Success rates in mathematics as well as recruitment and retention rates in the mathematics pipeline are low at all education levels and are, across predictable demographics, disproportionately low for students who are women, Latin@, Black, American Indian, recent immigrants, emergent bilinguals/multilinguals, and poor. Efforts to address these low rates often focus on programmatic solutions such as creating mentoring or bridge programs to address perceived deficiencies. While these programs achieve some success, evidence suggests that they may not substantially improve students’ subsequent success in mathematics or meaningfully address the ways that students experience mathematics instruction.
The 2017 CIME workshop will focus on observations of mathematics classrooms through the lens of equity. Specifically, we will use observation as a tool for understanding and improving imbalances of access, participation, and power in mathematics teaching and learning. In doing so, we seek to better understand students’ experiences in mathematics classrooms in order to improve academic success, recruitment and retention, and meaningful experiences for historically marginalized populations.
Five questions structure the highly interactive design of the workshop:
Updated on Sep 29, 2016 10:25 AM PDT
- What does it mean to create an equitable classroom environment? How can the structure of classroom interactions lead to imbalances of access, identity, and power in mathematics teaching and learning? How can such structures be rebuilt to better serve all students?
- How might observations of mathematics instruction help us to identify power dynamics in classrooms? What language is helpful to describe interactions in mathematics classrooms? What might we learn from observations about how culture and identity are developed for some students but not others? What do classroom observations reveal about how instruction supports or discourages engagement in mathematics for students of different backgrounds?
- What does it mean to observe interactions in a mathematics classroom with an eye towards equity? What language is helpful to describe interactions in mathematics classrooms? How do we observe and describe interactions among students, between students and mathematics, between students and instructors, and between students and resources (i.e., textbooks, computers, chalkboards, manipulatives)?
- What professional experiences can support mathematics instructors to learn how to observe for, describe, interpret, and productively address interactions in the mathematics classroom from the lens of equity? What professional experiences can support mathematics instructors to increase the number of equitable interactions and decrease the number of inequitable ones in their classrooms?
- What measures might be useful in tracking our progress in learning to see, describe, interpret, and productively address (in)equitable interactions in mathematics classrooms? What measures and tools might be useful in tracking the impacts on instruction and student learning? How might we develop infrastructure to help with this work (video library, faculty resources, etc.)?
The purpose of the school will be to introduce graduate students to foundational results in commutative algebra, with particular emphasis of the diversity of the related topics with commutative algebra. Some of these topics are developing remarkably in this decade and through learning those subjects the graduate students will be stimulated toward future research.Updated on Sep 30, 2016 07:10 PM PDT
Subfactor theory is a subject from operator algebras, with many surprising connections to other areas of mathematics. This summer school will be devoted to understanding the representation theory of subfactors, with a particular emphasis on connections to quantum symmetries, fusion categories, planar algebras, and random matricesUpdated on Aug 12, 2016 09:16 AM PDT
The MSRI-UP summer program is designed to serve a diverse group of undergraduate students who would like to conduct research in the mathematical sciences.In 2017, MSRI-UP will focus on Solving Systems of Polynomial Equations, a topic at the heart of almost every computational problem in the physical and life sciences. We will pay special attention to complexity issues, highlighting connections with tropical geometry, number theory, and the P vs. NP problem. The research program will be led by Prof. J. Maurice Rojas of Texas A&M University.Students who have had a linear algebra course and a course in which they have had to write proofs are eligible to apply. Due to funding restrictions, only U.S. citizens and permanent residents may apply regardless of funding. Members of underrepresented groups are especially encouraged to apply.Updated on Nov 23, 2016 12:11 PM PST
We will give an introduction to categorical representation theory, focusing on the example of Soergel bimodules, which is a categorification of the Iwahori-Hecke algebra. We will give a comprehensive introduction to the "tool box" of modern (higher) representation theory: diagrammatics, homotopy categories, categorical diagonalization, module categories, Drinfeld center, algebraic Hodge theory.Updated on Aug 18, 2016 04:30 PM PDT
McMullen’s g-Conjecture from 1970 is a shining example of mathematical foresight that combined all results available at that time to conjure a complete characterization of face numbers of convex simple/simplicial polytopes. The key statement in its verification is that certain combinatorial numbers associated to geometric (or topological) objects are non-negative. The aim of this workshop is to introduce graduate students to selected contemporary topics in geometric combinatorics with an emphasis on positivity questions. It is fascinating that the dual notions of simple and simplicial polytopes lead to different but equally powerful algebraic frameworks to treat such questions. A key feature of the lectures will be the simultaneous development of these algebraic frameworks from complementary perspectives: combinatorial-topological and convex-geometric. General concepts (such as Lefschetz elements, Hodge–Riemann–Minkowski inequalities) will be developed side-by-side, and analogies will be drawn to concepts in algebraic geometry, Fourier analysis, rigidity theory and measure theory. This allows for entry points for students with varying backgrounds. The courses will be supplemented with guest lectures highlighting further connections to other fields.Updated on Aug 18, 2016 04:35 PM PDT
The theory of dynamical systems has witnessed very significant developments in the last decades, including the work of two 2014 Fields medalists, Artur Avila and Maryam Mirzakhani. The school will concentrate on the recent significant developments in the field of dynamical systems and present some of the present main streams of research. Two central themes will be those of partial hyperbolicity on one side, and rigidity, group actions and renormalization on the other side. Other themes will include homogeneous dynamics and geometry and dynamics on infinitely flat surfaces (both providing connections to the work of Maryam Mirzakhani), topological dynamics, thermodynamical formalism, singularities and bifurcations in analytic dynamical systems.Updated on Aug 17, 2016 03:34 PM PDT
The purpose of the summer school is to introduce graduate students to the recent developments in the area of dispersive partial differential equations (PDE), which have received a great deal of attention from mathematicians, in part due to ubiquitous applications to nonlinear optics, water wave theory and plasma physics.
Recently remarkable progress has been made in understanding existence and uniqueness of solutions to nonlinear Schrodinger (NLS) and KdV equations, and properties of those solutions. We will outline the basic tools that were developed to address these questions. Also we will present some of recent results on derivation of NLS equations from quantum many particle systems and will discuss how methods developed to study the NLS can be
relevant in the context of the derivation of this nonlinear equation.Updated on Sep 12, 2016 04:14 PM PDT
The summer school will be an introduction to the more algebraic aspects of the theory of automorphic forms and representations. One of the goals will be to understand the statements of the main conjectures in the Langlands programme. Another will be to gain a good working understanding of the fundamental definitions in the theory, such as principal series representations, the Satake isomorphism, and of course automorphic forms and representations for groups such as GL_n and its inner forms.Updated on Sep 02, 2016 11:36 AM PDT
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