Math Circle Scholarly Bibliography

1 | MATH CIRCLE SCHOLARLY BIBLIOGRAPHY | Author(s) | Year | Format | Article Type | Relevant For: | Reference | URL | Abstract (if available) | |
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2 | Filter by: | Ho, Anne M.; McCauley, Jaime J.; and Craig, Tara T. | 2022 | journal article | exposition | Teacher Circles | Ho, Anne M.; McCauley, Jaime J.; and Craig, Tara T. (2022) "Revisiting Prejudiced Polygons: Adapting a Familiar Activity During a Time of Unknowns," Journal of Math Circles: Vol. 2 : Iss. 2 , Article 3. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss2/3 | This article describes the design process behind various iterations of Prejudiced Polygons, a Math Circles activity about segregation. In particular, we frame our discussion around two guiding principles from User Experience (UX) Design in thinking about the interconnected components of a Math Circles session, which includes all the people, the physical or virtual setting, the technology, and the world context. Additionally, we describe how we think about developing a “low floor" and “high ceiling" for math content, social issues content, as well as technology and access. | |

3 | Jones, Matthew; Lanaghan, Sharon; and Yarnall, Carolyn | 2022 | journal article | exposition | Teacher Circles | Jones, Matthew; Lanaghan, Sharon; and Yarnall, Carolyn (2022) "Incorporating Social Justice and Equity as Themes in Math Circles Online," Journal of Math Circles: Vol. 2 : Iss. 2 , Article 2. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss2/2 | The CSUDH Math Teachers' Circle chose a focus on equity and social justice in 2020. The national focus on social justice caused us to reflect on what we can do to affect change regarding issues of equity and social justice in our society. In addition, the global pandemic caused us to shift our circle online, which presented both obstacles and opportunities. In this paper, we expand upon how we addressed various challenges faced in facilitating an online Math Teachers’ Circle, focusing on our experience facilitating sessions focused on equity and social justice and participants' reactions to this experience. | ||

4 | Pantano, Alessandra; Treuer, John; and Baki, Yasmeen S. | 2022 | journal article | exposition; education research | Student Circles | Pantano, Alessandra; Treuer, John; and Baki, Yasmeen S. (2022) "The UCI Math Circle: Building an online community of young math researchers," Journal of Math Circles: Vol. 2 : Iss. 2 , Article 5. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss2/5 | Transitioning the UCI Math Circle (UCIMC) to an online format has forced us to pivot our pedagogical goals from teaching specific mathematical concepts to building an online mathematical community of young scholars. Each academic quarter, we recruit math Ph.D. students, undergraduate math majors, and faculty to serve as UCIMC mentors and run small breakout rooms during each meeting. Mentors are asked to volunteer for an entire quarter, so that they have time to build bonds with participants. The curriculum, created by the Julia Robinson Math Festival, and the accompanying digital applications, allows students of all ages to engage in online mathematical explorations. Prior to each UCIMC meeting, we run a “mentor training” session where we train the mentors on how to use an inquiry-based approach to guide their students on the week’s online mathematical game or puzzle. Students are encouraged to come up with their own observations and hypotheses, as young mathematical researchers, towards understanding a mathematical investigation. With 23 sessions offered throughout the school year, and an average attendance of 50 students and 10 mentors, UCIMC is making an impact on students’ math skills, while also bringing solace and stability to youths in the pandemic, by offering a dependable once-a-week scheduled online visit with peers and college mentors. In this paper, we detail the benefits of this approach towards fostering community between and among the students and mentors, and the benefits gained by the mentors towards developing their own teaching skills. Using comparison data collected from the past several years, we describe how our novel approach has been a resounding success. The geographical reach of UCIMC has expanded, our attendance has increased, and we have been able to better retain female UCIMC students. | ||

5 | Antonou, Angela; Patel, Rita M.; and Harsy, Amanda | 2021 | journal article | education research | Teacher Circles | Antonou, Angela; Patel, Rita M.; and Harsy, Amanda (2021) "The Impact of Math Teachers’ Circles on Teacher Dispositions toward Inquiry-based Learning: A Comparison between a Three-day and a One-day Summer Workshop," Journal of Math Circles: Vol. 2 : Iss. 1 , Article 6. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss1/6 | High-quality professional development for K-12 teachers is a critical need for both teachers and their students. For teachers to provide more engaging and powerful learning opportunities for their students, researchers suggest that we provide similar opportunities for teachers. That is, professional development should model high-impact instructional strategies. Math Teachers' Circles provide one such model for this type of training. In this paper, we discuss the impact on participants of a one-day and participants of a three-day Math Teachers' Circle workshop. In particular, we compare how teacher dispositions regarding the teaching of mathematics and inquiry-based learning changed between the workshops. | ||

