Mathematics Teachers’ Circle at Hawaiʻi (MaTCH)

The Mathematics Teachers’ Circle at Hawaiʻi (MaTCH) program is a part of Math Teachers’ Circle, a nationwide movement led by the American Institute of Mathematics. The mission of MTC is to support teachers as mathematicians, to connect math professors with K-12 education, and to build a K-20 community of mathematics professionals. In Hawai‘i, MaTCH is a professional learning community of teachers, mathematicians, and mathematics educators, where they meet regularly to engage in mathematical problem-solving activities and pedagogical discussions (Donaldson, 2014; Manes, 2015).

MaTCH sessions convene approximately six sessions during the academic year, on Saturdays 9:00 a.m. – 12:00 p.m and one workshop during the summer. During the academic year sessions, the first part devoted to working on mathematics and then transitioned to pedagogical discussion to meet the teachers’ changing needs. The summer workshop has consisted of place-based activities.

Currently, there are 125 Math Teachers’ Circles in 39 states. In Hawaii, University of Hawaii at Manoa started to host MaTCH with the leadership team comprised Michelle Manes, Linda Venenciano, and Seanyelle Yagi in 2010-2016. Then, starting in 2017, MaTCH was led by UHWO faculty (Veny Liu and Laurie James). MaTCH has been funded and supported by National Science Foundation (NSF) Building Confidence through Inquiry, Research, Community Leadership, and Engagement (B-CIRCLE), NSF Broadening Engagement, Participation, and Readiness in Education Project (BE-MathPREP), UH Manoa SEED Inclusion, Diversity, Equity, Access and Success (IDEAS), Department of Education Higher Education Act Title II, Part A, Improving Teacher Quality Grants.

MaTCH Sessions

Spring 2025 dates: February 1, March 1, April 5 (HCTM)

Fall 2024 dates: September 21, October 17, and November 16

To give a flavor for MaTCH workshops, below the content of selected sessions:

MaTCH Summer Culture Based Workshop: Participants established an understanding of the ahupua’a (watershed land division) and how kupuna (ancestors) of Native Hawaiians optimize nature to sustainably produce food, paddled in an outrigger canoe as an extension of body and mind, and created math lesson plans.
Participants were introduced 10 JRMF activities: 3-in-a-row, Bridges, Dice Bingo, Domino Dissection, Frogs and Toads, Jumping Julia, Mosaics, Pentominoes, Skyscrapers, Tile with Style, Toothpick Squares.
Participants identified triangles in design and construction, while engaging in a task using 3D models for various math activities. This led to interesting discussions of area formulas, the role of triangular support in building architecture, and 3D printing. In this session, the teachers were excited about affordances for diverse learners to access mathematics and 3D modeling. A discussion of the possible limitations and shortcomings of learning mathematics as memorized rules followed.
Participants experienced multiple variations of Nim and developed a winning strategy for the game. This led to a better understanding of game theory and how games can support learning outcomes by allowing students time to think critically. While developing a winning strategy and playing the game of Nim, the participants communicated ideas to others and how it supports the SMPs.
Participants developed an in-depth understanding of the place-value number system through the simple concept of Exploding Dots, which led to the “aha” moments on basic arithmetic and polynomial division. Participants discovered various ways to engage with challenging tasks and open-ended problem solving. A discussion to promote equity for success in mathematics and ensure differentiated supports for all students followed. Participants learned that math provides an effective way of building mental discipline and encourages logical reasoning and mental rigor. Mathematics also helps to understand the world and provides an effective way of building mental discipline.
Participants tried to solve binary problems and shared different ways of solving.
Participants found out that there are a lot of patterns and arguments that can be made to determine a solution to Magic Flowers and Skyscrapers activities. There’s also not only one argument or pattern, there can be several depending on how to look at the problem.
Participants was shown a few card tricks, guessed the secret of the tricks, and practiced themselves to share the fun on math concepts to their students.
Participants engaged in Map Coloring and Monster Town activities. Map coloring is to use color for distinction and mention that the fewest number of colors needed to color a map. Monster Town is recognized structure in Halloween-themed SET cards and generalize rules while exploring through rich discussions. Participants lent themselves to the habits of mind of a productive mathematical thinker and reasoning and explaining.