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Mathematics after School in Ukraine

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

American Journal of Educational Research. 2018, Vol. 6 No. 8, 1117-1126
DOI: 10.12691/education-6-8-9
Copyright © 2018 Science and Education Publishing

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

Correspondence to: Mary  L. Garner, Division of Computer Science and Mathematics, Oglethorpe University, Atlanta, United States. Email:


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.