6 | Clark, Thomas J. | 2021 | journal article | education research | Teacher Circles | Clark, Thomas J. (2021) "Stipends Successfully Swell Circle," Journal of Math Circles: Vol. 2 : Iss. 1 , Article 8. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss1/8 | The efficacy of stipends in drawing new teachers to participate in math teachers' circle and encouraging previous participants to attend meetings regularly was investigated in this study. A kickoff event was planned to start the year with more fanfare than usual. Stipends were advertised for teachers who attended at least three meetings. Matched pairs data analysis and survey results were used to investigate the observed increase in attendance. | ||

7 | DeOrsey, Philip; Pooler, Corey; and Ferrara, Michael | 2021 | journal article | exposition | Both | "Mathematical Zendo: A game of patterns and logic," Journal of Math Circles: Vol. 2 : Iss. 1 , Article 2. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss1/2 | Mathematical Zendo is a logic game that actively engages participants in pattern recognition, problem solving, and critical thinking while providing a fun opportunity to explore all manner of mathematical objects. Based upon the popular game of Zendo, created by Looney Labs, Mathematical Zendo centers on a secret rule, chosen by the leader, that must be guessed by teams of players. In each round of the game, teams provide examples of the mathematical object of interest (e.g. functions, numbers, sets) and receive information about whether their guesses do or do not satisfy the secret rule. In this paper, we introduce Mathematical Zendo, provide examples of games and rules that have proven to be engaging over testing with hundreds of students and teachers, and discuss best practices for implementation. | ||

8 | Glesser, Adam; Rathbun, Matt; and Suceavă, Bogdan | 2021 | journal article | exposition | Student Circles | "A Gentle Introduction to Inequalities: A Casebook from the Fullerton Mathematical Circle," Journal of Math Circles: Vol. 2 : Iss. 1 , Article 1. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss1/1 | Run for nearly a decade, the Fullerton Mathematical Circle at California State University, Fullerton prepares middle and high school students for mathematical research by exposing them to difficult problems whose solutions require only age-appropriate techniques and background. This work highlights one of the avenues of study, namely inequalities. We cover Engel's lemma, the Cauchy--Schwartz inequality, and the AM-GM inequality, as well as providing a wealth of problems where these results can be applied. Full solutions or hints, several written by Math Circle students, are given for all of the problems, as well as some commentary on how or when to assist students, and details about the pedagogical value of certain problems. | ||

9 | Liu, Veny and James, Laurie | 2021 | journal article | education research | Teacher Circles | "Dots Explode in Hawaiʻi," Journal of Math Circles: Vol. 2 : Iss. 1 , Article 3. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss1/3 | Teachers are wonderful advocates of mathematics for future generations, and they are continually looking for ways to get students more engaged in mathematics. Through visuals and hands-on activities, the Exploding Dots concept can help teachers and students understand many elementary arithmetic and algebra topics. The implemented tasks promote problem-solving by allowing multiple entry points and varied solution strategies. This paper explored this idea beyond drawing clusters of dots by Locking Legos activity. With a thorough understanding of math content, participants in multiple Math Teachers’ Circle of Hawai‘i (MaTCH) meetings expressed confidence in creating and developing meaningful and relevant differentiated learning opportunities, which include teacher candidates through classroom activities and demonstrations. This paper presents these participants' experiences of a simple concept that grew into a mathematical story. | ||

10 | Long, Jane H., and Richardson, Clint | 2021 | journal article | exposition | Both | Long, Jane H. and Richardson, Clint (2021) "A Math Without Words Puzzle," Journal of Math Circles: Vol. 2 : Iss. 1 , Article 5. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss1/5 | A visual puzzle by James Tanton forms the basis for a session that has been successfully implemented with various audiences. Designed to be presented with no directions or description, the puzzle requires participants to discover the goals themselves and to generate their own questions for investigation. Solutions, significant facilitation suggestions, and possibilities for deep mathematical extensions are discussed; extensive illustrations are included. | ||

