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Yet many contemporary math classrooms erase humans from the equation.\u003c/p>\n\u003cp>“Often mathematics is talked about as if it were apolitical, objective, and cold. A sterile textbook, a teacher writing on a chalkboard and rarely turning around,” said \u003ca href=\"https://samjshah.com/about/\">Sam Shah\u003c/a>, a high school math teacher in Brooklyn, New York.\u003c/p>\n\u003cp>For many students, that model of math class is unengaging or \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety-provoking\u003c/a>. With \u003ca href=\"https://www.usnews.com/news/education-news/articles/2019-10-30/across-the-board-scores-drop-in-math-and-reading-for-us-students\">math scores declining or stagnant\u003c/a> among U.S. fourth- and eighth-graders in the last decade, and the country ranking \u003ca href=\"https://hechingerreport.org/u-s-now-ranks-near-bottom-among-35-industrialized-nations-math/\">near the bottom of industrialized nations\u003c/a> for high school math performance, some educators are looking to reimagine math classrooms as more interactional, humanizing spaces. In August, Shah and \u003ca href=\"https://hemakhodai.com/\">Hema Khodai\u003c/a> — an instructional resource teacher in Mississauga, Ontario — organized the Virtual Conference on Humanizing Mathematics to help shift the paradigm. In a month-long series of \u003ca href=\"https://samjshah.com/humanizing-mathematics-convention-center/\">blog posts\u003c/a> and \u003ca href=\"https://twitter.com/search?q=%23vconhm&src=typed_query\">social media threads\u003c/a>, math educators swapped ideas, reflections and questions about how to bring math to life and put humans — particularly students — at the center.\u003c/p>\n\u003ch2>\u003cb>Making Room for Mistakes\u003c/b>\u003c/h2>\n\u003cp>According to Vanderbilt education \u003ca href=\"https://peabody.vanderbilt.edu/bio/ilana-horn\">researcher Ilana Horn\u003c/a>, a humanizing math classroom is “one where kids can bring their ideas and interact with their ideas about math to be able to make sense of it.” \u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">Dominant narratives about math\u003c/a> often inhibit those possibilities, and dehumanize math, Horn said in an interview with MindShift. Among those narratives is the belief that speed and accuracy are the hallmarks of math intelligence. To counter that idea, Horn said teachers can point to the history of mathematical advances that resulted from thinking systematically, asking astute questions, looking for patterns and other types of intelligence.\u003c/p>\n\u003cp>Horn also suggested that teachers affirm to students that everyone makes mistakes. When teachers \u003ca href=\"https://amte.net/content/inviting-rough-draft-thinking-humanize-mathematics-classroom-affiliate-webinar\">encourage “rough draft thinking”\u003c/a> in math class, students can \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">see math as a process\u003c/a>, not a race to the correct answer. In a \u003ca href=\"https://picrust.wordpress.com/2019/07/29/where-does-chocolate-milk-come-from/\">blog post\u003c/a> for the Virtual Conference on Humanizing Mathematics, teacher \u003ca href=\"https://twitter.com/allison_krasnow\">Allison Krasnow\u003c/a> discussed her 5-year-old son’s idea that chocolate milk comes from brown cows as a playful example of rough draft thinking. Though her elder son quickly dismissed his brother’s conjecture, Krasnow reflected on how the exchange showed her younger child’s developing reasoning skills. Wondering how many such moments she misses with students, Krasnow encouraged teachers to “delight in (rough draft thinking) and know that it’s necessary for deeper understanding of the mathematics we’re learning together.”\u003c/p>\n\u003ch2>\u003cb>Knowing Students as People\u003c/b>\u003c/h2>\n\u003cp>For Khodai, creating humanizing classrooms starts with understanding students as people. “Mathematical identities are developed over time through exposure and experience and it is important for me to know the identity of my learners to best serve them,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Shah said that one way he gets to know his students is \u003ca href=\"https://www.saravanderwerf.com/week-1-day-1-name-tents-with-feedback/\">name tents\u003c/a>, a practice popularized by Minnesota teacher and blogger \u003ca href=\"https://twitter.com/saravdwerf\">Sara VanDerWerf\u003c/a>. During the first week of school, students write comments and questions on the inside of a paper name tent, and the teacher responds daily. Student feedback can range from math-related — “I’m a little overwhelmed because I didn’t retain much from middle school” — to personal information — “I have three cats (three too many).” Some teachers have found the feedback from name tents so helpful they \u003ca href=\"https://marybourassa.blogspot.com/2019/09/keeping-conversation-going.html\">keep the conversations going beyond the first week\u003c/a>. Other ways to \u003ca href=\"http://misscalculate.blogspot.com/2019/08/belongingness.html\">help students feel seen and cared for\u003c/a> throughout the year include cracking jokes, giving authentic compliments, celebrating birthdays and asking non-math questions, wrote virtual conference participant, Illinois teacher \u003ca href=\"https://twitter.com/misscalcul8\">Elissa Miller\u003c/a>.\u003c/p>\n\u003ch2>\u003cb>Understanding the Bigger Picture\u003c/b>\u003c/h2>\n\u003cp>Knowing students also means understanding how race, class and other categories of identity can shape math identities. Several virtual conference participants shared their own backgrounds as examples. In \u003ca href=\"https://teachingwithmath.wordpress.com/2019/08/08/how-i-became-a-doer-of-mathematics/\">a video post\u003c/a>, Florida principal Makeda Brome described how her parents and pop culture figures like \u003ca href=\"https://en.wikipedia.org/wiki/Dwayne_Cleofis_Wayne\">Dwayne Wayne\u003c/a> enabled her to see herself as a “doer of mathematics” early in life. As she advanced in her education, though, she saw fewer and fewer black girls in math, which motivated her to \u003ca href=\"https://mathematicallygiftedandblack.com/rising-stars/\">be an example\u003c/a>.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=m_Wi_FB71iI\u003c/p>\n\u003cp>For graduate student Usha Shanmugathasan, her family’s status as refugees and her father’s death when she was a child \u003ca href=\"http://hemakhodai.com/Shanmugathasan/\">made math a necessity\u003c/a>. “Now, at the age of 12, I was budgeting, comparing prices and looking for sales, and balancing the cheque book,” Shanmugathasan wrote. “I was learning about integers at school and at home I was helping to figure out how to deal with debt, and how to pay rent and eat on a meager income. This was the dichotomous math of my life.”\u003c/p>\n\u003cp>The mathematical skills and thinking of students from marginalized groups have often been erased by Western schooling, according to University of Illinois professor \u003ca href=\"https://twitter.com/RG1gal\">Rochelle Gutiérrez\u003c/a>. In her \u003ca href=\"http://hemakhodai.com/gutierrez/\">blog post\u003c/a> for the virtual conference, Gutiérrez added the prefix “re-” to the term “humanizing mathematics,” noting that humans have been doing mathematics in “humane (beautiful) ways for centuries/millennia.”\u003c/p>\n\u003cp>She also outlined \u003ca href=\"https://www.youtube.com/watch?v=D266LYIigS0&list=PLHyI3Fbmv0SfUMTemP8HvPQdG5HCbYp-0&index=9&t=0s\">eight dimensions\u003c/a> for rehumanizing mathematics and four questions that educators can use to reimagine their practices:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">In mathematics, what feels dehumanizing to my students?\u003c/li>\n\u003cli style=\"font-weight: 400\">In mathematics, what feels dehumanizing to me, other teachers, or families/communities?\u003c/li>\n\u003cli style=\"font-weight: 400\">What might feel more rehumanizing?\u003c/li>\n\u003cli style=\"font-weight: 400\">Who can help me rehumanize this space?\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>In planning the virtual conference, Shah, the co-organizer, said he had hoped to mine techniques to import into his own classroom. What affected him more, though, were the human stories participants shared and the ways those reminded him of his power and responsibility as a teacher. Math classrooms do not succeed or fail just on curriculum, Shah said, but “on understanding that the room is filled with complex, wonderful individuals who are bringing their whole histories and selves to class each day.”\u003c/p>\n\n","blocks":[],"excerpt":"Math teachers are trying to shift the lens through which students interact with the subject by prioritizing how math affects people and celebrating what individuals contribute when doing math. ","status":"publish","parent":0,"modified":1695654974,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1010},"headData":{"title":"Why Teachers Want Math with More Human Ties | KQED","description":"Math teachers are trying to shift the lens through which students interact with the subject by prioritizing how math affects people and celebrating what individuals contribute when doing math. