I was interested in which National History Day themes tended to generate STEM-related or arts-related projects. I had access to the full lists of national contest entries from 2016-2018 and the lists of finalists from 2011 to 2018. This post focuses on STEM-related projects.
The number of STEM projects at the national contest and in finals varies significantly from year to year, and it seems very tied to the topic. Topics that focus on the impact of a person or event (such as "Turning Points" or "Revolution, Reaction, Reform") lend themselves to STEM topics. The most common fields for STEM projects across years are medicine, environment, and disease, with space, nuclear, and other biology topics also common. This might be because of accessible resources on those topics or earlier exposure of students to them. No NHD category consistently has the most STEM projects, but performance often has the least.
Below the fold are more details on what I found. There are some notes/disclaimers about this analysis and how I categorized projects at the end.
Showing posts with label Math. Show all posts
Showing posts with label Math. Show all posts
Friday, June 22, 2018
Saturday, March 3, 2018
Monday, August 28, 2017
NHD 2017-18: Conflict and Compromise
Here are some arts and STEM topics ideas for this year's NHD theme! I expect it to be a pretty low year for both arts and STEM projects; "Conflict and Compromise" isn't the easiest theme for either one. I'll be adding to this post for the next month or so.
STEM
-- The War of Currents (AC vs DC current). This has had a winner to an extent, but there are a lot of ways in which we still use each of AC and DC current today, so this does feel like it involved a compromise to me.-- Wave-Particle Duality. I feel a little odd calling this a compromise, but the answer to "Is light a wave or a particle?" is well, yes. It took us a while to figure that out, and the history of the experiments and discussions that finally led us to the current model is really interesting.
-- Galileo. This was recommended in the theme book, maybe because Galileo compromised his values in recanting, maybe because he had earlier come to a compromise with the church (and then in the church's eyes crossed the agreed upon line). I'm hesitant to strongly recommend this topic because of its familiarity and applicability to a wide range of NHD themes.
-- Ethics of Human Subject Research. This is pretty broad, but it's a subject based on compromise. Biomedical and behavioral research is often very valuable, but we need to do it in a way that is safe and respectful of the people involved as research subjects. Key documents to consider: the Nuremberg Code, the Declaration of Helsinki, the Belmont Report, the National Research Act of 1974.
-- Munsell Color System. This paper argues that Albert Henry Munsell's system of describing color was a compromise that largely resolved a conflict around color science. It might be difficult to use this paper as a starting point; either it makes the argument you want to make, or you effectively argue against it. But this seemed interesting, so I wanted to throw it in.
-- Endangered Species Act. The ESA has existed in several forms and has been amended a number of times, generally seeking compromise between industry and protection of species.
-- Echo Park Dam and Glen Canyon Dam. Glen Canyon Dam was the compromise after there was controversy about the proposed Echo Park Dam, which was on protected land. (There are also similar other projects that you could look at; I found an Army document about development of the Snake River titled "Controversy, Conflict, and Compromise: A History of the Lower Snake River Development.")
-- Apostle Islands National Lakeshore. This park includes less area than originally planned because of Native American (especially Ojibwe) activism advocating for their land rights. There are probably other cases of preservation or conservation movements and Native American land rights coming into conflict that you could look for.
-- Cooperative Game Theory. So this is a kind of sideways take on the topic, but cooperative game theory is a mathematical field founded on ideas of conflict and compromise. Looking at its history (and in particular the early work of John von Neumann and Oskar Morgenstern) would be really cool and, I think, unique.
Arts
-- Ballet in the early Soviet Union. In the 1920s, there was a lot of discussion in the Soviet Union around ballet as an art. It had a strong history in Russia, but it was tied heavily to the nobility and especially to the tsars. It was virtuoso and didn't tell stories of the common people... but the classical, Imperial-era ballets still drew huge crowds. I think one could do a good project about that conflict and how the leadership eventually reconciled ballet with socialist ideals. Book recommendations: Swans of the Kremlin, Apollo's Angels, Bolshoi Confidential.-- An Actors or Writers Guild strike; there have been several large ones in the US over the past century. Most labor negotiations involve a lot of conflict and compromise, and some of these have had major impacts on the affected industries. (I'd recommend against the Disney animators' strike because of the minimal compromise involved.)
