
June 2018  The University of Tulsa, Tulsa, OK
Join us for our next meeting scheduled for Thursday, April 4, 2019
Our facilitator will be Roger Howe
Short Bio for Roger Howe:
Roger Howe taught and did mathematics research at Yale University for over 40 years, until his retirement in 2016. He is now the William Kenan Jr. Professor Emeritus of Mathematics from Yale. Upon retirement from Yale, he accepted the position of Curtis D. Roberts Professor of Mathematics Education in the College of Education at Texas A&M University.
Dr. Howe served on a multitude of committees studying mathematics education, including several that produced major reports on mathematics education since 2000. He has reviewed texts and instructional materials for several publishers and curriculum developers. He served on the Committee of Education for the American Mathematical Society, the Steering Committee for the Park City/IAS Mathematics Institute, the U.S. National Commission on Mathematics Instruction (2006  2016), and on the Executive Committee of the International Commission on Mathematics Instruction (ICMI) (20102016). In 199798, Dr. Howe served as a Phi Beta Kappa Visiting Scholar. He is a member of the American Academy of Arts and Sciences, and the National Academy of Sciences. He is a Fellow of the American Mathematical Society, and received their Award for Distinguished Public Service in 2006.
Dr. Howe’s mathematical research investigates symmetry and its applications. His work in mathematics education is directed towards clarifying the conceptual development of mathematical ideas through the K12 curriculum. He has focused especially on place value, the role of word problems, and productive use of the number line.
Our sincere thanks to Olive Garden, Flint Family Foundation, Rib Crib, Oklahoma Society of Professional Engineers  Tulsa Chapter, and Tulsa Engineering Foundation for donating a meal or money to fund a meal to our math circle meetings over the last five years. We are very thankful for the continued support and the generous donations provided for our teachers by local restaurants and organizations!!!
The mission of the national Math Teachers’ Circle (MTC) program, developed at the American Institute of Mathematics (AIM), is to establish the foundation for a culture of problem solving among middle school math teachers in the U.S. By fostering the confidence to tackle openended math problems, middle school teachers become better equipped to initiate more studentcentered, inquirybased pedagogies in their classrooms.
“Math Circles are a form of education outreach and enrichment through which mathematicians and mathematical scientists share their passion with K12 teachers and students. The Math Circle landscape includes two types of programs that can operate standing alone or in coordination: Math Students’ Circles and Math Teachers’ Circles. Math Circles bring K12 students or K12 mathematics teachers together with mathematically sophisticated leaders in an informal setting, to work on interesting problems or topics in mathematics. The Math Circles combine significant content with a setting that encourages a sense of discovery and excitement about mathematics through problem solving and interactive exploration. Ideal problems are lowthreshold, highceiling; they offer a variety of entry points and can be approached with minimal mathematical background, but lead to deep mathematical concepts and can be connected to advanced mathematics.” https://www.mathcircles.org/Wiki_WhatIsAMathCircle
TMTC was the first math circle in Oklahoma with its inception in October, 2013. TMTC now averages 35 teachers at monthly evening meetings on a school night. TGMC, the first girls’ math circle in Oklahoma, is now in its third year and averages 25 middle school girls on weekly evening meetings that run for six week stretches three times per year. Math Circles are thriving in Tulsa!
The Tulsa Math Teachers’ Circle hosted its’ inaugural meeting in October, 2013.
The program was formed:
 To engage middle school math teachers in mathematical problem solving and involve them in an ongoing dialogue about math with students, colleagues, and professional mathematicians; and
 To provide guidance, materials, and resources to middle school math teachers that will enable them to promote openended problem solving as a way of learning, thinking about, and practicing mathematics in their classrooms.