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Teachers Want Math with More Human Ties","datePublished":"2019-12-09T07:51:30.000Z","dateModified":"2023-09-25T15:16:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/54980/why-teachers-want-math-with-more-human-ties","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mathematics is created by humans, math teachers are humans and math students are humans. Yet many contemporary math classrooms erase humans from the equation.\u003c/p>\n\u003cp>“Often mathematics is talked about as if it were apolitical, objective, and cold. A sterile textbook, a teacher writing on a chalkboard and rarely turning around,” said \u003ca href=\"https://samjshah.com/about/\">Sam Shah\u003c/a>, a high school math teacher in Brooklyn, New York.\u003c/p>\n\u003cp>For many students, that model of math class is unengaging or \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety-provoking\u003c/a>. With \u003ca href=\"https://www.usnews.com/news/education-news/articles/2019-10-30/across-the-board-scores-drop-in-math-and-reading-for-us-students\">math scores declining or stagnant\u003c/a> among U.S. fourth- and eighth-graders in the last decade, and the country ranking \u003ca href=\"https://hechingerreport.org/u-s-now-ranks-near-bottom-among-35-industrialized-nations-math/\">near the bottom of industrialized nations\u003c/a> for high school math performance, some educators are looking to reimagine math classrooms as more interactional, humanizing spaces. In August, Shah and \u003ca href=\"https://hemakhodai.com/\">Hema Khodai\u003c/a> — an instructional resource teacher in Mississauga, Ontario — organized the Virtual Conference on Humanizing Mathematics to help shift the paradigm. In a month-long series of \u003ca href=\"https://samjshah.com/humanizing-mathematics-convention-center/\">blog posts\u003c/a> and \u003ca href=\"https://twitter.com/search?q=%23vconhm&src=typed_query\">social media threads\u003c/a>, math educators swapped ideas, reflections and questions about how to bring math to life and put humans — particularly students — at the center.\u003c/p>\n\u003ch2>\u003cb>Making Room for Mistakes\u003c/b>\u003c/h2>\n\u003cp>According to Vanderbilt education \u003ca href=\"https://peabody.vanderbilt.edu/bio/ilana-horn\">researcher Ilana Horn\u003c/a>, a humanizing math classroom is “one where kids can bring their ideas and interact with their ideas about math to be able to make sense of it.” \u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">Dominant narratives about math\u003c/a> often inhibit those possibilities, and dehumanize math, Horn said in an interview with MindShift. Among those narratives is the belief that speed and accuracy are the hallmarks of math intelligence. To counter that idea, Horn said teachers can point to the history of mathematical advances that resulted from thinking systematically, asking astute questions, looking for patterns and other types of intelligence.\u003c/p>\n\u003cp>Horn also suggested that teachers affirm to students that everyone makes mistakes. When teachers \u003ca href=\"https://amte.net/content/inviting-rough-draft-thinking-humanize-mathematics-classroom-affiliate-webinar\">encourage “rough draft thinking”\u003c/a> in math class, students can \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">see math as a process\u003c/a>, not a race to the correct answer. In a \u003ca href=\"https://picrust.wordpress.com/2019/07/29/where-does-chocolate-milk-come-from/\">blog post\u003c/a> for the Virtual Conference on Humanizing Mathematics, teacher \u003ca href=\"https://twitter.com/allison_krasnow\">Allison Krasnow\u003c/a> discussed her 5-year-old son’s idea that chocolate milk comes from brown cows as a playful example of rough draft thinking. Though her elder son quickly dismissed his brother’s conjecture, Krasnow reflected on how the exchange showed her younger child’s developing reasoning skills. Wondering how many such moments she misses with students, Krasnow encouraged teachers to “delight in (rough draft thinking) and know that it’s necessary for deeper understanding of the mathematics we’re learning together.”\u003c/p>\n\u003ch2>\u003cb>Knowing Students as People\u003c/b>\u003c/h2>\n\u003cp>For Khodai, creating humanizing classrooms starts with understanding students as people. “Mathematical identities are developed over time through exposure and experience and it is important for me to know the identity of my learners to best serve them,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shah said that one way he gets to know his students is \u003ca href=\"https://www.saravanderwerf.com/week-1-day-1-name-tents-with-feedback/\">name tents\u003c/a>, a practice popularized by Minnesota teacher and blogger \u003ca href=\"https://twitter.com/saravdwerf\">Sara VanDerWerf\u003c/a>. During the first week of school, students write comments and questions on the inside of a paper name tent, and the teacher responds daily. Student feedback can range from math-related — “I’m a little overwhelmed because I didn’t retain much from middle school” — to personal information — “I have three cats (three too many).” Some teachers have found the feedback from name tents so helpful they \u003ca href=\"https://marybourassa.blogspot.com/2019/09/keeping-conversation-going.html\">keep the conversations going beyond the first week\u003c/a>. Other ways to \u003ca href=\"http://misscalculate.blogspot.com/2019/08/belongingness.html\">help students feel seen and cared for\u003c/a> throughout the year include cracking jokes, giving authentic compliments, celebrating birthdays and asking non-math questions, wrote virtual conference participant, Illinois teacher \u003ca href=\"https://twitter.com/misscalcul8\">Elissa Miller\u003c/a>.\u003c/p>\n\u003ch2>\u003cb>Understanding the Bigger Picture\u003c/b>\u003c/h2>\n\u003cp>Knowing students also means understanding how race, class and other categories of identity can shape math identities. Several virtual conference participants shared their own backgrounds as examples. In \u003ca href=\"https://teachingwithmath.wordpress.com/2019/08/08/how-i-became-a-doer-of-mathematics/\">a video post\u003c/a>, Florida principal Makeda Brome described how her parents and pop culture figures like \u003ca href=\"https://en.wikipedia.org/wiki/Dwayne_Cleofis_Wayne\">Dwayne Wayne\u003c/a> enabled her to see herself as a “doer of mathematics” early in life. As she advanced in her education, though, she saw fewer and fewer black girls in math, which motivated her to \u003ca href=\"https://mathematicallygiftedandblack.com/rising-stars/\">be an example\u003c/a>.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/m_Wi_FB71iI'\n title='//www.youtube.com/embed/m_Wi_FB71iI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For graduate student Usha Shanmugathasan, her family’s status as refugees and her father’s death when she was a child \u003ca href=\"http://hemakhodai.com/Shanmugathasan/\">made math a necessity\u003c/a>. “Now, at the age of 12, I was budgeting, comparing prices and looking for sales, and balancing the cheque book,” Shanmugathasan wrote. “I was learning about integers at school and at home I was helping to figure out how to deal with debt, and how to pay rent and eat on a meager income. This was the dichotomous math of my life.”\u003c/p>\n\u003cp>The mathematical skills and thinking of students from marginalized groups have often been erased by Western schooling, according to University of Illinois professor \u003ca href=\"https://twitter.com/RG1gal\">Rochelle Gutiérrez\u003c/a>. In her \u003ca href=\"http://hemakhodai.com/gutierrez/\">blog post\u003c/a> for the virtual conference, Gutiérrez added the prefix “re-” to the term “humanizing mathematics,” noting that humans have been doing mathematics in “humane (beautiful) ways for centuries/millennia.”\u003c/p>\n\u003cp>She also outlined \u003ca href=\"https://www.youtube.com/watch?v=D266LYIigS0&list=PLHyI3Fbmv0SfUMTemP8HvPQdG5HCbYp-0&index=9&t=0s\">eight dimensions\u003c/a> for rehumanizing mathematics and four questions that educators can use to reimagine their practices:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">In mathematics, what feels dehumanizing to my students?\u003c/li>\n\u003cli style=\"font-weight: 400\">In mathematics, what feels dehumanizing to me, other teachers, or families/communities?\u003c/li>\n\u003cli style=\"font-weight: 400\">What might feel more rehumanizing?\u003c/li>\n\u003cli style=\"font-weight: 400\">Who can help me rehumanize this space?\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>In planning the virtual conference, Shah, the co-organizer, said he had hoped to mine techniques to import into his own classroom. What affected him more, though, were the human stories participants shared and the ways those reminded him of his power and responsibility as a teacher. Math classrooms do not succeed or fail just on curriculum, Shah said, but “on understanding that the room is filled with complex, wonderful individuals who are bringing their whole histories and selves to class each day.