AQ Difference

The winner of our Wittgenstein Imitated Badly contest, by vote of the CA310 students, is Casey Thomas. Casey received a copy of the graphic novel Logicomix as his prize. Congratulations, Casey!

His winning entry:
"I want to play a game; that is to say that there is a game I want to play. However it is a different sort of game, which is to say that it is not the same as a normal sort of game. It will not be played to win but to be more and more successful; this means you’re going to lose but you’ll be able to tell your friends that they suck compared to you so you win anyways. The game therefore is a contradiction so it does not exist. Therefore, Tetris does not and yet does exist. Game over?"

We have five published researchers from the Aquinas College Department of Mathematics!

• Megan Ternes's article, Tangent circles in the hyperbolic disk, appeared in the Rose-Hulman Undergraduate Math Journal, Fall 2012. >Read Megan's article
• Noah Davis's article, Squaring the circle in the hyperbolic disk, has been submitted to Mathematics Magazine.
• Jane Kraemer’s article, Fibonacci numbers and chord diagrams, appeared in the Pi Mu Epsilon Journal, Spring 2011 (Volume 13, Number 4.) >Read Jane's article (pdf)
• Jillian Duffey (Russo)’s article, Hyperbolic polygonal spirals, is in the Rose-Hulman Undergraduate Math Journal, Fall 2010 volume.
  >Read Jillian's article (pdf)
• Nate Poirier is the most recent researcher. His article, Alhazen’s hyperbolic billiard problem, has been accepted at Berkeley’s Involve Journal. >Read Nate's article (pdf)
• Professor Laura Shuman is also published in Involve.

The Summer 2011 Mohler-Thompson researchers, Ian Hart and Megan Ternes, presented this year in the Math Club at the Aquinas Mohler-Thompson Poster Session.  Megan also showed off her work at the Van Andel’s annual undergraduate conference in 2011.

The Math Department has created a CIS/Math minor in internet security. The unusual math components are a Math and Technology seminar where students learn to program in Maple and other technological packages, Number Theory and Modern Cryptography which builds on Number Theory to study the current internet security standard, RSA and its rivals for the next standard. We also study the ways to hack RSA and its rivals.

1. Study various branches of mathematics including calculus, linear algebra and abstract algebra.
2. Communicate mathematics using correct terminology and notation.
3. Apply mathematics creatively and thinks critically.
4. Use technology to support the study of mathematics.

1. Students will be encouraged to learn mathematics by doing mathematics, and by solving problems of significant depth. Techniques to accomplish this may include the use of technology, group projects, and learning by discovery.
2. Instruction will be provided that will allow students to understand the connections between mathematics, other disciplines, and the world around us as well as between different mathematical topics. They will be taught to communicate these concepts effectively.

• Outcome #1: Students will be able to communicate mathematical ideas effectively either orally or in writing, using mathematical terms correctly and proper notation.
• Criteria for Outcome #1: Students will show evidence of this ability to communicate effectively by having every mathematics class require written papers, written projects, or oral projects of significant depth. A sample of these will be collected and kept in the mathematics department.

1. Learning experiences will be provided which make clear, to the student in these disciplines, the general problem solving power of the mathematical sciences.
2. Courses will provide students with the mathematical skills necessary for their current needs as well as a sound basis for the future.

• Outcome #1: Students will apply the mathematical techniques required by the client disciplines.
• Criteria for Outcome #1: The faculty of the client disciplines will be consulted periodically to determine if the mathematical skills of their students are appropriate for success in their programs.

1. Courses will be provided that will allow students to obtain mastery in mathematics at the appropriate level in which they will be certified.
2. Courses will be provided that will allow students to understand and use the methodology for teaching and assessing mathematics while addressing the needs and learning styles of individual students.
3. Courses will be provided that will allow students to become aware of current research in mathematics education to gain the ability to evaluate different methods of teaching mathematics and to develop their own philosophy of teaching.

• Outcome #1: Students will read journal publications relating to mathematics education and compare and contrast a timely topic with his or her own philosophy for teaching.
• Criteria for Outcome #1: Students will submit or deliver orally a formal report to document the outcome. Samples will be maintained in the mathematics department.

1. The mathematics program for majors will emphasize the nature and philosophy of mathematics so that these students are adequately prepared for mathematics based careers, graduate schools, or professional schools.
2. Courses will be taught as to emphasize the connections between mathematics and the real world, and how to communicate those results effectively.
3. Students will be taught to understand mathematics and not just memorize it. They will be shown how to develop, know, apply and appreciate mathematics.

• Outcome #1: Students will demonstrate knowledge of fundamental mathematical concepts.
• Criteria for Outcome #1: Students will complete a departmental exam covering these fundamental concepts.