Mathkind Global
Math education for humankind
Programs and results
What we aim to solve
Traditional education systems limit students’ power to change the world.
Our programs
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.
Institutes
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.
Teacher Trips
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.
MathMobile
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.
Girls STEM Club
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.
Where we work
External reviews
Our results
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
Reports and documents
Download strategic planLearn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
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.
What are the organization's key strategies for making this happen?
What are the organization's capabilities for doing this?
What have they accomplished so far and what's next?
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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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
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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
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What challenges does the organization face when collecting feedback?
We don't have any major challenges to collecting feedback
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
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Connect with nonprofit leaders
SubscribeBuild 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 directorsas of 10/19/2023
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
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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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
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
Gender identity
Transgender Identity
Sexual orientation
No data
Disability
Equity strategies
Last updated: 10/19/2023GuideStar 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
- 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.
- 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.