11 | Rech, Janice F.; Jakopovic, Paula; Seidl, Hannah; Lawson, Greg; and Pugh, Rachel | 2021 | journal article | exposition | Student Circles | "Math Escape Rooms: A Novel Approach for Engaging Learners in Math Circles," Journal of Math Circles: Vol. 2 : Iss. 1, Article 4. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss1/4 | Engaging middle and high school students in Math Circles requires time, planning and creativity. Finding novel approaches to maintain the interest of a variety of learners can be challenging. This paper outlines a model for developing and implementing math escape rooms as a unique structure for facilitating collaborative problem solving in a Math Circle. These escape rooms were designed and hosted by undergraduate secondary mathematics education majors. We provide possible structures for hosting escape rooms that could translate to a range of settings, as well as reflections and lessons learned through our experiences that could inform practitioners in other settings. | ||

12 | Slama, R., Moussapour, R., Benoit, G., Anderson, N., & Reich, J. | 2021 | report | policy | Teacher Circles | The Future of Math Teacher Professional Learning | http://edarxiv.org/kncs9 | In Summer 2020, the INSPIRE-Math team at the MIT Teaching Systems Lab (MIT TSL) launched a professional learning landscape scan, The Future of Math Teacher Professional Learning. While most math education reform and improvement naturally focuses on students as learners, the best educational systems also attend to the needs of teachers and educators as learners. Our task was to investigate the landscape of how in-service math teachers most commonly learn, what areas of experimentation and innovation exist within teacher professional learning, and how in-service math teacher learning might be improved in the years ahead. | ||

13 | Parker Renga, Ian; Peck, Frederick; Wu, Ke; and Erickson, David | 2020 | journal article | education research | Teacher Circles | "Fueling Teachers' Passion and Purpose," Education Leadership, December 2020/January 2021, Volume 78, Number 4 Mental Health for Educators Pages 68-71 | http://www.ascd.org/publications/educational-leadership/dec20/vol78/num04/Fueling-Teachers'-Passion-and-Purpose.aspx | Educators need collaborative opportunities to renew their love of learning, not just to review data and rework lessons. | ||

14 | Azbel, Ariel; Azbel, Margarita; Delbakhsh, Isabella F.; Heletz, Tami E.; and Teymuroglu, Zeynep | 2019 | journal article | exposition | Student Circles | "Connecting Mathematics and Community: Challenges, Successes, and Different Perspectives," Journal of Math Circles: Vol. 1 : Iss. 1 , Article 6. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol1/iss1/6 | In this article, we summarize our personal journey to establish a successful math circle in a community that is not very familiar with such mathematics enrichment programs. We share the story of how our math circle began three years ago, as well as the lessons we learned and our organizational challenges and successes. Additionally, we outline three primary perspectives: the founder perspective, the student volunteer perspective, and the faculty volunteer perspective. | ||

15 | Chih, Tien | 2019 | journal article | exposition | Student Circles | "Exploding Dots at the MSU-Billings Math Circle," Journal of Math Circles: Vol. 1 : Iss. 1 , Article 4. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol1/iss1/4 | Global Math Week is an annual event started by Dr. James Tanton and the Global Math Project, connecting students around the world with the mathematics of Exploding Dots. Exploding Dots is a reconceptualization of the mechanics of arithmetic, which allows for a visually intuitive and accessible representation of a variety of mathematical topics ranging from different base representations to the arithmetic of polynomials and series. In this manuscript, we describe the first implementation of Exploding Dots at the MSU-Billings Math Circle. The actual itemized agenda of the session is described, followed by highlights of the session and observations by the author. In particular, as many of the students who participated were of a younger age, or were otherwise less experienced mathematically than others, these specific challenges were addressed. The author offers some insight from their experience conducting this activity, and advice for those who wish to implement similar activities in their outreach programs. | ||

16 | Donaldson, B. | 2019 | magazine article | exposition | Teacher Circles | Workshop builds diversity of Math Teachers’ Circles. MAA FOCUS, February/March 2019, 39(1), 12-14. | http://digitaleditions.walsworthprintgroup.com/publication/?i=566588&article_id=3302568&view=articleBrowser | |||

