The MAA is proud to announce that we have funded 46 outreach projects, totaling over $310,000. Each year, through the generous support of our benefactors, including the Mary P. Dolciani Halloran Foundation, the John & Mary Neff Foundation, and the Tensor Foundation, the MAA funds projects across our Sections that provide mathematics enrichment, community building, and more to students, teachers, and parents.
Dolciani Mathematics Enrichment Grants (DMEG)
These grants, funded by the Mary P. Dolciani Halloran Foundation, focus on projects that support enrichment activities for middle and high school students. The program's goal is to encourage and engage these students so that they can continue to thrive in their mathematical studies as they progress in their education.
Adelphi University
Adelphi Summer Institute of Mathematical Epidemiology (ASIME) Speaker Series
Project Director: Josh Hiller
This project will expand the reach and increase the impact of the already successful Adelphi Summer Institute of Mathematical Epidemiology (ASIME) Speaker Series by increasing the number of in-person speakers and providing a budget to secure speakers from various regions of the country. These speakers will elucidate the beauty and power of mathematics in biology and medicine and talk about their journeys in the mathematical profession. The speakers' series will be open to the entire community.
Baylor University
Baylor University's Math Circle
Project Director: Christoph Fischbacher
This project will continue and expand the Baylor Math Circle - a middle school mathematics outreach program. Middle school students will be recruited from all school types (public, private, and home-schooled) and socioeconomic backgrounds. Emphasis will be given to problems that challenge students but are scaffolded in a way that allows them to experience success and piques their curiosity. Short presentations at the end of the sessions given by appropriate role models working in STEM fields will allow students to identify and see themselves pursuing similar academic and career trajectories. In addition, a college information evening session will be held to inform local families about scholarship opportunities and steps that can be taken early to increase the chances of obtaining financial support for their children.
Central Washington University
CWU Sonia Kovalevsky Day 2025
Project Director: Chris Black
CWU Sonia Kovalevsky Day is an event for high school students, full of mathematical enrichment, mentoring, and career advice. Groups of student participants will be paired with current CWU students and attend workshops that explore mathematical topics not traditionally included in K-12 curricula. Teachers who attend in support of their students can participate in state-recognized professional development sessions. Both students and teachers can submit questions about mathematical careers to a panel of CWU faculty in order to encourage students to consider careers in mathematical fields. Central Washington University has partnered with the Washington State Mathematics Council to host a Sonia Kovalevsky Day at the CWU campus.
Christopher Newport University
Math Enrichment Day
Project Director: Sara Lenhart
This project is a Math Enrichment Event at Christopher Newport University (CNU) for approximately 200 seventh- and eighth-grade students from the Newport News, Virginia, area, in collaboration with the Governor's School for Science and Technology (GSST). The event aims to spark enthusiasm for mathematics by exposing students to engaging, non-traditional mathematical concepts through hands-on activities, interactive workshops, and real-world applications.
Workshops will be led by CNU faculty, mathematics majors, and GSST high school students, fostering peer mentorship and role modeling. A keynote speaker will introduce mathematical problem-solving through Rubik's Cubes, while a career panel featuring professionals from NASA Langley Research Center, Thomas Jefferson National Accelerator Facility, and other STEM fields will showcase how mathematics is applied in various careers.
By hosting the event at CNU, students will experience a university setting, building connections between secondary and higher education while inspiring them to pursue advanced mathematics and STEM pathways. The project will also provide teachers with resources to extend learning beyond the event.
Through engaging activities, professional connections, and peer mentorship, this initiative will create a transformative experience that encourages students to see themselves as future mathematicians and problem-solvers.
George Fox University
Project UNSOLVED: Unleash New Skills with Open-Ended Learning Ventures in Exploratory Discovery
Project Director: Nicole Wessman-Enzinger
This project invites middle and high school students to step into the world of unsolved mathematical problems, challenging their perceptions of math as a rigid discipline. Through an innovative seminar approach, middle and high school students will explore accessible yet unsolved problems, fostering critical thinking, collaboration, and creativity. This hands-on, open-ended format empowers students to work as young mathematicians, making conjectures and discovering patterns in an interactive, inquiry-driven environment. The program's focus on conceptual understanding over rote solutions, coupled with learning elements of mathematics not typically taught in school, redefines math as a dynamic and evolving field. By concluding with a university-hosted symposium, students will present their findings alongside undergraduate researchers, promoting the idea that math is a creative, ongoing human endeavor. This transformative approach aims to inspire a new generation of thinkers ready to explore the unknown.
