The Impact of a Problem Solving Mathematics Community 

Paul Fischer

University of Southern Indiana

Spring 2020

 
 
 
 
 

Abstract

Members within a community, including educators, find themselves bored of the prescribed

algorithms they find themselves trapped in. This study aimed to renew a community's interest in

mathematics through Low-Floor, High-Ceiling tasks and discussions, and attain any benefits

associated within the study's participants. Tasks and discussions were conducted in an informal

and at-will setting based on the work of Jo Bolar, Dmitri Fomin, Sergey Genkin, Ilia Itenberg

and recommendations for instruction from the NCTM (National Council for Teachers of

Mathematics). Interviews were conducted with the available participants and found that 100% of

participants experienced an enhancement of their understanding of mathematics and all

participants experienced a benefit to their participation within the study. Possible future research

could be conducted with the creation of a horizontally aligned community rather than a vertically

aligned community.

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Mathematics was born out of creativity and a solid foundation of logical knowledge.

Many theorems have been discovered through problem-solving. Mathematics in the classroom,

as well as in daily life has become industrialized; meaning that the creativity and the joy of

problem-solving using mathematics have dwindled. Community members in mathematics fields

are finding themselves often robbed of these experiences, and bored with their daily algorithms.

Completing low floor; high ceiling tasks have been used in classrooms in order to create a more

enriching and creative experience with mathematics piloted by Jo Bolar, YouCubed, NRICH, and

others. Using these types of problems has enhanced the learning of students and has seen the

return of creativity and problem-solving in the field of mathematics within the classroom. Using

these same methods within an adult community group setting may lead to a renewed interest in

mathematics and benefit those within the community.

Purpose Statement

The purpose of this study was to renew a community interest in mathematics through the

solving of low-floor; high-ceiling tasks that offer opportunities for creative and innovative

solutions using prior or newly discovered knowledge in order to benefit all members within the

community.

Research Questions

Can the completion of low floor; high ceiling tasks renew a community's interest in

mathematics?

Is there a benefit to the persons within the community through the completion of these

tasks?

Literature Review

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Boredom is the enemy of the mathematical mind. Industrialized mathematics has taken

over, and algorithm-performing-machines is the pit many have fallen into. This can apply to

members of the educational system, or even the products of the educational system, reaching into

the workforce. Algorithm-performing-machines is not the desired outcome for mathematicians or

mathematical thinkers in the 21st century. Computers are becoming exceedingly proficient at

completing algorithms, and they are used more and more each passing day.

There is a need for mathematicians and mathematical thinkers that can problem solve,

justify, and persevere when faced with opposition. NCTM has advocated for this shift from the

traditional to the problem-solving model since Agenda for Action published in 1980. They even

went as far as to say that “Problem-solving (must) be the focus of school mathematics…”

(NCTM) This concept is also reflected with the Common Core Standards, and is the very first

standard they set for Mathematical Practice, which clearly states that students should

“understand problems and persevere in solving them.” (National Governors Association Center

for Best Practices, Council of Chief State School Officers, 2010). Through problem-solving

techniques like this, people feel more of a connection and ownership of mathematics. This has

been the conclusion reached by some teachers who have begun the formation of Math Circles,

even going as far to liken math circles to the study of music. Danforth compares it to learning

about the scales of music, vs playing music; meaning that the scales are important, but the music

is what people love and the reason they continue to work at the scales (Schwartz, 2017).

This desire for community members to create mathematicians who can do more than

perform an algorithm was first conceived in the former Soviet Union; enter the creation of ‘Math

Circles.’ They were run by graduate students or university faculty who felt a responsibility to

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show younger students the joy of mathematics, according to “Mathematical Circles (Russian

Experience)” by Dmitri Fomin, Sergey Genkin and Ilia Itenberg (Fisher, 2018). This kind of

mathematics is no longer focused upon a traditional curriculum where everyone is expected to

master the same algorithm, and then complete the exercise to prove their mastery (Fisher, 2018).

