Central Michigan University Mathematics Colloquium

Organizer

Colloquium Coordinator: C-Y. Jean Chan
Because there might be a time delay in updating the webpage, please always check with the Coordinator for the available dates.

Meeting Times and Platforms

Typical Colloquium Talks are Thursday, 4:00–4:50pm, in person in Room 227 of Pearce Hall.
Special media arrangement such as virtual, or HyFlex format, if available, is indicated under Remark.
The following table gives the information for all colloquium activities (on any day), and each Thursday event that is open to the public.
For Graduate Student Seminar (GSS) schedule on Tuesdays, please click here.

SCHEDULE 2024–2025

Abstracts

Speaker: Faculty of Mathematics (October 10, 2024)
Title: Year 2025–2026 Graduate Courses Exhibition
Abstract: Come join graduate students and faculty at the third annual Graduate Courses Exhibition. In this exhibition, there will be free pizza, and some of the faculty members who plan to teach elective graduate courses ​in the 2025-26 year (MTH 543, 545, 633, 643, 725, and 734) will give a short presentation about the topics to be covered in the course. It is an opportunity for students to sample the course materials and ask questions to the instructors before they submit the Graduate Student Survey Form on Friday, October 25, 2024. All graduate students and faculty are welcome!

Speaker: G.V. Ravindra (October 17, 2024)
Title: Matrix Factorizations of Polynomials
Abstract: A matrix factorization of a polynomial F is a pair of (square) matrices (A, B) such that their product is F times the identity matrix. After spending some time on preliminaries, I will explain what is known about this question, and what its relevance is to the geometry of the set of zeroes of the polynomial F. I will also talk about its connection to the problem of determining the minimum number of polynomials required to define curves in three dimensional space and analogous questions. These questions have been found to be of interest in fields as disparate as theoretical physics to computer vision.
This talk will be aimed at a general audience including undergraduate students with some mathematical maturity.

Speaker: Jiří Lehl (November 7, 2024)
Title: Normal forms for rational sphere maps
Abstract: Classification of rational sphere maps in complex analysis is a well-studied open problem related to several other fields. It is the complex (hermitian) analogue of the same problem (rational sphere maps) in the real domain (a well-known open problem in real algebraic geometry), which is itself closely related to the still open question of homotopy groups of spheres (topology). Both problems are related to positivity of polynomials and versions of Hilbert's 17th problem, that is, writing positive polynomials as sums of squares, either real or hermitian. Sums of squares find use even in applied fields such as engineering. The real and the complex problems are very different despite sounding very similar at first. I will go over some of the known results for the complex case of rational sphere maps including my most recent work on normal forms. The talk should hopefully be accessible to a general mathematical audience.

Speaker: Rachel Rupnow (Novermber 21, 2024)
Title: Values and Norms of the Mathematical Community: What Should Students Know?
Abstract: Mathematicians engage in a variety of disciplinary practices, including proving, defining, and algorithmatizing. Nevertheless, limited research has examined the mathematical community’s collective values and norms of practice with respect to algorithms, definitions, or proofs, even though these values and norms could help students understand what it means to be part of the mathematical community and why things are done the way they are. In this talk, I will first explain what led us to examine values and norms in the context of definitions and what we found in the definition context. Next, I will highlight expanded work comparing and contrasting views of algorithms, definitions, and proofs. Finally, I will provide initial data on ongoing work with mathematicians looking to incorporate more of their values into their teaching practice in the context of definitions.

Speaker: Katie Edmiston (Tuesday, December 3, 2024)
Title: Design Made Easy in Adobe Express
Abstract: Harness the power of Adobe in the beginner-friendly, easily accessible program Adobe Express. Learn how to design flyers, logos, presentations, webpages, infographics, and more in this hands-on demonstration. This presentation will cover CMU's designation as an Adobe Creative Campus, how to get started with Adobe programs, and introduce you to the creative capabilities of Adobe Express. 

Speaker: Nicholas Witt (February 25, 2025)
Title: Leveraging Technology and Place for Mathematics Teaching and Learning
Abstract: Mathematicians engage in a variety of disciplinary practices, including proving, defining, and algorithmatizing. Nevertheless, limited research has examined the mathematical community’s collective values and norms of practice with respect to algorithms, definitions, or proofs, even though these values and norms could help students understand what it means to be part of the mathematical community and why things are done the way they are. In this talk, I will first explain what led us to examine values and norms in the context of definitions and what we found in the definition context. Next, I will highlight expanded work comparing and contrasting views of algorithms, definitions, and proofs. Finally, I will provide initial data on ongoing work with mathematicians looking to incorporate more of their values into their teaching practice in the context of definitions.
Bio: Dr. Nicholas (Nick) Witt was a high school mathematics teacher in Chicago, IL and Kalamazoo, MI. He is currently a postdoctoral research fellow as part of the NSF-Funded Research in Educational Equity and Diversity in STEM (REEDS) Fellowship at The University of Arizona. Nick’s research primarily centers prospective mathematics teachers’ (PMTs) learning through technologically-enhanced curriculum materials, critical consciousness activation while engaging with a place-based curriculum, and exploring intersections between technology and equity.

Speaker: Shemail Fatima (February 27, 2025)
Title: From Cognitive Processes to Classroom Practices: Supporting Students’ Conceptual Understanding in Mathematics
Abstract: Students’ conceptual understanding of mathematics develops through an interplay of prior knowledge, cognitive challenges, and instructional support. However, prior knowledge, which serves as the foundation for new learning, can sometimes interfere with deeper mathematical understanding when it conflicts with formal concepts, leading to what is referred to as epistemological obstacles. The concept of limits in calculus is an example of this challenge, where students often rely on intuitive reasoning that contradicts the formal definition. Overcoming such obstacles requires instructional strategies that promote cognitive shifts. Teachers play a crucial role in this process, as their understanding of epistemological obstacles influences how they recognize and address these challenges, ultimately shaping students’ opportunities for conceptual understanding. These studies explore how teachers perceive and respond to student misconceptions and examine the effectiveness of instructional strategies, such as conceptual conflict, in facilitating students' conceptual development. By integrating insights from learning sciences and mathematics education, this work seeks to inform instructional practices that support students in refining and reconstructing their mathematical understanding.

Speaker: Lino Guajardo (March 6, 2025)
Title: Proof Comprehension Strategies and Meanings: Considering the Student's Perspectives
Abstract: One goal of undergraduate proof-based courses is to have students engage in mathematician practices, one of which is the reading and comprehending of proof. Research on undergraduate proof comprehension largely focuses on using experts' perspectives and has created valuable information for the field. Yet, little has focused on the student's perspectives. This perspective is needed for researchers and instructors to provide more support and opportunities for students in their proof-based courses. In understanding the student's perspective, we can begin the development of productive interventions that start where the student is. In this talk, I will discuss findings from my dissertation that aims to understand the student's perspective on proof comprehension. More specifically, I will discuss the various strategies students use when trying to understand provided proofs and how students define what it means to them to understand a proof.

Speaker: Steven Bell, Fleming Lecture Series Speaker (April 17, 2025)
Title: TBA
Abstract: TBA

Speaker: Steven Bell, Fleming Lecture Series Speaker (April 18, 2025)
Title: TBA
Abstract: TBA

Past Department Colloquia: Spring 2024/Fall 2023, Spring 2023/Fall 2022, Spring 2022/Fall 2021, Spring 2020/Fall 2019, Spring 2019, Fall 2018, Spring 2018, Fall 2017