McNeese State University
Rowdy's Math Rodeos for Grades 6-12 Students in Southwest Louisiana
Project Director: Haile Gilroy
Rowdy's Math Rodeos introduce grades 6-12 students to the wonder of mathematics in an informal, interactive setting. In 2020, the COVID pandemic put learning on hold for many students. For the students of Southwest Louisiana, the learning loss from Fall 2020 through Spring 2021 was exacerbated by the impact of two hurricanes, a historic freeze, and a subsequent flood. Rowdy's Math Rodeos bridge the gap between this unfortunate learning loss and a community that relies on STEM to function. The Math Toy Barn was established as a resource for outreach events held on and off campus, branded Rowdy’s Math Rodeos after McNeese State University's mascot, Rowdy the Cowboy. The Toy Barn houses reusable supplies for the Math Rodeos and detailed instructions for suggested activities to be used well into the future, sustaining the project for years to come.
Northeastern University
Bridge to Calculus summer program
Project Director: Bindu Veetel
Bridge to Calculus (BtC) is a long-term partnership between Northeastern University and Boston Public Schools, founded by visionary Prof. Robert Case, to strengthen students’ math skills and expand access to advanced coursework. Now in its 31st year, BtC offers an intensive 7-week summer program, year-round online tutoring, and hands-on STEM enrichment in fields like Data Science, Physics, and Financial Literacy. The program has had a profound impact, enabling more BPS students, especially from non-exam schools, to take rigorous Precalculus and AP Calculus, helping them earn college credits and prepare for higher education. Taught by experienced BPS teachers, NU faculty, and dedicated mentors, BtC fosters both academic excellence and a strong sense of community. In Summer 2023 and 2024, all students received a $15/hour stipend through the City of Boston’s summer youth employment program, removing financial barriers to participation. With a lasting emphasis on mentorship, many alumni return to inspire future cohorts, ensuring that BtC’s impact extends far beyond the classroom.
Texas A&M University
PReMa Program
Project Director: Kun Wang
PReMa (Program for Research in Mathematics) is a free research program designed for high school students passionate about mathematics. This program offers a unique opportunity for students to engage in individual or group research projects under the mentorship of academic experts from Texas A&M University. Our goal is to introduce students to the beauty and complexity of advanced mathematics while providing hands-on experience in all aspects of mathematical research, from problem exploration to presentation of findings.
The Citadel
Math Research Experience for Lowcountry High School Students and Teachers
Project Director: Breeanne Swart
Lowcountry high school students and teachers will join faculty from The Citadel for a week-long camp to solve open problems from journals such as The Fibonacci Quarterly and MAA publications. The participants will experience the research process from start to finish, including finding open problems, exploring and solving the problems, presenting the results orally, and submitting a written solution to a publication. Daily presentations will provide participants with the opportunity to practice oral presentation skills with a final presentation to teachers, family, and friends. Participants will have the opportunity to complete written and oral presentations at the South Carolina Junior Academy of Sciences annual meeting in March or April 2026.
State University of New York, Oswego
Math Circle
Project Director: Sarah Hanusch
The Oswego Math Circle is a monthly program for junior high and high school students in Oswego County, New York. As much of Oswego County is rural, this math circle provides a community for students passionate about STEM that transcends school district lines. Each session features a guest facilitator who leads the students to investigate a problem, puzzle, or game. That problem connects to a mathematical concept typically outside the K-12 curriculum. Open to all who are eager to learn, these sessions provide a unique opportunity for discovery and engagement.
University of Central Florida
Central Florida Math Circle
Project Director: Seongchun Kwon
The Central Florida Math Circle is a math enrichment program for regional middle school students offered by the Math Department at the University of Central Florida (UCF). It is a 6-week Saturday program held during the spring semester on the UCF campus. The program consists of three groups: Grade 6, Grades 7 & 8, and the Advanced Group. This collaboration aims to improve our existing program, with particular emphasis on enhancing the Grades 7 & 8 group's experience by better aligning it with the regional middle school curriculum.
University of Guam
The 15th Math Day at the University of Guam
Project Director: Hideo Nagahashi
The University of Guam, Division of Mathematics and Computer Science, organizes Math Day, the annual event for high school and middle school students. Math Day consists of two parts: a Quiz Competition and a Lecture. In the Quiz Competition, teams from individual schools solve math problems and trivia questions in front of a live audience present at the event. Teams compete in one of the three categories: Basic Algebra, Pre-Calculus, and Calculus. The second part will be a lecture given by a guest speaker invited from off-island. Math Day started in 2008 and has successfully encouraged students to study mathematics.