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54980/why-teachers-want-math-with-more-human-ties","authors":["11487"],"categories":["mindshift_192","mindshift_20874"],"tags":["mindshift_21316","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21341","mindshift_392","mindshift_20893","mindshift_20813","mindshift_21053","mindshift_21315"],"featImg":"mindshift_55005","label":"mindshift"},"mindshift_47385":{"type":"posts","id":"mindshift_47385","meta":{"index":"posts_1591205157","site":"mindshift","id":"47385","score":null,"sort":[1486368020000]},"guestAuthors":[],"slug":"how-playing-with-math-helps-teachers-better-empathize-with-students","title":"How Playing With Math Helps Teachers Better Empathize With Students","publishDate":1486368020,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Michelle Manes has taught math in almost every setting. She taught public high school students, deaf elementary school students, and middle school girls at a single-sex school. But eventually, she couldn’t fight the feeling that as much as she loved teaching math, she also loved doing math, so she went back to get her Ph.D. in mathematics and is now a professor at the University of Hawaii.\u003c/p>\n\u003cp>Although she has settled into a life of teaching undergraduate students and working on her own research, Manes still cares deeply about K-12 education. To stay connected to teachers in that world she helped start a \u003ca href=\"http://www.mathcircles.org/content/math-teachers-circle-hawaii\">Math Teachers’ Circle\u003c/a> in Honolulu. The circle meets once a month and invites math teachers from all grade levels to get together and work on fun, challenging math alongside research mathematicians.\u003c/p>\n\u003cp>“I try to bring that creativity and joy and excitement and discovery piece into the Math Teachers’ Circle and hope it trickles into the classroom,” Manes said. Unlike other professional development opportunities, the focus of these circles is not on lesson plans or pedagogy. Most of the time is spent working on and discussing a problem that the facilitators bring, with the hope that teachers will rediscover what they love about math and how it feels to be a learner.\u003c/p>\n\u003cp>This issue is personal to Manes, who wanted to be a scientist as a kid precisely because she likes solving problems. Stories about how science had improved the world were exciting to her, even if the science they were doing in school wasn’t. That wasn’t true of her math classes. She grew up thinking math was about procedures applied correctly to get a right answer -- something she was good at -- but she didn’t associate the discipline with discovery. It was only when she got to college and took higher level mathematics that she realized how exciting it could be.\u003c/p>\n\u003cp>Manes hopes Math Teachers’ Circles can help K-12 classroom teachers experience the fun of working on a challenging problem collaboratively, of being confused but continuing to struggle through, of ultimately having that feeling of discovery.\u003c/p>\n\u003cfigure id=\"attachment_47489\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/crooked-river1-1020x680.jpg\" alt=\"Teachers at the Crooked River Math Teachers' Circle grapple with a problem during a week-long summer institute.\" width=\"640\" height=\"427\" class=\"size-large wp-image-47489\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers at the Crooked River Math Teachers' Circle grapple with a problem during a week-long summer institute. \u003ccite>(Sara Good)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In the end we do want to transform their experience and their students’ experiences,” Manes said. The Honolulu circle is just one of over a hundred all over the United States. Every circle runs a little differently depending on its context, but in Honolulu, where weeknight traffic is terrible, Manes has found that Saturday mornings work best. Teachers and mathematicians get together and work on math for several hours and then spend some time discussing the experience and how it might apply to the classroom. Manes has arranged it so teachers can get professional development credit for participating.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“For me, it’s a lot of listening, wandering around seeing what people are doing, having a sense of the room and then knowing what I want people to get out of the session,” Manes said. While groups are often working on the task from different directions or entering at different levels of understanding, Manes will often stop work if there’s something she wants to make sure all participants notice before the time is up.\u003c/p>\n\u003cp>“One thing I’ve learned from Math Teachers’ Circles is watching mathematicians who I have tremendous respect for make errors and be corrected and be OK with that,” said Heather Danforth. She’s co-director of curriculum at Helios School, an independent school for gifted kids in the San Francisco Bay Area. She has always thought of herself as a reader and a writer, not a math person, but when she started teaching elementary school she decided to take some classes to brush up on her math skills. That’s when she found Math Teachers’ Circles.\u003c/p>\n\u003cp>“It was this opportunity to engage with math in this really engaging, exciting endeavor of trying to figure out problems and maybe not always reach a solution,” Danforth said. Participating helped her revise the narrative she held about her math abilities, which was largely based on her experience of being slow with multiplication tables in third grade.\u003c/p>\n\u003cp>“Most mathematicians don’t really care how fast you can do your multiplication tables,” Danforth said. And more importantly, identifying herself as a mathematician and experiencing what that means, helped her think of math as primarily about problem solving. “That new definition of math allows more people to be good at it,” she said.\u003c/p>\n\u003cp>Danforth now leads the math teachers at her school in math circles as part of their regular professional development and they also carve out time on Fridays for students to engage in circles as well. “A well run math circle leaves everyone feeling capable,” she said. “It’s not that everyone finishes at the same place, because you don’t. But everyone has something they can engage with in a meaningful way.”\u003c/p>\n\u003cp>Danforth thinks of math circles as an opportunity to experience what it means to be a mathematician, whereas math class is more learning about math. She compares it to learning scales versus playing music. The scales are important, but the music is what people love, and what motivates them to continue to work at the scales. She believes that if students never experience the fun, exciting side of math problem solving, free of pressures to get the right answer in a specific amount of time, then they may never choose to pursue math in the future.\u003c/p>\n\u003cp>A common theme among teachers who have participated in Math Teachers’ Circles is that by placing themselves in the position of learner they are able to empathize with their students more. Many teachers felt initially intimidated to do math with professional mathematicians, as well as other K-12 teachers who may have more advanced skills.\u003c/p>\n\u003cp>“I felt the entire range of emotions because I was with other teachers who had different background experiences,” said Sara Good, a seventh grade math teacher outside of Cleveland, Ohio. She said she fell in and out of confidence throughout her first circle, an interesting experience since so many math teachers love the subject because it’s easy for them.\u003c/p>\n\u003cfigure id=\"attachment_47491\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/crooked-river2-1020x680.png\" alt=\"Teachers at the Crooked River Math Teachers' Circle Summer Institute grapple with a problem.\" width=\"640\" height=\"427\" class=\"size-large wp-image-47491\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-1180x787.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-960x640.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-240x160.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-375x250.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-520x347.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers at the Crooked River Math Teachers' Circle Summer Institute grapple with a problem. \u003ccite>(Sara Good)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Good used to be a district math coach before cost cutting in her district landed her back in the classroom this year. She is struggling to create the vibrant community of problem solvers that she knows would be best for student learning and finds that attending Math Teachers’ Circles rejuvenates her. Participating reminds her of effective questioning strategies and helps connect her with other math teachers who want to bring a sense of wonder and discovery back to math classrooms.\u003c/p>\n\u003cp>Good says it’s “easy to feel like you’re off in your own pedagogical corner” a lot of the time, but the math circles remind her she’s part of a community and that playing with math is fun if it’s set up right. She also knows many of her students think math is far from fun, largely because of the way it has been presented to them in school.\u003c/p>\n\u003cp>Math Teachers’ Circles have become more popular in the past five years as teachers in states that have adopted the Common Core work to understand the Mathematical Practices that undergird the math they teach.\u003c/p>\n\u003cp>“A lot of teachers weren’t familiar with thinking about math that way,” said Brianna Donaldson, Director of Special Projects at the American Institute of Mathematics (AIM). Her organization supported the first Math Teachers’ Circle in 2006 and has helped educators around the country as they start their own.\u003c/p>\n\u003cp>“Each circle is intended to be a real partnership between teachers and mathematicians,” Donaldson said. And while it may seem like research mathematicians wouldn’t want to do math with K-12 teachers, the reality is that often they learn a lot about how to teach undergraduates through these circles. Everyone participating in the circle is learning the difficult lesson to “help less.”