1st KAIST International Symposium on
Enhancing University Mathematics Teaching
The
Department of Mathematics of the Korea Advanced Institute of Science and
Technology is pleased to announce its initial symposium on the enhancement of
the teaching of mathematics in universities and colleges. We welcome the participation
of interested individuals from both
Symposium Overview, Intended Audience,
and Topics
Workshops and Special Presentation
SYMPOSIUM OVERVIEW, INTENDED AUDIENCE,
AND TOPICS
SYMPOSIUM OVERVIEW
For many years, two primary emphases of many of university mathematics departments, both in Korea and worldwide, have been original research and professional publication. Mathematicians regularly attend conferences and symposia that support these important endeavors. However, much of the work of mathematicians in universities and colleges also involves teaching mathematics. Consequently, mathematics faculty members also continually strive to be skillful teachers, giving serious attention to this aspect of their work. At the same time, there has not always been a broad range of forums in which to disseminate, examine, and explore new trends in enhancing the teaching of mathematics in universities. Such trends not only involve new ways to use technology and to implement distance education, but also include means for incorporating changes in the mathematics curriculum and developing innovative approaches to teaching mathematical subjects.
As one of Korea’s internationally recognized mathematics departments, the Department of Mathematics at KAIST has a goal of providing excellence in its teaching to complement its highly-regarded research program. As a part of its effort to fulfill this goal, the department plans to offer a regular series of symposia in the area of mathematics instruction. The first of these is scheduled for May 2005. This symposium is designed to be of value not only for current university mathematics educators, but also for the graduate students who will be tomorrow’s university teachers. Besides the Korean participants, the event will have a significant international contingent of leading mathematicians who are both respected researchers and actively involved in programs to enhance the teaching of mathematics.
This event also will serve to provide outreach to the nation’s high school teachers, with the aim of attracting more of their mathematically gifted students to the study of mathematics. The symposium will demonstrate how universities can provide interesting ways to encourage students to be creative in learning mathematics.
The symposium will include social events that will allow participants to interact on a personal level. The public will be invited to one special evening presentation.
INTENDED AUDIENCES
The symposium is designed to be of value to all individuals with an interest in the teaching of mathematics at the university level. Among these are the following groups:
- University and College Mathematics Faculty Members. These are creative individuals who carry the teaching commitment of the colleges and universities, and who continually develop new ways to enhance their teaching.
- Deans and Other Administrators. It is essential for the administrators of universities to be familiar with the current trends in mathematics education, to better be able to provide the leadership, direction, and support that is needed for their teaching programs.
- Mathematics Graduate Students. The symposium will provide these future faculty members of Korean universities, who already carry out vital teaching roles, with the opportunity to become aware of alternative teaching approaches while additionally providing them with an opportunity to give professional presentations themselves.
- High School Mathematics
Teachers. The mathematics departments of
TOPICS
Topics for symposium presentations include, but are not limited to:
- Teaching Foundation Mathematics Courses (calculus, linear algebra, statistics, and others)
- Enhancing the Effectiveness of Graduate Teaching Assistants
- Teaching in the Mathematics Major
- Research in Mathematics Education
- Uses of Computers and Technology in Teaching Mathematics
- Teaching Mathematics in English as a Second Language
- The Present and Future Roles of Distance Education for Mathematics
- Innovative International Programs in Teaching Mathematics
- Hands-on Workshops
- Enhancing the Interaction of Mathematics Departments with University Administrators and Planners
Graduate
Students. The symposium organizers especially encourage the participation
of graduate students who serve as teaching assistants. This will be a good
opportunity for graduate students to encounter new approaches to teaching
mathematics. It also will provide them with the opportunity to give
professional presentations and write papers for the conference proceedings
describing their own techniques for teaching various topics.
Presenters:
This symposium provides an excellent opportunity for university and college faculty to give presentations and share with colleagues their successful approaches to teaching mathematics. These presentations can include teaching styles, demonstrations, the use of technology, successful classroom demonstrations, and much more.
Contributions
of 20-minute presentations addressing any area of mathematics that relates to
the symposium description are warmly invited, both from those teaching in
The abstracts and papers of invited presentations must be in English. Those for 20-minute contributed presentations may be in either Korean or English. Graduate students are especially encouraged to submit abstracts and papers in English to gain further experience in writing professional papers that will be helpful in their career development.