-- Vietnam Veterans' Memorial. Maya Lin's design for the memorial was controversial, and more traditional memorial elements were added to the plans as a compromise.
-- Rodgers and Hammerstein. This is suggested in the theme book, and the reasoning isn't entirely clear, but here's my best guess. Several R&H shows have liberal political messages but don't fully commit to them. (South Pacific has a good deal of uncondemned Orientalism while also addressing racism and interracial marriage, for example.) Robert Gordon's The Oxford Handbook of Sondheim Studies definitely refers to this as a compromise.
Wednesday, February 15, 2017
Math Ed Link Dump, Jan-Feb 2017
Basic Stats Activity + Impossible Problem
This is a cool mean/median/mode exercise generally, and I liked the accidental impossible problem and how it was handled.
Francis Su's Joint Meetings Keynote
This talk has gotten a lot of attention, both at JMM and well after. I didn't go see this due to timing of another session I needed to be in, but please read this. There are some parts of it that I disagree with (largely related to the connection of mathematics with some of the virtues), but many of the messages and stories are important.
New AMS Blog: Inclusion-Exclusion
Related to the above: this blog exists now, and I'm glad it does.
Daily Routine Collections
These are links to things like Number Talks, Visual Patterns, Which One Doesn't Belong, etc. I knew about most of these individually, but this is a place where they all live together! This link is mostly here so that I can find it in the future.
Online Geoboard!
Geoboards are awesome, so I was excited to discover an online geoboard. Simon Gregg made a couple of cool Which One Doesn't Belong sets with this, but obviously there are so many different things you can do with a geoboard. (And I started thinking about non-WODB properties of the shapes he made for his WODB sets, so those are flexible, too!)
This is a cool mean/median/mode exercise generally, and I liked the accidental impossible problem and how it was handled.
Francis Su's Joint Meetings Keynote
This talk has gotten a lot of attention, both at JMM and well after. I didn't go see this due to timing of another session I needed to be in, but please read this. There are some parts of it that I disagree with (largely related to the connection of mathematics with some of the virtues), but many of the messages and stories are important.
New AMS Blog: Inclusion-Exclusion
Related to the above: this blog exists now, and I'm glad it does.
Daily Routine Collections
These are links to things like Number Talks, Visual Patterns, Which One Doesn't Belong, etc. I knew about most of these individually, but this is a place where they all live together! This link is mostly here so that I can find it in the future.
Online Geoboard!
Geoboards are awesome, so I was excited to discover an online geoboard. Simon Gregg made a couple of cool Which One Doesn't Belong sets with this, but obviously there are so many different things you can do with a geoboard. (And I started thinking about non-WODB properties of the shapes he made for his WODB sets, so those are flexible, too!)
Monday, December 12, 2016
Math and Education Links
Here's some of what I've been reading over the past few months!
DeanDad on active learning.
I took an inquiry-based (pretty strictly Moore Method) course the semester that I was in Budapest, and I remember the professor telling us that any course that was very inquiry-based needed to be opt-in. He'd taught IBL Calculus at UChicago, where it was one of several options; it wouldn't have worked if it had been the only choice (even with the right class sizes). Some of that is because of what DeanDad talks about here. Active learning can be really empowering (as Francis Su talked about at the IBL conference in August), but it can also feel like abandonment, and I've seen it go both ways.
Modeling as creative science.
This is an article from earlier this year that Rhett Allain reposted this fall. After reading him for a few years, getting more experience doing mathematical modeling, and going to a conference that focused on using and teaching modeling in the classroom, I pretty much agree with Allain's focus on models. This particular post is about having students do the modeling work, which is really important; I also agree with him that there's great value in presenting information as models.
Using Student-Generated Examples.
