How leading a math circle fosters personal growth: a multiple case study of undergraduates conducting STEM outreach

Abstract

This study examines a university-community engagement initiative through which undergraduate STEM students lead math circles, afterschool enrichment programs that welcome children of all mathematical abilities in Grades 4–6 (U.S.A.) to engage in mathematics-focused games and hands-on activities. In particular, we sought to generate an in-depth understanding of how the undergraduates describe their experience in the program and how it shapes their own personal and professional growth. Using a multiple case study approach, we collected and analyzed data from weekly reflections, observations, and end-of-semester interviews for three of the undergraduates in the program. Qualitative analysis consisted of iterative rounds of inductive coding to generate themes pertaining to teaching beliefs and strategies, identity, and personal and professional development, amongst others, followed by a cross-case analysis. Case narratives revealed unique journeys throughout the program for each participant, though all three expressed positive sentiments about the experience and its impact on them. Four cross-cutting themes were identified: the central role of relationship-building as an effective engagement strategy, the influence of prior beliefs about authority and their role on instructional decisions, the importance of reflective teaching to challenge prior assumptions, and the function of the program overall as a space for personal growth and identity affirmation. These shared experiences and positive impacts highlight the potential of math circles as an effective model for embedding service learning and community engagement within the undergraduate curriculum while supporting students’ personal and professional development. They also underscore the importance of providing ongoing training and support to undergraduate leaders as they navigate new scenarios throughout the semester.