Mat 140 Cryptology Day 1 Presentation

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First of a four-part presentation series on cryptology for students in MAT 140 (Introduction to the Mathematical Sciences) at Franklin College.

Educación Tecnología

Cryptology
Making and breaking
codes
MAT 140: Introduction to the
Mathematical Sciences
12 September 2008

Robert Talbert, PhD
Associate Professor of Mathematics
and Computing Science
rtalbert@franklincollege.edu

Friday, September 12, 2008 1

Activity: Making a coded message
with a shift cipher

Friday, September 12, 2008 2

Mat 140 Cryptology Day 1 Presentation

Mat 140 Cryptology Day 1 Presentation

Mat 140 Cryptology Day 1 Presentation

Mat 140 Cryptology Day 1 Presentation

Mat 140 Cryptology Day 1 Presentation

Mat 140 Cryptology Day 1 Presentation

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Have you ever wondered if there's a simple way to get students more engaged in a math class? Do you feel that students would benefit from an enhanced focus on conceptual learning in math? If so, there's a simple solution: Let students vote. This session describes different ways to incorporate student voting into mathematics classes, particularly through the use of classroom response systems or "clickers". Of particular interest is peer instruction, a teaching technique that combines the best elements of the flipped classroom, direct instruction, and collaborative learning with a twist of voting to make it all work. (These are slides from a session given at Math in Action 2012 on the campus of Grand Valley State University, Allendale, MI on February 25, 2012.)

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[Presentation given at the AMS/MAA Joint Meetings, Boston, MA on 1/4/2012.] Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic approaches to mathematics experience culture shock at the more open-ended and uncertain mathematical world that such courses introduce. The elements of communication and writing often play a much larger role in these courses than in earlier ones. And generally, these courses signal a major change in the way students conceive of the study of mathematics, which can make further study of mathematics stressfully forbidding. Technology can help students make this transition. In particular, classroom response systems, or "clickers", open up the classroom to a range of pedagogical approaches that can help students learn mathematical abstraction and good mathematical writing practice. In this talk, we discuss some instances of clicker-enabled pedagogy in the author's Communicating in Mathematics class, including peer instruction, and peer review of writing samples.

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Mat 140 Cryptology Day 1 Presentation

1. Cryptology Making and breaking codes MAT 140: Introduction to the Mathematical Sciences 12 September 2008 Robert Talbert, PhD Associate Professor of Mathematics and Computing Science rtalbert@franklincollege.edu Friday, September 12, 2008 1

2. Activity: Making a coded message with a shift cipher Friday, September 12, 2008 2