Math Teacher Circles (MTCs) are communities of K-12 and higher education mathematics professionals who meet regular to engage in the collaborative investigation of non-routine, rich, low-threshold, high-ceiling problems, and to reflect upon their experiences as practitioners of mathematics and teaching (Hendrickson, 2016; Taton, 2015).
Pedagogically, MTC facilitators should strive to model high-leverage instructional practices such as supporting learners in productive struggle (jokingly referred to as “funstration” by the MTC community), posing purposeful questions, and encouraging meaningful mathematical discourse. For a great overview of the mathematical philosophy of MTCs, see the article “Be Less Helpful” by Joshua Zucker. Organizers should also check out our MTC Toolkit for additional tips.
Below you’ll find collections of some of our favorite MTC activities!
These activities have been developed and tested across many math circles and are great for first time math circle leaders. Many of these activities include guides, articles, videos and other accompanying resources.
Developed by the MTC 4 Social Justice, these activities are centered on learning to use mathematics as a tool that can be used to analyze and challenge power, privilege, and oppression and that mathematics must be part of a larger system of education that fully engages students in our democratic society
Math Circles of Inquiry is a collaborative effort consisting of the 100Kin10 Foundation, Initiative for Mathematics Learning by Inquiry, Greater Upstate New York Inquiry-Based Learning Consortium, Association of Mathematics Teachers of the Rochester Area, and the Math Circle Network.