This reminded me a lot of some of the problems that were assigned in my real analysis class, except there so often there was one type of intended example, and here that changes a lot by question (and variety is part of the point). What kinds of math classes does this fit into well? It seems natural for thinking about patterns and functions.
Ben Orlin does interesting things to the high school math curriculum.
I have an immediate adverse reaction to the Utility Belt Curriculum, and I'm not quite sure why. I love the Go Forth and Prosper Curriculum and would love teaching any of the 11th/12th grade courses, but as Orlin mentions, it's not feasible in most schools. I don't find Four Square Meals particularly appealing, partially because I don't really understand doing AP Calc AB and BC in two years, so I don't like the rationale. (Though yes please to it being normal for everyone to get decent stats ed.) I like the Verb-Powered Curriculum, though not doing some calc in the modeling class or circling back to modeling in the class that involves calc seems unfortunate. There's a ton of modeling that you can do without calculus, obviously, but so many modeling possibilities open with calculus.
Math with primary sources.
Could be good for integrating into math courses, for math history courses, or for history projects related to math topics.
DeanDad on active learning.
I took an inquiry-based (pretty strictly Moore Method) course the semester that I was in Budapest, and I remember the professor telling us that any course that was very inquiry-based needed to be opt-in. He'd taught IBL Calculus at UChicago, where it was one of several options; it wouldn't have worked if it had been the only choice (even with the right class sizes). Some of that is because of what DeanDad talks about here. Active learning can be really empowering (as Francis Su talked about at the IBL conference in August), but it can also feel like abandonment, and I've seen it go both ways.
Modeling as creative science.
This is an article from earlier this year that Rhett Allain reposted this fall. After reading him for a few years, getting more experience doing mathematical modeling, and going to a conference that focused on using and teaching modeling in the classroom, I pretty much agree with Allain's focus on models. This particular post is about having students do the modeling work, which is really important; I also agree with him that there's great value in presenting information as models.
Using Student-Generated Examples.
This reminded me a lot of some of the problems that were assigned in my real analysis class, except there so often there was one type of intended example, and here that changes a lot by question (and variety is part of the point). What kinds of math classes does this fit into well? It seems natural for thinking about patterns and functions.
Ben Orlin does interesting things to the high school math curriculum.
I have an immediate adverse reaction to the Utility Belt Curriculum, and I'm not quite sure why. I love the Go Forth and Prosper Curriculum and would love teaching any of the 11th/12th grade courses, but as Orlin mentions, it's not feasible in most schools. I don't find Four Square Meals particularly appealing, partially because I don't really understand doing AP Calc AB and BC in two years, so I don't like the rationale. (Though yes please to it being normal for everyone to get decent stats ed.) I like the Verb-Powered Curriculum, though not doing some calc in the modeling class or circling back to modeling in the class that involves calc seems unfortunate. There's a ton of modeling that you can do without calculus, obviously, but so many modeling possibilities open with calculus.
Math with primary sources.
Could be good for integrating into math courses, for math history courses, or for history projects related to math topics.
Tuesday, August 23, 2016
Some More Math Links
Jeremy Kun's Habits of Highly Mathematical People.
He doesn't actually spend a ton of time on how the math we do in the classroom teaches the habits/skills he mentions; he's mostly defining and discussing examples of these skills in mathematical people. It's still pretty fascinating and useful.
Mark Chubb on Closing a Lesson
This post includes links to interesting things about orchestrating math discussion, and in general it talks about some things I've been thinking about (and struggling with) recently
Francis Su's Freedom Through Inquiry
I was fortunate enough to be at the IBL conference where Francis Su gave this speech, and it's so good. I love the humor of parts of it ("This set's closed, this set's open, this one's neither, this one's clopen!"), but Su also says so many important things about freedom in learning and how inquiry allows this freedom.
Dylan Kane on Lecturing
I'd never heard the bit about lecturing in MS/HS because in HS/college there would be lectures, but I agree with the reasons Kane lists to not use this excuse. My favorite part of the post, though, is the bit about not being sure how to respond when asked if he lectures, with these two quotes:
"Based on that knowledge I may choose to deliver some explicit instruction. Maybe for two minutes at a time, maybe for twenty."
