In this segment we will examine the way that mathematicians do research and the kind of problems that they work on. While we will mainly focus on the mathematics, you should try and identify with the mathematicians and their struggles and relate this to the way that you do mathematics, and you should also continue to think about what mathematics is, and the useful problem solving techniques that arise from its study. We will highlight the validity of diverse styles and diverse mathematical strengths and weaknesses. We will see that there are lots of different ways that people are successful in mathematics. We will also examine the changing roles of women and minority mathematicians over time.

I have worked hard to accumulate good references for you so that you won't have much research to do. I will give you both web and paper references. Your job is to learn the material and figure out how to teach it to the rest of the class. I am handing the assignment out early to give you plenty of time to examine the material and let it sink in and jell, and to allow you time to make it into office hours. This process is important for success on this topic, so do not leave this until the last minute!

The class will also need to repeat their exposure to each topic in order to reinforce learning. Before each presentation, the class will have been exposed to some readings on the topic. After your presentation, I will go over the mathematics. The length of time that I take to go over the mathematics is not necessarily an indicator that there was anything wrong with the presentation. A good presentation will answer the questions (below) and follow the presentation checklist points (see the web page link). Sometimes I will go over additional material or material at a deeper level than I would expect of a presentation. Everyone needs to learn the material that I go over in preparation for the final and so notes should be taken. The class will then complete the worksheet that you have created in order to engage them with the mathematics. For each worksheet the class will give constructive suggestions for improvement based on my worksheet checklist guidelines. Completion of the activities AND suggestions for improvement will both count as a homework grade. Because you will be receiving 2 worksheets every class, you will end up with numerous papers for this segment. This, in addition to notes you take when I go over material, will serve as your "text" for this segment.

Because this is a teaching assignment, we are using classroom worksheets that you create in order to satisfy part of the writing designator. In the effort to save paper (and trees!), you must return the paper references to me at the end of the semester. I will try to save paper when I can by using web readings.

Oral presentations my be summed up as follows:
"Tell them what you're going to tell them. Tell them. Then tell them what
you told them".
In the introduction you tell them what
you are going to tell them. In the main portion
of the talk you tell them.
In the conclusion you tell them what you told them.
Don't be scared of this repetition. Sometimes repetition is the only way to clarify misconceptions. Naturally, this means that you should repeat things in different ways, and not quote yourself verbatim.

**Group Work**

Group work on major
assignments will be
self evaluated and these evaluations will be
taken into account in the determination of the final
grade. So, your job is to make sure that you do your
part to make sure you are working in a
group effectively.
Inequalities in group work WILL
be addressed.