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Dolciani Mathematics Enrichment Grants

Dolciani Mathematics Enrichment Grants (DMEG)

The Mary P. Dolciani Halloran Foundation has provided funding for the Mathematical Association of America (MAA) to award grants for projects designed to develop mathematical enrichment programs for students who show promise or interest in middle school or high school. The goal of the program is to interest students who are ready for more challenge in the study of mathematics and encourage them to further their mathematical studies.

Proposals are sought from college and university mathematical sciences faculty establishing projects that actively engage middle or high school students beyond the standard curriculum, possibly working in partnership with middle or high school math teachers. Interested middle and high school teachers are strongly encouraged to seek out college and university mathematic sciences faculty in the formulation of proposals to benefit middle and high school students. The Foundation is particularly interested in projects originating from the middle or high schools. Proposed projects may replicate existing successful projects, adapt components of such projects, or be new. View Recent DMEG Awards here.

Objectives

Projects should provide enrichment and extension activities for students which lead to heightened interest in and appreciation of mathematics. The projects should encourage students to continue studies of mathematics in high school and college and should better prepare them for those studies. Projects are designed to provide active enrichment activities, beyond classroom coursework, for students who show promise or interest in mathematics and are not intended for remedial help for students who need assistance in order to succeed in their coursework in mathematics.  Projects must be open to all students who show promise or interest in the applicant pool.  Undergraduate and graduate students may provide role models and work directly with students under the tutelage of faculty from both the college or university and middle or high school. Participating in the DMEG Projects should benefit graduate, college, and pre-college students.

Active engagement in doing mathematics and mentoring of each student participant are essential features. Students should be made aware of career opportunities in mathematics and mathematically intensive disciplines.

Projects should be conducted over a sufficient period of time to engage student participants in learning and applying new and interesting mathematics that they will not otherwise encounter in their classes. Projects may be conducted during summer, during the school year, on weekends, or after school. The Dolciani Halloran Foundation funding may be used to supplement existing enrichment programs in order to increase the number of students participating in those programs or may be used to initiate new projects. Program funding is restricted to activities that are not typically part of school budgets.

Sample Projects

  • Organize a club for middle school or high school students interested in mathematics or mathematics and science
  • Develop a Math Circle for middle or high school students
  • Conduct a summer mathematics camp for middle and/or high school students
  • Establish a program for college/university undergraduate and/or graduate students to mentor middle or high school students working on mathematics projects or competitions
  • Organize a speaker series for middle or high school students on mathematical enrichment topics and career opportunities using mathematics
  • Actively engage mathematically promising or interested students in a way they have not been in school
  • Organize a project that connects promising or interested students with a problem based on real applications in industry

Nature of the Grant

Grants will be up to $5000 and will be made to the college or university of the project director for a one-year project. However, short-term events (one to three days) are generally limited to $2,500. An institution is expected to supply in-kind support as an indication of commitment to the project; these grants will not support any institutional indirect costs or provide fringe benefits. Any matching funds available should be described in the proposal and included in the budget justification. To provide maximum flexibility, unexpended funds may be carried forward with approval. Some grants may be renewed up to a maximum of three years. Projects that have received previous funding must include a report on outcomes of the project.

Who May Apply

Applications will be accepted from college and university mathematical sciences faculty at accredited U.S. (including U.S. Territory), or Canadian AUCC-member institutions. Applicants are encouraged to demonstrate a partnership with secondary or middle school mathematics faculty that is appropriate for the project. Either the middle or high school teachers or the college or university faculty may initiate the project and teachers are encouraged to develop ideas and to contact colleagues at a nearby two- or four-year college or university to work collaboratively. However, a college or university must be the fiscal agent. The application for the 2020-21 academic year (including summer 2021) is now open, and will automatically close on February 12, 2020 at 11:59 p.m EST.  Applicants can expect to hear if they if they have been awarded by the end of June.

Apply Now!

Find answers to some of our most commonly asked questions here.  

Characteristics of Effective Projects

While projects will have a high degree of variability, there are some characteristics which effective projects will share:

  • Distinct, fresh, and innovative
  • Target middle or high school students who are highly motivated or show promise;
  • Clearly articulated and measurable project objectives;
  • Strong academic component beyond the standard K-12 curriculum, with a focus on enrichment;
  • Actively engage students in the activity and in mathematics;
  • A clearly defined activity that engages students in the process, structured in a way to have a positive impact on the student;
  • Highly competent project team;
  • Provide information on careers that use mathematics extensively in a way that will encourage students to pursue mathematical study;
  • Use of appropriate role models;
  • Institutional commitment.

