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Editorial Introduction to the Journal of Math Circles Special Issue

Hancock, Emilie

Zaharopol, Daniel

Journal of Math Circles 
Volume 2 
Issue 2 Special Issue: Math Circles in Times of 
Physical Distancing 
Manuscript 1055 
February 2022 
Editorial Introduction to the Special Issue: Math Circles in Times 
of Physical Distancing 
Emilie Hancock 
Central Washington University, emilie.hancock@cwu.edu 
Daniel Zaharopol 
Art of Problem Solving Initiative, Inc., Bridge to Enter Advanced Mathematics (BEAM), 
dan_zaharopol@artofproblemsolving.org 
Follow this and additional works at: https://digitalcommons.cwu.edu/mathcirclesjournal 
Recommended Citation 
Hancock, Emilie and Zaharopol, Daniel (2022) "Editorial Introduction to the Special Issue: Math Circles in 
Times of Physical Distancing," Journal of Math Circles: Vol. 2 : Iss. 2 , Article 1. 
Available at: https://digitalcommons.cwu.edu/mathcirclesjournal/vol2/iss2/1 
This Article for current special issue is brought to you for free and open access by ScholarWorks@CWU. It has 
been accepted for inclusion in Journal of Math Circles by an authorized editor of ScholarWorks@CWU. For more 
information, please contact scholarworks@cwu.edu. 
Editorial Introduction to the Special
Issue: Math Circles in Times of
Physical Distancing
Emilie Hancocka and Dan Zaharopolb
aCentral Washington University
bArt of Problem Solving Initiative, Inc.
bBridge to Enter Advanced Mathematics (BEAM)
The simultaneous global COVID pandemic and Black Lives Matter movements
shined a light on existing social justice issues and catalyzed Math Circle pro-
grams across the United States to adapt their programs and better address
systemic inequalities. In this special issue, Math Circles in Times of Physical
Distancing, we share a collection of articles documenting Math Circle lessons
and programs that are making Math Circles more inclusive, diverse, and eq-
uitable in an online environment.
The first three articles explicitly address social justice issues and students
from marginalized backgrounds in online Math Circle Settings. Matthew
Jones, Sharon Lanaghan, and Carolyn Yarnall first share their work at the
CSUDH Math Teachers’ Circle in their article, “Incorporating Social Justice
and Equity as Themes in Math Circles Online.” Their manuscript presents
strategies to combine worthwhile mathematical tasks while engaging with so-
cial justice. The authors share suggestions for implementing either a semester
around this theme, or one-shot sessions within other Math Circle contexts.
Additionally, in “Revisiting Prejudiced Polygons: Adapting a Familiar Activ-
ity During a Time of Unknowns,” Anne M. Ho, Jaime J. McCauley, and Tara
T. Craig provide a thorough description of a Math Circle activity geared to-
wards teaching social justice that can be run online or in-person. Readers are
offered an important call to action to integrate the work of Math Circles with
social justice education. The next article, “A Summer Program Goes Online:
How BEAM Served Students from Marginalized Backgrounds During COVID”
written by Ramya Ramaswamy and Javier Ronquillo Rivera, describes a more
intensive and longitudinal outreach program. The authors share program-
1
Journal of Math Circles, Vol. 2, Iss. 2 [2022]
E. Hancock and D. Zaharopol Journal of Math Circles
level considerations that have helped them successfully build a community of
high-need students engaging in rigorous and challenging mathematics online.
The last two articles in this special issue provide detailed accounts of strate-
gies to create more inclusive Math Circles, again within the context of a vir-
tual community. In “The UCI Math Circle: Building an Online Community
of Young Math Researchers,” Alessandra Pantano, John N. Treuer, and Yas-
meen Baki describe an undergraduate mentoring structure that has helped
increase attendance, as well as the retention of female students. The final
article, “MAGPIES: Math & Girls + Inspiration = Success: Creating and
Implementing a Virtual Math Circle for Girls” written by Lauren L. Rose,
Amanda Landi, Jazmin Zamora Flores, Cathy Zhang, Shea Roccaforte, and
Julia Crager, offers a description of the intentional, research-based choices
made to create a supportive environment for girls and the broader societal
factors they are trying to address.
By highlighting the lesson plans and programs shared in these articles, this
special issue seeks to promote the deliberate planning and implementation
of Math Circles that can better address social justice issues and systemic
inequalities.
2
Journal of Math Circles, Vol. 2, Iss. 2 [2022]


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Editorial Introduction to the Special Issue: Math Circles in Times of Physical Distancing

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Editorial Introduction to the Special Issue: Math Circles in Times of Physical Distancing

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