American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2018, 6(8), 1117-1126
DOI: 10.12691/education-6-8-9
Open AccessArticle

Mathematics after School in Ukraine

Mary L. Garner1, , Tatiana Rudchenko2, Virginia Watson3 and Olga Chashechnikova4

1Division of Computer Science and Mathematics, Oglethorpe University, Atlanta, United States

2Scheller College of Business, Georgia Institute of Technology, Atlanta, United States

3Department of Mathematics, Kennesaw State Univeristy Kennesaw, United States

4Department of Mathematics, Sumy State Pedagogical University, Sumy, Ukraine

Pub. Date: August 13, 2018

Cite this paper:
Mary L. Garner, Tatiana Rudchenko, Virginia Watson and Olga Chashechnikova. Mathematics after School in Ukraine. American Journal of Educational Research. 2018; 6(8):1117-1126. doi: 10.12691/education-6-8-9


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.

after-school activities secondary mathematics Ukraine school-university partnerships math circles math competitions

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Afterschool Alliance, “A summary of formal evaluations of the academic impact of afterschool programs,” Afterschool Alliance. Retrieved from 2008.
[2]  Little, P. M. Supporting student outcomes through expanded learning opportunities, Harvard Family Research Project, Indiana Wesleyan Center for EducationalExcellence (ED504234), Marion, Indiana. 2009.
[3]  Alligood, K.T., Moyer-Packenham, P.S. and Granfield, P.G., “Research mathematicians’participation in the MSP program,” Journal of Educational Research & Policy Studies, 9 (2). 23-42. 2009.
[4]  Walsh, M.E. and Backe, S., “School-university partnerships: Reflections and opportunities,” Peabody Journal of Education, 88 (5). 594-607. 2013.
[5]  Kennedy, S., “The math circle,” Math Horizons, 10 (4). 9-10, 27-28. 2003.
[6]  Burns, B., Henry, J., McCarthy, D. and Tripp, J., “The value of the math circle for gifted middle school students,” Gifted Child Today, 40 (4). 198-204. 2017.
[7]  Benbow, C.P. and Lubinski, D. (Eds.), Intellectual talent: Psychometric and social issues, Johns Hopkins University Press, Baltimore, 1996.
[8]  Lubinski, D. and Benbow, C. P., “Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise,” Perspectives on Psychological Science, 1 (4). 316-345. 2006.
[9]  Stanley, J., “Making the IMO team: The power early identification and encouragement,” Gifted Child Today, 22-23. March/April 1987.
[10]  Kukushkin, B., “Olympic movement in Russia,” International Journal of Educational Research, 25. 553-562. 1996.
[11]  Campbell, J. R. and Walberg, H. J., “Olympiad studies: Competitions provide alternatives to developing talents that serve national interests,” Roeper Review, 33. 8-17. 2011.
[12]  Campbell, J. R., “Secrets of award winning programs for gifted in mathematics,” Gifted Child Quarterly, 32. 362-365. 1988.
[13]  Campbell, J. R., “Early identification of mathematics talent has long-term positive consequences for career contributions,” International Journal of Educational Research, 25. 495-534. 1996.
[14]  Campbell, J. R., Wagner, A. and Walberg, H., “After school and summer programs, competitions and academic olympics” in K. Heller, F. Monks, R. Sternberg, and R.Subotnik (Eds.), International handbook for research on giftedness and talent (2nd ed.), Pergamon Press, Oxford, England, 2000, 523-535.
[15]  Campbell, J. R., “Academic competitions: One of the secrets of America’s success at developing exceptional talent,” paper presented at the International Conference on Education for the Gifted in Science, Busan, Korea, August, 2002.
[16]  Stankova, Z. and Rike, T., A Decade of the Berkeley Math Circle: The American Experience Volume I, Mathematics Sciences Research Institute, Berkeley, California, 2008.
[17]  Baker, D. P., Akiba, M., LeTendre, G. K. and Wiseman, A. W., “Worldwide shadow education: Outside-school learning, institutional quality of schooling, and cross-national mathematics achievement,” Educational Evaluation and Policy Analysis, 23 (1). 1-17. 2001.
[18]  Stonehill, R. M., Little, P. M., Ross, S. M., Neergaard, L., Harrison, L., Ford, J., Deich, S.,Morgan, E., and Donner, J., Enhancing School Reform Through Expanded Learning, 2009.
[19]  Sheldon, S. B. and Epstein, J. L., “Involvement counts: Family and community partnerships and mathematics achievement,” The Journal of Educational Research, 98 (4). 196-206. 2005.
[20]  National Science Foundation, “Math and science partnership program: Program solicitation NSF02-061,” National Science Foundation. 2002. Retrieved from
[21]  Turner, N. D.,”A historical sketch of the Olympiads, national and international,” The American Mathematical Monthly, 85, 802-807. 1978.