17 | Shubin, Tatiana, & Klein, Bob | 2019 | book chapter | exposition | Both | "The Alliance of Indigenous Math Circles: From Invitations to Partnerships." In H. Rosario (Ed.), Mathematical Outreach: Explorations in Social Justice Around the Globe (pp. 127-153). World Scientific. | https://drive.google.com/file/d/1xerP-NA65mRT4dWm8JKqmBjnc8opzUXD/view?usp=sharing | The Alliance of Indigenous Math Circles (AIMC) is devoted to bringing mathematicians and math professionals in direct contact with indigenous students and teachers throughout the United States and abroad in order to improve and strengthen their grasp and attitude toward mathematics. We promote the culture of problem-solving by grafting it onto the various indigenous cultures, thus bringing more indigenous people into STEM fields. We also use mathematics to give all people tools, mindsets and techniques to fashion a successful and fulfilling life regardless of professional occupation. The process of starting our program for a given community involves patience and respectful approach. We operate on a strict principle of only working where we are invited and we are trying to create a real partnership with the communities where we work — sharing in the successes and setbacks, the planning and the execution. The AIMC is a “circle” in its own right, a gathering of those who work to make the discipline and practice of mathematics as diverse and inclusive as possible. | ||

18 | Steinig, Rodi | 2019 | journal article | exposition | Student Circles | "The Signaling Problem: Using Exploding Dots to Solve an Accessible Mystery in an Elementary-Aged Math Circle," Journal of Math Circles: Vol. 1 : Iss. 1 , Article 5. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol1/iss1/5 | Many people want to facilitate Math Circles for younger students but don’t know how. This article provides a model for how to create an engaging Math Circle for students aged 8-10 to explore different number bases and gives a detailed narrative to guide prospective instructors through the class. The narrative follows a group of eight students spending six weeks joyfully discovering underlying mathematical structure without being told what to do. | ||

19 | Taylor, James C.; Sharma, Delara; and Rogers, Shannon | 2019 | journal article | exposition | Both | "MathAmigos: A Community Mathematics Initiative," Journal of Math Circles: Vol. 1 : Iss. 1 , Article 7. | https://digitalcommons.cwu.edu/mathcirclesjournal/vol1/iss1/7 | We present a broad, and we think novel, community mathematics initiative in its early stages in Santa Fe, New Mexico. At every level, the program embraces community-wide collaboration—from the leadership team, to the elements of the mathematics being implemented (primarily math circles and the Global Math Project’s Exploding Dots), to the funding model. Our MathAmigos program falls within two categories of math circle-related programs: outreach and professional development (PD). In outreach, we work with the Santa Fe Public School district (administration, teachers, students, and parents) and the City of Santa Fe government (our funders via a two-year contract) in order to implement a program of professional development within a pilot group of five geographically close elementary schools and their grades 3 and 4 teachers. The PD takes the form of Saturday workshops during the school year and an end-of-year three-day intensive. We will touch on one of the more novel components of our PD: the use of retired master teachers as classroom coaches. Our community outreach extends beyond teacher PD to the use of family math festivals to deepen the program’s penetration into the larger community of the five schools. Finally, we have added a formal student math circle in the fall of 2019 that will round out the features mentioned above, and we are proposing a math teachers’ circle to begin that fall as well. | ||

20 | Wiegers, Brandy | 2019 | book chapter | education research | Student Circles | "Creating Community-Responsive Math Circle Programs." In H. Rosario (Ed.), Mathematical Outreach: Explorations in Social Justice Around the Globe (pp. 93-125). World Scientific. | https://drive.google.com/file/d/1xerP-NA65mRT4dWm8JKqmBjnc8opzUXD/view?usp=sharing | This book is dedicated to discussing unique and rare outreach efforts that meet a community need, lead to deep engagement in mathematical problem-solving, and inspire future mathematicians. In order to contextualize how unique these efforts are, this chapter will summarize the state of existing Math Circle programs in the US and then look at this in context of one program (the Kittitas Valley Math Circle) that I have spent the last 5 years creating in Central Washington. The discussion of my experience with the Kittitas program will then provide an opportunity to discuss best practices in creating community-responsive outreach programs. | ||

