Session III (10:50–11:20 a.m.)

Learn how to compute derivatives of polynomials and trigonometric functions (and their inverses) without defining limits (formally or otherwise). Hear an argument that we should start teaching derivatives at the beginning of Calculus I, rather than after a review of precalculus followed by a detour into limits and continuity.

• presentation slides (PDF)
• visual derivatives of trigonometric functions (Desmos)
• product rule animation (Desmos)
• tangent lines without calculus (James Tanton)
• Visual Complex Analysis (Tristam Needham)

Does your department require proctored exams in online courses? Let’s discuss the pros and cons of proctored assessments and share strategies to help students retain what they are learning.

• chat discussion (PDF)

Before the pandemic, the #TacomaMath workgroup of Graduate Tacoma’s STEAM Learning network (including Jenn Crump, Tom Edgar, Michael Hale, Rita Than, Keshreeyaji Oswal and Jenny Quinn) was creating docent-led math walks. Then came “The Great Pivot.” We tried it all — from math scavenger quests (both online and on paper) to chalking puzzles around town (inspired by Traci Jackson: @teachertraci #mathwalks). With the start of the rainy season, we moved to creating “Math Around Town” YouTube recordings. Our greatest success was building a diverse community to support each other and the love of mathematics in Tacoma.

I would like to share a few mathematics Undergraduate Research (UGR) projects that students have carried out at LWTech. UGR promotes student group work and collaboration, offers a novel platform for integrated STEM learning, provides critical engagement for diverse learners and engages students in discovering solutions to real-world problems. UGR also provides students leadership opportunities to present their research at conferences. Some examples from student undergraduate research and their role in minority student retention will be presented.