Teaching assistants and other graduate students also are encouraged to submit proposals related to their own teaching experiences. There will be sessions especially designed for graduate students. These will include presentations both by and for graduate teaching assistants.
In
addition to your abstract, please select the format for your presentation and
indicate any additional requirements that you have. If a presentation requires
specialized software, but it will not be on the presenter’s own computer, then
it may be necessary to provide a copy so that KAIST personnel can install it.
In this case, please contact one of the organizers listed at the end of this
document.
Poster
Presentations:
The symposium will also have facilities for those wishing to contribute a poster presentation. If you desire to present in this way, please indicate this in your submission.
Attendees:
Even if you do not plan to give a presentation, your attendance and participation in the conference is earnestly sought. We expect to provide everyone who attends with ideas that will be helpful in his or her teaching. In addition, the symposium will provide those in attendance with the opportunity to meet new colleagues, renew contacts with friends at other universities, and share ideas informally.
The following presentation methods are allowed. Please choose your method from the form in the Registration Procedures section.
- Electronic File via Notebook Computer and Beam Projector, where a file can either be stored on your computer, a CD, or USB memory, or sent in advance to jin_choi@paradise.kaist.ac.kr In the latter case the file should be in one of the formats PDF, PS, or PPT. If the PPT file contains fonts in a language other than Korean or English, you must supply your own notebook computer.
- Manuscript on A4 or letter paper via Document Camera and Beam Projector.
- Transparencies via Overhead Projector.
- Poster Presentation in a 1 square meter area.
There will be no blackboard. There will be a whiteboard, but only for supplementary purposes.
Invited presenters will also contribute a paper for their presentation written in English. These will be included in the Symposium Proceedings that will be available both in a bound printed volume and on-line. Presenters of 20-minute talks are also encouraged to contribute a paper for the Proceedings. Papers may be turned in at the time of the symposium, although earlier submissions are encouraged. Submissions in LATEX are preferred. Alternatively, the paper may be written in Microsoft Word using the template provided. Note: The Word template will be available here shortly.
Papers can have a maximum length of 4000 words, with up to the equivalent of two additional pages devoted to tables, figures, or other graphic displays. The presenter’s name, affiliation, email address, and abstract should be at the beginning of the paper.
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Thursday, May 12 |
Arrival of International Speakers and Conference Participants |
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Friday, May 13 |
Academic
Program – Day 1 Reception
for All Symposium Participants (evening) Special Program (night) |
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Saturday, May 14 |
Academic
Program – Day 2 Dinner for International Speakers (evening) |
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Sunday, May 15 |
Guided
Tour for International Speakers Dinner
for International Speakers (evening) |
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Monday, May 16 |
Departure of International Speakers |
All presentations will be in the Creative Learning Building of KAIST’s Daejeon Campus
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Friday, May 13 |
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Time |
Activity |
Room |
Presider |
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On-site registration |
Lobby |
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Welcome and Overview |
101 |
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Deborah Hughes Hallett: Harnessing the Enthusiasm of Our Best and
Brightest Students for Mathematics |
101 |
Gyo Taek Jin |
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Lee Seitelman: How to Succeed in Business (and Industry) by Really Trying: Skills
and Knowledge that Come in Handy |
101 |
Gyo Taek Jin |
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Coffee Break |
Lobby |
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William McCallum: Computer Algebra and Human Algebra |
101 |
Sung Sook Kim |
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Terry Mills: Mathematics – At Your Service |
101 |
Sung Sook Kim |
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Lunch |
East Cafeteria |
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Chi-Kwong Li: Research Experience with Undergraduates |
101 |
Jing Hong Kim |
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Sang-Gu Lee: Learning Environment of Linear Algebra in Korean Colleges |
101 |
Jing Hong Kim |
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Erich Neuwirth: Computers Supporting Mathematical Insights – A Case Study |
101 |
Wan Soon Kim |
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Coffee Break |
Lobby |
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Activity I |
Room |
Presider |
Activity II |
Room |
Presider |
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Sung-Ock Kim: On Mathematics Courses for the Social Sciences |
101 |
Wan Soon Kim |
Nikolay Shilov: On Mathematical Contents of Computer Science Contests |
102 |
Young Han Chae |
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Robert S. Smith: Spreadsheets in the Mathematics Classroom |
