PLATINUM2024

Mathkind Global

Math education for humankind

Chapel Hill, NC   |  https://www.mathkind.org

Mission

Our mission is to build quality math education programs through collaborative partnerships that drive greater social justice.

Notes from the nonprofit

Thank you for your interest in our organization. We look forward to exploring ways to collaborate with you! Please feel free to contact us at [email protected].

Ruling year info

2014

Executive Director

Kim Glenn

Main address

PO Box 3698

Chapel Hill, NC 27515 USA

Show more contact info

Formerly known as

Teachers2Teachers-International

Teachers2Teachers Global

EIN

46-3381163

NTEE code info

Education N.E.C. (B99)

Nonmonetary Support N.E.C. (W19)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Sign in or create an account to view Form(s) 990 for 2022, 2021 and 2019.
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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Traditional education systems limit students’ power to change the world.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Conferences

WHY? Collaborative education spaces typically don’t exist in our partner countries. Just like us, many teachers have only experienced math lessons as lectures. In our workshops, global experts deliver sessions and content in ways the teachers have rarely experienced before, providing alternative ways of understanding and solving tasks.

WHO/WHAT? At our conferences, large groups of teachers learn about new ways to empower their students as critical thinkers. Teachers often work in teams—proposing ideas, testing them, and debating their outcomes to reach solutions. They are given opportunities to approach math tasks with curiosity, reexamining previous knowledge and gaining new ways of problem-solving and critical thinking.

Conferences also provide a platform for graduates of our programs to demonstrate their leadership skills. They design and facilitate workshops for their peers, often in partnership with experts.

Population(s) Served
Students
Teachers
Economically disadvantaged people
People of Latin American descent

WHY? Much professional development operates with a one-and-done model where teachers aren’t allowed to choose what they learn. Training is often presented without support or time for implementation. As a result, new practices are introduced but not ultimately adopted.

WHO/WHAT? Institutes address these deficiencies by honoring teachers’ ability to direct their own learning. We design training sessions after we’ve received teachers’ suggestions for what content most interests them. Once topics have been established, we deliver intensive coaching on math content and pedagogy.

Institutes help us give support that is relevant to what local teachers want and need. Their educational goals guide the collaboration. At the same time, the emerging conversations relate to best practices in global education.

Coaches are local Mathkind staff or global experts who demonstrate an affinity for our Principles of Effective Teaching.

Population(s) Served
Students
Teachers
People of Latin American descent
Economically disadvantaged people

WHY? As the world becomes more interconnected, teachers everywhere are being encouraged to incorporate global topics into their lessons. School administrations recognize the need to prepare their students to be ready to live, work, and contribute in a globalized society.

WHO/WHAT? Our Teacher Trips are one-week cultural and classroom collaborations. Visiting educators, typically classroom teachers from the US, travel abroad and are paired with colleagues at a local school. Visiting teachers receive high-quality professional development alongside local teachers from our ongoing programs, collaborating on lesson plans and coteaching in the classroom.

Learning side-by-side creates a collaborative cultural exchange that supports a more global teaching perspective. Also, an expert educator from our network typically leads the trip, which means visiting teachers not only experience a different culture but also have the opportunity to learn cutting-edge math education.

Population(s) Served
Students
Economically disadvantaged people
People of Latin American descent
Teachers

WHY? In Guatemala, teachers have few opportunities to learn best practices in math education. Their preparation for teaching is limited. Once they are placed in a classroom, support is lacking for them to continue to develop as professionals.

WHO/WHAT? Our local math coaches support area schools, building teachers’ content knowledge and leadership skills through compelling workshops and classroom coaching. Each teacher is provided with several sessions focused on student-centered, culturally responsive approaches. Throughout the course of the school year, teachers' instructional practice advances and student learning deepens.

MathMobile develops local leaders in math education. Participating teachers learn how to share their new knowledge with their colleagues. They become change agents in their schools. By presenting at our conferences, they gain the skills necessary to lead with impact.

Population(s) Served
Teachers
Students
People of Latin American descent
Economically disadvantaged people

WHY? Across the globe, girls typically enter STEM fields at a lower rate than boys. Many factors are at play, such as implicit gender bias, teachers’ math anxiety, overreliance on standardized assessments, and formative ideas about who is a STEM professional. Whatever holds them back, girls are locked out of achieving their full potential.

WHO/WHAT? During this weekly club, girls in elementary grades tackle real-world math problems while learning about careers in STEM. They become critical thinkers who can envision themselves in diverse occupations.

Sustainable change is created by coaching the girls’ teachers as they lead the club. Teachers begin to make an impact that extends beyond the club, ultimately reaching all of their students.

Population(s) Served
Students
Teachers
Economically disadvantaged people
People of Latin American descent

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of teachers trained

This metric is no longer tracked.
Totals By Year
Population(s) Served

Indigenous peoples, People of Central American descent, People of South American descent, Teachers, Students

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Teachers who are equipped with evidence-based math instruction place students at the center of learning. This approach builds real-world critical thinking and problem-solving skills that transform communities.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • How is your organization using feedback from the people you serve?

    To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We share the feedback we received with the people we serve

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback

Financials

Mathkind Global
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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lock

Connect with nonprofit leaders

Subscribe

Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Mathkind Global

Board of directors
as of 03/21/2024
SOURCE: Self-reported by organization
Board chair

Linda M. Gojak

John Carroll University

Term: 2021 - 2024

Hunter Bost

McDuff Capital

Linda Gojak

John Carroll University

Steven Rasmussen

SR Education Associates

Mary Ollila

Chapel Hill-Carrboro City Schools

Cynthia Kastner

CKFio, Inc

Leon Lamle

Compass

Tim Pope

Colegio Nueva Grenada

Chadd McGlone

Cofounder

Jenny McGlone

Cofounder

Michelle Pratico

NC State University

Ian Kane

Lenovo

Ali Jones

Austin, TX

George Kastner

University of Miami

Maisha Moses

Young People's Project

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No

Organizational demographics

SOURCE: Self-reported; last updated 3/20/2024

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.

Leadership

The organization's leader identifies as:

Race & ethnicity
Black/African American
Gender identity
Female
Disability status
Person without a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 10/19/2023

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
Policies and processes
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.