21 | Donaldson, B., Nakamaye, M., Umland, K., & White, D. | 2018 | journal article | education research | Teacher Circles | The impact of Math Teachers’ Circles: Case studies. The Mathematics Educator, 27(2), 3-32. | https://openjournals.libs.uga.edu/tme/article/view/2038 | The Math Teachers’ Circle (MTC) model is a widely implemented form of professional development that invites teachers to become practitioners of mathematics, thereby developing their fluency with mathematical practices. This article presents comparative case studies investigating the self-reported experiences of several MTC-participating teachers representing a range of mathematical backgrounds. Teachers’ reflections were examined through the lenses of three themes: views of mathematics, approaches to pedagogy, and professional engagement and leadership. Cross-case comparisons suggest several ways MTCs may be able to improve their support of teachers’ professional growth, for example through discussing mathematical mindsets and incorporating additional leadership opportunities. | ||

22 | Milless, K. L., Donaldson, B., Good, C. | 2018 | conference presentation | education research | Teacher Circles | K-12 Math Instructors’ Attitudes toward and Identification with Math Following Participation in Math Teachers’ Circles. Poster presented at Society for Personality and Social Psychology Annual Convention, Atlanta, GA. | https://drive.google.com/file/d/1JTuMvTphV-4ngmVFenwdxl71Rtkz-E1C/view?usp=sharing | |||

23 | Antonou, Angela | 2017 | conference paper | education research | Teacher Circles | Impact of the Southwest Chicago Math Teachers’ Circle on the Disposition of Teachers Toward Mathematics and Toward the Teaching and Learning of Mathematics. Paper presented at JMM 2017, Atlanta, GA. | http://sigmaa.maa.org/mcst/documents/JMM2017MathTeacherCircles3.pdf | |||

24 | Bolognese, C., & Shahani, S. | 2017 | journal article | exposition | Student Circles | Student math circles: Building collaborative places of mathematical inquiry across grades. Ohio Journal of School Mathematics, 75 , 36-40. | https://library.osu.edu/ojs/index.php/OJSM/article/view/5753/4593 | In this article, the authors provide an alternative to traditional math clubs through the formation and facilitation of a student math circle (SMC). Student math circles are a community of students across different grades who engage in open-ended low floor, high ceiling tasks. The authors provide history and motivation for SMCs as well as a few sample problems that have been used. Additionally, benefits of an SMC model are provided. | ||

25 | Brown, T. | 2017 | white paper | policy | Teacher Circles | Teachers’ voices are regularly absent from conversations about professional growth. White paper, 100Kin10. | https://grandchallenges.100kin10.org/assets/downloads/teachers-voices-are-regularly-absent-from-conversations-about-their-professional-growth/GrandChallengesWhitePapers_Brown.pdf | |||

26 | Garner, Mary L.; Watson, Virginia; Rogers, Beth; and Head, Catherine | 2017 | journal article | education research | Teacher Circles | "Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving," School Science and Mathematics, Vol. 117, Iss. 7-18, pp. 317-238 | https://onlinelibrary.wiley.com/doi/epdf/10.1111/ssm.12250 | Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and influencing their actual teaching practice. This study reports how 25 elementary teachers from schools with minority and economically disadvantaged populations responded to a math circle experience. A pretest and posttest showed a significant increase in problem‐solving ability. Through analysis of journals, all but 4 of the 25 teachers indicated that participation in the math circle increased their understanding of problem solving and advanced their use of problem solving in the classroom. | ||

27 | Long, Jane; Pantano, Alessandra; White, Diana; & Wiegers, Brandy | 2017 | magazine article | exposition | Student Circles | Math Circles Embrace Underserved Students, MAA Focus 37 (5), 18-20. | http://digitaleditions.walsworthprintgroup.com/publication/?m=7656&i=443582&p=18 | |||

28 | Yagi, Seanyelle; and Venenciano, Linda | 2017 | journal article | education research | Teacher Circles | Math "Rules" Prompt Reflection on Teacher Identity, Mathematics Teaching in the Middle School, Vol. 22, No. 9, pp. 555-557 | https://drive.google.com/file/d/1A_MIHtw_Vo_7vgWN36wCSIDOF9tgdqnb/view?usp=sharing | |||

29 | Donaldson, Brianna | 2016 | conference paper | education research | Teacher Circles | The Broad Impact of Math Teachers' Circles: Results from the First Decade. Paper presented at JMM 2016, Seattle, WA. | https://drive.google.com/file/d/193seF-z_rYAIKPeffTm2N2z7tiPZdQ87/view?usp=sharing | |||

