*Photo by Dinu Lazăr.*

Multivariable Calculus 250 A, section 02.

Our
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: http://www.math.ucla.edu/~radko/circles/ 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! :)

**The
21th Southern California Geometric Analysis Seminar University of California,
Irvine, February 22-23, 2014. **

Contact
information:

Office
Phone Number: 657-278-7535

Office
Address: McCarthy Hall Room Number 182 G

E-mail:
bsuceava-at-fullerton.edu

Mailing
Address:

Department of Mathematics

California State University, Fullerton

154 McCarthy Hall

Fullerton CA 92854

__Curriculum Vitae __

For
information regarding the book *Coming from an Off-Key Time*, Northwestern
University Press, 2011, see __here.__

__Last
time updated: February 3, 2014.__