Mathematics after School in Ukraine

Mary L Garner,Tatiana Rudchenko,Olga Chashechnikova,Virginia Watson

doi:10.12691/education-6-8-9

Mary L Garner, Tatiana Rudchenko + Show 2 more

Open Access

https://doi.org/10.12691/education-6-8-9

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Abstract

It has been shown that mathematics achievement among K-12 students can be improved through quality after-school programs. At the same time, university mathematicians are being encouraged to partner with K-12 schools to improve teaching and learning in mathematics, and after-school programs provide a perfect context for that partnership. Yet few such partnerships exist. This study is a description of extracurricular activities in mathematics for high school students provided by universities and high schools in the Sumy region of the Ukraine, and an exploration of the cooperation between university faculty and high school faculty in providing those activities. In addition, evidence of student and parent satisfaction with those activities is presented. This study provides a positive model for cooperation between universities and high schools for the benefit of all students.

Highlights

After-school programs in the United States are increasingly being seen as effective means of improving achievement in mathematics
Future teachers are trained to conduct extracurricular activities according to Administrator X: “At the mathematics department they train students who are future teachers to conduct these extracurricular activities and when they come to school to teach they know how to do it.”
This study is a description of extracurricular activities in mathematics for high school students provided by universities and high schools in the Sumy region of the Ukraine, and an exploration of the cooperation between university faculty and high school faculty in providing those activities

Summary

Introduction

After-school programs in the United States are increasingly being seen as effective means of improving achievement in mathematics. Her answer: “The answer is really very simple: Forging partnerships is hard work. It takes time, resources, and a commitment from both sides to making it work” In a comprehensive review of school-university partnerships, Walsh and Backe [4] state that among the three major forms of partnerships, student support receives little attention. They call for “school–university partnerships to co-construct new strategies and approaches for addressing the out-of-school needs of students.” They call for “school–university partnerships to co-construct new strategies and approaches for addressing the out-of-school needs of students.” (p. 597)

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