"There’s no magic bullet, no one right answer. That intellectual work of figuring out what is going to work tomorrow for my students is probably my favorite part of the job."
Joshua Bowman on Expectations of an Upper-Level Math Class
This is mostly an excerpt from Bowman's analysis syllabus, setting up expectations from which specifications for grading will be taken. I really like the idea of explicitly basing an upper-level course around the ideas of definition, theorem, proof, and community. (I love that he includes community because it's so important.)
He doesn't actually spend a ton of time on how the math we do in the classroom teaches the habits/skills he mentions; he's mostly defining and discussing examples of these skills in mathematical people. It's still pretty fascinating and useful.
Mark Chubb on Closing a Lesson
This post includes links to interesting things about orchestrating math discussion, and in general it talks about some things I've been thinking about (and struggling with) recently
Francis Su's Freedom Through Inquiry
I was fortunate enough to be at the IBL conference where Francis Su gave this speech, and it's so good. I love the humor of parts of it ("This set's closed, this set's open, this one's neither, this one's clopen!"), but Su also says so many important things about freedom in learning and how inquiry allows this freedom.
Dylan Kane on Lecturing
I'd never heard the bit about lecturing in MS/HS because in HS/college there would be lectures, but I agree with the reasons Kane lists to not use this excuse. My favorite part of the post, though, is the bit about not being sure how to respond when asked if he lectures, with these two quotes:
"Based on that knowledge I may choose to deliver some explicit instruction. Maybe for two minutes at a time, maybe for twenty."
"There’s no magic bullet, no one right answer. That intellectual work of figuring out what is going to work tomorrow for my students is probably my favorite part of the job."
Joshua Bowman on Expectations of an Upper-Level Math Class
This is mostly an excerpt from Bowman's analysis syllabus, setting up expectations from which specifications for grading will be taken. I really like the idea of explicitly basing an upper-level course around the ideas of definition, theorem, proof, and community. (I love that he includes community because it's so important.)
Saturday, July 2, 2016
Themed AP Lang and Comp: Mathematics
The Advanced Placement English Language and Composition exam is focused on analysis and argument based on nonfiction texts, which means there's a lot of opportunity to theme the readings for a course that prepares students for the exam. I'll write about a few different themes; this post focuses on a mathematics theme.
The key components of a class preparing students for the AP Lang & Comp exam are:
The key components of a class preparing students for the AP Lang & Comp exam are:
- writing narrative, expository, analytical, and argumentative essays
- writing multiple drafts of essays
- some informal writing (journaling, etc.)
- writing assignments based on a variety of prose styles & genres
- nonfiction readings of a variety of types (essays, journalism, political writing, science or nature writing, biography, diaries, history, criticism, etc.)
- graphic/visual image analysis
- citing sources
Links and Thoughts on Math and Math Ed
Here are a few things I've read recently related to math and math ed!
Sam J. Shah wrote about having a book club in a math class. I like the readings and the thoughts on organizing the discussion, and it would be interesting to think more about how to scale it. I've been putting together a set of mathematics related readings, more focused on thinking about writing and analysis with math as the subject than the other way around, and that list will definitely be influenced by this set of readings.
Steven Strogatz on math, modeling, and his math course for liberal-arts students. I really enjoyed reading what he had to say about that course, both the approach and what it's important to learn in such a class. The part of this that hit me the most, though, was the part about mathematical beauty. I'm definitely prone to describing math, or at least good math, as beautiful and elegant, and while I've had success explaining to people where I see that beauty, Strogatz is right that it can also be alienating. I'd like to keep that in mind.
Francis Su (MAA president and Harvey Mudd professor) on focus on process vs grades, growth mindset, and academic dishonesty.
SIAM and COMAP (which runs the Mathematics Contest in Modeling) put out this guide to teaching math modeling in K-16. It's cool.