Projects may also include mentoring of student participants, involvement of parents, teachers, and counselors, or a peer support system. Please read our DMEG testimonials here.

Submission of Proposals

The Mary P. Dolciani Halloran Foundation has provided funding for the MAA to award grants for programs designed to encourage pursuit and enjoyment of mathematics among middle school and/or high school students. The deadline for submitting an application to the DMEG program is February 12, 2020. A proposal for a project may be submitted to only one of the following MAA grant programs in a given year: the DMEG program; the Tensor SUMMA program; or the Tensor Women and Mathematics program. If submitted to multiple programs, the MAA and Project Directors will reject the project from all but one. Multiple proposals from the same department or institution (each for a different project and with a different project team) may be submitted to the same grant program in the same year.

Application Instructions

Applications for this program will be accepted beginning November 1st. During the course of the application procedure, you will be asked to provide the following information:

  • The title of the project, name and contact information of project director and the name, position, and qualifications of other key project personnel.
  • A brief summary of the proposed project that includes the specific types of activities proposed.
  • A proposal narrative (as a file upload), which should not exceed three pages. It should address the following guidelines in the order listed:
    • Concept: Describe the mathematical and educational concepts and activities that form the basis for the project. Include a description of the activities, the frequency, how many students are expected to participate, how the project will attract students with talent or interest, how students will be selected, who will oversee the project, and who will lead the activities. Specify the intended audience and how participants will be recruited; projects must be open to all students who show promise or interest in mathematics. Provide details on the type of mathematics and topics covered and how students will be actively engaged.
    • Institutional Commitment: Describe the ways your institution will support the project and the potential for long-term continuation of the project. What is the likelihood of securing local or state funding after the initial DMEG funding?
    • Objectives: List the objectives and how they will be achieved by the project
    • Evaluation: Describe how you will judge the success of the project. If this project has run before, please provide details on the number of students, assessment of the project, and how the DMEG funds would be used to expand or enhance the project.
    • Timeline: Include a timeline of significant project activities.
  • If a renewal, state the year or years that funding had previously been granted and upload a one-page summary of progress to date, and a budget summary of money expended to date.
  • A budget. The budget form will have separate lines for personnel, materials, student support, and travel, and requires that you include a budget explanation for each line. If the budget exceeds $5000, please describe what portions of the budget DMEG is being asked to fund and how other budget items would be funded. Upload a letter from your department chair or other appropriate administrator indicating institutional support of the project.

2019 DMEG Awards

 

     California State University, Fresno 

  • Project Title: Expanding the Fresno Math Circle and other Enrichment activities
  • Project Directors: Maria Nogin
  • Project Summary: The FMC was established in 2015 with the mission to provide local children with a learning environment that fosters learning beautiful mathematical theories beyond the regular school curriculum. Currently, we have four groups with a total of over 70 participants in grades from 3 to 12, meeting bi-weekly. We also host the Math Kangaroo competition and prepare students for it. Last academic year, with the help of Dolciani grant, we set up a host site for the AMC 8/10/12 competitions, as well as started preparation sessions for them. Our vision is to grow the FMC and increase participation in the competitions we host. This project is a platform for our Central Valley students to actively collaborate with peers who share similar interests. We will also partner with current in-service teachers from area schools by inviting them to observe and assist in these enrichment activities and mentor our participants. The activities will be organized by the University faculty assisted by the credential students, who both serve as role models to the middle and high school students and obtain a valuable field experience in working with them on advanced mathematics. This project will benefit the student and teacher community molding each of them to become better mathematicians and educators.

     Central College 

  • Project Title:Midwest Sports Analytics Camp
  • Project Director: Russell Goodman
  • Project Summary:The Midwest Sports Analytics Camp expands Central College’s STEM initiatives by connecting with middle-to-high school students, helping prepare these students for the rigors of college. Campers will actively develop their quantitative skills through sports-related contexts by engaging in experimental data collection, problem-solving, and accessible, open-ended, complex projects. We plan to host between 12-18 campers, currently in grades 8-10, from middle/high schools in the rural surrounding community of Pella, IA, along with strategically-chosen schools in the Des Moines area since that metropolitan area is at most one hour away. The campers will spend four days on campus, engaged in one significant topic per day with the guiding objectives listed below. As a result, campers will discover that quantitative analytical problems are all around in the sports and everyday world. Further, these campers will have a head-start in acquiring the tools to solve such problems. Objectives: Active engagement in projects/activities that promote self-discovery and mathematical concepts in the everyday world and sports; encourage (continued) interest in studying mathematics, statistics, or data analysis in high school and college; exposure to career opportunities in mathematics, statistics, and data analysis; and student understanding that math is more than just calculations and that it is actually all around them