101 |
Jae Hak Lee |
Workshop: Solomon Friedberg |
102 |
Young Han Chae |
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Alexander Stanoyevitch: Incorporating MATLAB into University
Mathematics Programs |
101 |
Jae Hak Lee |
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Reception and Dinner |
East Cafeteria |
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3rd KAIST Open Lecture on Sharing Mathematical Experiences. Erich
Neuwirth: Tuning Musical Instruments with Mathematical Principles |
Terman Hall |
Ki Hyoung Ko |
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Saturday, May
14 |
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Time |
Activity |
Room |
Presider |
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On-site registration |
Lobby |
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Thomas Banchoff: Interactive Geometry and Multivariate Calculus on the Internet |
101 |
Dongsu Kim |
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Elena Varbanova: A CAS-Supported Environment for Learning and Teaching Calculus |
101 |
Dongsu Kim |
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Coffee Break |
Lobby |
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James Sandefur: Understanding and Overcoming Student Difficulties with Proof and
Problem Solving |
101 |
Insun Shin |
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Gabriele Uchida: Experience with Blended Learning: IT Support Inside the Classroom
and Beyond |
101 |
Insun Shin |
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Lunch |
East Cafeteria |
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Oh |
101 |
Kang Sup Lee |
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Huriye Arikan: A Leverage in Learning |
101 |
Kang Sup Lee |
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Ulrich Kortenkamp: Guidelines for Using Computers Creatively in Mathematics Education |
101 |
Mi Kwang Kang |
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Coffee Break |
Lobby |
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Activity I |
Room |
Presider |
Activity II |
Room |
Presider |
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Narita Masahiro: A Curriculum for Teaching How Mathematics is Applied in the Real
World in a Teacher Education Course in a Japanese College |
101 |
Mi Kwang Kang |
Kang Sup Lee: Assessing Students' Achievement in Introductory Mathematics Courses
in College |
102 |
Byung Soo Lee |
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Warren Page: Critical Issues and Inquiries Related to Evolving Educational
Technologies |
101 |
Chi Bong Chung |
Two workshops in parallel : |
308 |
Mi Kwang Kang |
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Christine Stevens: Helping New Mathematics Faculty to Develop into Successful Teachers
and Scholars |
101 |
Chi Bong Chung |
Gabriele Uchida: Using BSCW in Teaching |
307 |
Byung Soo Lee |
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Social Time |
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WORKSHOPS AND SPECIAL PRESENTATION
WORKSHOPS
The symposium features two workshops that utilize the expertise of invited speakers.
Workshop I: Teaching Development via Case Studies – Dr. Solomon Friedberg.
In this workshop we will discuss a new method for the development of university teaching skills: case studies. Case studies are accounts of classroom interactions that pose a set of difficulties or crises to be analyzed. When groups of graduate students and faculty analyze these cases, sometimes from different points of view, they are led to think deeply about what makes high-quality mathematics teaching.
Workshop II: Mathematical Modeling and Visualization with Microsoft Excel – Dr. Erich Neuwirth, Dr. Robert S. Smith, and Dr. Deane Arganbright.
This
hands-on computer workshop will illustrate how spreadsheets can be use
creatively to study a surprising range of significant mathematical concepts and
models via Microsoft Excel, the principal mathematical tool of the
workplace. In addition, participants will learn how to use Excel to
create dynamic graphic displays that include animation. The presenters have
conducted workshops at numerous international conferences and published journal
articles and books on the subject.
SPECIAL
PRESENTATION
Friday,
May 13 (
Summary: How is it possible to tune an instrument in a way that many different
scales sound pleasing to the ear? The ancient Greeks found relations between
harmonies and fractions with simple numbers. It took about 2000 years to create
variations of this system allowing us to play the 24 different major and minor
scales of Western classical music on one instrument without retuning it. In
this lively presentation we will both see and hear different solutions to the
problem based on simple mathematics. Additionally, we will be able to hear
scales, chords, and musical pieces in different tunings, thereby experiencing
how much different tunings can change the emotional impact of music.
About
the Presenter: In addition to his work in mathematics, statistics, and computer
science, Dr. Neuwirth has an avid interest in music. He won the European
Software Award for a project combining mathematics and music, published the
book Musical Temperaments, and his
electronic composition, Millenium Waltz,
had its world premier at the Festival Hall of the
Symposium Languages. Because of the international aspect of the conference, the plenary and major invited addresses will be in English. Contributed 20-minute presentations may be given in either Korean or English, with the recognition that the use of English will make the presentation more readily available to the international participants.