Mark Chubb wrote about an estimation-focused task near the end of a unit on multiplication and about what it means in terms of focus on concept vs focus on procedure. All the questions at the end of the post are really important, and I would ask another question. I don't wonder only what students think being successful at mathematics looks like but what they think mathematics is. Also, I love the task itself.
Sam J. Shah wrote about having a book club in a math class. I like the readings and the thoughts on organizing the discussion, and it would be interesting to think more about how to scale it. I've been putting together a set of mathematics related readings, more focused on thinking about writing and analysis with math as the subject than the other way around, and that list will definitely be influenced by this set of readings.
Steven Strogatz on math, modeling, and his math course for liberal-arts students. I really enjoyed reading what he had to say about that course, both the approach and what it's important to learn in such a class. The part of this that hit me the most, though, was the part about mathematical beauty. I'm definitely prone to describing math, or at least good math, as beautiful and elegant, and while I've had success explaining to people where I see that beauty, Strogatz is right that it can also be alienating. I'd like to keep that in mind.
Francis Su (MAA president and Harvey Mudd professor) on focus on process vs grades, growth mindset, and academic dishonesty.
SIAM and COMAP (which runs the Mathematics Contest in Modeling) put out this guide to teaching math modeling in K-16. It's cool.
Mark Chubb wrote about an estimation-focused task near the end of a unit on multiplication and about what it means in terms of focus on concept vs focus on procedure. All the questions at the end of the post are really important, and I would ask another question. I don't wonder only what students think being successful at mathematics looks like but what they think mathematics is. Also, I love the task itself.
Wednesday, October 7, 2015
National History Day 2016: Math, Physics, and Technology Topic Ideas
The theme for 2016 NHD is Exploration, Encounter, and Exchange History.
History of science topics tend to be underrepresented in NHD, so here are some math, physics, and technology topic suggestions for this year's theme! This year's theme is particularly good for scientific topics because so much of science is about exploration. The theme book encourages pulling in elements of all three parts of the theme, but it's not required, and it's natural for a project to focus much more on one than the others. This post might be updated occasionally throughout the fall!
Math and Statistics
--Paul Erdős and collaboration in mathematics. Erdős was hugely influential in combinatorics and graph theory in general but particularly in a few subareas like Ramsey theory and extremal combinatorics. More importantly, though, Erdős helped build collaborative networks in mathematics. He worked with many different people, connected people with each other, and connected people with problems that he thought they could solve. Read The Man Who Loved Only Numbers and watch N is a Number.
--Newton, Leibniz, and calculus. Newton and Leibniz independently developed calculus and then famously argued over it. This actually had consequences for the communication of mathematics between Britain and the continent for the next century, really negatively impacting British mathematics.
--G.H. Hardy and Ramanujan. Both men were incredible number theorists, and Ramanujan could see connections among numbers better than anyone else. Hardy discovered Ramanujan through letters and then invited him to come work in England. Read The Man Who Knew Infinity.
--Janos Bolyai and non-Euclidean geometry. Bolyai wasn't the first mathematician to explore what happened when we break Euclid's fifth postulate (about parallel lines), but his work was more complete than what had been done previously, and he did it independently. He wrote about this work in a letter to his father and said, "Out of nothing I have created a strange new universe." (Something from that quote would make a great project title!)
--Leonhard Euler. I could put a specific field, but Euler shaped a lot of how we talk about and write mathematics today as well as being extremely prolific in a variety of fields. There are so many possibilities here. Look at the biography Euler, Master of Us All.
--Augustin-Louis Cauchy and complex analysis. A lot of mathematicians believe complex analysis is the most beautiful subfield of mathematics, and Cauchy pretty much developed it all on his own. (Half the theorems in an intro complex analysis course are named after Cauchy.)
Physics and Technology
--The development of the theory of special relativity. Start with the Michelson-Morley experiment and move forward. This is an extremely well-tested theory, and the Michelson-Morley experiment which started hinting towards it was intended to detect aether...and failed.
