Other Projects (2018-2019 school year)
1) We are supporting current Math Circle students who are starting their own Math Circle Satellites in local elementary, middle and high schools. If you are a current Math Circle student interested in starting (or continuing with) your own Math Circle Satellite program, please plan to come to the math circle's satellites organizational meeting.
2018-2019: LAMC Students Pay It Forward With Their Own Math Circle Satellites
Aditee Prabhutendolkar: Over the past three years, I have started a branch of the math circle at four elementary and two middle schools in the Arcadia school district. The elementary schools are Baldwin Stocker, Camino Grove, Holly Avenue, and Highland Oaks. These math circles are for students in 3rd-5th grade. The middle schools are First Avenue and Dana. These math circles are for students in 6th-8th grade. Every math circle meets once a week. The elementary school math circles cover preparation for Math Kangaroo as well as fun math skills, such as number systems, cryptarithms, and logic puzzles. The middle school math circles prepare students for many math competitions (AMC 8, Math Counts, Math Kangaroo, Bay Math League, etc.) and for high school math. There are approximately 30 students at each elementary school and 20 students at each middle school. The group leaders are myself and other Arcadia high school students: Merrick Hua, Jason Chan, Jaime Choy, and Ryan Wang.
Read this Spectrum News article for more information.
Logan Joseph: I began teaching my own math circle through the Caltech/JPL STEM families program after meeting the organizer, Eugenia and her son Lev at the UCLA math circle meeting. I am teaching a Calculus math circle every Sat evening on the Caltech campus. Currently, I have about 8 students. I have received positive feedback from both parents and students. One parent said it's the only class her son has taken outside of school that he wanted continue attending. I really enjoy teaching the class.The focus is to give these kids the challenging math concepts they are not getting in their own classrooms. I plan on continuing the Calculus math circle and might start teaching a JAVA class to kids as well. The UCLA program has benefited me in many ways. I have enjoyed coming to my High School II class and I would never have connected with the STEM family program in Pasadena to teach my own class.
Sahana Sri:My club is at Medea Creek Middle School every Thursday for 6th graders. Usually, 15 students come to learn about challenging math competition problems. I am the only group leader, but a math teacher named Mrs. Sonnabend has kindly sponsored this club for me as is necessary at my school. Some of the students qualified for the eighth-grade Algebra I class next year, which means skipping the usual seventh grade Pre-Algebra class.
Samir Mallya: From November 2018 to April 2019, I taught the Math Olympiad preparation class for 5th graders at Farragut Elementary. This program focused on preparing students for the LA County-wide “Excellence in Mathematics” competition (previously known as the LA County Math Olympiad.) We met every Thursday, where I would instruct the students through the handout I’d created for the week and then allow them time to work on problems using the week’s topic. There were 22 kids accepted into the program based on their math score from the previous year’s California Standardized Test. I operated under supervision by Mrs. Chanda Vy, my previous 5th-grade teacher at Farragut, who gave me full control over the class curriculum and teaching (Mrs. Vy stayed in the room to control any student problems, and I was the sole instructor of the class).
Although originally intended for competition preparation, the program also exposed the 22 students to advanced math topics like LAMC has done for me. The series of classes served to supplement the district’s fifth-grade mathematics curriculum, which has undergone vast changes since I was in elementary school– lots of topics have been moved into the 6th grade curriculum. This puts 5th-graders at a temporary disadvantage as they compete with students from other schools in math competitions and standardized exams, and also hinders their personal mathematical growth.
Fortunately, my program successfully remediated many of these discrepancies. By the end of the series of classes, students gained and demonstrated knowledge in many areas of mathematics outside the scope of their school's curriculum, including geometry, algebra, and ciphers. To evaluate each student’s growth, I administered a pretest and posttest for the covered topics; all 22 students showed noticeable improvement and displayed their new mathematical skills. I am extremely happy that I was able to use the LAMC’s teachings and model to establish my own math program!