University of Montana
UM Math Day 2025
Project Director: Matt Roscoe
Math Day is a mathematics enrichment event for middle and high school students and their teachers held at the University of Montana. The event features three sessions in which faculty members and graduate students in the Department of Mathematics engage participants in active learning workshops on mathematical topics that are not commonly included in the K-12 curriculum. A large-group celebratory gathering is also featured, where students solve problems for a chance to win mathematical awards.
Utah Tech University
THRIVE Program at Utah Tech University
Project Director: Vinodh Chellamuthu
The THRIVE Program at Utah Tech University is a year-long initiative that equips high school students and teachers with skills in mathematical modeling, data science, and research-driven problem solving. Mentored by UT mathematics faculty, participants engage in biweekly research sessions, solving past SIAM MathWorks Math Modeling Challenge (M3) problems, and culminating in a competition submission and presentation at the UT Trailblazer Research Symposium. Each year, nine high school students and three teachers from southern Utah are selected and divided into teams, each mentored by a high school teacher and a UT faculty member. The program fosters critical thinking, inquiry-based learning, and mathematical communication, while encouraging students to pursue mathematical sciences. THRIVE enhances recruitment for UT’s mathematics program by building a strong community of young problem solvers through real-world research experiences.
Villanova University
Expanding Access to Mathematical Enrichment through the Main Line Math Circle
Project Director: Kathryn Haymaker
The Main Line Math Circle (MLMC) will host meetings once a month at Villanova University during the 2025-2026 academic year. The math circle will be open to all interested middle school students in the Philadelphia area. Using a unique mentoring model where high school students from Lower Merion High School Math Club will assist with math circle sessions and serve as role models for the middle school student participants, each session will focus on encouraging mathematical exploration and fun. With a mission to foster a love for mathematics, critical thinking, and collaborative problem-solving, the Main Line Math Circle will serve as a vital resource for students from diverse backgrounds.
Neff Outreach Fund
These grants, funded by the John and Mary Neff Foundation, support projects that engage K-12 students beyond the standard mathematical curriculum and encourage them to persist in their interest in mathematics, particularly those students from underserved, rural, and/or indigenous communities.
Hope College
Hope College Family Math Festivals
Project Director: Gina Kling
Research shows that early numeracy is a predictor for later success in both mathematics and literacy, and that negative attitudes towards mathematics held by parents impact their children's mathematical success. Thus, positive mathematical experiences for both children and parents are essential for helping position children for mathematical achievement. Hope College (located in Holland, Michigan) will provide two community Family Math Festivals for K-8 students in the Holland area, particularly the Holland City Schools District, which is a high-needs district. By providing a welcoming environment for families throughout the city to come together to engage in fun mathematical explorations, the project aims to change the narrative on what it means to do mathematics. The family math festivals will feature 25 stations with engaging, hands-on, creative problem-solving opportunities and mathematics games that will appeal to elementary and middle school students.
Kansas State University
Math Camp at the Navajo Nation Museum
Project Director: David Auckly
The Baa Hzh Math Camp is a free two-week summer math camp for grade 6-12 students from the Diné community. It is one of six components of our collaboration to provide inspiring, culturally responsive mathematical outreach to students, teachers, and the public in the Diné community. After breakfast/problem solving, students will be divided into teams and complete a formal, 90-minute math activity, followed by a cultural-social and/or physical activity, and a hot lunch. In the afternoon, students return to the classroom for another 90-minute math activity. The camp includes a weekend campout, and, at the end of each week, the teams of students compete in a math wrangle and interact with an Indigenous STEM role model.
Macalester College
Math Corps @ Macalester
Project Director: Will Mitchell
Math Corps @ Macalester is a summer day camp for junior high students emphasizing mathematics and personal growth. The camp serves students from the Saint Paul Public Schools, and it is hosted at Macalester College for five weeks. Participation is free for families and includes transportation, and, breakfast and lunch. The camp enrolls students with various previous STEM backgrounds, including some who are struggling in or failing their current math classes. A unique feature of the camp is that the junior high students are supported by paid high school teaching assistants (TAs) who serve as tutors and role models and help to create a supportive environment where students can be bold and vulnerable. The TAs also take their own mathematics courses during part of the day. In turn, the campers and TAs are supported by Macalester undergraduates and faculty. Curriculum includes "broccoli" courses emphasizing traditional algebra skills and "ice cream" courses on robotics and college-level math subjects such as abstract algebra, graph theory, and cryptography.
