The MAA is proud to announce 15 awards across two outreach programs, totaling over $280,000. These awards provide grants to programs offering student research experiences and mathematical enrichment to students, teachers, and families.
National Research Experience for Undergraduates Program (NREUP)
For over 20 years, the MAA National Research Experiences for Undergraduates Program (NREUP) has provided research experiences for undergraduate students at a pivotal stage of their academic journey. This year’s awards are supported by funding from the National Science Foundation (NSF Award #: 2349708).
Grace College
Statistical Shape Modeling of the Proximal Interphalangeal Joint
Project Director: Ryan T. Johnson
This project aims to immerse undergraduate students in the interdisciplinary field of statistical shape modeling, focusing on the Proximal Interphalangeal (PIP) joint of the human hand. Participants apply techniques from linear algebra, statistics, and algorithms in order to analyze a dataset of segmented computed tomography (CT) scans from 30 human hands. The project encompasses image segmentation, 3D reconstruction, and statistical analysis to compute mean shape and extract variations. Collaboration with Lifejoint Orthopedic Solutions provides students with real-world applications of their work, enhancing their understanding of the intersection between mathematics and orthopedics.
Hunter College - City University of New York
PRiMAL - A Cyclic Process of PRogramming, Math, and ALgorithms to Guide Mathematical Discovery
Project Director: Saad Mneimneh
This REU provides a unique opportunity for undergraduates to do mathematics while exposing an exploratory approach that provides a systematic, self-guided paradigm to make their own conjectures and establish results. This can help participants gain some level of independence while doing mathematical research. The approach is called PRiMAL, and encompasses a cyclic process of three domains: PRogramming, Math, and Algorithms, where participants cycle through them in order, so as to make each pass inform and enhance the next, until a mathematical discovery is made. The mathematical problems are interesting, fun, exploratory in nature, open-ended, and most importantly, admit multiple levels of engagement to allow participants to make progress. The topics revolve around themes in discrete mathematics, including geometry, probability, combinatorics, proofs, sequences, recurrences, and algorithms.
Middlebury College
Mathematical Modeling in Neuroscience
Project Director: Jennifer Crodelle
Neuronal connectivity underlies all sensory processing and behavior in the brain. While experiments provide partial insights into this connectivity, they cannot fully reveal the precise structure of large networks of neurons. Mathematical modeling has proven valuable in predicting underlying connectivity structures that give rise to different dynamical regimes, relying on accurate neuron models for meaningful interpretation. One specific type of neuronal connection, called a gap junction, has been hypothesized to contribute to various fast-frequency oscillatory behaviors, including those observed during epileptic seizures. However, mathematical models of gap junctions often treat them as static connections, despite experimental evidence showing that they are gated by transjunctional voltage and can undergo activity-dependent plasticity (changes in strength). This project aims to develop biologically-constrained models of neurons coupled by dynamic gap junctions and use these models to refine existing hypotheses on the role of gap junctions in the onset and cessation of epileptic seizures.
University of San Diego
The Summer Mathematics Modeling Research Program
Project Director: Perla Myers
The Summer Mathematics Modeling Research Program is an intensive eight-week research experience designed to enhance participants' mathematical understanding through applied research, while developing their analytical and computational skills. Four Summer Research Scholars will engage in rigorous, collaborative research projects under the guidance of two mathematics faculty mentors. In addition to their individual research, during the last two weeks of the program, each scholar will mentor two incoming college students, providing a dual-mentorship model that fosters peer leadership while providing new students beginning their college journey the following fall with rich exposure to applied mathematics and a glimpse into applied mathematics research. This integrated approach will promote academic excellence, hands-on learning, and interdisciplinary exploration, equipping scholars with the tools and experience necessary to excel in advanced mathematics studies and future mathematics and STEM careers.