KAIST.
The Korea Advanced Institute of Science and Technology is one of
Location.
KAIST is in Daejeon, a city of about 1.5 million people and a hub of science
and technology, located about 150 kilometers south of
Travel. International travelers should fly to the Incheon/Seoul International Airport, http://www.airport.or.kr. At the airport they can arrange for Express Bus travel to Daejeon at the Korean Air bus desk near Entrance 8. Prior to boarding the bus, please ask that desk to phone Professor Deane Arganbright on +82-42-869-4894 or cell phone 010-4433-2791 so that arrangements can be made for meeting the bus in Daejeon.
Accommodations. The symposium organizers will arrange accommodations for the invited international speakers. Other participants will need to make their own arrangements for housing. To assist them, a list of nearby hotels will be provided below in the near future. Participants should contact the hotels directly to make reservations and other arrangements.
Lunch. Lunch will be available for all participants on Friday and Saturday.
Book Display. Various publishers of university mathematics texts will be invited to have displays of their books at the symposium.
Tour. On Sunday, May 15, a tour of the region around Daejeon will be organized for the international participants.
Symposium Proceedings. Papers for the symposium presentations will be assembled into the Symposium Proceedings that will be made available on the Web. Those registered for the conference at the full rate also will receive bound hard copies of the proceedings.
Registration
Fee. The fee for those
registering on-site will be ₩60,000
or US$60. For those registering by mail or e-mail prior to May 1, 2005, there
is a discounted registration fee of ₩50,000
or US$50. In either case the fee will be collected at the symposium. The fee
covers attendance at the conference, lunches, coffee breaks, the Friday night
reception, and a hard copy of the Proceedings. For graduate students the
on-site registration fee is ₩30,000
or US$30, while the fee for those registering earlier will be ₩25,000 or US$25.
Graduate students receive the same benefits except for the printed version of
the proceedings.
Prof. Deane Arganbright, KAIST, USA/Korea
Prof. Huriye Arikam,
Prof.
Tom Banchoff,
Prof. Solomon
Friedberg,
Prof.
Deborah Hughes Hallett,
Prof. Ulrich Kortenkanp, Technical
Prof. Oh
Prof. Sang-Gu Lee, Sung
Prof. Chi-Kwong Li,
Prof. William McCallum,
Prof. Terry Mills, La
Prof.
Erich Neuwirth,
Prof.
Warren Page,
Prof. James Sandefur,
Prof. Lee Seitelman,
Prof.
Alexander Stanoyevitch,
Prof. Christine Stevens,
Prof. Robert S. Smith,
Prof. Gabriele Uchida,
Prof. Elena Varbanova, Technical
BIOGRAPHICAL SKETCHES
OF PRINCIPAL SPEAKERS
Deane Arganbright is a Visiting
Professor of Mathematics at KAIST. He has a Ph.D. in finite group theory from
the
Huriye Arikan works in the Center for
Individual and Academic Development of Sabanci University in
Thomas F. Banchoff is Professor of
Mathematics at
Solomon Friedberg is Professor of Mathematics at
Deborah Hughes Hallett is Professor of
Mathematics at the
Ulrich Kortenkamp is Professor of
Didactics of Mathematics at the Technical University of Berlin, Germany.