--Quantum mechanics. There are a lot of possibilities here, and the whole story is really interesting, but especially in thinking about exchange the Bohr-Einstein debates would be a cool topic.
--The Einstein-Szilard letter and the Manhattan Project. Hungarian physicists and Einstein warned the US government that Germany might develop atomic bombs. The result was the Manhattan project.
--The space race. Some of the exchange is more a lack thereof, but this is definitely exploration.
History of science topics tend to be underrepresented in NHD, so here are some math, physics, and technology topic suggestions for this year's theme! This year's theme is particularly good for scientific topics because so much of science is about exploration. The theme book encourages pulling in elements of all three parts of the theme, but it's not required, and it's natural for a project to focus much more on one than the others. This post might be updated occasionally throughout the fall!
Math and Statistics
--Paul Erdős and collaboration in mathematics. Erdős was hugely influential in combinatorics and graph theory in general but particularly in a few subareas like Ramsey theory and extremal combinatorics. More importantly, though, Erdős helped build collaborative networks in mathematics. He worked with many different people, connected people with each other, and connected people with problems that he thought they could solve. Read The Man Who Loved Only Numbers and watch N is a Number.
--Newton, Leibniz, and calculus. Newton and Leibniz independently developed calculus and then famously argued over it. This actually had consequences for the communication of mathematics between Britain and the continent for the next century, really negatively impacting British mathematics.
--G.H. Hardy and Ramanujan. Both men were incredible number theorists, and Ramanujan could see connections among numbers better than anyone else. Hardy discovered Ramanujan through letters and then invited him to come work in England. Read The Man Who Knew Infinity.
--Janos Bolyai and non-Euclidean geometry. Bolyai wasn't the first mathematician to explore what happened when we break Euclid's fifth postulate (about parallel lines), but his work was more complete than what had been done previously, and he did it independently. He wrote about this work in a letter to his father and said, "Out of nothing I have created a strange new universe." (Something from that quote would make a great project title!)
--Leonhard Euler. I could put a specific field, but Euler shaped a lot of how we talk about and write mathematics today as well as being extremely prolific in a variety of fields. There are so many possibilities here. Look at the biography Euler, Master of Us All.
--Augustin-Louis Cauchy and complex analysis. A lot of mathematicians believe complex analysis is the most beautiful subfield of mathematics, and Cauchy pretty much developed it all on his own. (Half the theorems in an intro complex analysis course are named after Cauchy.)
Physics and Technology
--The development of the theory of special relativity. Start with the Michelson-Morley experiment and move forward. This is an extremely well-tested theory, and the Michelson-Morley experiment which started hinting towards it was intended to detect aether...and failed.
--Quantum mechanics. There are a lot of possibilities here, and the whole story is really interesting, but especially in thinking about exchange the Bohr-Einstein debates would be a cool topic.
--The Einstein-Szilard letter and the Manhattan Project. Hungarian physicists and Einstein warned the US government that Germany might develop atomic bombs. The result was the Manhattan project.
--The space race. Some of the exchange is more a lack thereof, but this is definitely exploration.
Wednesday, July 23, 2014
National History Day 2015: Math, Physics, and Technology Topics
The theme for 2015 NHD is Leadership and Legacy in History.
History of science topics tend to be underrepresented in NHD, so here are some math and physics topic suggestions for this year's theme! Some of these might be a bit of a stretch of the theme or might interpret it in an unusual way. This post might be updated occasionally throughout the summer and fall.
Something I find cool about this topic is that the 'legacy' bit explicitly requires discussing the impact in the present, so think about all of these with that in mind! Another thing to keep in mind is something that is specifically called out in this year's theme handbook: not everyone who "leads the way" shows leadership. The handbook actually specifically calls out scientists: "Does a scientist display leadership because he or she invents something that is historically significant? Not necessarily." The people I've listed here did great things in their field. The question to consider is whether they displayed leadership, showing an ability to lead and inspire others.
