Some thanks are in order. Many people volunteered to run our tables:
- CPS Teachers from all over the city: Matt Rosenberg (Lakeview), Rutha Dixon (Dunne), Christine Kim (Wildwood), Serg Cvetkovic (Kelly), Lisa Cash (Goudy), Marco Mendez-Duarte (Budlong), Emily Nuttall, and a special thanks to Kevin Lee who led a table and also set things up from the inside as a Payton staff member
- Faculty, along with Graduate and Undergraduate students: Janis Lazovskis (UIC), James Drimilla (Loyola), Lia O’Bryan (UChicago), Eugenia Cheng (SAIC)
- Community Members: John Brown, Abhinav Gandi, Kristin Merrill, Zach Fogelson, and Alexa Katz
- High School Students: Michael Klyachman, Hoon Shin, Juan Renteria, Jiahaochen Jiang, Vidhi Singh, and Ashley Razo
And the biggest thanks goes to Matt Moran, who put the whole thing together. Thanks Matt!
Check out the next post for photos!
In Deborah Peart’s recent essay on Edutopia, she makes the following points about kids’ development of math identity:
- Math experiences need to be about more than just numbers.
- Math needs to be a positive experience for kids.
- Children should be the agents of their own learning.
To which I would say–sound familiar ? MC2 is an organization that promotes (1) Allowing kids to experience novel mathematics to (2) build a life long love of math where (3) they may ultimately participate in QED, our math symposium, and present research on a problem they themselves created!
Those interested in MC2 should also check out Hilde Kahn’s post, “Closing the Excellence Gap,” on FutureEd. “If we’re really serious about increasing the number of low-income students and students from underrepresented groups who are learning math at the level required to contribute to our increasingly computational world, we should take a page from the playbook of those who are already successful: We should provide high-quality math enrichment for many more kids, as early in their educational lives as possible.”
So, if you haven’t signed up already, it’s time to register your 3rd to 8th grader for our June 2nd Julia Robinson Math Festival. Our friend and colleague Eugenia Cheng just let us know she’ll be there to run a table! (And you should check out the new book, Power in Numbers: The Rebel Women of Mathematics by Talithia Williams, featuring none other than Dr Cheng herself!)
Free, high quality, for all kids. Sounds like they may be talking about us.
I’ll get right to it–we have a LOT of good news!
- 70 donors gave $10,517 as part of our #ILGiveCommunity fundraiser, and an anonymous donor gave a $10,000 match. Thanks to all 71 of you!
- The Mathematical Association of America announced that for the 3rd consecutive year it will be giving MC2 an award!
- The Springboard Foundation renewed (and doubled!) its funding for MC2, which will support our opening a 7th site in the fall!
- MC2 is coordinating a free mini-camp that Eugenia Cheng will hold for local high school students. In addition to her many achievements, Planet Money fans should listen to her talk about infinity on yesterday’s Indicator Podcast.
- The Illinois Council of Teachers of Mathematics announced that Sendhil Revuluri will be given this years Lee Yunker Mathematics Leadership Award. Sendhil is a current and founding Board Member of MC2, and his leadership has been essential in MC2’s development into a premier free and accessible math circle for kids across Chicago!
Join Dr. Eugenia Cheng as she leads three afternoon workshops from July 23rd to the 25th! This program is free and any current student in grades 9-12 can apply.
Dr. Cheng is an internationally famous mathematician, author, pianist, and chef! Her books include How to Bake Pi and Beyond Infinity, and she regularly writes for the Wall Street Journal; check out her Ted talks and appearance on the Stephen Colbert Show on Youtube. Currently she is the scientist in residence at the School of the Art Institute of Chicago.
From Dr. Cheng:
“Math isn’t just about numbers and equations. It’s not just about solving problems or getting the right answer. So what is it about? In this mini camp we will explore high level abstract math in an open-ended and accessible way, particularly appealing to visual and hands-on learners. We will emphasize creativity rather than following rules, discovery and investigation rather than facts, choices and possibilities rather than right and wrong, and structures to be built rather than problems to be solved. We will delve into some abstract mathematics typically only seen in grad school, or in advanced undergrad math classes, but which I have been teaching to art students at SAIC for several years. In the process we will see how math helps us think more clearly about anything and everything in the world around us, with specific examples including questions of social justice including tolerance, privilege, prejudice and equality. Thus we will see that “abstract” doesn’t mean “irrelevant”, but rather, that abstract thinking can help us understand urgent issues in the world around us. The only prerequisites are curiosity and an open-mind about what math really is.”
- The Mini-Camp will be held from 12:30PM-3:30PM on July 23rd, 24th, and 25th at Payton Prep, 1034 N. Wells.
- 20 students will be invited to attend.
- To apply, students must complete the lottery registration at www.mathcirclesofchicago.org/register along with the google form at www.tinyurl.com/mc2eugeniacheng2018. You will need to provide a math teacher’s name and email address as a reference, along with a short statement about why you would like to attend.
- Complete the application by May 18th; we will begin to notify students about admission on May 20th.
Yesterday I had lunch with my good friend Sam Dyson, director of the Hive, which promotes teen learning through the internet. Like a good therapist, Sam tends to push, and yesterday he wanted to know what Math Circles of Chicago really trying to achieve. What does success look like? What’s the ‘why’?
Like many Americans, movie quotes are cultural touchstones, and what came to mind was this exchange from “Stand and Deliver,” the film about the great math teacher Jaime Escalante and his quest to bring AP Calculus to an underserved school in Los Angeles:
- Escalante: Do you want me to do it for you?
- Student: Yes.
- Escalante: You’re supposed to say no!
In my own classroom, when I saw them struggling, the first question I always asked them was, “Do you want my help?” When a student got to the point where they said, “No,” I felt they had succeeded.
To get to this point, kids need a lot of things–experience with challenging and unusual problems, a collection of heuristics (rules of thumb) that transfer from problem to problem, and membership in a community of like minded people.
So what is success for a program like Math Circles? The same, I think, as for any educational program. When students develop their own agency, they have succeeded. Just say no.
Around this time of year I start pointing out summer math camps that are taking place in Chicago and around the country. Check out these suggestions from last year:
- Project SYNCERE: Robotics on the south side
- PROMYS: Number Theory in Boston
- Hampshire: For High School Students who are interested in yellow pigs
- UChicago YSP: Our sister program’s annual month long camp for 7th to 12th graders
- Summer Mathcamp Canada/USA: Ages 13-18
Recently, I just came across Math Camp for Adults. What really caught my attention was that this summer’s sessions are being led by Will Dunham, the author of “Journey Through Genius,” one of my all time favorite popular press math books. Why should the kids have all the fun?
Recently I wrote a post about a problem that took me three days to do, and how exploring a beautiful problem with friends is a way that ‘math people’ build community.
These questions have an evil twin–the annoying problem.
The annoying problem often is posed by someone whose presentation is…smug. They know the answer and you don’t. The problem makes you curious, but when you learn the answer, it feels cheap. Groans follow. Riddles can have this quality.
My friend Josh Thurbee uses these problems as a tool to teach perseverance. Josh is too charming to be smug, but I have grinded my teeth at him once or twice nevertheless.