     Citrus College

  • Project Title:Why Do Engineers Need Math?
  • Project Director: Lucia Riderer
  • Project Summary:“Why Do Engineers Need Math?” is a math enrichment program designed to raise middle school students’ awareness of the importance of mathematics in various engineering fields and increase their motivation to pursue math-related careers. The program is a joint effort between Citrus College and Glendora Unified School District. Twenty-four 6th grade students will work on mathematically heavy engineering activities under the facilitative leadership of college students. At the end of the four month program, the middle school students will create posters showcasing what they learned in the program and present those posters at a Symposium that will be open to the public.

     Elon University

  • Project Title: The Williams High School Mathematics Club
  • Project Director: James Beuerle
  • Project Summary:This project is a collaboration between the Williams High School (WHS) Mathematics Club and Elon University. The PIs seek to engage a diverse population of approximately 45 WHS students in three types of mathematical enrichment activities during the 2019-2020 AY for the purpose of inspiring said students to take more mathematics classes in their secondary and postsecondary careers. The three activities are: (1) preparing for and participating in two mathematics contests - the AMC 10/12 and the Elon University High School Math Contest; (2) researching, alongside Elon University undergraduate mathematics majors, unsolved problems in the area of statistics and disseminating results in the form of conference presentations and at least one submission for publication; (3) attending a monthly speaker series, hosted at Elon, where speakers from academia, business, industry, and government discuss aspects of their careers that have the potential to inspire students to pursue a STEM major at the university level. The collaboration between Elon University and WHS is natural. The two institutions are located approximately 4 miles apart. WHS is also well-suited for engaging participants from diverse ethnic backgrounds; currently 33% of students are African American, 26% are Hispanic, and 49% are female.

     Fairfield University

  • Project Title: Vertical Integration in Mathematics: Next Steps
  • Project Director: Laura McSweeney
  • Project Summary:The main goal of the "Vertical Integration in Mathematics" project is the intentional vertical integration of mathematics through mentoring and collaboration between the middle-schoolers at Fairfield Woods Middle School (FWMS), the FWMS Mathletes, Ms. Formato, and Fairfield University undergraduates and faculty. The core of the proposal will be the continued support and training of a team of 12 Mathletes, who will participate in the regional MathCounts competition in February. These students will be mentored by two to four Fairfield University undergraduates who will facilitate the Mathletes' training through activities designed to expose them to new math topics and challenging problems, but also introduce strategies that will help the Mathletes during the MathCounts competition. After the MathCounts competition, the Mathletes and undergraduates will engage in research projects and present their findings at a poster session at the end of the program. The Mathletes and undergraduates will also be involved in mentoring other middle schoolers who attend the FWMS Math Circle (math club).

      Jackson State University

  • Project Title:A Mathematics and Statistics Enrichment Program
  • Project Directors: Michael Gates
  • Project Summary: This project will collaborate with Germantown Middle School to grow and expand mathematics and statistics enrichment activities for students. It will be achieved by engaging a diverse population of approximately twenty 6th-8th graders for a year long weekly after school Math Club meeting in promoting students’ intrinsic motivation for encouragement in mathematics and opportunities of mathematical beyond school curriculum. Set up a host site for the AMC 8 /10/12 competitions, as well as teach students creative problem-solving skills and increase the students’ interest in mathematics. Each semester invite at three speakers from a mathematical industry to present the role mathematics plays in their occupation, to help build a talented mathematician and statistician pipeline, and to improve and accelerate students’ mathematical skills and understanding through this project. In addition, two fields trips to JSU campus where students will have unique opportunity to observe college life and learn mathematics concept using Python.

     Montana State University

  • Project Title: Montana Math Circle
  • Project Director: Fenqjen Luo
  • Project Summary:Montana Math Circle will be able to provide students who show promise or interest in mathematics several opportunities to access enrichment activities, work in teams with like-minded peers, and become passionate about mathematics. Montana Math Circle will be formatted as a summer camp and after school enrichment program. In 2019-2020 academic year, Montana Math Circle will host a 6-day summer camp (3 days for grades 6-8 and 3 days for grades 8-10), 10 weekly semester sessions on the university campus, and sponsor a series of American Mathematics competitions (8, 10/12A, & 10/12B) and MATHCOUNTS. In addition, Montana Math Circe will provide synchronous online, interactive participation opportunities to those students who are from disadvantaged locations and cannot physically attend Montana Math Circe’s on campus summer camp or weekly sessions.