\u003c/p>\n\u003cp>“Learning how to be less helpful can be really challenging, but a lot of times facilitators say it has a big effect on their teaching,” Donaldson said. “It really changes how they see what the learners in whatever environment can do and what they’re capable of.”\u003c/p>\n\u003cp>In her research, Manes often works on the same problem for years, methodically trying different problem solving strategies to a thorny challenge that no one in the world has solved yet. That process can sometimes shake her confidence and she likes interacting with other math-lovers around fun problems as a way to remind her of her capabilities and passion for the subject.\u003c/p>\n\u003cp>“I would not want one of these research-only jobs where you never teach,” Manes said. “When I get stuck in research and I can go into a class and lead activities and answer questions and guide people to help them understand things, I feel really reenergized. It gives me confidence to go back to my research.” Engaging in this way reminds her that getting stuck is part of the process, and coaching other people through those emotions serve the dual purpose of reminding herself to stick with it too.\u003c/p>\n\u003cp>And while it’s hard to draw a straight line between the experiences teachers get in Math Teachers’ Circles and their approaches to the classroom, Manes said that many of her participants do report that it has changed how they think about teaching. They say that they’ve realized they need to give students more think time, that they focus on discourse around the mathematics more, that they assign groups to work on open-ended problems, and that they’re more open to trying new things in the classroom.\u003c/p>\n\u003cp>The American Institute of Mathematics is excited about how popular Math Teachers’ Circles have become and hope that soon there will be a circle within driving distance of every teacher in the country. They also hope that within five years, between five and ten percent of math teachers will be participating in a circle. They’re already supporting the creation of Math Teachers’ Circle networks within states, with Montana and Ohio closest to achieving statewide coverage.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What we found is the more teachers go to Math Teachers Circles the more they see math is about problem solving,” Donaldson said. “And this problem solving view of math is highly predictive of really productive mindsets, like growth mindset and belief in grit, that if you persist at something you’re going to make progress. And that’s an important part of doing well at something.”\u003c/p>\n\n","blocks":[],"excerpt":"Math Teachers' Circles give educators a chance to remember why they love math and puts them in the learners' seat again.","status":"publish","parent":0,"modified":1486406102,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1869},"headData":{"title":"How Playing With Math Helps Teachers Better Empathize With Students | KQED","description":"Math Teachers' Circles give educators a chance to remember why they love math and puts them in the learners' seat again.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Playing With Math Helps Teachers Better Empathize With Students","datePublished":"2017-02-06T08:00:20.000Z","dateModified":"2017-02-06T18:35:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47385 https://ww2.kqed.org/mindshift/?p=47385","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/","disqusTitle":"How Playing With Math Helps Teachers Better Empathize With Students","path":"/mindshift/47385/how-playing-with-math-helps-teachers-better-empathize-with-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michelle Manes has taught math in almost every setting. She taught public high school students, deaf elementary school students, and middle school girls at a single-sex school. But eventually, she couldn’t fight the feeling that as much as she loved teaching math, she also loved doing math, so she went back to get her Ph.D. in mathematics and is now a professor at the University of Hawaii.\u003c/p>\n\u003cp>Although she has settled into a life of teaching undergraduate students and working on her own research, Manes still cares deeply about K-12 education. To stay connected to teachers in that world she helped start a \u003ca href=\"http://www.mathcircles.org/content/math-teachers-circle-hawaii\">Math Teachers’ Circle\u003c/a> in Honolulu. The circle meets once a month and invites math teachers from all grade levels to get together and work on fun, challenging math alongside research mathematicians.\u003c/p>\n\u003cp>“I try to bring that creativity and joy and excitement and discovery piece into the Math Teachers’ Circle and hope it trickles into the classroom,” Manes said. Unlike other professional development opportunities, the focus of these circles is not on lesson plans or pedagogy. Most of the time is spent working on and discussing a problem that the facilitators bring, with the hope that teachers will rediscover what they love about math and how it feels to be a learner.\u003c/p>\n\u003cp>This issue is personal to Manes, who wanted to be a scientist as a kid precisely because she likes solving problems. Stories about how science had improved the world were exciting to her, even if the science they were doing in school wasn’t. That wasn’t true of her math classes. She grew up thinking math was about procedures applied correctly to get a right answer -- something she was good at -- but she didn’t associate the discipline with discovery. It was only when she got to college and took higher level mathematics that she realized how exciting it could be.\u003c/p>\n\u003cp>Manes hopes Math Teachers’ Circles can help K-12 classroom teachers experience the fun of working on a challenging problem collaboratively, of being confused but continuing to struggle through, of ultimately having that feeling of discovery.\u003c/p>\n\u003cfigure id=\"attachment_47489\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/crooked-river1-1020x680.jpg\" alt=\"Teachers at the Crooked River Math Teachers' Circle grapple with a problem during a week-long summer institute.\" width=\"640\" height=\"427\" class=\"size-large wp-image-47489\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers at the Crooked River Math Teachers' Circle grapple with a problem during a week-long summer institute. \u003ccite>(Sara Good)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In the end we do want to transform their experience and their students’ experiences,” Manes said. The Honolulu circle is just one of over a hundred all over the United States. Every circle runs a little differently depending on its context, but in Honolulu, where weeknight traffic is terrible, Manes has found that Saturday mornings work best. Teachers and mathematicians get together and work on math for several hours and then spend some time discussing the experience and how it might apply to the classroom. Manes has arranged it so teachers can get professional development credit for participating.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“For me, it’s a lot of listening, wandering around seeing what people are doing, having a sense of the room and then knowing what I want people to get out of the session,” Manes said. While groups are often working on the task from different directions or entering at different levels of understanding, Manes will often stop work if there’s something she wants to make sure all participants notice before the time is up.\u003c/p>\n\u003cp>“One thing I’ve learned from Math Teachers’ Circles is watching mathematicians who I have tremendous respect for make errors and be corrected and be OK with that,” said Heather Danforth. She’s co-director of curriculum at Helios School, an independent school for gifted kids in the San Francisco Bay Area. She has always thought of herself as a reader and a writer, not a math person, but when she started teaching elementary school she decided to take some classes to brush up on her math skills. That’s when she found Math Teachers’ Circles.\u003c/p>\n\u003cp>“It was this opportunity to engage with math in this really engaging, exciting endeavor of trying to figure out problems and maybe not always reach a solution,” Danforth said. Participating helped her revise the narrative she held about her math abilities, which was largely based on her experience of being slow with multiplication tables in third grade.\u003c/p>\n\u003cp>“Most mathematicians don’t really care how fast you can do your multiplication tables,” Danforth said. And more importantly, identifying herself as a mathematician and experiencing what that means, helped her think of math as primarily about problem solving. “That new definition of math allows more people to be good at it,” she said.\u003c/p>\n\u003cp>Danforth now leads the math teachers at her school in math circles as part of their regular professional development and they also carve out time on Fridays for students to engage in circles as well. “A well run math circle leaves everyone feeling capable,” she said. “It’s not that everyone finishes at the same place, because you don’t. But everyone has something they can engage with in a meaningful way.”