, University of Toronto IBL for proof-based courses

The purpose of this panel is to initiate a conversation among those of us who have been practicing IBL in our classes and those who are interested in doing so or are on the fence to exchange ideas, and concerns and explore solutions that may be applied in a variety of settings. We would like to know more about the background and interest of our audience, so that we can tailor the session to your needs. If you are planning to attend our panel, and/or the round table discussions, please take a minute to fill out this form. (https://forms.office.com/r/M2LtjKmFuE)

Combinatorial Game Theory is the study of two-player games with perfect information and no chance. It is an active research area intersecting combinatorics, algebra, and theoretical computer science.

A pursuit-evasion game is about how to guide one or a group of pursuers to catch one or a group of moving evaders. The geometric formulation of the pursuit-evasion game is called continuous pursuit-evasion, while the graph formulation is called discrete pursuit-evasion or graph searching. One of the goals of their study is to find the winning strategies of the players as well as the optimal number of players to win the game.

The main goal of this session is to bring together researchers in combinatorial game theory and continuous and discrete versions of pursuit-evasion games to disseminate their latest work. Applications to speak by all researchers welcome. This session may be accessible to undergraduate students.

The Conference Board of Canada’s Employability Skills brochure lists 16 skills that are needed to improve ability and thrive in the workplace and beyond. Problem-solving and numeracy, typically the highest priorities in most post-secondary mathematical classrooms, are just two of these 16 skills, so how do we explicitly teach and evaluate progress in other skills? Studies have shown that focusing simultaneously on mathematical and other academic skills is invaluable in helping students with the high school to university mathematics transition (Lake et al 2017) .

In this session, we want to learn from instructors who have developed tools that help with the explicit, intentional, and targeted teaching and learning of a skill, rather than a mathematical concept. This skill could be, but is certainly not limited to, communication, group work, learning skills, peer evaluation, reflection, goal setting, using multiple representations, or research skills. We are interested in hearing about the development of your tool, any obstacles you faced and how you have or might evaluate the success of your intervention.