      Oglethorpe University

  • Project Title: Oglethorpe University Summer Camp in Mathematics
  • Project Director: Mary Garner
  • Project Summary: The Oglethorpe University Summer Camp in Mathematics is for high school students who are seeking an opportunity to enrich their knowledge of mathematics. It is a one-week nonresidential Summer Camp where students work in teams on a project with a mathematician, interact with local mathematicians who visit the camp, and engage in fun mathematics activities. At the end of the week, students will create posters describing their project and the work they completed, and then view and discuss the projects. The purpose of the camp is to provide the students an opportunity to work closely with mathematicians to explore mathematically rich problems in a collaborative, supportive environment. The participants will explore a variety of mathematical topics, with an emphasis on problem solving and mathematical thinking. They will also have the opportunity to focus on either the mathematics involved in judging the validity and reliability of statistics or the fairness of various voting methods.

     Rockhurst University

  • Project Title: Mathapalooza Field Trips
  • Project Director: Zdenka Guadarrama
  • Project Summary: The Mathapalooza Room at Rockhurst is the perfect place for all ages to come and investigate mathematics concepts that are not usually part of a K-12 curriculum. Students engage in hands-on activities to explore, discover and develop their own understanding in a college environment. Experiencing mathematics as an interactive and fun subject can help students see mathematics as an exciting option for further study, and visualize themselves as future professionals in math-related careers. In order to meet the demand from local area schools to bring larger groups to the Mathapalooza Field Trip experience, with the aid of a Dolciani grant, we plan to create another Mathapalooza space at Rockhurst through a redesign of an existing classroom. This space would then be available for Mathapalooza field trips at regular times each week. This will allow us to significantly expand the impact of the Mathapalooza field trip experience.

     Texas Tech University

  • Project Title: High Level Math on the High Plains (H^2)
  • Project Directors: George Williams
  • Project Summary: The proposed program consists of two after school year-long math clubs, which will meet weekly, with participants drawn from high-achieving math students from two West Texas middle schools. One school is in the Lubbock-Cooper Independent School District, a middle income suburban district, while the second school is in a low income urban area in Lubbock Independent School District. The participation of this second school will provide students of lower socioeconomic status and underrepresented populations the opportunity to participate in a high performance club. The program will target gifted, high-performing mathematics students and their teachers and expose them to mathematical problems that require deeper exploration and analysis than those provided in their regular classrooms. Furthermore, this program will also offer the teachers the opportunity to learn some higher level mathematics and active pedagogical strategies from college instructors.

     University of Puerto Rico

  • Project Title: Puerto Rico Math Olympiads
  • Project Director: Luis Caceres
  • Project Summary: In Puerto Rico very few efforts have being made in order to meet the needs of academically talented students in mathematics. OMPR SUMMER CAMP is a five days’ camp. The objective of this summer camp is to offer courses and activities that provide enthusiasm in learning math, introduces important concepts, practices strategies for problem solving and develops abilities of those who may become leaders in the next mathematical generation. On the other hand, in this camp, students are faced with challenging math problems; faculty and graduate students work as advisors for the students, providing tips when needed but encouraging the students to work on their own. The math topics covered in the camp include geometry, number theory, combinatorics, algebra and games and strategies. The Camp will be the last activity of the annual activities of the Puerto Rico math Olympiads Program (OMPR). Annual activities of OMPR include several math Olympiads and sabbatical academies for the best students. We see the necessity of providing for the very best students a math Camp to expose them to high level math. OMPR SUMMER CAMP caters exclusively to Puerto Rico Middle and High School students, in both public and private schools, and is exclusively merit based, with a very rigorous selection process (4 math Olympiads filters). The selection process starts with more than 3000 students from all around the Island and only 20 students are selected for the Math Camp.

     University of Wisconsin Oshkosh

  • Project Title: Oshkosh Summer Math Academy
  • Project Directors: Eric Kuennen
  • Project Summary: This project is to start a new summer math camp at the University of Wisconsin Oshkosh for talented middle school students. Our first Summer Oshkosh Math Academy (SOMA) will be a four-day program for 30 students entering grades 6-8 that will feature student exploration and a creative problem-solving approach to mathematics. Camp participants will see aspects of mathematics and topics that are not typically part of the middle grades curriculum. Our activities will help middle schoolers develop mathematical habits of mind by actually doing mathematics, that is, investigating, experimenting, posing questions, modeling problems, conjecturing, justifying solutions and critiquing the reasoning of others. Our aim is to challenge students while exploring the beauty of mathematics, and provide opportunities to for them to experience mathematics as a creative art, which we hope will encourage them to further their mathematical studies in high school, college, and beyond. We will feature two “mini-courses” taught by UW Oshkosh math professors that run the length of the four-day program, one on Non-Euclidean Geometries, and one on Probability and Expected Value. We will also have one-time sessions on a variety of topics including mathematical card tricks, a logic puzzle scavenger hunt, and informational session on careers in mathematics. We will end each day with time to explore and play in our Math Explore Center with a variety of mathematical demonstrations, puzzles, and games.