\u003c/p>\n\u003cp>Danforth thinks of math circles as an opportunity to experience what it means to be a mathematician, whereas math class is more learning about math. She compares it to learning scales versus playing music. The scales are important, but the music is what people love, and what motivates them to continue to work at the scales. She believes that if students never experience the fun, exciting side of math problem solving, free of pressures to get the right answer in a specific amount of time, then they may never choose to pursue math in the future.\u003c/p>\n\u003cp>A common theme among teachers who have participated in Math Teachers’ Circles is that by placing themselves in the position of learner they are able to empathize with their students more. Many teachers felt initially intimidated to do math with professional mathematicians, as well as other K-12 teachers who may have more advanced skills.\u003c/p>\n\u003cp>“I felt the entire range of emotions because I was with other teachers who had different background experiences,” said Sara Good, a seventh grade math teacher outside of Cleveland, Ohio. She said she fell in and out of confidence throughout her first circle, an interesting experience since so many math teachers love the subject because it’s easy for them.\u003c/p>\n\u003cfigure id=\"attachment_47491\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/crooked-river2-1020x680.png\" alt=\"Teachers at the Crooked River Math Teachers' Circle Summer Institute grapple with a problem.\" width=\"640\" height=\"427\" class=\"size-large wp-image-47491\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-1180x787.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-960x640.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-240x160.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-375x250.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-520x347.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers at the Crooked River Math Teachers' Circle Summer Institute grapple with a problem. \u003ccite>(Sara Good)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Good used to be a district math coach before cost cutting in her district landed her back in the classroom this year. She is struggling to create the vibrant community of problem solvers that she knows would be best for student learning and finds that attending Math Teachers’ Circles rejuvenates her. Participating reminds her of effective questioning strategies and helps connect her with other math teachers who want to bring a sense of wonder and discovery back to math classrooms.\u003c/p>\n\u003cp>Good says it’s “easy to feel like you’re off in your own pedagogical corner” a lot of the time, but the math circles remind her she’s part of a community and that playing with math is fun if it’s set up right. She also knows many of her students think math is far from fun, largely because of the way it has been presented to them in school.\u003c/p>\n\u003cp>Math Teachers’ Circles have become more popular in the past five years as teachers in states that have adopted the Common Core work to understand the Mathematical Practices that undergird the math they teach.\u003c/p>\n\u003cp>“A lot of teachers weren’t familiar with thinking about math that way,” said Brianna Donaldson, Director of Special Projects at the American Institute of Mathematics (AIM). Her organization supported the first Math Teachers’ Circle in 2006 and has helped educators around the country as they start their own.\u003c/p>\n\u003cp>“Each circle is intended to be a real partnership between teachers and mathematicians,” Donaldson said. And while it may seem like research mathematicians wouldn’t want to do math with K-12 teachers, the reality is that often they learn a lot about how to teach undergraduates through these circles. Everyone participating in the circle is learning the difficult lesson to “help less.”\u003c/p>\n\u003cp>“Learning how to be less helpful can be really challenging, but a lot of times facilitators say it has a big effect on their teaching,” Donaldson said. “It really changes how they see what the learners in whatever environment can do and what they’re capable of.”\u003c/p>\n\u003cp>In her research, Manes often works on the same problem for years, methodically trying different problem solving strategies to a thorny challenge that no one in the world has solved yet. That process can sometimes shake her confidence and she likes interacting with other math-lovers around fun problems as a way to remind her of her capabilities and passion for the subject.\u003c/p>\n\u003cp>“I would not want one of these research-only jobs where you never teach,” Manes said. “When I get stuck in research and I can go into a class and lead activities and answer questions and guide people to help them understand things, I feel really reenergized. It gives me confidence to go back to my research.” Engaging in this way reminds her that getting stuck is part of the process, and coaching other people through those emotions serve the dual purpose of reminding herself to stick with it too.\u003c/p>\n\u003cp>And while it’s hard to draw a straight line between the experiences teachers get in Math Teachers’ Circles and their approaches to the classroom, Manes said that many of her participants do report that it has changed how they think about teaching. They say that they’ve realized they need to give students more think time, that they focus on discourse around the mathematics more, that they assign groups to work on open-ended problems, and that they’re more open to trying new things in the classroom.\u003c/p>\n\u003cp>The American Institute of Mathematics is excited about how popular Math Teachers’ Circles have become and hope that soon there will be a circle within driving distance of every teacher in the country. They also hope that within five years, between five and ten percent of math teachers will be participating in a circle. They’re already supporting the creation of Math Teachers’ Circle networks within states, with Montana and Ohio closest to achieving statewide coverage.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What we found is the more teachers go to Math Teachers Circles the more they see math is about problem solving,” Donaldson said. “And this problem solving view of math is highly predictive of really productive mindsets, like growth mindset and belief in grit, that if you persist at something you’re going to make progress. And that’s an important part of doing well at something.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47385/how-playing-with-math-helps-teachers-better-empathize-with-students","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20512","mindshift_392","mindshift_20813","mindshift_96"],"featImg":"mindshift_47486","label":"mindshift"},"mindshift_43704":{"type":"posts","id":"mindshift_43704","meta":{"index":"posts_1591205157","site":"mindshift","id":"43704","score":null,"sort":[1455138011000]},"guestAuthors":[],"slug":"is-quality-math-preparation-the-next-equity-battleground","title":"Is Quality Math Preparation The Next Equity Battleground?","publishDate":1455138011,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Math education in the United States is consistently under the spotlight, in part because the majority of kids aren't performing well on international tests that compare math achievement. Since jobs in science, technology, engineering and math fields are projected to grow, the country's poor math performance worries many educators, business leaders and policy makers. Many affluent parents, who are themselves often employed in STEM fields, understand how important strong math skills could be to their children's future success. Unhappy with the quality of math instruction in public schools, these families are seeking extracurricular math training for their children in the form of camps, clubs and competitions. And it's working. For kids who love math and have access to these types of programs, high level math ability is increasing.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/\">The Atlantic\u003c/a>, Peg Tyre describes what makes these extracurricular (and often expensive) math programs so successful. She found that almost universally teachers in these elite programs focus on conceptual math, not memorization or formulas. Students use their conceptual knowledge to explore, conjecture, predict and solve open-ended problems. And it's fun because the focus is on solving a complicated, challenging problems, not on practicing one skill over and over. Tyre writes:\u003c/p>\n\u003cblockquote>\u003cp>\"Rifkin trains her teachers to expect challenging questions from students at every level, even from pupils as young as 5, so lessons toggle back and forth between the obvious and the mind-bendingly abstract. 'The youngest ones, very naturally, their minds see math differently,' she told me. 'It is common that they can ask simple questions and then, in the next minute, a very complicated one. But if the teacher doesn’t know enough mathematics, she will answer the simple question and shut down the other, more difficult one. We want children to ask difficult questions, to engage so it is not boring, to be able to do algebra at an early age, sure, but also to see it for what it is: a tool for critical thinking. If their teachers can’t help them do this, well—' Rifkin searched for the word that expressed her level of dismay. 'It is a betrayal.