Records of the Brooklyn College Mathematics Department

This collection consists largely of handwritten grade books from Brooklyn College’s earliest years. Much of it also relates to the Math Department’s extracurricular activities such as contests. There are only two Subgroups in the collection: Notebooks: Records of Classes in Mathematics 1926 – 1976, and Department of Mathematics General Information

Emigration of Mathematicians and Transmission of Mathematics: Historical Lessons and Consequences of the Third Reich

This conference provided a focused venue to explore the intellectual migration of mathematicians and mathematics spurred by the Nazis and still influential today. The week of talks and discussions (both formal and informal) created a rich opportunity for the cross-fertilization of ideas among almost 50 mathematicians, historians of mathematics, general historians, and curators

An odd pair of axioms bring semigroups fairly near the group

It is well-known that a semigroup is a group if it has a right-identity and right-inverses. A question was raised by H. Suzuki as to whether it is the case if a semigroup has a right-identity and left-inverses. The present note shows that although it is impossible to exclude oddities, these oddities can be expelled into a plain direct-product factor

Test of Scientific Literacy Skills (TOSLS) indicates limited scientific thinking gains as a result of science and mathematics general education

A number of instruments designed to measure scientific literacy exist, but none has been used to assess improvements in undergraduates’ scientific thinking over their college career. This study utilized the Test of Scientific Literacy Skills (TOSLS) in a longitudinal fashion to measure scientific thinking gains of over 800 students from matriculation to graduation at a small liberal arts college. We found the TOSLS to be a useful assessment instrument. Our results indicated rather small benefits of science general education overall, though there were larger improvements for some demographic groups (i.e., women, first-generation college students). STEM majors showed much greater development in their scientific thinking skills than non-STEM majors, although they started at a more advanced level. Suggestions are made to rethink STEM general education, either in terms of content or with regard to pedagogy, in order to improve future citizens’ ability to deal with the scientific challenges society faces

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