The PAJMC had its beginnings in a conversation at the 2022 Philadelphia Mathfest. After two years of preliminary research, we had our inaugural discussion-group meeting in December 2024. The PAJMC is currently in the preliminary phase. We are a study group working to attract committed members and supporters. Our process is organic, based upon the principles of interconnectedness, compassion, and respect for others. Our next quarterly meeting will be in the spring of 2024 to discuss (1) how to spread the word about PAJMC, (2) the overarching vision, (3) and next steps.

Phase 1: Preliminary Phase

• Description of the work:
• Preliminary informational interviews (done)
• Preliminary literature review (done)
• Identify people to interview in next phase (in process)
• Recruit Exploratory team: Identify and secure team member (in process)
• Output:
• 1 – Pre-proposal (this document, done)
• 2 – Preliminary Proposal
• 3 – Exploratory team
• Timetable: current. Exploratory Phase begins once the Preliminary Phase Output items are complete.

Phase 2 – Exploratory phase

• Description of the work
• Interviews
• Literature review
• Questions to investigate and answer
• What other programs in other cities have similar goals?
• What is the evaluation data from programs in other cities?
• What programs already exist in Philadelphia?
• Which organizations and individuals are currently doing programming in Philadelphia?
• Which organizations and individuals ceased doing similar programming in Philadelphia, why did they stop, and what can we learn from their efforts?
• Have other organizations/individuals investigated the same research questions as this exploratory endeavor? If so, what were their findings and recommendations?
• What do teachers at local elementary schools report needing most in the way of support? How do they answer the question “What do you wish you had the time and money to do with your kids?” and “What content and pedagogical skills do you want to further develop?”
• Is there a gap between existing programs and needs?
• What is the need/gap? Is it exposure? Pedagogical guidance? What else?
• What does the literature say about filling this gap?
• What qualities/skills are needed in a facilitator/demonstrator? 
• Are those qualities/skills coachable? If so, and if one goal is that those skills transfer to teachers, what is the most effective way to coach those qualities/skills? What programming and support is needed to facilitate that coaching?
• What are the School District needs in terms of accessibility of programming? In other words, is the issue/need that the math support has to find and reach out to the classrooms for teachers/administrators who don’t have the bandwidth to come out and find it? Or, if people do have it in their bandwidth to come and find it, is the issue more availability and financing?
• How would the participants (i.e. teachers) benefit from this program?
• How would participants be compensated and what budget is required for that?
• How would the results of the Exploratory Phase be measured?
• Is the need/problem significant enough to move on to Phase 3 (Planning)?
• What are the requirements to move on to the next phase?
• What is the contingency plan for the possibility that “440” (The School District of Philadelphia administration) does not approve of the program? 
• How will this contingency change the output for this phase?
• When is the ideal time to initially approach 440 – in the Exploratory Phase or the Planning Phase? If Exploratory, do it now.
• How will the investigators be compensated for their time and efforts? 
• What funding is needed to move on to the next phase? Where would that funding come from? Would it be important to hire someone to write a proposal for a planning grant? Or should a mentor with experience with funded projects be secured? Who would figure out who to hire?
• What team is required in order to get the work done, keep it going, and prevent burnout?
• What is the best way to recruit the planning team?
• Does it make good sense to hire a manager?
• What are the tasks for the team members?
• Would it significantly benefit the project for investigars to attend conferences to network about this project (and if so, how much of a stipend should be budgeted)?
• Does the timetable for other phases need to be revised?
• What other questions are revealed by the investigation, and what are the answers?
• Recruit planning team (assuming Exploratory Phase reveals interest and need for Planning Phase) – identify and secure team members and their roles and their compensation
• Create budget for Planning Phase
• Output:
• 1 – Progress reports to funder (if there is one at this point) on a predetermined schedule
• 2 – Final Report – analysis and summary of the Philadelphia math education ecosystem (clearly defined and focused, referenced from the literature, including gaps/needs)
• 3 – Budget for Planning Phase
• 4 – Planning Proposal – including what will be done, who will do it, what will happen, potential locations, and important impacts – conditional upon discovering a need and having the ability to provide for that need. 
• 5 – Planning Team, with roles, responsibilities, and compensation clearly defined
• 6 – Contracts for Planning Phase (if desired)
• Timetable:
• During school year
• Up to one year, stretch goal 4-8 months for investigation, then 1 month for report writing

Phase 3 – Planning Phase

• Description of Work
• Come to know the children and the neighborhood to meet them where they are
• Use the process that the former National Association of Math Circles (NAMC) used with people in the planning stage (Get NAMC data on what worked and why things that didn’t work fell apart)
• Set attainable and measurable short-term and long-term goals (a common vision) for the Pilot Phase
• Get 440 involvement and get teacher buy-in. Make sure that this project is enticing for teachers and build it together
• Find a supportive principal
• Finalize location
• Obtain letters of specific commitment from appropriate administrators or consultants
• Develop the math activities. Activities should be discovery-oriented, low-floor-high-ceiling, and not about procedures and algorithms. (Research on this in progress.)
• Develop programming informed by Critical Race Theory and by Rehumanizing Mathematics
• Develop programming that promotes or results in increased participation by women, underrepresented minorities, and people with disabilities
• Develop programming that contributes to ensuring high-quality STEM education for people pursuing careers in STEM fields or as teachers or technicians
• Develop a facilitation plan 
• Develop programming that respectfully complements (versus completes with) other local programs with similar goals
• Develop an evaluation plan
• Decide whether an assessment expert or outside evaluator should be involved (and if so, incorporate this into the budget)
• Create a detailed dissemination plan
• Complete other tasks identified in the Exploratory Phase
• Identify and recruit a pilot team. Identify and clarify tasks and compensation for each member of the team.
• Decide whether the findings from the Planning Phase are sufficient to move on to Phase 4 (Pilot Phase). What are the requirements to move on to the next phase? Conditional upon discovering a desire from teachers and having a pilot team. The pilot team should have the expertise, ability, time, and other resources necessary to do the project
• Secure liability insurance for all personnel interacting with or sharing space with students 
• Output
• Proposal for pilot program
• Budget for pilot program
• Evaluation plan
• Pilot team, with roles, responsibilities, and compensation clearly defined
• Timetable (tentative)
• Up to one year; stretch goal 1-1.5 semester

Phase 4 – Pilot Program phase

• Description of Work
• Start small – one group in one school
• Visit the class multiple times with same group
• Set clear behavioral expectations for students with a person from the school responsible for this
• Pay teachers, even if they are using their planning periods during the school day
• Complete other tasks identified in the Planning Phase
• Evaluate program (manager or outside evaluator)
• Assess whether to continue and who the team will be if continue … Decide based on Pilot and its evaluation
• Disseminate results
• Output
• Evaluation
• Decision on whether to continue
• Report on experience/findings
• Timetable
• One semester (tentative)

Please fill out the contact form, specifying where your interests lie. Right now we need help with spreading the word and finishing the Preliminary Stage.