Montana State University
Navo'estanemo (My Family): Summer Math Modeling and Family Math Nights
Project Director: Elizabeth Arnold
This project is composed of two types of mathematics outreach initiatives for secondary-school-aged youth and their families from the Northern Cheyenne community in Montana. Both outreach events are hosted in a location on or adjacent to the Northern Cheyenne Indian Reservation. The project consists of a two-day immersive summer math camp for youth focusing on using mathematical modeling to address problems relevant to their own backgrounds and experiences. During the academic year, two iterations of family math nights will be offered for students and their families, along with other community members. During these family math nights, dinner is provided and participants engage in fun, hands-on mathematics activities that foster mathematical learning, curiosity, and joy and celebrate family, language, and heritage.
University of Wisconsin-Milwaukee
Welcoming Math Together
Project Director: Gabriella Pinter
This project seeks to break the cycle of math aversion and avoidance by implementing a comprehensive, multi-faceted approach. The initiative, led by a team of professionals experienced in designing and conducting out-of-school math enrichment programs, engages teachers, students, and their families within a Milwaukee Public School community. Students and their caregivers participate in a series of Family Math Nights where they are actively engaged in playful games and puzzles that draw people in and stimulate a positive narrative about math. Middle school students in grades 5-6 and 7-8 attend Math Circles led by a faculty member, where they further explore these games, puzzles, and other mathematical topics in a non-competitive, supportive environment with college students providing additional mentoring. Students are encouraged to delve into a math project of their own and present it at the year-end Math Symposium. Meanwhile, mathematics teachers participate in regular professional development that provides dedicated time when they can engage in open-ended math explorations to rediscover or keep alive their passion for the subject.
West Virginia University Research Corporation
West Virginia Math Games
Project Director: Cody Hood
This project aims to provide enrichment in mathematics for middle school students in rural West Virginia through interactive, after-school, and weekend events. The core objective is to supplement what students are learning in the classroom by offering informal, engaging activities that introduce mathematical concepts in fun and innovative ways. This project targets middle schools located one to two hours from West Virginia University (WVU). These counties are representative of rural areas where students often lack access to robust enrichment programs. Through the use of games, the goal is to foster greater student engagement and understanding of foundational math concepts while also providing an enjoyable learning experience.
X Academy
X Academy Summer Math Camp
Project Director: Barbara Meister
This project will engage 40 middle school students, primarily from the Title 1 Pajaro Valley Unified School District in Watsonville, CA, for a 5-day camp of joyful math festivals, strategy games, problem solving, and topics that encourage deep mathematical thinking in a flexible and fun environment. Led by experienced math circle teachers, the camp will provide new experiences for early career educators to co-learn with camp participants, broadening the impact well beyond the camp itself, as both teachers and students bring these ideas back to their classrooms. This is the only math camp in Santa Cruz County, providing access to math enrichment for students who otherwise cannot afford summer math camps.
MAA-Neff Middle School Partnerships Program
This new program, funded by the John and Mary Neff Foundation, funds projects that focus on the professional development of middle school math teachers. The projects will help these teachers improve their instructional practices and overcome specific instructional challenges.
Sacramento State: California State University, Sacramento
A 'Building Thinking' Math Teacher Circle
Project Director: Sayonita Ghosh-Hajra
This project aims to enhance math instruction by integrating Building Thinking Classroom (BTC) strategies into four Math Teacher Circle (MTC) sessions for middle school teachers. MTCs are community-based programs that unite teachers, educators, and mathematicians for deep mathematical problem-solving. Teachers will engage in BTC methods, watch BTC lesson clips, and apply these lessons in their classrooms. They will then share their experiences and receive collaborative feedback to refine their teaching. Each semester, an additional session will involve students in non-curricular math tasks, focusing on problem-solving and collaboration. These activities aim to improve student achievement, interest, and confidence in math, particularly for underrepresented students.