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Tyre's article shows that with good instruction, kids from every background can succeed at the highest levels. The big question remains, how can this type of teaching become the norm for all students from the earliest ages? Without some big systemic changes, deep math preparation could quickly become yet another barrier to economic equality in this country.\u003cbr>\nhttp://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Affluent families are seeking extracurricular math coaching that engenders a love of math starting at an early age. This focus is increasing the number of very high math achievers, but does little for the student without the means.","status":"publish","parent":0,"modified":1456183777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":433},"headData":{"title":"Is Quality Math Preparation The Next Equity Battleground? | KQED","description":"Affluent families are seeking extracurricular math coaching that engenders a love of math starting at an early age. This focus is increasing the number of very high math achievers, but does little for the student without the means.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Quality Math Preparation The Next Equity Battleground?","datePublished":"2016-02-10T21:00:11.000Z","dateModified":"2016-02-22T23:29:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43704 http://ww2.kqed.org/mindshift/?p=43704","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/10/is-quality-math-preparation-the-next-equity-battleground/","disqusTitle":"Is Quality Math Preparation The Next Equity Battleground?","path":"/mindshift/43704/is-quality-math-preparation-the-next-equity-battleground","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math education in the United States is consistently under the spotlight, in part because the majority of kids aren't performing well on international tests that compare math achievement. Since jobs in science, technology, engineering and math fields are projected to grow, the country's poor math performance worries many educators, business leaders and policy makers. Many affluent parents, who are themselves often employed in STEM fields, understand how important strong math skills could be to their children's future success. Unhappy with the quality of math instruction in public schools, these families are seeking extracurricular math training for their children in the form of camps, clubs and competitions. And it's working. For kids who love math and have access to these types of programs, high level math ability is increasing.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/\">The Atlantic\u003c/a>, Peg Tyre describes what makes these extracurricular (and often expensive) math programs so successful. She found that almost universally teachers in these elite programs focus on conceptual math, not memorization or formulas. Students use their conceptual knowledge to explore, conjecture, predict and solve open-ended problems. And it's fun because the focus is on solving a complicated, challenging problems, not on practicing one skill over and over. Tyre writes:\u003c/p>\n\u003cblockquote>\u003cp>\"Rifkin trains her teachers to expect challenging questions from students at every level, even from pupils as young as 5, so lessons toggle back and forth between the obvious and the mind-bendingly abstract. 'The youngest ones, very naturally, their minds see math differently,' she told me. 'It is common that they can ask simple questions and then, in the next minute, a very complicated one. But if the teacher doesn’t know enough mathematics, she will answer the simple question and shut down the other, more difficult one. We want children to ask difficult questions, to engage so it is not boring, to be able to do algebra at an early age, sure, but also to see it for what it is: a tool for critical thinking. If their teachers can’t help them do this, well—' Rifkin searched for the word that expressed her level of dismay. 'It is a betrayal.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Tyre's article shows that with good instruction, kids from every background can succeed at the highest levels. The big question remains, how can this type of teaching become the norm for all students from the earliest ages? Without some big systemic changes, deep math preparation could quickly become yet another barrier to economic equality in this country.\u003cbr>\nhttp://www.theatlantic.com/magazine/archive/2016/03/the-math-revolution/426855/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43704/is-quality-math-preparation-the-next-equity-battleground","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20701","mindshift_392","mindshift_20813"],"featImg":"mindshift_43707","label":"mindshift"},"mindshift_39210":{"type":"posts","id":"mindshift_39210","meta":{"index":"posts_1591205157","site":"mindshift","id":"39210","score":null,"sort":[1423232683000]},"guestAuthors":[],"slug":"playing-with-math-how-math-circles-bring-learners-together-for-fun","title":"Playing With Math: How Math Circles Bring Learners Together For Fun","publishDate":1423232683,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38286\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Golden-Ratio-Math.gif\" alt=\"iStock\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38286\">\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One day more than a year ago, an 8-year-old named Andrew told his parents he wanted to learn to do long division. His dad, Tim Sylvester, looked up a YouTube video explaining the basic steps and began working with him through simple problems on a whiteboard in their house. A half-hour later, the child was dividing two-digit numbers into 20-digit numbers.\u003c/p>\n\u003cp>“He was ecstatic, running around,” said Sylvester, describing the moment as a “math high.” Several months later, when Andrew’s third-grade class at a public school in Santa Cruz, California, began tackling long division, the boy had it down cold and read a book on his own during the lessons.\u003c/p>\n\u003cp>Sylvester and his wife, Barbara Meister, wanted to keep Andrew, who is profoundly gifted with numbers, engaged and learning. So last fall, the father launched the \u003ca href=\"http://xacademy.org/\">Santa Cruz Math Circle\u003c/a>: a six-week enrichment program that brought in mathematicians for two hours on Sunday afternoons to explore and discuss fascinating numerical puzzles and concepts with fourth- through eighth-graders. \u003ca href=\"http://www.mathcircles.org\">Math circles\u003c/a> are an Eastern European and Russian tradition that spread across the U.S. in the last two decades. The goal wasn’t to plod through the standard formulas in preparation for a test, but to provide a stimulating and interactive environment in which Andrew and other kids with a knack for numbers could experience “math that was challenging and fun at the same time,” said Sylvester, a software engineer who works in Silicon Valley.\u003c/p>\n\u003cp>The new course in Santa Cruz has been “a huge success,” said Evelyn Strauss, whose 10-year-old son was an avid participant. “There's a wide range of kids who are really enjoying the program.” Most students go through elementary school thinking that mathematics is only about adding and subtracting and arithmetic, “but there's this whole world of math that's not typically covered in school and that's really interesting,” she said. Math circle reveals that world to kids.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\nIn the U.S., “most of the kids come to the math circle because they don’t like what they see in school and they’re looking for something else.”\u003c/aside>\n\u003cp>Creating a math circle takes a lot of energy and planning -- from finding dynamic instructors to booking classroom space -- but it can be well worth the effort if no similar enrichment opportunities are available nearby. Parents might consider forming a circle when their children come home from school saying they’re bored with the level of mathematics that’s being taught, Sylvester said. “If your kid comes back and wants more challenging math, or if they love math or they love puzzles, then start one.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One Sunday last November, the fledgling program was underway at a community center, with around 19 boys and seven girls mulling over a game called Conway’s checkers. The visiting instructor that day was Zvezdelina Stankova, a Mills College professor and director of the \u003ca href=\"http://mathcircle.berkeley.edu/\">Berkeley Math Circle\u003c/a>. Each student was given a sheet of paper with a grid of squares -- divided in half by a thick line -- and a pile of pennies to serve as checkers. Beginning at one end of the board, and given particular rules for checker-jumping and a theoretically endless supply of coins, Stankova asked: How far could the coins be advanced?\u003c/p>\n\u003cp>Students experimented with jumping the checkers to the third row on the other side of the line, and then the fourth, and Stankova demonstrated the winning solutions. What about the fifth row? Many kids became so engrossed, chattering among themselves, they didn’t want to stop to hear the next part of the lesson. “No touching the coins!” Stankova finally admonished. “It’s impossible to reach the fifth row,” she said, briefly explaining that the reason had to do with the quadratic equation and the Golden Ratio.