A math circle is a learning space where participants engage in the depths and intricacies of mathematical thinking, propagate the culture of doing mathematics, and create knowledge. To reach these goals, participants partake in problem-solving, mathematical modeling, the practice of art, and philosophical discourse. Some circles involve competition, while others do not.
Characteristics
Math circles can have a variety of styles. Some are very informal, with the learning proceeding through games, stories, or hands-on activities. Others are more traditional enrichment classes but without formal examinations. Some have a strong emphasis on preparing for Olympiad competitions; some avoid competition as much as possible. Models can use any combination of these techniques, depending on the audience, the mathematician, and the environment of the circle. Athletes have sports teams through which to deepen their involvement with sports; math circles can play a similar role for kids who like to think. Two features all math circles have in common are (1) that they are composed of students who want to be there - either like math, or want to like math, and (2) that they give students a social context in which to enjoy mathematics.
History
Mathematical enrichment activities in the United States have been around since sometime before 1977, in the form of residential summer programs, math contests, and local school-based programs. The concept of a math circle, on the other hand, with its emphasis on convening professional mathematicians and secondary school students regularly to solve problems, appeared in the U.S. in 1994 with Robert and Ellen Kaplan at Harvard University. This form of mathematical outreach made its way to the U.S. most directly from the former Soviet Union and present-day Russia and Bulgaria. They first appeared in the Soviet Union during the 1930s; they have existed in Bulgaria since sometime before 1907. The tradition arrived in the U.S. with émigrés who had received their inspiration from math circles as teenagers. Many of them successfully climbed the academic ladder to secure positions within universities, and a few pioneers among them decided to initiate math circles within their communities to preserve the tradition which had been so pivotal in their own formation as mathematicians. These days, math circles frequently partner with other mathematical education organizations, such as CYFEMAT: The International Network of Math Circles and Festivals, the Julia Robinson Mathematics Festival ,and the Mandelbrot Competition.
Content choices
Decisions about content are difficult for newly forming math circles and clubs, or for parents seeking groups for their children.
'Project-based clubs may spend a few meetings building origami, developing a math trail in their town, or programming a math-like computer game together. Math-rich projects may be artistic, exploratory, applied to sciences, executable (software-based), business-oriented, or directed at fundamental contributions to local communities. Museums, cultural and business clubs, tech groups, online networks, artists/musicians/actors active in the community, and other individual professionals can make math projects especially real and meaningful. Increasingly, math clubs invite remote participation of active people (authors, community leaders, professionals) through webinars and teleconferencing software.
Problem-solving circles get together to pose and solve interesting, deep, meaningful math problems. Problems considered "good" are easy to pose, challenging to solve, require connections among several concepts and techniques, and lead to significant math ideas. Best problem-solving practices include meta-cognition (managing memory and attention), grouping problems by type and conceptual connections (e.g. "river crossing problems"), moving between more general and abstract problems and particular, simpler examples, and collaboration with other club members, with current online communities, and with past mathematicians through the media they contributed to the culture.