Defiance College
Supporting Mentor Teachers Selection and Implementation of High Cognitive Mathematical Tasks
Project Director: Deependra Budhathoki
This project aims to enhance pre-service middle school mathematics teachers' practicum by strengthening their mentor teachers' ability to select and implement high-cognitive mathematical tasks. The project team will support 6 mentor teachers in Grades 6-8, equipping them with strategies to choose and implement cognitively demanding tasks–mathematical problems that require students’ attention, reasoning, strategic thinking, and communication. The professional support will include two 2-day workshops focused on the cognitive demands of mathematical tasks, promoting conceptual understanding, building mathematical thinking, and teaching to develop student thinking. The team will also assess the mathematical tasks used by mentor teachers through the Task Analysis Guide and observe their instruction using three Instructional Quality Assessment rubrics. At the end of the school year, selected mentor teachers will participate in interviews to further evaluate the project's impact.
Salem State University
Teaching Mathematics for Social Justice in the Middle School
Project Director: Christopher Yakes
This project will help teachers learn how to incorporate social justice contexts into their mathematics teaching. The Grades 6 and 7 proportional reasoning standards present the perfect opportunity for students to examine social and economic inequities while applying concepts and skills around relative thinking, ratios and rates, and percentages. During the project, teachers engage in professional development workshops focused on proportional reasoning and social justice, culminating in a lesson study cycle centered on creating a Social Justice Math unit appropriate for middle school students. The unit will be taught during an after-school academy, with the ultimate goal that students and teachers see the value in applying mathematics to social issues.
University of Nebraska-Lincoln
Partnering with Teachers to Develop and Implement Accessible Math Modeling Tasks
Project Director: Amy Bennett
This partnership project will connect middle school teachers in rural Nebraska school districts with university faculty to co-develop engaging, accessible mathematical modeling tasks for students in grades 5-9. Mathematical modeling is a crucial process for developing middle school students’ sense-making, communication of ideas, and solving real-world problems, yet teachers often have limited opportunities to learn about modeling in preparation programs. In this project, teachers will participate in five professional development workshops to develop a deeper understanding of the math modeling process, co-develop new tasks to implement in their classrooms, and develop a new community of peers. Teachers will develop Fermi-type (i.e., smaller, more accessible) modeling tasks that connect to estimation, data use, and algebraic reasoning and then engage in a lesson study format to refine and reflect on teaching math via modeling.
Tensor Women & Mathematics Grants
Funded by the Tensor Foundation, these grants support projects that focus on college/university women and pre-college girls, encouraging them to persist in their mathematical studies through engaging enrichment activities, mentorship, and preparation for continued studies in mathematics.
Canton Regional Chamber of Commerce Foundation
Youth Leadership Academy’s Mathematics Excellence for Girls in STEM
Project Director: Aloysius Bathi Kasturiarachi
This program is a collaboration between the Youth Leadership Academy of Stark County and high schools from a tri-county area in Ohio, designed to provide a year-long series of enrichment experiences for female high school students pursuing degrees in Mathematics and STEM. The tri-county area has forty high schools with varying demographics. The main portion of the program is a week-long summer academy on applications of mathematics with a focus on enrichment activities in Mathematics, Biological applications, and Data Science. The academy will also include other creative, fun activities, games, and math yoga sessions. Following the summer workshop, in the fall semester, the participants will have the opportunity to engage in mathematics research in small groups with a faculty member. This portion of the program will be modeled as an Undergraduate Research Experiences (URE) program. The participants will join a newly developed mathematics research program that will combine theory with hands-on experience, augmented with AI, to enhance mathematical learning experiences.. Additionally, the cohort will network one-on-one with local women professionals in STEM, discussing future career opportunities through a half-day workshop. The students who complete the Youth Leadership Academy’s Mathematics Excellence for Girls in STEM program will be considered for a Choose Ohio First (COF) scholarship in Mathematics or a qualified STEM field.
Mississippi State University
CREATE Math - Cultivating Rehumanized Embodied Approaches To Education
Project Director: Liza Bondurant
This project is designed to connect female preservice mathematics teachers (PTs) with local female mathematics teachers (MTs) and female mathematics education researchers, fostering a strong focus on mathematical content. Researchers will give talks on how embodied approaches to teaching mathematics can deepen understanding, enhance self-efficacy, and improve achievement in mathematics. These discussions will center on the mathematical richness of embodied practices, ensuring that the content is both engaging and mathematically rigorous. Following these talks, PTs and MTs will participate in Mississippi Math Teacher Circle (MS-MTC) meetings to discuss how the research can be translated into practical K-12 activities. This process will provide opportunities for mentoring relationships, which are vital for the academic and professional growth of the PTs. Ultimately, by engaging with this network, the project aims to inspire PTs to continue their studies in mathematics.
