publisher
How leading a math circle fosters personal growth: a multiple case study of undergraduates conducting STEM outreach
- Source
- Frontiers in Education
- Published
- Last verified
- 18 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Technology & Data
Executive summary
What happened, and why should leadership care?
A research study by Frontiers in Education (International) explored a university-community engagement initiative where undergraduate STEM students led math circles for children. The study, utilizing a multiple case study approach, focused on understanding how this experience contributed to the personal and professional growth of the undergraduate leaders, particularly in shaping their teaching beliefs.
Why this matters
Why is this strategically important?
This initiative demonstrates a model for leveraging academic resources to provide community enrichment while simultaneously fostering the development of future professionals. Understanding how such programs impact student leaders can inform strategies for talent development, civic engagement, and educational outreach across various sectors.
Key insights
What should be noted from the evidence?
- Undergraduate STEM students lead math circles as part of a university-community engagement initiative.
- Math circles are afterschool enrichment programs for children in Grades 4-6, focusing on mathematics-focused games and hands-on activities.
- The research aimed to understand the undergraduates' experiences and the impact on their personal and professional growth.
- A multiple case study approach was used, collecting data from weekly reflections, observations, and end-of-semester interviews for three undergraduates.
- Qualitative analysis involved inductive coding to identify themes related to teaching beliefs and personal development.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication