• 10/15/2018 8:05 AM | Anonymous

    Bob Rosenbaum was a mathematician with a wry sense of humor and a desire to make math more accessible to all. He taught at Wesleyan University, where he is credited with helping shape it into the prestigious liberal arts institution it is today.

    “He was, hands down, the most influential and constructive faculty member at Wesleyan in the second half of the 20th century,” Prof. Karl Scheibe wrote in a college newsletter. “He was a brilliant teacher, a superb athlete, and a voracious student of the life of the mind, of nature, of art and music — with an infectious sense of humor.”

    Robert A. Rosenbaum, an emeritus professor of mathematics and the sciences at Wesleyan, died Dec. 3 in Colorado, after moving there in 2013 to be closer to his children. He was 102.

    His career at Wesleyan, which began in 1953, encompassed teaching and administration. Although he told an oral biographer that he didn’t think he was very good at administration, he served as dean of sciences, provost, vice-president of academic affairs and acting president, and could have been chosen as president if he had wanted. “He was quite insistent on not becoming head dog permanently,” Scheibe said.

    “I never enjoyed the work,” Rosenbaum told friends of administration. “I enjoyed classroom teaching more.”

    He became very interested in the way math or arithmetic was taught in high schools, and was the organizing spirit behind PIMMS, or Project to Increase Mastery in Mathematics and Science, which ran summer seminars for math and science high school teachers beginning in 1979.

    Along with other faculty members, Rosenbaum proposed that Wesleyan institute graduate programs in math, the sciences and music. He pushed for the construction of a science center, tweaked the curriculum and played a leading role in establishing the Center for African-American Studies and recruited the school’s first professor of African-American studies. “He took the opportunity to make statements about the kind of social justice we are supposed to stand for,” said his son Robert. “He had a very broad idea of what education should contain.”

    As an administrator during the years of student protests in the late 1960’s, Rosenbaum was even-handed. Wesleyan was grappling with the recent re-admission of women, an endowment that was endangered, anti-war sentiment, and the anger and disappointment of many African-American students. When students went on strike after the U.S. bombed Cambodia in May 1970, Rosenbaum supported their protests while opposing violence and retaining academic standards.

    “He recognized, in the energies of protest, the voice of conscience and the chance to join learning with action,” colleague Richard Ohmann wrote in a tribute in Wesleyan Magazine.

    “Bob was at his best … calm, modest, reassuring, listening,” wrote Prof. Nathanael Greene. “As acting president, his was an amazing feat of politics and perseverance.”

    Rosenbaum had a subtle British wit that helped defuse tension. At one faculty meeting, a colleague ended his angry remarks with a threat to sue the college. “Bob’s quick response, ‘Thanks. But not very much,’ evoked laughter, even from the potential litigant. That brief remark served its purpose admirably,” Greene said.

    Rosenbaum was born on Nov. 14, 1915, and grew up in Milford, where his father taught math at a private school. Joseph Rosenbaum, who was born in Russia, had emigrated to the United States and gone to Yale and earned a Ph.D in math. He used to take Bob on long walks where he would pose complicated math problems, such as “imagine the corners on a dodecahedron” — a solid figure with 12 flat faces. Bob recalled that he would have preferred playing with friends, but he grew to appreciate the challenge.

    “My father thought this was a good way of teaching me mathematics, which eventually would become the intellectual field that I enjoyed most,” Rosenbaum told a Wesleyan interviewer. “I thought there could be nothing more beautiful than mathematics, and that I could make anybody see that beauty.”

    When Bob Rosenbaum went to Yale at the age of 16 — he had started schooling early and skipped some grades — he majored in math and followed a narrow curriculum consisting mainly of math and science courses. He found Yale difficult: He had little money and felt isolated. He graduated in 1936, and after a fellowship at Cambridge University, he spent two years at Yale doing graduate work, then accepted a fellowship at Reed College in Portland, Oregon, where he married Louise Johnson, a colleague in the math department.