30 | Hendrickson, K.A. | 2016 | doctoral dissertation | education research | Teacher Circles | Math Teachers’ Circles: The effects of a professional development community on mathematics teachers’ identities (Doctoral dissertation, Ohio University). Retrieved from OhioLINK. | https://etd.ohiolink.edu/apexprod/rws_olink/r/1501/10?p10_etd_subid=112849&clear=10#abstract-files | Math Teachers’ Circles are content-focused professional development for K–12 mathematics teachers that engage teachers and mathematicians in intensive, collaborative problem solving. Typically, Math Teachers’ Circles begin with a weeklong summer immersion workshop. This study explored the effects of participation in such professional development on elementary and middle school teachers’ mathematical identities, their mathematics teaching identities, and the interaction of these identities. | ||

31 | Wiegers, B.S., Lai, Y, & White, D. | 2016 | conference proceedings | education research | Student Circles | "Exploring the effects of four years of math circle on middle school and high school students' mathematical task value," School Science and Mathematics Association Convention Proceedings, pp. 99-107. | https://www.ssma.org/assets/Proceedings/SSMAProceedings2016FINALweb.pdf#page=106 | Math Circles are a form of informal education where mathematics professionals share their passion for mathematics with K-12 students, combining significant content with an atmosphere that encourages a sense of discovery and excitement about mathematics through problem solving and interactive exploration. Ideal problems offer a variety of entry points and can be approached with minimal mathematical background, but lead to deep mathematical concepts and can be connected to advanced mathematics. We present details on one local model aimed at underserved urban youth, sharing impacts from four years of quantitative data on their mathematical value and expectancy. | ||

32 | Wiegers, Brandy, & White, Diana | 2016 | conference proceedings | exposition | Both | "The Establishment and Growth of Math Circles in America," Research in History and Philosophy of Mathematics, pp. 237-248. Part of the Proceedings of the Canadian Society for History and Philosophy of Mathematics/La Société Canadienne d’Histoire et de Philosophie des Mathématiques book series (PCSHPM). | https://drive.google.com/file/d/1g_1R7hGiR5SO7O07C1sf9GmsqWexprXo/view?usp=sharing | Originating in Eastern Europe, Math Circles spread to the USA in the 1990s. They emerged approximately at the same time on both the east and west coast, and have spread to almost each state, numbering around 200 today. While the first wave of Math Circles in the USA started with a focus on preparing mathematically talented high school age youth for advanced mathematical competitions, their focus has now broadened. Math Circles for now serve a range of ages (preschool through high school) as well as teachers. Some still focus on preparing students for local or national competitions; others provide non-competitive, mathematical enrichment experiences for all interested students. We provide an overview of the history of Math Circles in America. We begin with a discussion of their origins in Eastern Europe and spread to the USA, then turn our focus to how these few pioneering circles combined with a confluence of events and people to catalyze the growth of the Math Circle community in the USA | ||

33 | Karakok, Gulden, & Morrison, Katie | 2015 | conference paper | education research | Teacher Circles | Northern Colorado Math Teachers' Circle's Implementation of Common Core State Standards. Paper presented at JMM 2015, San Antonio, TX. | http://sigmaa.maa.org/mcst/documents/R.pdf | |||

34 | Taton, J. A. | 2015 | journal article | education research | Teacher Circles | Much more than it’s cooked up to be: Reflections on doing math and teachers’ professional learning. Perspectives on Urban Education, 12(1). | https://eric.ed.gov/?id=EJ1056673 | The author argues that students' persistent struggles with mathematics suggest a new form of professional development for teachers is needed. The author draws on a model of professional learning in literacy education to propose an analogous model for mathematics education: teachers of mathematics need to produce mathematical ideas, themselves, in order to better support their students in becoming mathematical thinkers. It is not enough to focus singularly on developing teachers' content understanding, however, because mathematical ideas are embedded within their representational forms; therefore, any content-related professional development must also include pedagogical discussions. The author concludes by describing a research-based, high-quality professional development community--the Philadelphia Area Math Teachers' Circle (PAMTC)--in which authentic mathematical inquiry and pedagogical analysis occur hand-in-hand. | ||

35 | Taton, Joshua A.; Anderson, Cathryn; & Myers, Amy | 2015 | conference paper | education research | Teacher Circles | Drawing on Effective Professional Development Research: Using a Pedagogical-Content Model in the Philadelphia Area Math Teachers' Circle. Paper presented at JMM 2015, San Antonio, TX. | http://sigmaa.maa.org/mcst/documents/W.pdf | |||

