1. All participants register here.
2. Click on the Submenu Item Tabs (Example: "Keynote Speaker," "Session #1, #2, #3," etc.) within this panel to find course listings / events.
3. For FSCJ Employees, within a course listing / event, click the "Register Now" link to enroll.

Building Bridges with 3D Printing: From Algebra Courses to Undergraduate Research

Dennis Perusse - UNF

Mathematics often feels abstract, but what if students could hold ideas in their hands? This talk demonstrates how 3D printing can enrich learning across the curriculum, from algebra and calculus to undergraduate research. Classroom-ready models -- such as tangent-line tools, parametric curves, and trigonometric bearings -- make abstract concepts tangible, while interdisciplinary projects highlight connections to engineering, art, and accessibility. Participants will handle models and receive STL and OpenSCAD files, including a logic truth-table game and inverse function visualizations.

South Campus, M2107
Face-to-Face
6:00 P.M-6:50 P.M.
PD 2462
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Explain the truth of the Pythagorean theorem in two-dimensional space through various proof methods

Jaimu Xiang - Xicheng Academy Beijing, China

The Pythagorean Theorem, which originated in ancient Greece, serves as a basic principle in fields such as architecture and computer graphics. It states that, the sum of the squares of the two right-angled sides is equal to the square of the hypotenuse in a right triangle (as a² + b² = c²). The theorem also inspired the construction of Pythagoras' Tree Fractal, a self-similar geometric structure formed by recursively adding squares to the legs of a right triangle. Plenty of research has been done about this theorem but these studies are limited to Euclidean geometry, lacking a visual exploration of fractal structures in hyperbolic geometry, this makes it abstract and over-theoretical for middle school students in China . This paper, for the first time, using a visualization-based approach with “GeoGebra”, a common mathematical software in middle school, to construct a simplified Pythagoras tree in the Poincaré disk model, observing the difference between curved branches and Euclidean tree straight-line branching. Results clearly show how negative curvature in hyperbolic geometry transforms fractal structures and angular variation. Because of its negative curvature, hyperbolic geometry replaces straight lines with arcs, fundamentally altering the structure and appearance of fractals compared to their Euclidean counterparts. The results indicate that the Pythagorean theorem still holds in surface space, but its geometric representation has significant changes. The visualization method in this paper proposed in this research provides a straightforward viewpoint in high school mathematical instruction and makes students have an intuitive understanding of graphic changes. In addition, this study uses visualization methods to gain in-depth insights into the Pythagorean tree variations in two-dimensional hyperbolic geometry and potentially directs the application in fields such as computer graphics.

Online
6:00 P.M-6:25 P.M.
PD 2463
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Fixing the Gatekeeper or Changing the Lock? FSCJ Math Pathways

Caroline Sampson - FSCJ

As part of my doctoral research, I examined FSCJ’s transition from MGF1106/1107, courses born in the CLAST era, to the new Mathematical Thinking and Mathematics in Context (MGF1130/1131) mandated by SB366 (2021). Using institutional data from 2017–2025, I compared student success across the two course sequences, disaggregated by term and modality. Do pathways actually reduce equity gaps, or did we just change the lock on the same gatekeeper? This paper shares early evidence, limitations, and implications for math reform in Florida.

South Campus, M2105
Hybrid
6:00 P.M-6:50 P.M.
PD 2459
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Mathematics at the Theme Park

Mike Long - Polk State College

Not far away, in Orlando, are some of the most amazing mathematics laboratories that have ever existed. These are familiar locations to all of us, but you may not have thought of these locations as mathematics laboratories. In this session, we explore the Orlando theme parks and how they abound with mathematics. Algebra, Geometry, Trigonometry, Statistics, and Calculus are all there. Come join us for a mathematical trip to the theme park, an extension of a 2018 AMTYC presentation in Orlando.

South Campus, M2103
Face-to-Face
6:00 P.M-6:50 P.M.
PD 2460
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Standardized Effect Size Measures for Elementary Statistics

Christian Bowers - Edward Waters University

P-values only tell part of the story. Statistical significance doesn’t guarantee practical importance. This presentation highlights how standardized effect size measures are calculated and looks at qualitative and data-driven benchmarks for interpretation. Participants will learn how to integrate effect size instruction into existing curricula using real-world examples and an interactive Shiny app that calculates effect sizes and confidence intervals from summary statistics. Attendees will leave with concrete strategies to help students move beyond p-hacking toward meaningful statistical interpretation and improved research literacy.

South Campus, M2104
Face-to-Face
6:00 P.M-6:50 P.M.
PD 2461
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Blueprints for Success: Building Models of Personal and Academic Achievement

Andy Hostetler - Episcopal School of Jacksonville

Participants will be shown two versions of a lesson involving modeling using student data to predict student success in the classroom. Student examples and models as well as classroom reflections are presented. Description of lesson: Students will define success for themselves and identify key variables that contribute to it. They will gather or create data tied to those variables and build mathematical models (linear, exponential, logistic, or other) to represent relationships between behaviors and outcomes. The project emphasizes mathematical modeling, real-world connection, and reflective thinking, with guidance tailored to different grade levels.