This allows for everyone to be engaged across all grade levels and a wide range of

understanding, providing equity within mathematics. Teachers have been offered this

professional development in the past, and even locally within CATCH. This professional

development brought teachers of all backgrounds and grade levels together to complete tasks and

collaborate with being a part and facilitating problem-solving with mathematics. In an interview

with the Director of Mathematics at the School District of Philadelphia, Joshua Taton said that it

isn’t really about the ‘right’ or ‘wrong’ nature of the problem, but what aspects of their work

make mathematical sense and what aspects can be reshaped, then students become more engaged

and achieve more in mathematics by allowing the students to uncover the ‘big ideas; behind

mathematics and the connections, rather than the use of rote techniques (Philadelphia Higher

Education Network for Neighborhood Development, 2016). This communication and level of

understanding has been used in the classroom to change the way students see mathematics, it has

been used to change the way the teachers of mathematics experience and teach, it can now be

used to create a community of mathematicians who are no longer focused on traditional

algorithm-based mathematics, but rather nurturing a community of problem solvers who

persevere through setbacks

Mathematics communities are becoming popular with adults. There are now Math

Teacher Circles all around the country with the expressed mission of supporting teachers as

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mathematicians, connecting mathematics professors with K-12 education, and building a K-20

community of mathematics professionals (Math Teacher Circles).

There are also other groups who have become organized called MathsJams, many within

the UK, but it has spread around the world. These are groups of adults who consider themselves

‘math-enthusiasts’ and they meet in a pub monthly to share math puzzles, games, or problems

(MathsJams). This allows for mathematics to be tried and practiced within an informal setting

where judgment and errors can be pushed aside, and focus given to the tasks at hand.

There is great frustration on the researchers' part because of the limited amount of

material written about this particular field of adult interest in mathematics at this particular time

period. However, one possible result of this research will result in the generation of more

researchers conducting studies and submitting their findings and information about this topic.

Methodology

The purpose of this research is to renew the interest of mathematics within the

community members and to measure how the research impacted their lives following the

research. A semi-structured interview was used in this study.

Participants

Participants consisted of the researcher, two fellow coworkers, a collegiate faculty

member(s), and any other community member(s). The participants were encouraged to bring

others that would like to be a part of the research. All participants of the research within the

community were told that this is voluntary research that is conducted after hours and on their

own time. There would be no coercion or requirement that they participate in the research.

Instruments and Materials

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Tasks

Tasks were chosen based on the low-floor; high ceiling model of mathematics. These

were tasks or problems that have a low threshold, meaning that a new-user should have no

problem getting started, and the high-ceiling meaning that there should be a high limit, or even

no limit, to the results an advanced user can attain (NRICH Team, 2013). Participants will either

complete tasks that have been specifically chosen by the researcher or bring their own tasks that

fit these criteria to the researcher.

Interview Protocol

An original interview protocol was used in this study to engage the participants of the

research in questions regarding their interest in mathematics and the impact the research will

have on them. This semi-structured interview protocol involved three open-ended questions

meant to engage the participant by asking about the enjoyment of the tasks and the mathematics

behind them within the informal setting. Second, to assess whether their interest in mathematics

improved with these chosen or brought tasks. Third, being the benefits or setbacks experienced

from participation.

Design and Procedure

The first announcement of this upcoming research was shared with all participants via

SMS messaging and they were informed of the regularly scheduled meetings to take place every

other week from January 1st, 2020, through April 1st, 2020. A follow-up announcement was sent

to the members outlining this research and its intended outcome. The participants were assured

that participation was strictly voluntary and that the intention of this research was to assess their

interest in mathematics, and whether they perceived it as a benefit. The participants and the

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researcher maintained constant communication throughout the entire process via SMS messaging

services. This provided the researcher with information on who would be in attendance, as well

as any follow up from the previous tasks that were given by the researcher. At the final meeting,

all participants were involved in semi-structured interviews conducted by the researcher. The

responses were analyzed and interpreted by the researcher before the end of April 2020.

