ICF designed a number of evaluation materials for the Navajo Nation Math Circles. These materials may be used as-is or modified to suit specific math circle programs. (We thank ICF for granting us permission to share these materials.) Here we describe the materials a bit. A link to a folder where the files may be obtained is posted at the end of this page. (The files are in word Docx format, and are rather large.)

The materials include surveys for students at different levels, surveys for teachers, and scripts for interviews with mathematicians, teachers, students, parents, and program partners.

### Teacher Survey

The teacher survey is designed to be administered after participation in training activities to assess teacher knowledge of how to facilitate MCs, as well as to solicit recommendations for project and training improvement.

### Student Survey

The instrument adapts items from two extant surveys, as follows,

and includes five subscales (enjoyment of math, motivation to do math, self-confidence

and lack of anxiety to do math, the perceived value of math, and persistence with math

problems), as well as several demographic items.

- Attitudes Towards Math Inventory: The widely-used ATMI was originally developed by Tapia and Marsh (2004). The later ATMI short form (Lim & Chapman, 2013), which only requires approximately 10 minutes for

administration, is a 19-item, closed response option instrument with four

subscales: enjoyment of math, motivation to do math, self-confidence and lack of

anxiety to do math, and perceived value of math. The ATMI short form

possesses strong overall internal consistency (α = .93) and subscale consistency

(mean α = .87), as well as acceptable test-retest reliability (r = .75). -
Persistence subscale from Attitudes Towards Math survey: This 8-item, closed response

option instrument measures the extent to which students persist in

working through difficult math problems (Miller, et al., 1996). In two

administrations reported by the developers, the instrument possessed

satisfactory internal consistency (α = .75/.81). Additionally, Miller and colleagues

report that persistence subscale scores are positively correlated with semester

math course grades.

### Teacher talking circle

Following participation in a teacher workshop, evaluators pose open-ended questions about teachers’

experiences of Math Circles training, use of Math Circles practices in their own classrooms, and recommendations for project improvement.

### Student Talking Circles

These contain open-ended questions about students’

experiences with and attitudes toward math, both in school and via Math Circles, and

how to improve Math Circles.

### Parent Interview

Questions asked the parent’s and child’s

experiences with the project.