**Mission Statement**
The Math Corps at CSU stands on the belief that all children have a unique and special greatness within them, and that through hard work, a commitment to excellence, and a dedication to learning, combined with the support of a caring community, this greatness can be realized. It is the mission of the Math Corps at CSU, using mathematics as its tool, to help as many children in the greater Cleveland area as possible realize their own particular greatness.
**Staff**
The Math Corps at CSU is run by faculty at CSU and economists at the Federal Reserve Bank of Cleveland, with the Director being a professor in CSU's Department of Mathematics. K-12 teachers and additional faculty at CSU and other universities are also involved.
In making staff selections, identifying highly qualified caring people who will be sensitive to the needs of the students is paramount. |
**Our Philosophy**
The Math Corps is guided by a six-part philosophy that filters through all of its programs:
**A Sense of Family**
From the outset, students are made to feel important, that they belong to something very special, and that staff truly cares about them as individuals. The structure and nature of the program cultivates strong big-brother/big-sister relationships among students at all three levels – middle school, high school, and college.
**High Standards and Expectations**
All students are expected to meet high academic standards regardless of past performance. Rigorous demands are placed on students concerning discipline, attendance, punctuality, and the completion of daily homework assignments. Students learn to behave in a manner appropriate to the college setting. The importance of hard work and academic success is stressed constantly and achievement is publicly acknowledged on a daily basis. Success becomes the rule, not the exception.
**Math, Math, Math**
Mathematics is viewed as paramount and the notion that mathematics can be interesting and even fun is espoused and readily accepted. Beyond the regular classroom instruction, mathematics is presented via games, competitions, investigations, art, music, special projects, and computer - based activities. While some applications to areas such as art, science and finance are presented to help the students learn and enjoy the material, no special time is taken to justify or enhance mathematics through the teaching of other subjects.
**Challenge Rather Than Remediate**
As a result of the program, students come to view mathematics as a sense-making activity at which they themselves are quite capable. While the content provided is focused on typical middle school fare, the approach is through the relationship of that content to higher mathematics. For example, common fractions are addressed in the context of topics such as infinite series or fractals. When prime numbers are presented, the Goldbach Conjecture is discussed. Thus, the debate over teaching basics or providing enrichment is sidestepped. Both are essential.
**Learning in Groups and through Exploration and Discovery**
With a strong emphasis on mathematical problem solving and exploration, student activities incorporate group learning, open discussion, and cooperation with one another. The cooperative aspect is strengthened by the use of a team approach and the promotion of a family atmosphere.
**Students Teaching Students**
Students at each level interact with others who are a bit further along in their mathematical development. Learning is two-way: younger students learn from older students who become natural role models and who support them in ways that reach well beyond the realm of academics; older students, through their tutoring and mentoring activity, deepen their own understanding of mathematics while, and perhaps even more importantly, boosting their self-esteem. |