Math and Statistics
--Paul Erdos and collaboration in mathematics
--David Hilbert's 23 problems
--Mary W. Gray and the Association for Women in Mathematics (AWM)
--Charlotte Scott and women in mathematics
--Kuratowski and Polish mathematics
Choose a mathematician who helped create/made a lot of progress in an area of mathematics. Here are some suggestions:
History of science topics tend to be underrepresented in NHD, so here are some math and physics topic suggestions for this year's theme! Some of these might be a bit of a stretch of the theme or might interpret it in an unusual way. This post might be updated occasionally throughout the summer and fall.
Something I find cool about this topic is that the 'legacy' bit explicitly requires discussing the impact in the present, so think about all of these with that in mind! Another thing to keep in mind is something that is specifically called out in this year's theme handbook: not everyone who "leads the way" shows leadership. The handbook actually specifically calls out scientists: "Does a scientist display leadership because he or she invents something that is historically significant? Not necessarily." The people I've listed here did great things in their field. The question to consider is whether they displayed leadership, showing an ability to lead and inspire others.
Math and Statistics
--Paul Erdos and collaboration in mathematics
--David Hilbert's 23 problems
--Mary W. Gray and the Association for Women in Mathematics (AWM)
--Charlotte Scott and women in mathematics
--Kuratowski and Polish mathematics
Choose a mathematician who helped create/made a lot of progress in an area of mathematics. Here are some suggestions:
Friday, April 19, 2013
Mathematical Summers Part III: Problem Solving
The third major type of summer math camp focuses on problem solving. The Mathematical Olympiad Summer Program (MOSP or MOP) is the best of these, but it's the US math olympiad training camp; people qualify based on USAMO or USAJMO scores as opposed to applying.
As far as I know, the first non-MOP problem solving camp in the US was AwesomeMath, which started in 2006. Pretty quickly, others began popping up, and many have multiple locations. Students tend to be in middle school or the first couple of years of high school. The camps tend to split students up by level, and students in each level cover two subjects a day, one in the morning and one in the afternoon.
Lots of the camps have day camp as well as residential camps. I'll write only about the residential sites/formats here, but check the websites for day camp details.
Details about the various camps and the locations/dates for 2013 are below the fold.
As far as I know, the first non-MOP problem solving camp in the US was AwesomeMath, which started in 2006. Pretty quickly, others began popping up, and many have multiple locations. Students tend to be in middle school or the first couple of years of high school. The camps tend to split students up by level, and students in each level cover two subjects a day, one in the morning and one in the afternoon.
Lots of the camps have day camp as well as residential camps. I'll write only about the residential sites/formats here, but check the websites for day camp details.
Details about the various camps and the locations/dates for 2013 are below the fold.
Wednesday, March 20, 2013
Mathematical Summers Part II: Number Theory
There are several summer math camps that would have fit in the theoretical math post, but they focus only on number theory, so I decided to separate them out. These are all programs for high school students. Details on each below the fold!
Wednesday, February 27, 2013
Mathematical Summers Part 1: Theoretical Math
Mathematics is incredibly broad, but that's not very apparent in what's taught in school. One of the best ways for students interested in math to learn more about it is to attend summer math camps. Just as importantly, those camps provide a community of math-loving people who usually share lots of other interests, as well. Some of my best friends are people I met at math camp.
Here, I'll go through some summer math programs that focus on theoretical or pure math as opposed to problem solving math. One, MathPath, is for middle schoolers. The others are all high school programs. There's a little more detail about Mathcamp social life because I'm a Mathcamp alum, so I know more, but all of the programs have excellent community aspects. All of the websites have much more information than I could list here, including daily schedules and course offerings from previous years.
Here, I'll go through some summer math programs that focus on theoretical or pure math as opposed to problem solving math. One, MathPath, is for middle schoolers. The others are all high school programs. There's a little more detail about Mathcamp social life because I'm a Mathcamp alum, so I know more, but all of the programs have excellent community aspects. All of the websites have much more information than I could list here, including daily schedules and course offerings from previous years.
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