South Campus, M2103
Face-to-Face
7:00 P.M-7:50 P.M.
PD 2466
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Exploring Applications of Theoretical Physics in Open-Source Video Game Programming

Tyler Johnson - FSCJ

This presentation will go into the process of using mathematical models to explore real-world phenomena while also producing an interesting system for players in a game to interact with. The presentation makes use of a real model that the presenter programmed in C# to handle a fluid dynamics simulation, along with recordings of simulations as the model progressed through its development over many real-life months and iterations.

South Campus, M2104
Face-to-Face
7:00 P.M-7:50 P.M.
PD 2467
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Student-Centered Instruction in Liberal Arts Math: Observations, Implications and Future Directions

Reinaldo Ponce - Broward College

In summer 2023, as liberal arts mathematics courses were being restructured to emphasize student-centered instruction and real-world applications, I implemented these strategies and examined their impact through an action research framework. During a six-week accelerated MGF 1107 course, data from class discussions, exit tickets, quizzes, and presentations revealed improved attitudes toward mathematics and reduced math anxiety, while maintaining academic rigor. These findings have been confirmed in subsequent course offerings and will be shared in this presentation along with their implications for other courses, such as College Algebra and Business Calculus, that might benefit from a similar instructional shift.

South Campus, M2105
Hybrid
7:00 P.M-7:50 P.M.
PD 2465
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What’s New in ALEKS

Andrew Kennon - FSCJ

Come learn about Integrated Excel for Stats and MGF courses, Calculus 1 and 2, and more!

South Campus, Lakeside Room
Hybrid
7:00 P.M-7:50 P.M.
PD 2464
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College Algebra for Careers: Unleash the Relevance of Mathematics

Joseph Luc - Hillsborough Community College

Every academic term, students majoring in engineering, mathematics, accounting, economics, or nursing enroll in a one-size-fits-all traditional college algebra (TCA) course. Due to the diverse backgrounds of TCA students, many do not see the relevance of graphing different functions, solving quadratic equations, and solving systems of equations. As a result, students’ attitudes and motivation in TCA are usually poor. A contextualized college course, designed around real-life applications aligned with students’ majors and careers, may improve student performance, student perceptions of the relevance of college Algebra to their majors and careers, and student satisfaction with faculty teaching effectiveness.

South Campus, M2104
Face-to-Face
10:00 A.M-10:50 A.M.
PD 2470
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Making Sense of Studies: Using CODAP to Help Students Understand Data and Graphs in Statistical Research

Kelle George-Grizzell and Nancy Eschen - FSCJ

Students across disciplines -- from nursing and science to history and the humanities -- are increasingly expected to interpret data and graphs presented in research studies. Yet many struggle to connect statistical concepts with real-world meaning. This session introduces CODAP (Common Online Data Analysis Platform) as a hands-on tool to help students break down statistical studies, explore datasets visually, and build confidence in interpreting graphs and summary statistics.

Participants will learn how to use CODAP to guide students through the process of understanding a study’s variables, analyzing distributions, and interpreting measures of central tendency and correlation. The session includes adaptable classroom activities that support data literacy and critical thinking across academic fields.

**Laptop Recommended

South Campus, M2107
Face-to-Face
10:00 A.M-10:50 A.M.
PD 2471
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Special Sequences and Relating Them

Mike Long - Polk State College

We often say that the heart of mathematics is identifying patterns. From there we use symbols to represent these patterns and then prove their existence. Some might argue that these words describe one branch of mathematics in particular:  Number Theory. In this session, we explore special sequences and proofs of unique relationships between these special sequences from Number Theory with particular emphasis on some well-known sequences.

South Campus, M2103
Face-to-Face
10:00 A.M-10:50 A.M.
PD 2469
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Teaching Math in a Virtual Classroom

Frederick Dixon - Blindside Networks

FSCJ has been using BigBlueButton for over five years to deliver virtual classes. This presentation will show how to leverage the new visual whiteboard capabilities along with giving students the ability to submit snapshots of their written work to enhance engagement and learning outcomes in online math classes.

Online
Virtual
10:00 A.M-10:25 A.M.
PD 2472
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Using BRISK Chrome Extension to Create Content for Hybrid Courses

Anna Byrd - FSCJ

The presenter will share how to create assignments and assessments based on YouTube videos using BRISK extension for Google chrome.

