Upcoming Research Lecture: Hui June Zhu and Thomas Eliot to speak on Friday December 17, 2010

December 16th, 2010 by Brian L No comments »

Please join us on Friday, December 17, 2010 as Hui June Zhu of SUNY at Buffalo will be giving a lecture on the construction families of Galois representations. Thomas Eliot will also be giving a short talk on the construction of the convex regular polytopes of every dimension. We will be serving coffee, tea, and cookies starting at 3:30pm and the first lecture will begin at 3:45pm.  The lectures will be held in our studio classroom at 929 Massachusetts Avenue Suite #102 in Cambridge. The abstract for Hui June Zhu’s talk is listed below and we look forward to seeing you!

Abstract: In this talk I will explain how to use Fontaine’s theory of (phi,Gamma)-modules to construct explicit families of n-dimensional crystalline representations, and to compute their mod p reductions. I will also discuss its application in understanding the geometric structure of local Galois deformation space and in proving one direction of a recent modularity conjecture.

The Worldwide Center of Mathematics (www.centerofmath.org) is located midway between Harvard and Central Squares, at 929 Massachusetts Avenue, Cambridge, MA, in Suite #102. Travel to the Center by public transportation is easy via the #1 bus, or by taking the subway (the T) to Central Square, and walking for 10 minutes. Suite #102 is located on floor 01.

All attendees will need to sign a release form, as the lecture will be recorded for distribution on the Web.

Conference Exhibiting: Small Companies Will Struggle to Succeed

November 30th, 2010 by Brian L No comments »

Being that we are a startup and trying to reduce costs in education, we are always trying to find ways to conserve money, as our savings flow directly into the pockets of students. Over the course of the past four months, we have exhibited at two of the major, annual math conferences in the US: MathFest and the AMATYC conference; what we have discovered is that it is very hard to exhibit at any conference on a tight budget. This puts small companies like us at a distinct disadvantage versus the larger corporations (Pearson, Wiley, Cengage, etc.) because these conferences are some of the best places to create awareness among faculty for your products and services. Below is a sample of what it cost us versus what it cost Pearson (estimated) at the most recent AMATYC conference in Boston, keeping in mind that we did to travel to attend and as such, we did not include that in the calculation.

Cost

WWCoM

Pearson

Booth Cost1

$600

$11,000

Table/Chair Rental2

$177

$4,000

Power Adapter3

$75

$375

Promotional Materials*

$50

$2,000

Wireless Internet Access4

$0

$3,600

Literature Rack5

$0

$378

Colored Carpet6

$0

$567

Shipping7

$0

$1,000

Free Giveaways*

$0

$3,000

Total
$902
$25,420

Obviously, Pearson was at AMATYC to exhibit more than just two books (as we were), but that being said, every time an extra booth is purchased or a free-t-shirt is given away, that is money that could be saved on behalf of the students. It is just something that we here at the Center thought people should be made aware of the next time they attend a conference.

1 Our first-time exhibitor booth cost $600 and Pearson bought 10 $1,100 booths for their display
2 Our table cost us $177 for a 3 day rental after taxes and I assumed Pearson had about 20 tables for their display at $200 a piece
3 Industrial-to-conventional power adapters cost $75 for a 3-day rental
4 Wireless internet cost $300 per day per access code granted by the hotel
5 Literature racks costs $126 per day for a 3-day rental
6 Pearson had changed the carpet to color-coordinate their booth, which was 8’ X 30’
7 Shipping cost $125 per 100 lbs so I assumed Pearson had about 400 lbs of equipment
* Pearson had many of free giveaways including T-shirts, keychains, lanyards as well as many promotional materials so these numbers are estimated at the best of my ability

Education Technology: The Importance of Proper Implementation

September 28th, 2010 by Brian L 4 comments »

We at the Worldwide Center of Mathematics are strong proponents of using technology to help improve education both within the US and around the world; however, as more and more education-oriented technologies are developed, it is important to keep in mind that technological advancements just for their own sake will not be the solution to the educational woes of the global community. These technologies need to be utilized in the right settings and be deployed properly so that students can enjoy the maximum benefits associated with them.