Professor Kortenkamp has been working on computer-based and distance education
of Mathematics since 1996. He received his Ph.D. at ETH
Oh Nam Kwon
is Associate Professor of Mathematics Education at
Sang-Gu Lee is a Full Professor of
Mathematics at
Chi-Kwong Li is the
William G. McCallum is Professor of
Mathematics at the
Terry Mills was born in
Erich Neuwirth is an Associate
Professor at the University of Vienna, Austria, where he teaches mathematics, statistics,
and computer science, and emphasizes computer use for enhancing learning in
these subject areas. One if his special areas is the use of spreadsheet
programs to make mathematical concepts more accessible and more applicable for
a broad range of subject areas (including art and music). His research areas
are combinatorics and applied statistics, and one of his projects is
integrating high end statistical packages into a spreadsheet interface to make
statistics more accessible. He is one of the pioneers of eLearning in
Warren Page
received his M.S. and Ph.D. (measure theory, topology, and functional analysis)
from the Polytechnic University of New York. His publications span a broad
range of subjects in pure and applied mathematics and mathematics education. He
is the author of Topological Uniform
Structures and editor of Two-Year
College Mathematics Readings and American
Perspectives on ICME V. In addition to serving as editor of the
Mathematical Association of America’s
(MAA) NOTES’ Series, he was editor of the College Mathematics Journal and for more than fifteen years the editor
of that journal’s popular “Classroom Capsules” column. Professor Page taught at
the City University of New York,
James Sandefur is a Professor of
Mathematics at
Lee Seitelman worked at Pratt &
Whitney for 30 years after receiving his Ph.D. in Applied Mathematics from
Robert S. Smith is Professor of
Mathematics at
Alexander Stanoyevitch is a Professor
and has served as Chair of the Division of Mathematical Sciences at the
T. Christine
Stevens currently serves as Chair of the
Department of Mathematics and Computer Science at
Gabriele
Uchida is Associate Professor at the
Elena Varbanova is Associate Professor
and Chair of the Department of the Department of Mathematical Analysis and
Numerical Methods of the Technical University of Sofia, Bulgaria. She has a
M.Sc. in mathematics from the
(This section will be updated before the
Symposium)
Huriye
Arikan (
The basic challenge in teaching mathematics is to
teach so that learning takes place. There are further challenges in meeting the
needs of our era that call for the development of methods and facilitators for
the enhancement of learning as well as teaching. Besides, sustaining the
learning environment has contextual importance. The ‘‘Academic Support’’
project, a part of the student support system at
Solomon
Friedberg (
In this workshop we will discuss a new method for the development of university
teaching skills: case studies. Case studies are accounts of
classroom interactions that pose a set of difficulties or crises to be
analyzed. When groups of graduate students and faculty analyze these cases,
sometimes from different points of view, they are led to think deeply about
what makes high-quality mathematics teaching.
Deborah
Hughes Hallett (
Mathematics is at a critical juncture. Its role in other
fields, such as biology, medicine, finance, is expanding rapidly, fueled by in
part by the power of technology. Yet our courses have not changed. Enrollments
in mathematics are stagnant or shrinking in many countries. How do we explain
this? More importantly, what can we do about it? The solution to this problem
lies in realizing that today’s students are different. Unlike us, they are not
willing to wait to see how mathematics is useful; they want to know now. In
addition, they have different ideas about what constitutes good teaching. In
this talk, I will propose methods of harnessing the enthusiasm of our best and
brightest students. Doing so requires raising our standards for teaching, and
challenges many traditional departmental norms. Yet the health of our
profession depends on our meeting these requirements successfully
Oh
Research on the relationship between different
teaching methods and students’ understanding of mathematics at the university
level is essential for cumulative improvement in mathematics. However, some
researchers have reported that there is a gap between what is taught and what
is learned in mathematics in traditional modes of teaching. This presentation
explores more effective teaching method at the university level. Examples of
inquiry-oriented mathematics teaching at the university are discussed and
illustrate how to enhance students’ authentic understanding in a differential
equations course.
Sang-Gu Lee (Sungkyunkwan University,
We are introducing a new learning environment for
linear algebra at
Chi-Kwong Li (The
My
experience in doing research experience with undergraduates in the last 15
years will be described. We will discuss: sample problems which will connect
and attract students, how to explore the strengths of students to do research,
benefits gained by the students and advisors in the process. The discussion can
be viewed as a follow-up and expansion of my article Research Experiences with
Undergraduates, IMAGE (The Bulletin of the International Linear Algebra
Society) 31 (2003).
William
McCallum (
The existence of computer algebra systems, whether or not we use them in our
classroom, requires us to think more carefully about the problems we give our
students. In particular, in trying to separate out the purely computational
aspects of student work, the parts that could be done by a computer, we can see
more clearly the parts that require mathematical understanding. I will
illustrate this distinction with some examples of problems and projects that
make use of computer algebra systems.
Terry Mills (LaTrobe University-Bendigo,
The aim of this paper is to discuss mathematics
service teaching. We discuss the roles of the mathematics professor, the student,
the Head of the Department of Mathematics, the Dean of the Faculty, and the
President on the University in successful service teaching.
Erich
Neuwirth (
Starting from a real world problem (lottery wins not behaving as predicted by
probability) we will build a model to compute the underlying combinatorial
structure. This model completely solves the original problem, but additionally
allows generalization to many problems studied in introductory combinatorics.
