William Hawkins, a longtime math educator, was inspired by creative college math experiences and a family of teachers. Through the MAA American Mathematics Competitions (AMC), he helps students build curiosity, confidence, and joy in problem-solving, using the competitions to create a welcoming environment where all learners can explore mathematics deeply.

MAA: Can you share your journey into mathematics?

Hawkins: As a student in Norristown Area School District, I was fortunate to have wonderful teachers who encouraged curiosity and problem-solving. I went off to Lafayette College to study engineering and found myself in some really fascinating mathematics courses where I was asked to think creatively. That work stood in contrast to the engineering courses which felt inherently procedural. Meanwhile, I come from a family of teachers. These experiences led me to pursue teaching mathematics, and for nearly 20 years I’ve been helping students discover that same joy. For me, mathematics is about asking “why” and “what if” as much as “how.” That spirit of inquiry has guided both my classroom teaching and my work outside of school in math clubs and math circles.

MAA: Tell us about your involvement with MAA.

Hawkins: Like many, my involvement with the MAA started with the AMC exams. A gracious student of mine nominated me for the Edyth May Sliffe Award and my involvement with the MAA grew as a result.  For the last few years, I have had the opportunity to work on rewriting the Math Club Handbook and more recently, I had been spreading those resources through the MAA INTEGRATE program. Also, my work with the Main Line Math Circle in conjunction with Dr. Katie Haymaker of Villanova University has been supported by the generosity of MAA's Dolciani Grant.  

MAA: How did you get involved in the MAA American Mathematics Competitions program?

Hawkins: Early in my teaching career, I was looking for ways to challenge my students beyond the traditional classroom curriculum. The AMC offered a perfect opportunity. It gave students a chance to encounter creative, elegant problems and to see mathematics as more than just classroom exercises. Hosting the AMC at my school became a tradition, and I’ve always been looking for ways to get more kids involved.  

MAA: In your experience, what is the value of the MAA AMC for students and teachers?

Hawkins: For students, the AMC builds problem-solving skills, resilience, and a sense of mathematical play. They encounter problems that don’t always have an obvious starting point, and that experience mirrors the way mathematicians actually work. For teachers, the AMC provides an enormous set of high-quality problems that can spark rich classroom discussions. It also creates a shared experience that connects students to the larger mathematics community.

MAA: What role do you think contests like the MAA AMC play in shaping the next generation of problem solvers?

Hawkins: Contests like the AMC foster creativity, perseverance, and joy in problem solving. They show students that mathematics is not just about applying formulas but about reasoning, experimenting, and seeing connections. Beyond mathematics, these are habits of mind that help students become flexible thinkers, whether they pursue STEM fields, business, the arts, or any path where problem-solving is essential.

MAA: What advice would you give to others looking to host the MAA AMC?

Hawkins: Keep the focus on growth rather than competition. Hosting the AMC isn’t just about the contest day, it’s about the culture you create around it. Encourage students of all backgrounds to participate, celebrate effort as much as achievement, and use the contest as a springboard for further exploration. In my experience, the AMC can become a cornerstone of a vibrant problem-solving community.  

Inspired by the teachers who fueled his curiosity, Hawkins encourages educators to challenge and inspire their students. Register your school for the MAA American Mathematics Competitions and help develop confident problem solvers who think deeply and creatively about mathematics.