    Because of his math skills, he served as a navigator with the Naval Air Corps in the Pacific during World War II. He later resumed his studies at Yale and obtained his Ph.D in math in 1947, then returned to teach at Reed, until Victor Butterfield, then the president of Wesleyan, recruited him in 1953 as part of a campaign to strengthen the faculty there.

    Rosenbaum became concerned about the quality of the high school math and science courses his students had taken, and started a small summer program to provide professional development for high school teachers. An executive with the General Electric Foundation called Rosenbaum with idea about improving the way high school math and science were taught, and Rosenbaum went down to GE headquarters in Fairfield to talk about it.

    Rosenbaum outlined his own ideas on helping teachers gain a better background in their subjects, and walked away with a donation of $200,000 as seed money to improve his program. Rosenbaum directed or guided PIMMS, which grew to include pre-school and elementary school teachers from around Connecticut, from 1979 to 1994. Currently, the program, which has offered summer programs to hundreds of teachers, is being administered by Central Connecticut State University.

    Among the courses Rosembaum gave was one called Patterns and Chaos, which he taught along with professors of music, biology and history, “searching for things that defy pattern making, which may be thought of as chaotic.”

    Rosenbaum was always interested in athletics, and became a squash player at Yale. He continued to play, and won several national awards in his age group until he outlived the age categories and played until he turned 90. Wesleyan named its squash center for him, and he carried the Olympic torch on its way to Atlanta in 1996. He went rafting at age 83 and hiked in the Rockies at 10,000 feet when he was 100.

    After his wife died in 1980, Rosenbaum married Marjorie Rice Daltry, a Wesleyan professor. She died in 2013, and he is survived by his three sons, Robert, Joseph and David, eight grandchildren and nine great-grandchildren.

    He received many honors, including Wesleyan’s Baldwin Medal, and the city of Middletown twice honored him with a Robert A. Rosenbaum Day. He wrote articles in many journals and published three books and was active in professional organizations.

    “He was a gifted teacher and loved teaching, said Scheibe. “He’d make the hard parts simple , and made everyone love it.”

    “He was interested in absolutely everything,” Greene said. “He always wanted to get something accomplished and knew how to do it.”

  • 10/10/2018 9:06 AM | Anonymous

    Dear MoMath enthusiast,

    Join Ben Orlin, math educator and author of Math with Bad Drawings, on Friday, October 19 at 6:00 pm as he discusses how seemingly useless bits of pure mathematics often find surprising applications  from the genetics of sibling resemblence to the Death Star.

    How is it that, from knot theory to meta-logic to higher-dimensional geometry, the math that sounds the most fanciful turns out to be the most useful?  Register to find out, and learn more at

    National Museum of Mathematics

  • 09/11/2018 10:29 AM | Anonymous

    A Girls STEM Experience event is being held at the Connecticut Convention Center on October 27th. This event is sponsored by the Petit Family Foundation and the Space Foundation.  Accredited and award-winning educators will lead educational, interactive activities to spark interest in STEM.  See the attached flyer for additional information and to register.

  • 09/07/2018 10:01 AM | Anonymous
    Virtual Learning: Core Advocate Webinar Series

    We are thrilled about the 2018 fall and winter lineup of webinars we have in store for Core Advocates! Mark your calendars and invite colleagues to join you the first Wednesday of each month at 7:00 p.m. ET for learning, collaboration, and an opportunity to hear from Core Advocates about their classrooms and schools! Register today! Even if you can't attend, your registration ensures you get notified once recordings are available! Topics include:
    September Core Advocate Mini-Webinar: Leveraging Pear Deck to Actively Engage Students

    Take your lessons to the next level and see your students interact with instructional content in real-time using the free version of Pear Deck. In this mini-webinar, you’ll learn how to create presentations and interactive student activities that allow teachers to monitor an entire classes’ work at once. You’ll learn how to use the tool to observe trends, understand students’ thought processes, identify where you need to give more support, and more. Discover the many possibilities this user-friendly platform provides to creatively engage your students with standards-aligned content. Join us on Wednesday, September 12 for this mini-webinar from 7:00 to 7:30 p.m. ET!
    Register for the September Core Advocate Mini-Webinar!