36 | Donaldson, B., Nakamaye, M., Umland, K., & White, D. | 2014 | journal article | exposition | Teacher Circles | Math Teachers’ Circles: Partnerships between mathematicians and teachers. Notices of the American Mathematical Society, December 2014, 61(11), 1335-1341. | http://www.ams.org/notices/201411/rnoti-p1335.pdf | |||

37 | Baker, M., Beltran, J., Buell, J., Conrey, B., Davis, T., Donaldson, B., Detorre-Ozeki, J., Dibble, L., Freeman, T., Hammie, R., Montgomery, J., Pickford, A., & Wong, J. | 2013 | journal article | math research | Both | Sets, planets, & comets. The College Mathematics Journal, 44(4), 258-264. | http://www.maa.org/sites/default/files/pdf/pubs/SetsPlanetsAndComets.pdf | Sets in the game Set are lines in a certain four-dimensional space. Here we introduce planes into the game, leading to interesting mathematical questions, some of which we solve, and to a wonderful variation on the game Set, in which every tableau of nine cards must contain at least one configuration for a player to pick up. The authors, an eclectic group of teachers, mathematicians, and other mathematics enthusiasts, are members of the American Institute of Mathematics Math Teachers’ Circle, the first Math Teachers’ Circle (founded in 2006). | ||

38 | Bolognese, Chris | 2013 | journal article | exposition | Both | "Brownie Points," North American GeoGebra Journal Volume 3, Number 1, ISSN 2162-3856 | https://mathed.miamioh.edu/index.php/ggbj/issue/view/4 | In this article, we explore an open–ended problem that integrates fair division, geometry, algebra, and its extensions in higher dimensions. GeoGebra1 is an essential tool used to further investigate this problem through its juxtaposition of algebraic and geometric representations. The reader is invited to try similar activities with his or her own students through the purposeful use of dynamic geometry. | ||

39 | White, D., Donaldson, B., Hodge, A., & Ruff, A. | 2013 | journal article | education research | Teacher Circles | Examining the effects of Math Teachers’ Circles on aspects of teachers’ mathematical knowledge for teaching. International Journal for Mathematics Teaching and Learning. Published online September 26, 2013, at http://www.cimt.org.uk | http://www.cimt.org.uk/journal/white.pdf | Math Teachers’ Circles have been spreading since their emergence in 2006. These professional development programs, aimed primarily at middle-level mathematics teachers (grades 5-9), focus on developing teachers’ mathematical problem solving skills, in line with the Common Core State Standards – Standards of Mathematical Practice. Yet, to date, anecdotal evidence and selfreport data has been the primary measure of their effectiveness. This study examines the results of a three-site administration of the Learning Math for Teaching instrument, a multiple-choice instrument designed to measure aspects of Mathematical Knowledge for Teaching. Results indicate that Math Teachers’ Circles are impacting teachers’ performance on the Number Concept and Operation subsection, leading to implications for future research. | ||

40 | Conference Board of the Mathematical Sciences (CBMS) | 2012 | report | policy | Teacher Circles | The Mathematical Education of Teachers II. Providence RI and Washington DC: American Mathematical Society and Mathematical Association of America. | https://www.cbmsweb.org/archive/MET2/met2.pdf | |||

41 | Marle, P. D., Decker, L. L., & Khaliqi, D. H. | 2012 | conference presentation | education research | Teacher Circles | An inquiry into Math Teachers’ Circle: Findings from two year-long cohorts. Paper presented at the School Science and Mathematics Association Annual Convention, Birmingham, AL. | https://drive.google.com/file/d/1hVB6H1buvCmM7Oqm2jbE4pREW7wdQm1s/view?usp=sharing | |||

42 | Fernandes, A., Koehler, J., & Reiter, H. | 2011 | journal article | exposition | Teacher Circles | Mathematics teachers circle around problem solving. Mathematics Teaching in the Middle School, 17(2), 108-115. | https://drive.google.com/file/d/1gLvG0dFoUEIve2j1JavKdDzSHaJfJ1tV/view?usp=sharing | By meeting regularly, a group of teachers from different schools promotes a culture of problem solving and engagement. | ||