Findings

The interviewed participants unanimously agreed that the sharing and discussion of these

tasks and ideas within the informal setting were enjoyable. They also unanimously agreed that

this informal setting and Low-Floor, High-Ceiling tasks provided insight into other participant’s

mental schemas that provided a social benefit for all involved.

Of the interviewed participants, 100% agreed that they had experienced an enhancement

in the field of mathematics. 75% of them, upon reflection, found that this type and style of

mathematics was missing within the school curriculum and expressed a desire for this to become

a part of the curriculum. 25% of the interviewed participants have also begun the application

process to further their mathematics education through higher education. The same 25% also

concluded that their participation in the study both improved and enhanced their interest in the

field of mathematics.

100% of the participants said they experienced benefits from their participation within the

study, of which, 75% of the participants said they can directly take strategies learned during the

study back to help them within their professions.

Discussion and Extension

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The informal setting allowed the members of this study to freely participate, critique, and

share with the other members. This openness and freedom led to the unanimous agreement by

the participants that not only were these events enjoyable but also beneficial to see things from

other points of view and to help more effectively communicate thoughts and ideas to each other

because of the modeling provided by the tasks and discussions.

The passion that the participants had for the field of study allowed for the enhancement

and joy of mathematics to come through while participating in the tasks and discussions. The

participants began working collaboratively with each other outside of the study to help better

themselves. The participants reflected upon their mathematics education, and this reflection and

desire for mathematics led 75% of the interviewed participants to conclude that the schools’

curriculum should encompass these types of discussions and tasks within their curriculum so that

all students would have the benefit of participating in conducting social mathematics. This then

led 25% of the participants to inquire about furthering their mathematics education and then used

the other participants within the study as a reference to further their education in the field of

mathematics.

Every interviewed participant admitted to benefiting from their participation within the

study. Using Low-Floor, High-Ceiling tasks allowed for all of the participants to have an entry

point to an applied mathematics problem, and then the support from one another in the solving of

that applied mathematics problem. The participants took these problem-solving strategies and

different schemas back to their professions, of which 75% of participants could directly attribute

to their participation within the study.

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This study could be expanded to include other areas of disciplines other than

mathematics. This expansion could lead to meaningful tasks and discussions within the other

subjects and community members from every level of that vertical alignment could find and use

strategies to help them in their professions.

Discussion of Major Findings

The researcher comprehensively achieved the desired outcome of the research questions.

The first question of “Can the completion of low floor; high ceiling tasks renew a community's

interest in mathematics?” can be answered within the findings. 100% of interviewed participants

acknowledged a renewed joy in the field of mathematics and has even led 25% of the

participants to seek out a higher mathematics education in response to this study.

The second question the researcher sought to answer with this study was “Is there a

benefit to the persons within the community through the completion of these tasks?” Within the

findings, 100% of the participants admitted to benefiting from the study, and 75% of whom were

able to take discussion and tasks directly back to help them within their profession.

Application of Findings

An effective way of renewing interest and the passion of teachers is to implement an

informal, vertically aligned, community structured around the passion for the subject they teach.

This study focused on the subject of mathematics and this renewal could take place within other

subject areas such as English, science, history, social studies, etc. Another application would be

to adjust the vertical alignment to a horizontal alignment to facilitate a renewal among schools

directly and without the need of pulling in people outside of the school.

Dissemination

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The researcher is an active member of NCTM (National Council for Teachers of

Mathematics) and plans to submit research and findings from this research in the publication of

their journals. The researcher is also active in the local community and plans to present findings

to the local school corporations head of mathematics curriculum. The researcher has been

approached by the administration about running a professional development about the

implementation of this community throughout the researcher’s school. The researcher fully plans

on creating such a professional development.

Limitations

During the time of this study, the spring of 2020, all communities were forced to enact

social distancing procedures to combat the COVID-19 virus. This impeded the social aspect of

the study, and also hindered the data collection because of the inability of the researcher to

conduct interviews. Four of the nine participants were able to participate in the research

interviews. This was a community-based study and members who participated within it who

work in professional fields were overwhelmed by the events caused by the COVID-19 virus, and

thus found themselves unable to participate further in the discussions and tasks, including the

collection of data.