  • 09/06/2018 5:52 PM | Anonymous

    The 2018 Congressional App Challenge is now underway!  They welcome and encourage all high school students from Connecticut to participate.

    Established by Members of the U.S. House of Representatives in 2014, this competition is a nationwide event intended to engage students’ creativity and encourage their participation in STEM fields.  This competition allows students to compete with peers in their own district by creating and exhibiting their software application, or “app”, for mobile, tablet, or computer devices on a platform of their choice.

    Students may compete as individuals or in teams of up to four.  We encourage each student or group to visit the official challenge website <> for resources and competition details, including important dates, rules and submission requirements.  The deadline for submissions is October 15.

    The apps will be judged by experts within the academic field and winners for each participating congressional district will be featured on the U.S. House of Representatives’ website<> and displayed at a U.S. Capitol exhibit. All five Connecticut Congressional Districts are participating.

    We hope your students will participate in this exciting event.  

    CTCSTA will be hosting a reception for all five winning teams at the Connecticut State Capitol on Thursday, May 23, 2019.

  • 09/04/2018 5:49 PM | Anonymous

    Middle School is an ideal time for students to explore challenge based learning across the curriculum.  Challenge based learning has many benefits for students including increased engagement and content knowledge acquisition and is an ideal way to incorporate the eight science and engineering practices outlined by the Next Generation Science Standards. If you are interested in learning how to incorporate more challenge based learning into your middle school curriculum in any content area you will benefit from this professional development session from the learning specialists at EdAdvance’s Skills21. Skills21's evidence-based program has been recognized by the US Department of Education and the National Science Foundation as an exemplary model for driving student STEM success. Skills21 has worked with schools and communities in CT for nearly 20 years.

    There is no cost for this professional development and we will serve a continental breakfast with tea and coffee and lunch.  

    Date : Thursday, September 27, 2018 - 8:30AM-2:30PM 
    Location: The Chrysalis Center, Hartford, CT (255 Homestead Ave, Hartford, CT 06112)

    To register:
    Contact Liz Radday ( with any questions.  

  • 08/29/2018 2:25 PM | Anonymous

    In alignment with a MSP Grant with Hartford Public Schools, is offering free workshops for K-5 educators interested in teaching the elementary computer science curriculum.  The workshops will be held at the Sport and Medical Sciences Academy from 9:00 am - 3:30 pm.  The K-2 training is scheduled for September 8, 2018 and the 3-5 training will occur on September 29, 2018.  A stipend is available for participating teachers.  Please see the attached flyer for additional information.

  • 08/29/2018 2:25 PM | Anonymous
    Grant Writing Part Two: Writing a Statement of Need 
    Aug. 30 | 7 p.m. Central time
    Learn more and register »
    The needs statement in any grant is crucial to framing the entire grant proposal. Attend this webinar, the second in a series of sessions exploring effective practices for writing grant proposals, as we focus on steps to writing a compelling needs statement:
    • Beginning the process of identifying problems or issues affecting student performance and describe why this is occurring
    • Presenting data that supports the existence of the problem
    • Proposing ways you feel a solution to this problem is important for your students’ needs and how this can be of interest to the funding source
    Participants will receive a Certificate of Attendance, which may qualify for school- or district-level professional development credit.
    Jen Cezar
    Grant Partnership Consultant
    Texas Instruments
    Doris Teague
    Grants Outreach Consultant
    Dallas, Texas
    Sign up now »
    If you missed the previous grant writing webinar on finding funding sources, you can watch it on‑demand
    Upcoming webinar:
    Sept. 20 – Grant Writing Part Three: Developing a Budget
    Come explore how to prepare a budget for your grant, including making projections about the future of the grant, the short-and-long-term outcomes that are expected, and what this might cost.
    Sign up now »
  • 08/29/2018 2:24 PM | Anonymous

    ITEEA's specially designed professional development webinar series focuses on Technology and Engineering Education best practices for leading Integrative STEM Education (I-STEM Education) in your school.