43 | Morrison, C. | 2011 | master's thesis | education research | Teacher Circles | Advice from the field of teacher networks: Informing a potential AP teacher network in Colorado. Unpublished master’s thesis, University of Colorado Denver. | https://drive.google.com/file/d/1_7vFftkU2mrbVj-ZztPVUBSfMES_4H6T/view?usp=sharing | In recent years, teacher networks have been recognized as a bright spot in the vast and somewhat confusing discourse on school reform in the US. Research shows that these networks have a significant impact on a teacher’s practice, but to what extent we know the detailed strategies of these networks and how, specifically, they affect teachers is still in question. Building on the research of others in the field, this project closely examines the detailed activities and programs of four current exemplary teacher networks and how they use them to achieve their objectives. The information gathered from these networks is synthesized as a body of comprehensive recommendations that, taken together, suggest a picture of effective design. | ||

44 | White, D. | 2011 | conference presentation | education research | Teacher Circles | Math Teachers' Circles -- Themes from Final Surveys. Paper presented at MAA MathFest, Lexington, KY. | https://drive.google.com/file/d/1_fUDI_1C4xuHSCmWd-bg1jh613bXLl9e/view?usp=sharing | |||

45 | Abrams, G., & Sklar, J. K. | 2010 | journal article | exposition | Both | The graph menagerie: Abstract algebra and the Mad Veterinarian. Mathematics Magazine, June 2010, 168-179. | https://drive.google.com/file/d/1GHqW35JTj-SPrBrtPp4IYDMfw4QATaTz/view?usp=sharing | In this paper, we explore Mad Veterinarian scenarios. We show how these recreational puzzles naturally give rise to semigroups (which are sometimes groups), and we point out a beautiful, striking connection between abstract algebra and graph theory. Linear algebra also plays a role in our analysis. | ||

46 | Conrey, B., Donaldson, B., & Shubin, T. | 2009 | magazine article | exposition | Teacher Circles | Math Teachers’ Circles connect mathematicians with middle school teachers. MAA FOCUS, April/May 2009, 4-5. | https://www.maa.org/sites/default/files/pdf/pubs/aprmay09pg4-5.pdf | |||

47 | Donaldson, B. | 2009 | newsletter article | exposition | Teacher Circles | Math Teachers’ Circles bring problem solving to middle school teachers. Association for Women in Mathematics Newsletter, 39(3), 27-29. | https://drive.google.com/file/d/1NqDubgUkhreAW4ryrk630FGWpJ6wl0uD/view?usp=sharing | |||

48 | Winful, Audrey | 2009 | doctoral dissertation | education research | Student Circles | Learning from Math Circles: Providing Underserved Students of Color with Accessibility to Mathematics Education (Doctoral dissertation, Mills College). Retrieved from ERIC. | https://eric.ed.gov/?id=ED513885 | Consistently high minority failure rates in high school and college mathematics, the noticeable decrease in access to mathematics education for our underserved students of color, and this mathematics educator's genuine belief in the global necessity, desirability, and applicability of engaging our youth in learning mathematics through Math Circles, have each prompted the development of this research dissertation. ... The urban Math Circle (consisting largely of students of color) that I studied, focused on the process of discovery and open-ended exploration, and was designed to introduce students to the deeper kinds of mathematical thinking that are invariably absent in most standard curricula. In addition to encountering exciting material far beyond that treated in a regular classroom, students joining this Math Circle had the opportunity to interact with professional mathematicians and educators in an informal setting. The cooperative (rather than competitive) environment of this Math Circle, where challenging mathematical questions were posed, and congenial conversation between students (and between teachers and students) took over, provided a milieu for possible mathematics learning and further success in mathematics for these students of color. | ||

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1 | MATH CIRCLE SCHOLARLY BIBLIOGRAPHY |
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2 | |

3 | Scope: This bibliography focuses on scholarly publications on the theory, practice, and impact of Math Circles. Publications that primarily present math activities are not included unless they also include a math research context or a research-informed practitioner perspective. Sources of great math activities include the books in the AMS/MSRI Math Circles Library series, presentations given during past sessions of the SIGMAA on Circles, and the searchable activities library on MathCircles.org. |

4 | |

5 | Data-Sorting Filters: Filters are provided to sort the articles by type or audience, as follows: "Article Type" values: education research, exposition, policy, math research "Relevant For:" values: Student Circles, Teacher Circles, Both |

6 | |

7 | Other Notes: Conference presentations are included only when they report research results AND the results have not been published elsewhere. The format "journal article" refers to peer-reviewed scholarly publications. |

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