     Utah State University

  • Project Title: South Cache Math Club: Inspiring Students to Reach Higher
  • Project Directors: Brynja Kohler
  • Project Summary: South Cache Middle School (SCMS) mathematics teachers, Utah State University (USU) math faculty and the Primed Minds organization have joined together (the Team) to organize a much-needed, weekly afterschool extracurricular math club for 7th and 8th graders at South Cache Middle School that will incorporate engaging new math curriculum from Primed Minds. SCMS mathematics teachers are particularly concerned with students’ mathematical identity following a district wide shift in school configuration. Following the curriculum shift, SCMS students’ mathematical identity has been shaped by self-selection into honors and non-honors track classes directly out of elementary school. This trajectory thus determines mathematical experiences for the students, from 7th grade going forward into high school with the district subsequently discontinuing honors classes at the Math 7 level and instead providing extension activities for students as they are ready. The current school culture places emphasis on remediation and students’ opportunity for extension activities has been limited, even though the way students interact during mathematics inquiry influences their current and future mathematical identity. The proposed extracurricular mathematics club will remedy this lack of mathematics interaction.

     Worcester State University

  • Project Title: Worcester State Math Academy
  • Project Directors: Hansun To
  • Project Summary: TWe propose the creation of a Saturday Math Circle (Worcester State Math Academy Circle ) for talented high school students from Worcester, MA. We intend to meet on Saturday mornings from November to February for a total of 10 sessions. We plan to recruit a group of 20-25 students from Doherty Memorial High School and Worcester Technical High School who are interested in improving their problem-solving skills while working on topics that are not part of the standard secondary mathematics curriculum. We will prepare the participants and administer the AMC 10 and AMC 12 competitions in February 2020. These activities will be organized by mathematics faculty members Dr. To and Dr. Fung from Worcester State University, with the recruitment help from secondary teachers Ms. Coderre and Ms. Labbay from Worcester Public School system. Sessions will be supported by two pre-service secondary teachers undergraduate mathematics majors. Once the competitions are done, we will concentrate on problemsolving sessions as an introduction to mathematical research. The project will target effective communication of mathematics and proficiency in problem-solving. This project will support participants to strengthen their mathematical abilities and eventually contribute to the mathematics college community.
 

2018 DMEG Awards

 

     California State University, Fresno 

  • Project Title: Expanding the Fresno Math Circle and other Enrichment activities
  • Project Directors: Maria Nogin
  • Project Summary: This proposal is to grow and enhance the Fresno Math Circle (FMC) and expand mathematics enrichment activities for middle and high school students. The FMC was established in 2015 with the mission to provide local children with a learning environment that fosters learning beautiful mathematical theories beyond the regular school curriculum. Currently, we have four groups with a total of 60 participants in grades from 4 to 12, meeting bi-weekly, and we will add a fresh batch of 3-4-graders next year. We also host the Math Kangaroo competition and prepare students for it. This academic year, with the help of Dolciani grant, we set up a host site for the AMC 8/10/12 competitions, as well as start preparation sessions for them. Our vision is to grow the FMC and increase participation in the competitions we host. This project is a platform for our Central Valley students to actively collaborate with peers who share similar interests. We will also partner with current in-service teachers from area schools by inviting them to observe and assist in these enrichment activities and mentor our participants. The activities will be organized by the University faculty assisted by the credential students, who both serve as role models to the middle and high school students and obtain a valuable field experience in working with them on advanced mathematics. This project will benefit the student and teacher community molding each of them to become better mathematicians and educators.

     DePaul University 

  • Project Title:Site-based Professional Development of Undergraduate and Graduate Students for Leading Math Circles
  • Project Director: Carolyn Narasimhan
  • Project Summary:For the past two years DePaul University has received grants from the Mathematical Association of America to collaborate with Math Circles of Chicago (MC2) in developing and implementing workshops for university math students who will go on to lead MC2 sessions. The workshops focus on introducing these students to activities, teaching techniques, and community building strategies that will make sessions accessible to a wide range of students. Surveys indicated that participants have found the workshops to be very effective in preparing them to plan engaging and motivating math circle sessions. There is also evidence that the workshops have had an impact on university students’ own practices as teaching assistants. Responding to this feedback, we propose this year to use Dolciani Mathematics Enrichment funds to support three workshops for seven undergraduate and graduate math students in the summer of 2018 to prepare them for leading new or expanded math circle sessions in 2018-2019. The innovation that we propose this year is to make the workshops “practicum based” by holding them at the site of the Math Circles summer camp. This will allow participants to observe how allow participants to observe how experienced leaders engage children in doing novel mathematics. DMEG funds will also pay for these students and two experienced Chicago Public School teachers to lead three sessions during the 2018-2019 school year.

