Mathematics

The goal of the "Quick Twenty" project is to create a quick and fun introduction to STEM songs in each field (biology, math, etc.), making it easy for instructors and administrators to understand how songs can be used for education, and leading to wider adoption of STEM songs for teaching. We think that a "quick twenty list" in each field (not intended to be an objective and authoritative ranking; more like "twenty diverse examples of good songs") will accomplish this.

We posit that a key factor in how effective songs are in students' motivation, engagement, and learning is how interactive the song experience is for students. We articulate and tour a continuum of interactivity, illustrated with examples that are grounded in the context of core learning objectives in mathematics and statistics for students in high school or college, but applicable to virtually any subject matter.

Throughout nearly a score of years teaching AP calculus and college calculus, I have composed a number of songs to introduce, summarize, and solidify concepts. Not only do songs help pedagogically, they create an atmosphere of joy and excitement in the classroom. I will not only share songs that cover major topics in calculus, we will also discuss the fill in the blank method along with ways you can have students compose songs "live." Be prepared to sing along!

We are a group of high school math teachers (and college math professors) that encourage the use of song to teach math concepts. We are specifically passionate about supporting girls in STEM classes and careers. We have made 4 videos now, and some are really gaining attention on YouTube. In our presentation, we will discuss how the songs we choose help facilitate math learning and promote excitement in math class.

Thousands of STEM songs exist (the singaboutscience.org database alone has over 7000), but they vary widely in how readily a teacher can use them in her class. For some teachers, it may be enough that a song exists on the learning objective at hand, but for (probably, most) teachers, a song is not a self-contained lesson and it makes a huge difference if the song is supported by accompanying resources.

We discuss the features of good song parodies in general and further focus on educational ones. Pitfalls to avoid are also emphasized. The speaker's area of expertise is mathematics, but the experiences and examples presented here can be transferred to any subject area.

Journals such as the MAA's Convergence reflect the value and interest in using the history of mathematics in the teaching of mathematics. History and song share goals of motivating and humanizing content for students in STEM classes. Illustrated with the specific context of mathematics/statistics class (but applicable to other STEM areas as well), this poster overviews rationale and criteria for use of such songs -- whether instructor-created or student-created -- and includes several examples (e.g., biography songs, key moments in the discipline, etc.) and resources.

Music is a common interest for all living creature on this earth. There is so many evidence about to prove the positive and negative effect of music on the human brain. In teaching the use of music and rhymes are an ancient culture and practice. Here in this proposal, we present a noble idea to teach mathematics with a poetic presentation. Some new poems based on mathematical concepts are presented here. We hope the listener would enjoy the rhyme having mathematical depth.

The presentation will demonstrate the use of music to introduce beginning statistics topics, using an "oldie but goodie" song. The demonstration illustrates how to engage students actively in counting, frequency tables, and graphs - counting words, phrases or musical beats; recording these; and creating graphs to display the generated data. Then, the activity examines using a more recent song appropriate for grade levels 6 – 10 (depending on course set-up) or pre-service teachers to create a frequency table and graph of the data.