\u003c/p>\n\u003cp>Stankova grew up in Bulgaria, where it was common for children to attend circles in math, physics, chemistry and poetry. “Kids went to the math circle because they loved what was happening in class and they wanted more of it,” she said. By contrast, in the U.S., “most of the kids come to the math circle because they don't like what they see in school and they're looking for something else.”\u003c/p>\n\u003cp>\u003cstrong>A COMFORTABLE PLACE FOR MATH GEEKS\u003c/strong>\u003c/p>\n\u003cp>About three years ago, Sylvester wanted to take Andrew to a math circle after hearing of the programs at Berkeley as well as Stanford, but those courses are popular and hard to get into. He and his wife have fostered their son’s passion for numbers in various ways, including online courses and a summer camp in mathematics, as well as math competitions. Although UC Santa Cruz was offering a monthly math circle at one point, that course was put on hold when the professor who ran it went on sabbatical.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ajVWdKoGTSzNaY9PHn6Av0sySOm2F3Hg\"]\u003c/p>\n\u003cp>Last summer, Sylvester decided to start a circle through the X Academy, a nonprofit that he founded to offer enrichment activities, and he reached out to math professor Paul Zeitz, co-founder of the \u003ca href=\"http://www.sfmathcircle.org/\">San Francisco Math Circle\u003c/a>. Zeitz promptly volunteered to give an introductory math circle session in Santa Cruz and connected him with Stankova and other willing expert instructors.\u003c/p>\n\u003cp>“I thought I’d be lucky to get five kids in a room on a Sunday afternoon,” Sylvester said. To his surprise, 50 students and their parents signed up to attend the free kickoff session by Zeitz. Through an application process, the Santa Cruz Math Circle ended up with around 25 regular attendees for the rest of the fall course; registration cost $75, but scholarships were available.\u003c/p>\n\u003cp>Sylvester ran the course with help from X Academy board members (including Meister) and other parent volunteers, who assisted with promotion and setup. Meeting the needs of students from fourth through eighth grades in a single class proved too wide of a spread in ability and maturity to manage, so the software engineer brought in an extra instructor and split the students into two tracks; but younger kids such as Andrew who were ready for the math of the upper-level group could move up.\u003c/p>\n\u003cp>For many attendees, being in a place where they could dive into math and interact with other number-loving geeks was a welcome shift from the standard school environment, where the subject isn’t exactly popular. The circle “creates this community where it's safe to come and talk about math,” said teacher Nicholas Bugayong of Rolling Hills Middle School in Watsonville, who volunteered to drive four eighth-grade math students, all from Latino families, to the Sunday sessions. Some of these pupils were otherwise unable to make the 17-mile trek -- their parents couldn’t bring them -- or to afford the course without X Academy scholarships.\u003c/p>\n\u003cp>“Other people don’t like math and they say it’s a waste of time, but I think it’s interesting to learn things that you don’t learn in school,” said Rolling Hills student Monica Alvarez, 13. Listening to the other students as they volunteered different ideas and strategies for tackling challenging problems “helps you to learn other ways to solve a puzzle,” she added.\u003c/p>\n\u003cp>As for Andrew Sylvester, now age 10, the program prompted some more “math highs,” such as when he got into thinking about the Conway’s checkers conundrum. And the lessons spurred lively discussions. During one pizza break, he stayed behind in the classroom with two other boys who are also profoundly gifted at math. “They were bent over a piece of paper scribbling, in animated conversation,” recalled Strauss, whose son was part of the confab.\u003c/p>\n\u003cp>“I just like learning the math and arguing with my friends about math stuff -- for example, stuff like if one over infinity equals zero,” said 10-year-old Olin Ottemann-Strauss.\u003c/p>\n\u003cp>\u003cstrong>MATH CIRCLE STARTUP LESSONS\u003c/strong>\u003c/p>\n\u003cp>The Santa Cruz Math Circle resumes this spring. A major challenge will be continuing to arrange for high-quality instructors, Tim Sylvester said. While ideal teachers include math professors or scientists or engineers with doctorates in math, not all such experts have the experience or classroom management skills to instruct young pupils in a dynamic way. But Sylvester hopes to eventually join forces with UC Santa Cruz’s math circle.\u003c/p>\n\u003cp>Even if there is no nearby college to collaborate with, anyone interested in launching a math circle program can find helpful, step-by-step resources on the National Association of Math Circles website, including \u003ca href=\"http://www.mathcircles.org/content/getting-started-new-organizers\">lesson plans\u003c/a> from the book, \u003cem>Circle in a Box\u003c/em>. Teachers at some Bay Area schools have created their own programs, Sylvester noted, such as \u003ca href=\"http://www.nuevaschool.org/outreach/math-circles\">Nueva School\u003c/a> in Hillsborough.\u003c/p>\n\u003cp>Sustaining a circle does require adequate financing, which can be an ongoing challenge if registration fees are to remain affordable. The Santa Cruz program recently got a donation from Cisco Systems, where Sylvester used to work, and parents can make contributions to X Academy through its website. The academy has also applied for \u003ca href=\"http://www.mathcircles.org/content/math-circle-grants\">a seed grant\u003c/a> from the Berkeley-based nonprofit Mathematical Sciences Research Institute, which has funded many math circles over the years. But the institute is currently reviewing that grant program and has ended its support of the San Francisco Math Circle.\u003c/p>\n\u003cp>While many students often question why they need to learn algebra or calculus that they might not use later in life, Sylvester sees the ability to figure out tough math problems as being an essential life skill.\u003c/p>\n\u003cp>“One of the reasons you learn math is for the thought process and the problem-solving process,” he said. “That's why you do it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story misidentified Barbara Meister as Barbara Sylvester. It also stated that Andrew Sylvester's third grade lessons in long division were at a private school, which is incorrect. He was attending a public school. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Math circles are an Eastern European and Russian tradition that spread across the U.S. in the last two decades thanks to math lovers who yearn for more. ","status":"publish","parent":0,"modified":1423265954,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1707},"headData":{"title":"Playing With Math: How Math Circles Bring Learners Together For Fun | KQED","description":"Math circles are an Eastern European and Russian tradition that spread across the U.S. in the last two decades thanks to math lovers who yearn for more. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Playing With Math: How Math Circles Bring Learners Together For Fun","datePublished":"2015-02-06T14:24:43.000Z","dateModified":"2015-02-06T23:39:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39210 http://blogs.kqed.org/mindshift/?p=39210","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/06/playing-with-math-how-math-circles-bring-learners-together-for-fun/","disqusTitle":"Playing With Math: How Math Circles Bring Learners Together For Fun","path":"/mindshift/39210/playing-with-math-how-math-circles-bring-learners-together-for-fun","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38286\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Golden-Ratio-Math.gif\" alt=\"iStock\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38286\">\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One day more than a year ago, an 8-year-old named Andrew told his parents he wanted to learn to do long division. His dad, Tim Sylvester, looked up a YouTube video explaining the basic steps and began working with him through simple problems on a whiteboard in their house. A half-hour later, the child was dividing two-digit numbers into 20-digit numbers.\u003c/p>\n\u003cp>“He was ecstatic, running around,” said Sylvester, describing the moment as a “math high.” Several months later, when Andrew’s third-grade class at a public school in Santa Cruz, California, began tackling long division, the boy had it down cold and read a book on his own during the lessons.\u003c/p>\n\u003cp>Sylvester and his wife, Barbara Meister, wanted to keep Andrew, who is profoundly gifted with numbers, engaged and learning. So last fall, the father launched the \u003ca href=\"http://xacademy.org/\">Santa Cruz Math Circle\u003c/a>: a six-week enrichment program that brought in mathematicians for two hours on Sunday afternoons to explore and discuss fascinating numerical puzzles and concepts with fourth- through eighth-graders. \u003ca href=\"http://www.mathcircles.org\">Math circles\u003c/a> are an Eastern European and Russian tradition that spread across the U.S. in the last two decades. The goal wasn’t to plod through the standard formulas in preparation for a test, but to provide a stimulating and interactive environment in which Andrew and other kids with a knack for numbers could experience “math that was challenging and fun at the same time,” said Sylvester, a software engineer who works in Silicon Valley.