Everyone is a mathematician

Philadelphia Area Math Teachers' Circle

The Philadelphia Area Math Teachers' Circle (PAMTC) is on a semi-permanent hiatus, mainly due to the Covid-19 pandemic.

We held monthly meetings for teachers - at one point, for two different groups of attendees - from 2011 until 2020. If you have any questions about our work, please email us philamtc@gmail.com. We are happy to help, if you'd like to know more!

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Our Vision & Mission

We envision a future, in which all elementary and secondary teachers of mathematics in the Philadelphia area participate, regularly, in an engaging professional community that involves doing mathematics collaboratively.

By doing mathematics collaboratively, we mean tackling authentic problems together, drawing on a range of strategies and offering explanations of our thinking. Authentic mathematical problems, we believe, are those that are ill-defined and do not have monolithic solution paths, nor singular answers. The essence of collaborating on mathematics is found within our discussions and negotiations, as we work to clarify assumptions, explain terminology, suggest ideas, ask questions, and provide evidence, in order to arrive at mutual understanding.

Through this work, we aim to enhance our relationship with mathematics, to appreciate its connectedness as a discipline and its emphasis on investigation and justification. In reshaping our relationship with mathematics and in building ties with each other, as educators, we likewise endeavor to alter the impoverished relationship with mathematics often maintained by our students and within our school communities. We believe, fundamentally, that mathematics is exciting, fun, and relevant, and that it can be pursued for enjoyment both inside and outside of school. In short, we intend to promote the idea that everyone is a mathematician.

We also believe that the essence of mathematics is investigation. Authentic mathematical inquiry involves asking: What if...? and Why...? It involves modeling, explaining, and collaborating. We believe that everyone is capable of discovering and doing mathematics, authentically, because everyone is capable of thinking quantitatively, spatially, and logically. Contrary to popular belief, there is no such thing as a "math person" or a "non-math person." Finally, we believe that mathematics can be pursued for fun, just like reading, art, music, or other pursuits. All too often, though, our mathematical experiences in schools promote negative beliefs about mathematics and our own mathematical abilities - by concentrating on following recipes and rules blindly or memorizing jargon thoughtlessly. We aim to support K-12 teachers in transforming their students' perceptions of mathematics, to oppose the bad rap it gets, so that it is seen as engaging, exciting, and creative.

Who We Are

We are a group of professional mathematicians, math teachers, and math education researchers, who first met in the summer of 2011 to support math teachers and math education in our area. See our Leadership Team page for our biographies. 

Each month during the school year, we are privileged to be joined by dozens of committed K-12 teachers of mathematics and other key stakeholders for our workshops. We have built a warm, welcoming community that serves as a great networking and resource-sharing opportunity for teachers in our area. Teachers, professional mathematicians, and math education scholars in the greater Philadelphia area are welcome to join or support us!

Additional Background

The PAMTC is part of the Math Circle Network, which is a project of the American Institutes of Mathematics. Math Teachers' Circles have been endorsed as high-quality, ongoing professional learning communities by a blue-ribbon panel of mathematics education experts, the Conference Board of Mathematical Sciences (CBMS).

Unfortunately, teachers' lives are overscheduled and frenetic. They don't have much space within their professional lives to collaborate and to engage in mathematical exploration. On the other hand, when schools and teachers make space for such work, there is a real, tangible benefit.

A growing body of research (see here and here) shows that when teachers have opportunities to work together and do mathematics, they learn from one another, develop greater enthusiasm for the subject, see their students as budding mathematicians, provide more authentic problem-solving opportunities in their classrooms, and have greater confidence and comfort in facilitating open-ended, student-centered discussions.

To improve U.S. mathematics education, the CBMS recommended (p. 21, emphasis added):

More explicit efforts are needed to bridge current communities [of educational stakeholders] in ways that build upon mutual respect and the recognition that these initiatives provide opportunities for professional growth for higher education faculty in mathematics, statistics, and education as well as for the mathematics teachers, coaches, and supervisors in the PreK–12 community.... Also needed are more opportunities for observation and discussion of the work of teaching, including professional learning communities, math teachers’ circles, conferences, and publications, from newsletters to scholarly articles.

See the full CBMS report here.

Testimonials

Recent attendees of our workshops have said the following.

Workshop Agenda

A typical agenda at our workshops consists of the following.

5:00-5:15p—Socializing and dinner

5:15-5:30p—Introduction to the problem of the day

5:30-6:30p—Collaborative problem-solving (in groups of 2-5)

6:30-6:40p—De-brief on problem strategies

6:40-7:00p—Discussion of standards, curriculum, and teaching tools