Pomona College
The EDGE Webinar
Project Director: Ami Radunskaya
The EDGE Webinar extends the impact of the EDGE Summer Program by providing a public platform where students will encounter new research topics and forge connections within a diverse community of mathematical scientists. Each month, a graduate student facilitator will invite a member of the EDGE community to speak at the webinar about their research and professional development strategies, as well as highlight academic and industry/government opportunities. This project will grant higher visibility to female research mathematicians, providing webinar participants with role models and possible mentors as they pursue their professional careers.
St. Lawrence University
Inspiring College Math Study in Women's High School Students in Northern NY
Project Director: Patti Frazer Lock
This project seeks to build upon its highly successful Fall 2024 "Math & Everything!" event to engage 200 local female high school students, secondary math teachers, and guidance counselors from the surrounding “North Country” region with an exciting half-day program in September 2024 showcasing a wide range of topics in college-level mathematical sciences and many possible career opportunities in these fields. High school participants will interact with inspiring female role models, including Dr. Lock as PI, female MCSS faculty presenters, and female MCSS undergraduates. SLU women's math students will serve as event guides and lunch hosts. One of the culminating sessions will be a career panel featuring young alumnae with degrees in mathematical sciences who now work for companies like eBay, Morgan Stanley, and Google. Based on 2024 project feedback, the project team will expand K-12 teacher resources with a dedicated website featuring a series of tutorials and engaging activities on a range of math themes. Finally, the rigorous assessment plan, which includes using the Attitude Toward Mathematics Inventory – Short Form (ATMI-SF) as the primary evaluation tool, will provide valuable data on project effectiveness and the impact on female high school students in this rural and underserved area of New York State.
Tarleton State University
Aspiring Mathematicians Day
Project Director: Aria Dougherty
Aspiring Mathematicians Day is a conference on the campus of Tarleton State University in Stephenville, Texas. This event will showcase the many career opportunities available with a degree in mathematics. Throughout the project, contributions of women to the field of mathematics will be highlighted through interactive sessions and a variety of activities. In addition, many breakout session speakers will be women who are working in diverse fields in which mathematics is applied. High school student attendees will be encouraged to connect with university faculty for an intentional, ongoing mentorship experience that extends over the 2025-2026 academic year.
Temple University
Girls Talk Math
Project Director: Katrina Morgan
This project will start a chapter of the Girls Talk Math camp at Temple University in Philadelphia. The goal of Girls Talk Math is to make advanced mathematics accessible to students through a free educational summer program in which students with an interest in mathematics work with their peers to tackle challenging problems, research a mathematician or scientist from a historically underrepresented group, and write and record a podcast about their life and work. The program's approach is based on an understanding of the barriers preventing young women from entering mathematical fields, including a failure to see themselves represented among mathematicians, a lack of confidence in their abilities, and less encouragement from peers and teachers. The myth that mathematics has historically been done only by men can contribute to internalized beliefs that women are less capable of success in these careers. In researching the lives and work of a wide range of mathematicians who have made significant contributions to the field, students will see their own potential to have careers in mathematics. The program aims to increase confidence by giving students a voice and a platform to be heard. Camp brings local students and instructors together, building a supportive and inclusive community of peers and mentors.
University of California, Riverside
Pathways for Underrepresented Women and Non-Binary Students in Mathematics
Project Director: Patricio Gallardo
This project is a year-long program that enables women and gender minorities from underrepresented groups to participate in mathematics research within a supportive setting. The primary goal of Pathways is to improve the retention of these students and to address the national lack of diversity among mathematicians at the local level. In addition to pursuing novel mathematical results, participants engage in professional development through specialized sessions on various opportunities and lunches with faculty and local professionals. Regular small group mentoring meetings ensure that each participant’s voice is heard and every question is addressed. Pathways expose students to the beauty of mathematics, highlight the value of a mathematics degree, and provide them with a place in the broader mathematics community.
University of Michigan-Dearborn
Girls Get Math @Dearborn
Project Director: Yulia Hristova
GirlsGetMath@Dearborn is a five-day summer mathematics enrichment program for high-school students held at the University of Michigan – Dearborn. Participants are immersed in an encouraging environment that emphasizes experimentation and collaboration with peers and mentors. Students learn topics in applied mathematics and coding, and work in groups on fun team-building activities. Several female-led panels are held during the week, where invited speakers discuss topics ranging from college applications to experiences and career paths of women in STEM. Throughout the program, contributions of women to mathematics and engineering are highlighted.