\u003c/p>\n\u003cp>The new course in Santa Cruz has been “a huge success,” said Evelyn Strauss, whose 10-year-old son was an avid participant. “There's a wide range of kids who are really enjoying the program.” Most students go through elementary school thinking that mathematics is only about adding and subtracting and arithmetic, “but there's this whole world of math that's not typically covered in school and that's really interesting,” she said. Math circle reveals that world to kids.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\nIn the U.S., “most of the kids come to the math circle because they don’t like what they see in school and they’re looking for something else.”\u003c/aside>\n\u003cp>Creating a math circle takes a lot of energy and planning -- from finding dynamic instructors to booking classroom space -- but it can be well worth the effort if no similar enrichment opportunities are available nearby. Parents might consider forming a circle when their children come home from school saying they’re bored with the level of mathematics that’s being taught, Sylvester said. “If your kid comes back and wants more challenging math, or if they love math or they love puzzles, then start one.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One Sunday last November, the fledgling program was underway at a community center, with around 19 boys and seven girls mulling over a game called Conway’s checkers. The visiting instructor that day was Zvezdelina Stankova, a Mills College professor and director of the \u003ca href=\"http://mathcircle.berkeley.edu/\">Berkeley Math Circle\u003c/a>. Each student was given a sheet of paper with a grid of squares -- divided in half by a thick line -- and a pile of pennies to serve as checkers. Beginning at one end of the board, and given particular rules for checker-jumping and a theoretically endless supply of coins, Stankova asked: How far could the coins be advanced?\u003c/p>\n\u003cp>Students experimented with jumping the checkers to the third row on the other side of the line, and then the fourth, and Stankova demonstrated the winning solutions. What about the fifth row? Many kids became so engrossed, chattering among themselves, they didn’t want to stop to hear the next part of the lesson. “No touching the coins!” Stankova finally admonished. “It’s impossible to reach the fifth row,” she said, briefly explaining that the reason had to do with the quadratic equation and the Golden Ratio.\u003c/p>\n\u003cp>Stankova grew up in Bulgaria, where it was common for children to attend circles in math, physics, chemistry and poetry. “Kids went to the math circle because they loved what was happening in class and they wanted more of it,” she said. By contrast, in the U.S., “most of the kids come to the math circle because they don't like what they see in school and they're looking for something else.”\u003c/p>\n\u003cp>\u003cstrong>A COMFORTABLE PLACE FOR MATH GEEKS\u003c/strong>\u003c/p>\n\u003cp>About three years ago, Sylvester wanted to take Andrew to a math circle after hearing of the programs at Berkeley as well as Stanford, but those courses are popular and hard to get into. He and his wife have fostered their son’s passion for numbers in various ways, including online courses and a summer camp in mathematics, as well as math competitions. Although UC Santa Cruz was offering a monthly math circle at one point, that course was put on hold when the professor who ran it went on sabbatical.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Last summer, Sylvester decided to start a circle through the X Academy, a nonprofit that he founded to offer enrichment activities, and he reached out to math professor Paul Zeitz, co-founder of the \u003ca href=\"http://www.sfmathcircle.org/\">San Francisco Math Circle\u003c/a>. Zeitz promptly volunteered to give an introductory math circle session in Santa Cruz and connected him with Stankova and other willing expert instructors.\u003c/p>\n\u003cp>“I thought I’d be lucky to get five kids in a room on a Sunday afternoon,” Sylvester said. To his surprise, 50 students and their parents signed up to attend the free kickoff session by Zeitz. Through an application process, the Santa Cruz Math Circle ended up with around 25 regular attendees for the rest of the fall course; registration cost $75, but scholarships were available.\u003c/p>\n\u003cp>Sylvester ran the course with help from X Academy board members (including Meister) and other parent volunteers, who assisted with promotion and setup. Meeting the needs of students from fourth through eighth grades in a single class proved too wide of a spread in ability and maturity to manage, so the software engineer brought in an extra instructor and split the students into two tracks; but younger kids such as Andrew who were ready for the math of the upper-level group could move up.\u003c/p>\n\u003cp>For many attendees, being in a place where they could dive into math and interact with other number-loving geeks was a welcome shift from the standard school environment, where the subject isn’t exactly popular. The circle “creates this community where it's safe to come and talk about math,” said teacher Nicholas Bugayong of Rolling Hills Middle School in Watsonville, who volunteered to drive four eighth-grade math students, all from Latino families, to the Sunday sessions. Some of these pupils were otherwise unable to make the 17-mile trek -- their parents couldn’t bring them -- or to afford the course without X Academy scholarships.\u003c/p>\n\u003cp>“Other people don’t like math and they say it’s a waste of time, but I think it’s interesting to learn things that you don’t learn in school,” said Rolling Hills student Monica Alvarez, 13. Listening to the other students as they volunteered different ideas and strategies for tackling challenging problems “helps you to learn other ways to solve a puzzle,” she added.\u003c/p>\n\u003cp>As for Andrew Sylvester, now age 10, the program prompted some more “math highs,” such as when he got into thinking about the Conway’s checkers conundrum. And the lessons spurred lively discussions. During one pizza break, he stayed behind in the classroom with two other boys who are also profoundly gifted at math. “They were bent over a piece of paper scribbling, in animated conversation,” recalled Strauss, whose son was part of the confab.\u003c/p>\n\u003cp>“I just like learning the math and arguing with my friends about math stuff -- for example, stuff like if one over infinity equals zero,” said 10-year-old Olin Ottemann-Strauss.\u003c/p>\n\u003cp>\u003cstrong>MATH CIRCLE STARTUP LESSONS\u003c/strong>\u003c/p>\n\u003cp>The Santa Cruz Math Circle resumes this spring. A major challenge will be continuing to arrange for high-quality instructors, Tim Sylvester said. While ideal teachers include math professors or scientists or engineers with doctorates in math, not all such experts have the experience or classroom management skills to instruct young pupils in a dynamic way. But Sylvester hopes to eventually join forces with UC Santa Cruz’s math circle.\u003c/p>\n\u003cp>Even if there is no nearby college to collaborate with, anyone interested in launching a math circle program can find helpful, step-by-step resources on the National Association of Math Circles website, including \u003ca href=\"http://www.mathcircles.org/content/getting-started-new-organizers\">lesson plans\u003c/a> from the book, \u003cem>Circle in a Box\u003c/em>. Teachers at some Bay Area schools have created their own programs, Sylvester noted, such as \u003ca href=\"http://www.nuevaschool.org/outreach/math-circles\">Nueva School\u003c/a> in Hillsborough.\u003c/p>\n\u003cp>Sustaining a circle does require adequate financing, which can be an ongoing challenge if registration fees are to remain affordable. The Santa Cruz program recently got a donation from Cisco Systems, where Sylvester used to work, and parents can make contributions to X Academy through its website. The academy has also applied for \u003ca href=\"http://www.mathcircles.org/content/math-circle-grants\">a seed grant\u003c/a> from the Berkeley-based nonprofit Mathematical Sciences Research Institute, which has funded many math circles over the years. But the institute is currently reviewing that grant program and has ended its support of the San Francisco Math Circle.\u003c/p>\n\u003cp>While many students often question why they need to learn algebra or calculus that they might not use later in life, Sylvester sees the ability to figure out tough math problems as being an essential life skill.\u003c/p>\n\u003cp>“One of the reasons you learn math is for the thought process and the problem-solving process,” he said. “That's why you do it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story misidentified Barbara Meister as Barbara Sylvester. It also stated that Andrew Sylvester's third grade lessons in long division were at a private school, which is incorrect. He was attending a public school. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39210/playing-with-math-how-math-circles-bring-learners-together-for-fun","authors":["4556"],"categories":["mindshift_192","mindshift_20579","mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_392","mindshift_20813"],"featImg":"mindshift_38286","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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