Photo by Dinu Lazăr.
session dates for the Spring 2014 are: Wednesday, February 19 (We host AMC 10B
and 12B); Saturday, March 1 (we meet with four sections, corresponding to
grades 2-4, 5-6, 7-8, and 9-12 respectively); Thursday, March 13 (we host
AIME); Saturday, March 15 (we meet with four sections, corresponding to grades
2-4, 5-6, 7-8, and 9-12 respectively); Thursday, March 20 (we host Math
Kangaroo); Saturday, March 22 (we meet with four sections, corresponding to
grades 2-4, 5-6, 7-8, and 9-12 respectively); Saturday, April 12 (we
participate with posters at the MAA Meeting, Concordia University, Irvine);
Saturday, April 19 (we meet with four sections, corresponding to grades 2-4,
5-6, 7-8, and 9-12 respectively); Tuesday, April 29 and Wednesday, April 30 (we
host USAMO); Saturday, May 10, Students Colloquium (hosting student
presentations) and Math Kangaroo Awards Ceremony. Yes, all our events are free.
I receive many questions about the very concept of mathematical circle. Why would a mathematician invest so much time to organize and prepare a Math Circle and discuss with so many people about the importance of specialized mathematical education for gifted young students? The culture of mathematical circles is relatively new in California. UCLA runs a very interesting program: and similar programs are in San Diego, Chicago, New York and other cities.
A typical Math Circle session includes a lecture and a workshop. Our sessions run for about 2 hours, since we noticed that the students can focus best within this timeframe. We design our lectures to be attractive, informative and challenging in the same time, and we are constantly looking for a nice topic that students could explore and follow with interest.
In our workshops and for our Math Circle homework, we are following a European journal, Gazeta matematica, whose tradition goes back to 1895, and we invite our students to solve problems currently proposed in this journal. If a student solves any of the problems that we distribute, we invite them to write each solution on a different piece of paper, write her/his name on the top of the page, together with her/his academic affiliation (i.e. school and grade information). If the solution is ok, we scan it and we send it to the editor. Thus, our workshops look sometimes like a tutorial for gifted students at a challenging level. If the solution is found as correct by the editor, then the names of the solvers are published in the journal. We give diplomas and letters of recognition to the students who solve the most problems and have remarkable mathematical contributions.
It's the same process that undergraduate students pursue in college when they are solving problems from American Mathematical Monthly or other journals. We follow the same path in the Fullerton Math Circle, except that we believe itÂ’s beneficial for our students if they are exposed to this opportunity at an earlier age. For the students who are solving these problems, we have various forms of recognition and we'll do our best to have their efforts recognized. Actually, that's all the whole point! :)
Office Phone Number: 657-278-7535
Office Address: McCarthy Hall Room Number 182 G
Department of Mathematics
California State University, Fullerton
154 McCarthy Hall
Fullerton CA 92854
For information regarding the book Coming from an Off-Key Time, Northwestern University Press, 2011, see here.
Last time updated: February 3, 2014.