# Mathematical Communication Blog

#### The E8 News Story

By David W. Farmer and Sally Koutsoliotas In 2007, the American Institute of Mathematics (AIM) had the experience of promoting a math result in the media. We had hopes of reaching beyond the usual avenues that specifically cover math stories (such as MAA and AMS) to more mainstream science and technology media, such as Science,… read more

#### Writing Coach

By Ivars Peterson Even professional writers can use the help of a writing coach. And Ann Wylie is one of the best. About a decade ago when I was on the staff of Science News magazine, the editors invited Wylie to present a writing workshop at the publication’s offices in Washington, D.C . The staff… read more

#### You Be the Editor II

Test your mathematical communication skills. The following exercise is based on “Notes on Writing Mathematics” by Haynes Miller, Department of Mathematics, Massachusetts Institute of Technology. Each sentence or phrase has at least one flaw. How would you edit each one to improve its style or syntax? 1. The Euler’s constant is an irrational number. 2. Since x… read more

#### If You Would Know the Number

For those whose appreciation of recreational mathematics dates back no earlier than Martin Gardner’s “Mathematical Games” articles in Scientific American, it may be a bit startling to find that mathematics writing for a “general audience” has been around for centuries. The book A Wealth of Numbers: An Anthology of 500 Years of Popular Mathematics Writing,… read more

#### Advice on Giving a Good PowerPoint Presentation

By Joseph A. Gallian, University of Minnesota Duluth The ability to do a PowerPoint (or equivalent) presentation well is a valuable skill that many students will find useful in connection with their academic work and employment. Preparation 1. Determine the level of knowledge of the target audience. 2. Choose a subject that will appeal to… read more

#### Paul Halmos on Mathematics Lectures

Paul R. Halmos (1916-2006) had strong views on the communication of mathematics, whether in written form, in the classroom, or in lectures. See, for example, “Paul Halmos on Writing Mathematics.” Here’s his reminder to lecturers: “Some lecturers defend complications and technicalities by saying that that’s what their subject is like, and there is nothing they… read more

#### Making Math Talks More Accessible

By Katharine Merow In the waning hours of MAA MathFest 2013, in Room 12 of Hartford’s Connecticut Convention Center, James Freeman addresses a sparse crowd he has dubbed “the few, the proud, and the brave.” Then, as if to determine whether “the candid” ought to be added to that list, the Cornell College professor poses… read more

#### Knowing What It Means to Know Your Audience

By Aaron Luttman and Rachel Schwell A number of years ago a graduate student was asked to give a 20-minute presentation at the Montana Academy of Sciences annual meeting describing his research on using partial differential equations to model a botanical process. The student thought to himself, “The audience will consist of graduate students and… read more

#### Lectures Are Ineffective

“Active learning” hit the news this week with the publication of a study suggesting that undergraduate students generally do better in classes that engage them through activities or discussion than in lecture-based courses. Scott Freeman (University of Washington) and his colleagues describe their results in the paper “Active learning increases student performance in science, engineering,… read more

#### A Student Guide to Writing an Abstract

An abstract plays a key role in calling attention to a research paper in a journal or an oral or poster presentation at a conference or colloquium. It serves as a short introduction to the subject at hand. Typically, the prospective reader or listener has only your title and abstract available to decide whether your topic is… read more