Cost/Benefit Relationship

Nothing can replace the traditional teacher in the classroom and the interaction that occurs between students and teachers. The role of the teacher may shift as technology continues to advance, but their main purpose – to be a facilitator of education – will not change; thus, it is important that we continue to develop and retain the best teachers possible to educate our youth. While integrating technology into the classroom is important, the benefits of this technology, if not utilized correctly by high-quality teachers, will not outweigh the significant costs incurred by its purchase, installation, and maintenance. As such, in some instances it may make more sense for districts and school boards to increase the budget for teachers’ salaries and decrease the budget for technology spending, if it means the schools will be able to retain or attract more high-quality teachers.

Enhance Traditional Learning

Technology should be used in the classroom as a way to augment and enhance traditional learning, not replace it. Technology is exciting and fun for many teachers, but in order for it to be truly effective, these teachers need to consider if its integration will really help the students. Just because a new technology exists, does not mean that it should immediately be implemented until all of the various issues regarding its implementation are considered. Sometimes, the learning curve for a new technology for both the teacher and his or her students is not worth the potential benefits gained by its integration.

The Achievement Gap

It has been well-documented that there is significant achievement gap within the US education system across a variety of different groups of students, especially when these students are grouped by gender, race, and/or socioeconomic status. Many pundits have claimed that the proliferation of technology within the education system should narrow that gap as students are exposed to new types of learning as well as more information. However, technology is expensive, and while costs are coming down, it is still very difficult for low-income families to afford some of the kinds of technologies that are designed to supplement the technology used in the classroom. As such, it is very important for districts, school boards, and teachers when considering implementing new technology to consider both the effect it would have on students in the classroom and at home because a significant amount of learning also occurs when students are at home in the evenings.

Conclusion

Before implementing any new technology, teachers should always ask themselves a number of questions to determine if it is right for their classroom: Is the technology student friendly and easy to maintain? How about the cost? Can it make me more effective? By focusing on how the technology can be used most effectively, teachers can create an environment that will open up even more worlds for students and ultimately allow them to learn as much as they possibly can in the way that best suits them.

Advances in Technology Making Waves for Digital Textbooks

August 30th, 2010 by Brian L No comments »

Before digital textbooks can achieve widespread adoption, improvements need to be made in every area related to the product, from the readers/tablets used to view the digital books to the level of interactivity that students experience.  Here are some recent developments that will influence the adoption of digital textbooks:

eReader/Tablets

One of the biggest hurdles for digital textbooks has been a lack of devices that give students the same kind of usability that printed textbooks offer: the ability to highlight, the ability to annotate, and true durability.  With Apple’s recent release of the iPad, some of these issues have been addressed and hopefully as these products evolve, all of these issues surrounding digital textbooks will be solved. Listed below are some of the eReaders/Tablets that have been released as well as some new ones that are on the horizon:

Already Released

iPad
Kindle DX
Nook
Entourage Edge

j

Announced/Rumored

Samsung Galaxy Tablet
HP Tablet
Google Tablet
Interactivity

As the “digital age” has evolved, the way we consume information has changed. We now receive our information from a variety of different sources and in a variety of different formats. This evolution has had a profound impact on the way the younger generations learn and consequently, as digital textbooks achieve higher adoption rates, companies should be thinking of ways to make them more effective for students by creating new avenues in which they can learn. Listed below are some companies that have recently begun to develop innovative ways to give students more learning options in a variety of different digital formats:

Inkling
WebAssign
CrocoDoc
Affordability

In theory, the price of digital textbooks should be lower because they do not require the overhead that printed textbooks require to produce (manufacturing plants, warehousing, shipping, etc.); however, that is currently not the case with most of digital textbooks that are available. The traditional major publishers have yet to devise a new business model to make textbooks more affordable, and instead are clinging to their old ways rather than trying to innovate. Listed below are some startup publishers who are trying to promote new business models that would create more affordable textbooks for students:

Worldwide Center of Mathematics
Flat World Knowledge
Textbook Media
BookBoon
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PRESS RELEASE: Boston Mathematician Re-Inventing Textbooks with Modern Students in Mind

August 19th, 2010 by Brian L No comments »
By Kyle Psaty | August 18th, 2010

Worldwide Center for Mathematics After 24 years of teaching math at the collegiate level, Northeastern University professor Dr. David Massey decided to change the way mathematics textbooks were created and distributed. What he saw was a space filled with overpriced books and difficult-to-understand text content.