South Campus, M2105
Hybrid
10:00 A.M-10:50 A.M.
PD 2468
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A Journey of Inequalities

Wei-Kai Lai - University of South Carolina Salkehatchie

Inequalities can be useful and powerful tools in finding upper and lower bounds. It is also very popular in different Math competitions and in the problem section from Math journals. However, this topic is a little understated in our Math courses. In this talk I will introduce several commonly used inequalities. Using a simple problem, I will provide different solutions and show the audience how to apply these inequalities in the proofs. Hopefully after the talk, attendees will be able to utilize these inequalities in their class and research.

South Campus, M2103
Face-to-Face
11:00 A.M-11:25 A.M.
PD 2474
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Comparing MyLab to ALEKS in Calculus I – a preliminary investigation

Stan Perrine - Georgia Gwinnett College

I have been using MyLab for my Calculus I course for nearly a decade. I have not been overly pleased with it, but the students like the ease of use and the fact that they are familiar with the product. ALEKS has introduced a new option for Calculus, and I am using it for the first time in my two sections of Calculus I in Fall 2025. I will be presenting data on student success and dispositions using the new product, as well as a compare-and-contrast section. I do not currently receive any money from either company (I have done consulting for both Pearson and McGraw Hill in the past) -- I simply want to share initial findings to help others in their search for a quality HMS for Calculus.

South Campus, M2107
Face-to-Face
11:00 A.M-11:50 A.M.
PD 2476
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Ready Set, Prep: Fun, Active Math Test Preparation for all ages and levels

Shelletta Baker - FSCJ

During this session, Dr. Baker will share test preparation strategies used in MAT1033, MGF 1130, MAC 1105 and STA 2023 courses to activate student thinking and build confidence as students prepare for exams. The strategies are easily adaptable to any level.

South Campus, M2104
Face-to-Face
11:00 A.M-11:25 A.M.
PD 2475
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Sixty Makes Us SCREAM: Time, Angles, and Rhythm

Caroline Sampson - FSCJ

Celebrate our 60th by SCREAMing: Sexagesimal, Cuneiform, Remainders, Equal splits, Angles, Metronome. We decode Babylonian base-60, make fractions vanish, solve clock-cipher remainders, and hear least common multiples at 60 BPM. Fast stations, zero fluff, maximum “aha”: why 60 quietly runs time, circles, and rhythms.

South Campus, M2105
Hybrid
11:00 A.M-11:50 A.M.
PD 2473
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Teacher’s Little Helper: AI for Scaffolding Notes

Robert Wilkison and Andrea Selkirk - FSCJ

As instructional personnel, it is easy to get overwhelmed with preparation, especially with the diversity of skill levels with a GED preparation classroom. We began using AI to help filter and focus scaffolding for our math students. Our session will focus on how AI can help sort out your ideas, creating pacing guides, and enable student learning without diluting the content. This workshop can help with all levels of students/instructional needs. Time permitting, we will filter a prompt through various AI engines.

South Campus, M2101
Face-to-Face
11:00 A.M-11:50 A.M.
PD 2477
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Vector Machines for Classification

Petero Kwizera - FSCJ

Support vector Machines can be used as a classification method using R programming. A statistics data set can be classified into two groups by using a hyperplane. For example, in two dimensions, a hyperplane (2-1 dimensional) is a one-dimensional line which can be used to separate data in two dimensions into two separate regions. The simple concept is to use a maximal margin classifier which uses the hyperplane that is furthest from the training observations. This can further be extended to the support vector classifier and support vector machines that can manage non-linear class boundaries. A comparison is made to other classification methods, for example logistic regression.

Online
Virtual
11:00 A.M-11:25 A.M.
PD 2478
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Asymptotic and Perturbation Methods: Divergent Series to the Rescue!

Bill Meisel - FSCJ

In this presentation, Professor Meisel will gently introduce asymptotic series for approximating integrals and perturbation methods applied to polynomial and differential equations.

South Campus, M2103
Face-to-Face
1:00 P.M-1:50 P.M.
PD 2480
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Creating Practice Exams with AI: An Interactive Demonstration

Christian Bowers - Edward Waters University

This interactive session demonstrates real-time AI-assisted creation of practice exams with detailed solutions for Calculus I. Participants will contribute ideas as we generate and compile exam questions in LaTeX during the presentation. Time permitting, we'll explore additional subjects based on audience interest. Come prepared to collaborate on building effective practice materials using AI tools.