For this family of problems computers are important because the recursive
formulation is immediately translated into direct computation. We will also see
that a computer generated visual representation offers some insights not
readily available in the traditional algebraic representation of the underlying
equations.
Warren Page (
Given the increasing uses in
education of rapidly evolving technologies, some of which include animation and
many of which have embedded computer algebra systems, we examine how technology
can or will influence the ways mathematics is taught, learned, used, and
created. This focus on technology provides an important context for
addressing critical issues that lie at the heart of mathematics instruction.
James
Sandefur (
Most students have difficulty transitioning from
mathematics courses which are taught in a more algorithmic manner, such as
algebra and calculus often are, into more theoretical courses which require
students to comprehend and construct proofs. To understand why students have
this problem and how they can overcome it, for 4 years I have been videotaping
my college math students attempting to construct proofs of statements of
varying degrees of difficulty. These videos have given me insight into
where students have problems, why they become stuck, and what support helps
them make progress. In this talk, we will preview some video-clips and
discuss their implications for teaching proof and problem solving. I will
also share how my teaching has changed and what impact it has had on
Robert S.
Smith (
Microsoft Excel and other such electronic spreadsheet
programs have found their way in to a variety of undergraduate mathematics
courses. In this paper we will demonstrate some spreadsheet uses in a
variety of undergraduate courses from precalculus to abstract algebra.
Alexander
Stanoyevitsch (
MATLAB, an acronym for “MATrix LABoratory”, is the most extensively used
mathematical software in the general sciences. Other software
packages, such as Maple and Mathematica are also popular, but more so in
mathematics departments than in other fields. The latter two
software packages work symbolically, whereas as MATLAB, in its default mode,
works in floating point arithmetic, which is much faster for performing
computations with sufficient accuracy for most applications. For
instances where symbolic functionality is required, MATLAB offers access to the
Maple kernel (which is built in), and thus can offer the best of both
worlds. With its superb graphics and user-friendly interface,
MATLAB is an ideal software to enhance university mathematics courses.
Indeed, because of its wide use in industry and the research sciences, a
university education in mathematics without MATLAB could pose a serious
disadvantage in a student's potential for landing suitable employment. We will
discuss the implementation of MATLAB into a variety of courses in the
university curriculum, spanning from individual use by a single faculty member
to full-scale adaptation by a mathematics department in its programs.
After our general implementation summary, we will present a detailed example of
incorporating MATLAB in the solution of a family of problems concerning air
travel logistics that could be presented in courses ranging from the precalculus
level all the way up through upper-level mathematics courses (depending on the
degrees of detail and analysis that are presented).
T. Christine
Stevens (
Recent changes in the way mathematics is taught at colleges and universities in
Gabriele
Uchida (
Today continually improving IT infrastructure
including network access being more readily available, instructors are more and
more encouraged to take advantage of these new possibilities and to integrate
them into their courses. Experimenting with tools which enhance collaborative
working and enable ubiquitous access to course material shows interesting new
approaches, makes courses more interactive and can motivate students and instructors.
The paper will report on some of the issues encountered in using a particular
collaborative working tool – Basic Support for Collaborative Working (BSCW) –
as a supporting platform integrated into the design of specific courses and
report about faculty and student viewpoints.
SYMPOSIUM ORGANIZATION AND CONTACTS
SYMPOSIUM
ORGANIZATION
Mathematics Department Chair: Professor
Symposium Coordinator: Professor Gyo Taek Jin
Program Organizers: Professor Young Han Choe, Professor Deane Arganbright
Organizing Committee: Ki Hyoung Ko, Deane Arganbright, Young Han Choe, Gyo Taek Jin, Dong Su Kim
SYMPOSIUM CONTACTS
Those desiring further information should contact one of the following individuals using the Symposium email address: 2005@math.kaist.ac.kr .
Professor
Young Han Choe, School of Natural Science, Korea Advanced Institute of Science
and Technology, 373-1 Guseong-dong Yuseong-gu, Daejeon, 305-701,
International Participants:
Professor Deane Arganbright, Department of Mathematics, Korea Advanced Institute of Science and Technology, 373-1 Guseong-dong Yuseong-gu, Daejeon, 305-701, Korea.
The phone number of the KAIST Department of Mathematics: is +82-42-869-2702. The Fax number is +82-42-869-2710.
Here are two posters: symposium.pdf, music.pdf