Instead, he envisioned a world where digital textbooks were the standard, not the exception, and where getting the most recent version of a text was cheap and easy for students. So in 2008, he created the Worldwide Center of Mathematics (WCM), based in Cambridge, and began rethinking textbooks for the digital age.

“We’re not a typical tech startup,” says Brian Lepley, the Center’s Director of Business Development, in an interview this week. “We’re trying to innovate from the standpoint of the text and from the standpoint of the business model, because both really need to be changed.”

This fall, the Worldwide Center of Mathematics will release its first rich media textbook — a calculus book that meets the standards for high school advanced placement courses. When the first school bells ring, at least three high school classes will “crack” the PDF-based book — most easily consumed from an iPad — and every Northeastern freshmen in the engineering track will also be downloading it for consumption via their iPads or personal computers.

What’s more, these calc books are actually being released on a free-mium model. That’s right. The basic PDF version is totally free, and it can’t be printed, but it does include a 45-minute video lecture embedded at the beginning of each section. That’s something all WCM books will likely include moving forward.

Read more…

Textbook Renting is Not the Long-Term Solution

August 13th, 2010 by Brian L 1 comment »

With the school year fast approaching, there is a new business model that is rapidly gaining popularity within the textbook industry: textbook rentals. Popularized by companies like Chegg.com and Bookrenter.com, the nation’s largest college bookstore operator, Barnes & Noble, recently announced plans to expand its rental service to hundreds of more campuses across the nation. While the textbook renting model does solve a current problem that students have struggled with for years (exorbitant textbook prices), it does not create a business model that benefits the students for the long-term for a variety of reasons.

Move to Digital

As the world rapidly becomes more and more digital in every aspect of life, it is only a matter of time before most textbooks move into a digital format. The publishers have been offering digital textbooks (or supplements) for years, but with the recent explosion of the tablet/eReader, this trend towards digital textbooks is only accelerating.  In fact, Nicholas Negroponte, founder of MIT’s Media Lab and the One Laptop per Child Association, recently claimed that in the next five years the digital book will replace the printed book as the more dominant format in the publishing industry. While I do not necessarily agree with this timeline, I do believe that this movement will occur sometime within the next decade.

The issue this raises is that as textbooks do become more digital, the price of printed textbooks will only rise in coordination with the increased adoption of digital textbooks (supply and demand). Consequently, services like Chegg.com and BookRenter.com will have to raise their prices accordingly, and even if one decides to purchase a digital textbook, the price of that digital textbook will still be exorbitantly high because the publishers will want to maintain their margins. Therefore, while textbook renting might be a cost-saver at the moment, it does not create a sustainable model that will reduce costs for students in the long term.

More Effective Educational Tools

From an educational standpoint, textbook renting also does not encourage the evolution of the textbook into a more effective educational tool. It is a common complaint among high school and college staff that very few students read their textbooks any more, and the question is why? Perhaps it is because students are evolving and do not learn in the same way that their parents or grandparents learned. It should be the responsibility of the publishers to recognize this and realize there is a huge market opportunity if they were to develop affordable, multimedia, digital textbooks for students that allow them to choose whichever method best suits their learning style (video, reading, interactive, etc.). Instead of developing new textbooks in coordination with new business models that would truly help their customers learn more effectively and affordably, the publishers are trying to devise ways to combat services like textbook renting and other money-saving opportunities for students to protect their bottom line.

Where Does the Industry Go from Here?