     Dixie State University

  • Project Title:R^2MC(Red Rock Math Circle)
  • Project Director: Jie Liu
  • Project Summary:In this project, we plan to initiate a Math Circle in Math department of Dixie State University. We will invite up to twenty 6th-8th graders to DSU campus for a year-long weekly after school Math Circle meeting. During each meeting, students will work on various fun and challenging open ended math related problems. We will also prepare students for Math Olympiad Contests through practicing contests questions from previous years. The discussions will led by different math faculty members or math major students. DSU faculty members in different areas and other local community members will be invited to do a monthly math related presentation. Each semester we plan to invite at least one speaker from industry to present for the students. The purpose of those presentations is to show how important math is and how widely math is applied in different fields. We also plan to have a math related field trip each semester either to the surrounding state/national parks or local companies. This will provide opportunities for students to enjoy math in nature and math in real life.

     Elon University

  • Project Title: The Williams High School Mathematics Club
  • Project Director: Chad Awtrey
  • Project Summary:This project is a collaboration between the Williams High School (WHS) Mathematics Club and Elon University. The PIs seek to engage a diverse population of approximately 45 WHS students in three types of mathematical enrichment activities during the 2018-2019 AY for the purpose of inspiring said students to take more mathematics classes in their secondary and post-secondary careers. The three activities are: (1) preparing for and participating in two mathematics contests - the AMC 10/12 and the Elon University High School Math Contest; (2) researching, alongside Elon University undergraduate mathematics majors, unsolved problems in the area of abstract algebra and statistics and disseminating results in the form of conference presentations and at least one submission for publication; (3) attending a monthly speaker series, hosted at Elon, where speakers from academia, business, industry, and government discuss aspects of their careers that have the potential to inspire students to pursue a STEM major at the university level. The collaboration between Elon University and WHS is natural. The two institutions are located approximately 4 miles apart. Furthermore, PI Awtrey was the research mentor for PI French when she was an undergraduate mathematics major at Elon University. WHS is also well-suited for engaging participants from diverse ethnic backgrounds; currently 33% of students are African American, 26% are Hispanic, and 49% are female.

     Emporia State University

  • Project Title: Inspired by Math - A mathematics enrichment program in Emporia, Kansas
  • Project Director: Qiang Shi
  • Project Summary:Our program is a math enrichment program that attracts motivated and talented middle school students in Emporia and surrounding communities. This math enrichment program is a joint effort between Emporia State University (ESU) and Emporia Middle School (EMS). It consists of two components: a four-day summer camp at ESU and a weekly program in the fall and spring at EMS. In the summer camp, students will be introduced to the format of the AMC 8 contest and have opportunities to work on previous AMC 8 problems. In the second hour, a short math expository talk or a math project will follow. During the regular school year, students attending EMS will continue to work on their math skills during before- and after-school sessions. Students work on problem-solving and other hands-on projects. They also attend invited math talks held at ESU. The group also participates in AMC 8 in the fall and takes a field trip in the spring. Our program is the only year-long math enrichment program for middle school students in the Emporia area. The program has had positive impact on our students. We would like to continue this program with a new goal this year of improving participation of talented students from underrepresented groups.

     Fairfield University

  • Project Title: Vertical Integration in Mathematics
  • Project Directors: Janet Striuli
  • Project Summary:We propose the creation of a Fairfield Woods Middle School team of Mathletes of 15 students who will be immersed in a once a week after school program for six months. At the beginning, students will be working on hard math problems, then they will be training for a math competition, and after the competition (in early February) the students will work on research projects in mathematics or statistics. Students in the middle school will be mentored by undergraduate math majors, by Professors McSweeney and Striuli, faculty from Fairfield University, and Ms.~ Formato, the Mathematics resource specialist from Fairfield Woods Middle School. The project aims to a vertical interaction of math abilities and expertises.