University of Wisconsin-Milwaukee
Graph Enumeration and Mathematical Studies (GEMS) Undergraduate Program
Project Director: Pamela E. Harris
The Graph Enumeration and Mathematical Studies (GEMS) Undergraduate Program runs for six weeks and is hosted by the University of Wisconsin-Milwaukee. Undergraduate student participants work on research projects in graph domination theory with support of two faculty research directors and graduate student mentors. The GEMS program leverages and builds upon the successful research track record of the graduate student mentors and introduces a curated list of research projects that have a very low floor for entry and a high ceiling for research depth and impact. Students benefit from math concept training, professional development opportunities, programming workshops, communication skill-building workshops, and social community-building activities. GEMS students learn how to build strong collaborations and are trained in proof and coding techniques, and graduate student mentors learn and develop as mentors for undergraduate student researchers.
Utah Tech University
NREUP: UTU EAGER -- Enhancing Advancement to Graduate Education through Research
Project Director: Vinodh Chellamuthu
In this NREUP–UTU EAGER program, students engage in research problems within the field of mathematical epidemiology, focusing particularly on temperature-dependent mathematical models that demonstrate the critical role of temperature. They learn to develop these models by identifying the problem, determining necessary assumptions, discerning interrelationships among environmental variables related to climate change, constructing a model, developing a numerical scheme, implementing this scheme in MATLAB, and interpreting the results produced by their models. Furthermore, students are trained in LaTeX to enable them to prepare papers for publication. During their project work, they explore methods to modify and integrate environmental factors into their models. This approach enhances the robustness of the models, allowing students to analyze disease transmission in more realistic settings and to establish stability properties of equilibria. Additionally, students acquire advanced mathematical concepts throughout the research process, including modeling, ODEs, matrix analysis, and numerical analysis. They are expected to present their work at professional meetings and to publish their findings. Participation in the program increases students' awareness of the wide range of disciplines in mathematical research. Upon completing the NREUP–UTU EAGER program, students are encouraged, supported, and well-prepared to pursue graduate studies and careers in mathematics.
INTEGRATE
The MAA is excited to launch its new MAA Inclusive NeTworks Empowering Growth through Resources, Alliance, Teamwork, and Exploration (INTEGRATE) program with a series of awards that aim to build partnerships focused on improving access to mathematics enrichment across K-12 and higher education. These initial MAA INTEGRATE awardees are partnering with local K-12 schools and districts to support math clubs and programs providing fun, enriching mathematical experiences for K-12 students, teachers, and families. They are also partnering with MAA to develop and share resources for middle and high school students. Funding for these awards is made possible by the generous support of the Henry Luce Foundation and the Troper Wojcicki Fund.
University of Alaska Southeast
Juneau High School Math Club
Project Director: Andrzej Piotrowski
This project supports weekly meetings of the Juneau area high schools’ Math Club (Enigma) with involvement of faculty from the University of Alaska Southeast (UAS). These weekly meetings prepare students for the MAA American Mathematics Competitions. Additionally, funding supports at least one day-long event at UAS where high school students, undergraduate students, teachers, and faculty work in teams to solve interesting mathematical puzzles.
University of Southern Indiana
Exploring Realistic Situations to Develop Quantitative Reasoning Math Club
Project Director: Mark Creager
The ERaSeR Math Club is an after-school math club that focuses on developing quantitative reasoning for key algebraic ideas through exploring realistic situations. Middle grades students will explore realistic problems using the interactive educational software programs CODAP and Desmos. Undergraduate mathematics teaching majors will collaboratively plan the math club teaching activities with experienced teachers and learn about research-based teaching practices. These undergraduates then implement the plan with local middle school students. The opportunity will help them gain experience teaching and build a relationship between USI and a local school that has a disproportionate number of students from historically underserved communities.
Oklahoma State University
Stillwater Middle School Math Club
Project Director: Camillia Estes
This project aims to enrich math club activities at Stillwater Middle School (SMS) by offering engaging, exploratory experiences beyond the standard curriculum. The PI will lead SMS Math Club through weekly sessions focused on advanced topics, real-world applications, and guest lectures. Another initiative of this project is the launch of a three-day summer math camp for students in Grades 4–10, designed to inspire young minds and deepen their mathematical understanding. By emphasizing problem-solving skills, collaboration, and exposure to various STEM disciplines, the project aims to foster a more vibrant culture of mathematics in the Stillwater community.