Within the next ten years, the education industry will undergo a transformation that will fundamentally change the way it currently operates; consequently, industries that serve the education market, like textbook publishing, will need to undergo a transformation as well. While currently textbook renting is a great option for students to save money, it will not be a long term solution to making textbooks more affordable and effective for students. Startup publishers like the Worldwide Center of Mathematics and Flat World Knowledge are just the beginning of what will surely be a very competitive market to help bring down the cost of textbooks and ultimately make education more affordable for students.

Race to the Top: Is It Enough?

July 27th, 2010 by Brian L 2 comments »

With the the deadline having recently passed for Phase 2 applications for the “Race to the Top” program, states are now left to wait anxiously until September to find out whether they qualified for a portion of the $4.35 billion that the Obama administration has earmarked for the initiative. This program, which is designed to spur education reform amongst individual states, comes at a time when the US education system as a whole is being consistently outperformed year after year by most of the other rising powers in the world . While the US education system is definitely in need of a change, the question remains whether the “Race to the Top” program is enough to incite the kind of change necessary to truly fix the system?

Money is Not Always the Answer

According to the National Center for Education Statistics, the US spends almost $600 billion on public education every year. We have access to some of the best facilities, technology, faculty etc. in the world today and yet it still does not seem to change the fact US students are not performing as well as the majority of their foreign peers. Like many other social initiatives, the problems with the US education system cannot be solved by merely increasing funding to a system that is clearly broken. In fact, according to author Jay Greene, over the course of the last 30 years, we have doubled per pupil spending (adjusting for inflation), and our schools are still no better. Consequently, while the Obama administration’s “Race to the Top” program is a laudable effort and utilizes a creative, incentive-laden method for states, it does not address one of the main causes of the problem.

The Structure of Teachers’ Unions

There are many problems with US education that stem from several different areas: American culture in general, lack of parental involvement, cost of supplies/textbooks, and the teachers’ unions that dominate most of the school systems here in the US. The problem with this is that the teachers’ unions are some of the most powerful lobbyist groups in the US and consequently, they possess immense bargaining power when it comes to negotiating contracts for their members. Often times, these contracts are ultimately not what is best for the students and they are the ones who suffer as a result. Even Albert Shanker, one of the early leaders of New York’s United Federation of Teachers, admitted in the 1990’s that the unions were harming education, and he compared the unions in education to how unions were harming the automobile industry by affecting quality. The real question remains how can we improve the quality of education, while also not marginalizing many of the great teachers who currently educate our young people?

The Future of the Education System

The Obama administration’s “Race to the Top” program is a step in the right direction with regard to education reform policy, but it should not be the only piece of legislation that is designed to create change within the US education system. There needs to be more reform measures like this on that focus on accountability, effectiveness, and performance to better track how our students are doing. There also needs to be community support and involvement from students and parents, which will mean creating ways to remove the apathy and disinterest that has settled within some communities across the US. We have reached a crossroads in the US within the education system, and these types of reforms will not be easy; however, what people need to realize is that without some pain and reform now, the system will not get better and thus we will continue to get worse as a nation as a whole.

Upcoming Research Lecture: Ryan Reich to speak on Friday August 13, 2010

July 27th, 2010 by Brian L No comments »

Please join us on Friday, August 13, 2010 as Ryan Reich of Harvard University will be giving a lecture on Beilinson’s “How to glue perverse sheaves.” We will be serving coffee, tea, and cookies starting at 3:30pm and the lecture will begin at 4:00pm.  The lecture will be held in our studio classroom at 929 Massachusetts Avenue Suite #102 in Cambridge. The abstract is listed below and we look forward to seeing you!

Abstract: The titular, foundational work of Beilinson not only gives a technique for gluing perverse sheaves but also implicitly contains constructions of the nearby and vanishing cycles functors of perverse sheaves. These constructions are completely elementary and show that these functors preserve perversity and respect Verdier duality on perverse sheaves. The work also defines a new, “maximal extension” functor, which is left mysterious aside from its role in the gluing theorem. In this talk, we will attempt to clarify some of these notions and results, and present details of some of the constructions and theorems.