      Florida Gulf Coast University

  • Project Title:FGCU Mathletes Summer Camp for Bright and Talented Middle School Students
  • Project Directors: Tanya Huffman
  • Project Summary: FGCU Mathletes Summer camp is an annual week-long enrichment program for the middle school students organized by the Department of Mathematics at Florida Gulf Coast University (FGCU). This non-profit camp is conducted for bright and talented middle school students interested in investigating concepts in mathematics that are not usually introduced at the middle school level. The ultimate objective of this program is to strengthen middle school students’ interest in mathematics and provide early experience and exposure to STEM related careers with mathematical foundation. Participants engage in instructional and hands-on sessions lead by FGCU professors from mathematics, computer science, chemistry, and engineering departments. Over 15 FGCU faculty from College of Arts and Sciences and College of Engineering devoted their time to develop program lessons and activities providing youth with engaging curriculum that sparks curiosity and relates mathematics to other disciplines and real-life problems. The program has had a tremendous success since it was first introduced in the summer of 2014, attracting a diverse group of middle school students from around Southwest Florida. The program is especially successful in recruiting females, minorities, and economically disadvantaged students. Gender diversity is evenly split for the program.

     Georgia Southern University Armstrong Campus

  • Project Title:Constructing Elliptic Curves of Prime Order over Finite Fields
  • Project Directors: Duc Huynh
  • Project Summary:The proposed project is a year-long program on constructing elliptic curves of prime order over finite fields. The program will consist of two parts: a week-long summer camp, and a Math Circle. The students will be learning elementary concepts from number theory such as prime numbers, modular arithmetic, and computing square roots; and they will be introduced to programming (Python) as well. By the end of the summer camp, the students will have learned how to explicitly construct elliptic curves with certain security requirements using the open-source math software Sage Math. Three research assistants from Georgia Southern University - Armstrong Campus will serve as mentors during the camp and throughout the year, providing the high school students with mathematical and programming guidance and support. The Math Circle is a continuation of the summer camp. The students will be given a series of projects, culminating with a much-improved version of the algorithm from the summer camp; they will also discover how to apply the algorithm to test for prime numbers. The main goal of the Math Circle is to keep the students interested in the topics and have them motivated to pursue post-secondary education strengthening their understanding.

     Kutztown University of Pennsylvania

  • Project Title: Kutztown University Mathematics Olympiad Initiative (KUMOI)
  • Project Directors: Wing Hong Tony Wong
  • Project Summary:There are numerous pre-college mathematics competitions, such as the American Mathematics Competitions, MATHCOUNTS, Mathematical Kangaroo in USA, and Math League. In order for students to fully benefit from participating in these competitions, a suitable amount of training in mathematical problem solving skills is necessary. Nevertheless, very few schools in the region provide such opportunities to their students. In this project, I plan to collaborate with mathematics teachers from five regional middle schools to start up math teams in their respective schools. I will organize workshops for the teachers and run a summer day camp for a selected group of 30 students in the summer. I will also teach some training sessions for the math teams in the fall and spring. I will provide enough materials and training to each school so that the math teams will become mature and sustainable.

     Montana State University- Billings

  • Project Title: Montana State University-Billings Math Circle: Encouraging the students of Billings Montana to engage with the Creativity & Playfulness of Mathematics
  • Project Director:Tien Chih
  • Project Summary:The Montana State University-Billings Math Circle is an after school mathematical outreach program, geared for students grades 6 through 8, held at Montana State University-Billings. The purpose of the program is to engage students in the creative and exploratory sides of mathematics in a relaxed cooperative environment. Professors and students from MSUB guide students as they work together in collaborative groups to make their own discoveries. There have been two sessions so far, with ten students attending up to this point. To encourage participation across all cross-sections of our community, these sessions are held at no cost to the students. We wish to continue to grow the program and expand our attendance, making the Montana State University-Billings Math Circle a local fixture of our community.

      Southern Connecticut State University

  • Project Title: A STEAM Powered Math Circle
  • Project Director:Braxton Carrigan
  • Project Summary:We are proposing a math circle themed around mathematical art. We will hold sessions approximately twice per month (15 during the academic year). We expect 20 to 25 participants (high school students), 2 facilitators (SCSU students), and 2 senior people (SCSU faculty) at each meeting. During meetings the participants will engage in relatively traditional math circle activities as well as hands-on constructions of mathematical art. Examples of the mathematical art envisioned are: large scale constructions of platonic solids, modular origami, quadric surfaces with string models, minimal surfaces via soap films, and mixed media installations/sculpture. There are a variety of mathematical concepts that can be illustrated via mathematical art, for instance the construction of a regular icosahedron that we completed recently with Math Club students at SCSU involved Combinatorics (counting vertices, edges and faces in the solid and discovering Euler's formula), Topology (the structure was stiffened using three mutually perpendicular rectangles which are linked as Borromean rings), Geometry (using geometrical reasoning to deduce that those internal rectangles are golden), and Group Theory (the famous result that the symmetry group of the icosahedron is isomorphic to A_5 was discovered by our math club students with minimal prompting). We believe that the theme of mathematical art will encourage participants to expand their understanding and help them fall in love with Math!

