Mathkind Global

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.

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.

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.

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.