Future Directions

There are many different directions that this study could be utilized for future uses. This

includes, but is not limited to; different subject areas, a horizontally aligned approach, the

participation of community leaders, and a community sustained through the use of online tools.

This study focused on mathematics, but could also directly apply to other areas of study,

such as English, history, science, etc. Tasks and discussions for these different subject areas may

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differ in nature, but if they follow the same Low-Floor, High-Ceiling model, the same desired

effects could result.

A second way would be to horizontally align these discussions instead of vertically

aligning them. The study conducted focused on professionals involved in mathematics from the

elementary level to math-heavy professional fields. A possible future direction would be to shift

this alignment to the professionals who are at the same level of development. For example,

having professionals at a high school level from different subject areas participate together in

Low-Floor, High-Ceiling tasks and discussions from their respective fields; thus allowing them

to share their passion among others in the same building.

A possible future direction would be to conduct these discussions and tasks with

community leaders. A community leader finding value in the discussions and tasks could affect

change within the community itself and lead to a change in the way educators or education is

seen by the community.

Online tools, discussions, and tasks are an emerging market of ideas. Using technology as

a way of facilitating and making these discussions and tasks available without the limitation of

having to be local would make this community a global community, this could allow for renewed

passion and a resurgence for the study of mathematics.

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References

Fisher, A. (2018, July 6). Math Teaching Moves in 'Circles'. Retrieved December 6, 2019,

from

http://www.riograndesun.com/news/county/math-teaching-moves-in-circles/article_036a8

4b0-8098-11e8-8a7d-4f0eca085173.html.

Math Jams https://www.mathsjam.com

Math Teacher Circles https://www.mathteacherscircle.org

(NCTM) National Council of Teachers of Mathematics. (1980). An Agenda for action:

recommendations for school mathematics of the 1980s. Reston, EEUU.

National Governors Association Center for Best Practices, Council of Chief State School

Officers. (2010). Common Core State Standards. Washington D.C.: National Governors

Association Center for Best Practices, Council of Chief State School Officers.

NRICH Team. (2013, September). Low Threshold High Ceiling - an Introduction. Retrieved

December 6, 2019, from https://nrich.maths.org/10345.

Philadelphia Higher Education Network for Neighborhood Development. (2016, October 21).

Interview with the new Director of Mathematics at the School District of Philadelphia,

Joshua Taton. Retrieved December 6, 2019, from

http://phennd.org/update/interview-with-the-new-director-of-mathematics-at-the-school-di

strict-of-philadelphia-joshua-taton/.

Schwartz, K. (2017, February 6). How Playing With Math Helps Teachers Better Empathize

With Students. Retrieved December 6, 2019, from

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https://www.kqed.org/mindshift/47385/how-playing-with-math-helps-teachers-better-emp

athize-with-students.

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Appendix A - Glossary of Terms

Math Circle - a community of people who complete mathematics in an informal setting, after

school or on weekends, that encourages a mathematical sense of discovery and excitement

through problem-solving and interactive exploration.

Community - a collection of individuals

Low-Floor; High-Ceiling Tasks- These are problems at which the task is simple enough to offer

multiple entry points into the problem, as well as multiple points for anyone to become stumped

at the solution no matter their background or level of education.

Vertically Aligned - professionals involved at each level of the student’s progression through

their life's experience of mathematics from elementary school to within the workplace.

Horizontally Aligned - professionals involved at the same level through a student’s progression

through their life, including those of different disciplines.

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Appendix B

Interview questions
1. Did you enjoy the math tasks and discussions within the informal setting, and what were
some key takeaways you had from participating in these tasks and discussions?
2. Consider before, during, and after your participation in the discussions and tasks. Would
you consider that your interest in mathematics has improved or enhanced, and why or
why not?
3. After your participation, did you experience any benefits or setbacks from these
discussions and tasks?
4. Is there anything you would like to comment on or expand on about this study?

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