     Stevens Institute of Technology

  • Project Title:Math Cirlce and Math Olympiad Initiative
  • Project Director: Jan Cannizzo
  • Project Summary: We are organizing Math Circles—extracurricular activities for school children that are run by high school or college students (together with school teachers) and that are based on material that we create. Our efforts are based on the belief that there are many school children who would enjoy—and benefit from—mathematical enrichment but do not have access to it. Moreover, there are many enthusiastic high school and college students who would be happy to teach this kind of math, except that it is difficult (for reasons involving organization, effort, and expertise) to prepare and compose material. Our approach is therefore to negotiate with public schools willing to host Math Circles, find high school or college students interested in teaching extracurricular math, and create content for Math Circle meetings that is ready to use with limited preparation. Relatedly, we are organizing an annual event that celebrates mathematics, namely the Stevens Math Olympiad, a problem-solving competition open to any and all students in grades 3-12 free of charge. The Olympiad takes place in May and attracts 350-400 students.

     University of California, Los Angeles

  • Project Title: Mathematical Data Science for High School Students: A University Experience
  • Project Directors: Nicolas Christou
  • Project Summary: In this project, Dr. Nicolas Christou, a faculty member of the UCLA Department of Statistics, will partner with Mr. Robert Montgomery, a Mathematics high school teacher from Edward Roybal Learning Center (Los Angeles Unified School District) to provide 30 high school students with an experience in Data Science at UCLA. This project will also involve graduate students in Statistics as well as undergraduate students in Mathematics and Statistics as classroom facilitators and mentors. The project will fund three campus visits to UCLA where students will be exposed to the theory and applications of regression analysis. On each day, there will be a variety of activities, such as whole class instruction, small group exploration, and an opportunity to explore the university as a science major.

     University of Illinois at Urbana-Champaign

  • Project Title: Summer Illinois Math Camp
  • Project Director: Jennifer McNeilly
  • Project Summary:Summer Illinois Math (SIM) Camp is a free, week-long math day camp for middle and high school students hosted by the University of Illinois at Urbana-Champaign Department of Mathematics. Campers will see the creative, discovery driven side of mathematics. By showing them some of the ways mathematicians approach problems, SIM Camp hopes to encourage them to continue studying math beyond the high school level.

     University of Northern Colorado

  • Project Title: Northern Colorado Math Circle for Middle School Students
  • Project Directors: Gulden Karakok
  • Project Summary: The mission of the Northern Colorado Math Circle for Middle School Students is to provide mathematical problem-solving enrichment activities for 5th through 8th grade students in the Greeley-Evans school district in Colorado. This program will continue to support the district’s students, as no such free mathematical problem-solving outreach activities are available for them. We successfully hosted our two summer workshops. Each one was 3 days on UNC campus with 52 participants in 2016 and 23 students in 2017. In addition, we had 16 monthly evening sessions thus far. We propose to host another 3-day summer workshop for 48 students in June 2018 and have 7 monthly evening sessions during 2018-2019 school year. Participating students in our circle sessions will engage in solving mathematical tasks that encourage mathematical discovery and emphasize problem-solving strategies. We will work on STEM tasks to focus on different areas of mathematics this summer. Again, we will have undergraduate preservice teachers and graduate students whom will support and mentor participating students. These mentors will gain experience in teaching problem-solving tasks. All activities will take place on UNC campus to expose students to a college campus and develop awareness of the college experience. Similar to previous camps, we will have visitors from STEM careers to expose students to opportunities.

     Westminster College

  • Project Title: Cottonwood High School Sherlock Club
  • Project Directors: Kenan Ince
  • Project Summary: This project would provide mathematical enrichment activities for talented but at-risk 9th – 12th graders at Cottonwood High School in the Salt Lake City metro area. We intend to establish a group of 20 motivated students who meet twice a month throughout the school year to engage in a wide variety of mathematical activities. Participants will engage in problem-based mathematical activities led by a variety of Westminster College STEM professors, who will discuss applications of math in careers. Participants will also visit Westminster College for a day of math enrichment activities co-sponsored by Westminster’s math club, Lemma.
 

Program Contacts

For additional information, please contact MAA Progams or Dolciani Mathematics Enrichment Grants Program Director Nancy Ann Neudauer.

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