Chaminade University in Honolulu
I Am A Scientist STEM Outreach
Project Director: Lori Shimoda
The I Am A Scientist (IAS) program is a unique free STEM outreach program where professional scientists and university undergraduates teach science & math concepts and skills to students in their own school and community. Using innovative and career relevant hands-on activities, students experience success using math and data in an exciting and supportive environment outside their standard classroom curriculum. IAS programs make learning math fun, and demonstrates the everyday relevance of math. IAS prioritize serving students in rural and underserved communities onOahu, and the neighbor islands where STEM resources are limited. IAS instructors have unique educational and career pathways, allowing them to better connect with the communities they serve.
Pace University
Enrich Your Math Skills with AMC 8
Project Director: Shamita Dutta Gupta
Mathematics should be a habit and a way of life. If you appreciate its beauty early on you will stay with it. To be successful in life, we must analyze the world around us through sound reasoning and logic, we must analyze situations and find connections between seemingly
different thoughts. Mathematics helps achieve such data driven conclusions. In this project we will develop students’ sense of belonging and revel in the power of mathematics. We will also highlight the possibilities by accepting the challenges of the MAA American Mathematics Competition (AMC 8).
Math Amigos/STEM Santa Fe
Enchanted Math Club
Project Director: Leanna McClure
The Enchanted Math Club is a pilot program developed by MathAmigos and STEM Santa Fe to address math proficiency gaps at two middle schools in Santa Fe. The program trains and supports 4 teachers with a 2-day summer workshop and ongoing monthly coaching to lead an after-school program for 25 students at each school. Teachers use math circle materials and interactive content to engage students in problem-solving, critical thinking, and collaborative learning. Bi-monthly family nights foster community support and extend learning beyond the classroom. The program targets significant math proficiency gaps, with participating middle schools reporting proficiency rates of 10% and below. The Enchanted Math Club will serve as a scalable model for other Title 1 schools in Santa Fe, fostering a culture of math learning and improving teacher and student performance.
Seattle University Math Museum
Students Using Mathematics to Inspire Tomorrow (SUMMIT)
Project Director: Kim Kotovic
Students Using Mathematics to Inspire Tomorrow (SUMMIT) is a program focused on fostering joy, belonging, agency, and leadership for those students most adversely affected by inequities in mathematics education. In this program, students will first be exposed to a broad variety of mathematical topics related to their lives, enabling them to connect to mathematics in new ways and see the many ways they are mathematical beings. Following these explorations, students will select a mathematical topic to explore that is personally meaningful for them, thereby developing their mathematical agency and understanding with the guidance of mentors and educators invested in their success and feelings of belonging in mathematics. Finally, students will share their expertise and give back to their communities by presenting their work to family and community members and facilitating public math-focused events at libraries, community centers, schools, and more throughout the summer. In these ways, this project will create a scaffolded leadership experience for students, empowering them as creators, doers, and experts who experience joy and belonging in mathematical spaces.
The Young People’s Project
The Young People's Project Algebra 1 and Math Computational Thinking Lab Summer Math Institute*
Project Director: Cliff Freeman
*Co-Funded by the John & Mary Neff Foundation
This Young People’s Project (YPP) program includes an Algebra 1 Lab-a playful, joyful, and rigorous near-peer learning space that helps 7th to 9th grade students who are currently struggling to develop their understanding of ratio and proportion, the concept of function. It creates a culture of peer support. The programming also includes a Math Computational Thinking Lab/Summer Math Institute, which provides high school students the opportunity to continue their learning and dedication to math and coding. It focuses on computational thinking, programming languages, Fermi Problems, using data to tell stories, and how to design, plan, and execute a successful workshop.