    Engineering byDesign Industry Certification Pathway

     September 13, 2018 - 4:00PM EST

    Presenter: Dr. Douglas Lecorchick III , North Carolina State University 

    This webinar series is FREE to ITEEA members. The fee for non-members is $45. 

    You must be logged in to see member pricing.


    To encourage more students to work toward a selected industry credential while in high school, the Engineering byDesign™ Industry Certification Pathway was developed. This webinar will address why credentialing is valuable for students, strategies to prepare for a successful credential certification examination, and best practices for instructors to facilitate such learning in the classroom. Course sequence selection will be discussed as well as ideas to incorporate AutoCAD, Inventor, and SOLIDWORKS activities in daily lesson plans.

    Dr. Douglas Lecorchick III, North Carolina State University

    Dr. Douglas Lecorchick III is currently a Teaching Assistant Professor within the College of Education at North Carolina State University with a research focus on the engineering design process and problem formulation navigation of complex challenges. Dr. Lecorchick is also a current ITEEA's 21st Century Leadership Academy Cohort fellow.

    Recently, Dr. Lecorchick has presented at international education conferences in Liaoning and Beijing, China and Bogota, Colombia; and hosted professional development workshops for ESSDACK in Hutchinson, Kansas. For the past 18 years he has traveled throughout America and to various countries including Costa Rica, Canada, Mexico, Bahamas, China, and Thailand to speak for a non-profit motivational and self-improvement organization.

    This webinar series is FREE to ITEEA members. The fee for non-members is $45. 

    You must be logged in to see member pricing.


  • 08/29/2018 2:23 PM | Anonymous

    Dear MoMath enthusiast,

    For those of you who haven't already registered for the next Math Encounters presentation, the Museum is happy to announce that Henry Cohn will be presenting "Lost in Space: How Data and Information are Governed by High-Dimensional Geometry" on Wednesday, September 5.

    About the talk: How can we understand high dimensions, and why should we? High-dimensional geometry may seem like a hopelessly abstract subject, hard to grasp and with no obvious real-world relevance. But, surprise! It turns out you can’t understand “big data” without high-dimensional geometry. Join Microsoft Research mathematician Henry Cohn in an exploration of the practicality and beauty of higher dimensions.  There will be a special introduction by Julia Kempe, Director of the NYU Center for Data Science.

    MoMath is pleased to offer two sessions of the upcoming Math Encounters presentation.  The first will begin promptly at 4:00 pm, with light refreshments served afterward.  The second will begin promptly at 7:00 pm, with light refreshments served beforehand, at 6:30 pm.  Both presentations will be held at MoMath, which is located at 11 E 26th Street in Manhattan.

    Note that if you are waitlisted, you will not be admitted to the seating area until all registered participants have been accommodated.

    Register for the 4:00 pm presentation

    Register for the 7:00 pm presentation

    Plus, it's not too soon to sign up for the next installment of Math Encounters: "Living is a Dangerous Business" presented by Jen Rogers, Director of Statistical Consultancy Services for the University of Oxford, with special introduction by math comedian and YouTube phenom Matt Parker.

    To register for either date or to learn more about Math Encounters, visit

    National Museum of Mathematics

    Support MoMath at

    11 E 26th St
    New YorkNY 10010
    United States

The ATOMIC Mission is to ensure that every Connecticut student receives world-class education in mathematics by providing vision, leadership and support to the K-16 mathematics community and by providing every teacher of mathematics the opportunity to grow professionally.

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