South Campus, M2104
Face-to-Face
1:00 P.M-1:50 P.M.
PD 2481
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Phase II PBL: Shifting Gears from Solo Inquiry to Team Innovation

Nancy Eschen - FSCJ

This presentation explores the transformation of individual honors math projects into collaborative group experiences, with a focus on integrating soft skills as essential learning outcomes. While traditional honors projects emphasize independent analytical rigor, group-based formats foster communication, leadership, and teamwork-skills increasingly vital in both academic and professional contexts. The presentation will also address the shift in faculty workload, noting that while initial planning may increase, grading and student support can be streamlined through peer evaluations and shared rubrics. Crucially, the honors librarian plays a pivotal role in supporting students outside of class time thus preserving valuable class time for mathematical instruction. This collaboration not only enhances the quality of student work but also reinforces research and information literacy skills.  In addition, tutoring services are integral in providing student support with mathematics and computer skills. Crucially, the honors librarian plays a pivotal role in supporting students outside of class time thus preserving valuable class time for mathematical instruction. This collaboration not only enhances the quality of student work but also reinforces research and information literacy skills.  In addition, tutoring services are integral in providing student support with mathematics and computer skills.

South Campus, M2107
Face-to-Face
1:00 P.M-1:50 P.M.
PD 2482
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Sum it Up: Math Accessibility Essentials

Jody Taylor - FSCJ

In this session we will explore ways to make math more accessible for all learners. Participants will learn simple, effective ways to ensure all students can engage with mathematical materials in compliance with national accessibility standards for digital content (WCAG 2.1 Level AA).

Online
Virtual
1:00 P.M-1:50 P.M.
PD 2483
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The Highs and Lows of Multi-Modal Course Delivery

Killy Kim and Amanda Sartor - FSCJ

This presentation explores the opportunities and challenges of multi-modal course delivery with an emphasis on HyFlex teaching. Professors Killy Kim and Amanda Sartor review traditional modalities and compare them with HyFlex and Live-Flex formats, where students may choose to attend in person, join synchronously online, or participate asynchronously. Drawing from a pilot program, they share lessons learned using WebEx-enabled classrooms, Wacom tablets, StatCrunch,TI-84 Calculator, Microsoft whiteboard, Onenote and Slido polling tools. The session highlights flexibility and inclusivity as key strengths, while addressing challenges of technology management and student engagement. Practical strategies, faculty reflections, and tips for success are also provided.

South Campus, M2105
Hybrid
1:00 P.M-1:50 P.M.
PD 2479 
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Building Readiness for Inclusive Active Learning in Mathematics

Sidra Van De Car and Dori Haggerty - Valencia College

Inclusive active learning invites every student to participate meaningfully in doing mathematics, yet developing the skills to lead such classrooms requires intentional preparation. This session will outline key areas of professional learning that help instructors strengthen inclusive engagement, such as examining student data, understanding learning processes, fostering productive struggle, and creating classroom norms that support persistence. Participants will explore practical directions for self-study and faculty development that build readiness for inclusive active learning and leave with ideas for helping both instructors and students thrive in mathematics at every level.

South Campus, M2103
Face-to-Face
2:00 P.M-2:50 P.M.
PD 2485
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Fuzziness and Student Evaluation

Jim Rhodes - FSCJ

Over the past thirty years, fuzzy measures have been applied to a wide range of artificial intelligence applications that involve elements of ambiguity and uncertainty. Student grades, most often expressed as abstract numbers or letters, do not always capture the full range of competencies those abstract symbols are supposed to represent. It is the purpose of this presentation to provide an overview of fuzzy measures, and to demonstrate how they may be used to express student success in a more accurate, multifaceted way.

South Campus, M2107
Face-to-Face
2:00 P.M-2:50 P.M.
PD 1854
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Probability Tales from the Harmonic Series

Scott Hochwald - UNF (Retired)

We will talk about coin tossing space and interesting mathematical connections that come with it.  This probability space is the natural setting for analyzing convergence of a harmonic series with randomly assigned plus and minus signs.  We will talk about the probability that two numbers are relatively prime and some discrete probability problems that lead to truncated harmonic series.

South Campus, M2105
Hybrid
2:00 P.M-2:50 P.M.
PD 2484
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Standardized Effect Size Measures for Elementary Statistics

Christian Bowers - Edward Waters University

P-values only tell part of the story. Statistical significance doesn’t guarantee practical importance. This presentation highlights how standardized effect size measures are calculated and looks at qualitative and data driven benchmarks for interpretation. Participants will learn how to integrate effect size instruction into existing curricula using real-world examples and an interactive Shiny app that calculates effect sizes and confidence intervals from summary statistics. Attendees will leave with concrete strategies to help students move beyond p-hacking toward meaningful statistical interpretation and improved research literacy.

South Campus, M2104
Face-to-Face
2:00 P.M-2:50 P.M.
PD 2461
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What’s New in EdTech

Thomas Lewis - FSCJ

Educational Technology is always changing, so it might be more useful to ask: what isn’t new!? This workshop will provide a high-level overview of recent and projected changes to Canvas, TurnItIn, and other EdTech tools. Additionally, we will cover a few ways that you can have an active voice in the development of new features by providing input, participating in communities, and serving on FSCJ tech committees.

Online
Virtual
2:00 P.M-2:50 P.M.
PD 2431
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