University of Puerto Rico at Mayaguez
Girls Math Club in Puerto Rico (GMCPR)
Project Director: Luis Caceres
GMCPR is a mathematics club based at the University of Puerto Rico, Mayaguez Campus (UPRM) and directed by professors from the Department of Mathematical Sciences of UPRM. The club is made up of girls at the pre-college level who meet one day in the summer and four times a semester. Club activities include math problem solving, career counseling, visits to University facilities, and math and science activities.
University of Tennessee at Martin
Math+Craft Laboratory
Project Director: Amanda Niedzialomski
This workshop series is designed to emphasize the playful and creative sides of mathematics and encourage discovery through hands-on experimentation and collaborative learning. Over the 2025-2026 academic year, the Math Craft Laboratory will host four daylong workshops, at which students will explore open-ended scenarios in geometry, discrete mathematics, and number theory. Participants will work in teams with guidance from mentors in a supportive and inspiring setting that combines the students’ interest in arts and crafts with an introduction to advanced mathematics topics. The workshops will also highlight careers in mathematics and provide networking opportunities with faculty from the University of Tennessee at Martin. The program seeks to serve the young women of rural Northwest Tennessee by boosting their confidence and enthusiasm for mathematics, encouraging them to pursue math-related careers, and building a lasting support network.
Wake Forest University
WFU Girls Talk Math
Project Director: Claudia Falcon
Girls Talk Math (GTM) is a free two-week mathematics and media day camp for high school students. The camp, open to rising 9th- 12th grade students, will be hosted by the Wake Forest University (WFU) chapter of GTM in Winston-Salem, NC. Campers work in groups on challenging, hands-on mathematics problem sets and create blog posts about their solutions. They also have the opportunity to write and record a podcast highlighting both modern and historical mathematicians from marginalized groups. Camp-produced media is accessible on the camp website, iTunes, and SoundCloud. Project leaders will guide students in their chosen math topic and teach them how to utilize tools for science communication. The curriculum will be shared with the high school teachers to utilize in their classrooms.
Wentworth Institute of Technology
Puzzles, Pi, and Pathways to Mathematics: Empowering Future Mathematicians
Project Director: Fariba Khoshnasib-Zeinabad
This project is a two-day mathematics event at Wentworth Institute of Technology, designed to inspire female high school students to pursue mathematics and STEM fields. Honoring the legacy of Sonia Kovalevski, the project will engage approximately 50 students and their teachers through a keynote speech by a woman mathematician, interactive workshops, hands-on problem-solving activities, teamwork, and an appreciation for the relevance of math in everyday life. Students will also participate in a follow-up online showcase, where they will submit creative reflections, such as video explanations or digital puzzles, to be peer-reviewed, with top entries receiving gift card awards. A third day will feature a professional networking and development event for teachers, offering a workshop on college preparation and fostering inclusivity in STEM education. Recruitment will focus on engaging female students and educators in Boston Public Schools through established networks and targeted outreach. The project aims to cultivate a lasting interest in mathematics, build connections among students, educators, and STEM professionals, and establish ongoing partnerships between Wentworth and local schools to expand access to mathematics enrichment programs.
Tensor Strengthening Underrepresented Minority Mathematics Achievement (SUMMA) Grants
Funded by the Tensor Foundation, Tensor SUMMA Grants support projects that provide mathematics enrichment to middle school, high school, and undergraduate students from groups historically underrepresented in the field of mathematics. Projects aim to encourage the pursuit and enjoyment of mathematics amongst these students and prepare them for their continued studies in mathematics.
Central Connecticut State University
DEEP-MATH (Discover, Enjoy, Explore, and Practice Mathematics)
Project Director: Viktoria Savatorova
This project provides high school students who are members of historically underrepresented groups in the field of mathematics an opportunity to connect with CCSU faculty and students throughout the year by participating in various academic hands-on activities, competitions, and events paired with panels and speaker series. Each activity will be designed to enrich students’ knowledge and encourage the pursuit and enjoyment of mathematics. Each event will spotlight CCSU programs in mathematics, statistics, data science, and mathematics education and introduce participants to career opportunities in mathematics and mathematically intensive disciplines.