The Worldwide Center of Mathematics (www.centerofmath.org) is located midway between Harvard and Central Squares, at 929 Massachusetts Avenue, Cambridge, MA, in Suite #102. Travel to the Center by public transportation is easy via the #1 bus, or by taking the subway (the T) to Central Square, and walking for 10 minutes. Suite #102 is located on floor 01.

All attendees will need to sign a release form, as the lecture will be recorded for distribution on the Web.

Upcoming Research Lecture: Dr. Alexandru Suciu to speak on Friday, July 9, 2010

June 30th, 2010 by Brian L No comments »

Please join us on Friday, June 9, 2010 as Dr. Alexandru Suciu of Northeastern University will be giving a lecture about Dwyer-Fried Invariants. We will be serving coffee, tea, and cookies starting at 3:30pm and the lecture will begin at 4:00pm.  The lecture will be held in our studio classroom at 929 Massachusetts Avenue Suite #102 in Cambridge. The abstract is listed below and we look forward to seeing you!

Abstract: Given a finite CW-complex X and a positive integer k, the Galois covers of X with group of deck transformations Z^k are parametrized by the Grassmannian of k-planes in the vector space V = H^1(X, Q). Moving about this rational Grassmannian, and recording when the Betti numbers of the corresponding covers are all finite (up to some fixed degree i) defines certain subsets Omega^i_k(X) of Gr_k(V).

These sets (first studied by Dwyer and Fried in the 1980s) record delicate information on the homological finiteness properties of spaces and groups. I will present a method for determining the sets Omega^i_k(X), using the cohomology jumping loci of X, and the classical incidence correspondence between projective varieties and subvarieties of the Grassmannian. Under favorable conditions, the Omega-invariants are controlled by suitable arrangements of special Schubert varieties. In turn, these arrangements can be computed directly from the cohomology ring of X.


The Worldwide Center of Mathematics, www.centerofmath.org , is located midway between Harvard and Central Squares, at 929 Massachusetts Avenue, Cambridge, MA, in Suite #102. Travel to the Center by public transportation is easy via the #1 bus, or by taking the subway (the T) to Central Square, and walking for 10 minutes. Suite #102 is located on floor 01.

All attendees will need to sign a release form, as the lecture will be recorded for distribution on the Web.

The Student Debt Problem in America & the True Cost of Textbooks

June 14th, 2010 by Brian L 9 comments »

Recent college graduates are facing one of the most difficult times that any generation has had to overcome to begin their careers. Many of these graduates have incurred tens of thousands of dollars in student loan debt throughout their academic careers and with the state of the job market, many are finding it very hard to service this debt.  The national average for loans incurred by college graduates in 2010 is $23,000, and this number does not account for any additional credit card or other personal debt. It has been estimated that 2 out of every 3 college students takes out some form of loan in order to finance their education, and the total amount borrowed per year in the US is upwards of $15 billion.

One might question why these graduates have incurred so much debt, and it is directly related to the rapidly increasing cost of college tuition. The chart below illustrates that between 1978 and 2008, the cost of college tuition at private universities increased at more than three times the rate of inflation, and in fact increased more than even the cost of healthcare in the US, which is another industry that has had widely publicized price increases.

One factor that is fast becoming one of the most expensive costs associated with college is the price of textbooks. As we have covered previously, the average student spends $900 per semester on textbooks, which translates into $7,200 over the course of that student’s college career. We want to examine how much the average college graduate would have to pay assuming they took out a Stafford loan for $7,200 for the traditional ten years for all of their textbooks.

Over the course of the ten years, a graduate would pay almost $2,750 in interest to cover the cost of the books they purchased in college; that is $2,750 that they would not be able to invest for their own future, whether it would be saving for retirement, putting towards a house, etc.  Considering the rapidly rising cost of tuition and fees, don’t you think it’s time we considered at least one way to help reduce the cost of education for students by reducing the cost of textbooks?

Sources:
The College Board “Trends in College Pricing”
New York Times “How Much Student Debt is Too Much”
USA Today “Young People Struggling with the Kiss of Debt”
Student PIRGs