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.

Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and influencing their actual teaching practice. This study reports how 25 elementary teachers from schools with minority and economically disadvantaged populations responded to a math circle experience. A pretest and posttest showed a significant increase in problem‐solving ability. Through analysis of journals, all but 4 of the 25 teachers indicated that participation in the math circle increased their understanding of problem solving and advanced their use of problem solving in the classroom.