College of Coastal Georgia
The Boys & Girls of Summer (BGOS)
Project Director: Quinton Staples
The College of Coastal Georgia (CCGA) seeks to enhance and expand our Boys and Girls of Summer (BGOS) through an engaging mathematics-focused enrichment initiative targeting middle school students (rising 6th and 7th graders) from Glynn County. The project aims to strengthen and broaden underrepresented minority achievement in mathematics by providing high-quality, culturally responsive, and creative math learning experiences beyond the standard curriculum. Building on the success of our existing summer programming, which has demonstrated improvements in participants’ academic achievement (including mathematics), our new initiative will infuse hands-on, exploratory math activities, interactive workshops, and real-world applications of mathematics into our curriculum. Through these experiences, students will gain a deeper appreciation for the power and beauty of mathematics, develop crucial problem-solving skills, and be encouraged to pursue further studies in mathematics.
Northeastern University
Cultural Capital: Creating A Bridge to Calculus And A Better World
Project Director: Abby Williams
This project will support the addition of a Math and Culture elective in the 2025 summer program for high school students, with continued activities in the Fall of 2025. The Boston Public Schools’ student population is rich and diverse, which yields tremendous opportunities for students (and adults) to learn from each other. The elective will focus on students sharing heir cultural capital to help develop - with the support of BPS high school mathematics teachers, NU mathematics faculty and undergraduate and graduate student mentors - mathematical explorations/lessons which start with a cultural context and lead to the development of several solid mathematics lesson plans at an algebra/precalculus level.
PROMYS: Program in Mathematics for Young Scientists
PROMYS Pathways Summer Program
Project Director: Li-Mei Lim
PROMYS Pathways is a comprehensive initiative to provide low-income, low-access, and underrepresented pre-college students in the greater Boston area with deep mathematics enrichment. PROMYS Pathways will run a four-week summer program at Boston University for 30 commuter students. Problem sets in number theory and mathematical activities will be tailored, with low-threshold/high-ceiling problems, to give students of all experience levels appropriate challenges. By bringing students together on campus, working collaboratively in the classrooms, and eating together in the dining halls, students will get an introduction to college and have their eyes opened to the academic possibilities available to them. The goal is to create a community where students can have a positive mathematics enrichment experience and develop the mathematical habits of mind to pursue further pathways in STEM.
Saint Louis University
Statistics and Research Summer Program at Saint Louis University
Project Director: Ozlem Ugurlu
This program provides high school juniors and seniors from underrepresented groups with hands-on experience in statistics and data analysis using R. In this program, students will explore real-world datasets from sources like St. Louis Open Data and Data is Plural, conducting research on topics of their interest. By integrating research, mentorship, and exposure to different mathematical concepts and their applications, through presentations by invited speakers, STARS@SLU offers a unique opportunity to strengthen students’ confidence and engagement in mathematics. The program aims to expand equitable access to mathematical research and encourage and equip more students from diverse backgrounds to pursue STEM fields.
Tarleton State University
Tarleton Math Scholars
Project Director: Claudia Rodriguez
This summer camp will focus on key mathematical topics such as algebra, trigonometry, pre-calculus, mathematical finance, and data analysis, which are essential for high school success and college readiness. What sets this project apart is its hands-on, inquiry-based approach to learning, allowing students to explore mathematics through real-world applications and engaging problem-solving activities. Additionally, the camp includes unique components like financial literacy for college and a STEM career panel, providing students with vital information about pathways in mathematics and STEM fields. By emphasizing both academic enrichment and personal development, the program aims to build students' confidence and resilience in facing mathematical challenges. Overall, this initiative addresses the educational gaps in the rural community of Stephenville, positioning itself as a critical resource for students in this area.
The Math Movement
The Math Movement Summer Camp 2025
Project Director: Dionissi Aliprantis
The Math Movement (TMM) is a nonprofit organization operating in Cleveland, Ohio, that seeks to build community and expand educational opportunities for students navigating a separate and unequal K-12 education system. TMM's primary activity is operating a free, 4-week summer camp for middle and high school students in a university setting, prioritizing the participation of students attending public schools in under-resourced communities. Students engage with a mathematics-specific curriculum that invites them to discover beauty in the world, with math being a primary example.
University of North Texas at Dallas
Supercharged Saturdays of Growth Mindset
Project Director: Noureen Khan
This project provides 9th-grade students from Seagoville ISD, a rural community, with growth mindset development and mathematical enrichment through monthly Saturday sessions at the University of North Texas at Dallas (UNT Dallas) during the fall and spring semesters. By highlighting the real-world applications of mathematics, the program aims to strengthen students' confidence, problem-solving skills, and perseverance, inspiring them to see the value of math in their education and future careers.