In the landscape of American education, middle school mathematics serves as a foundational bridge to advanced STEM learning and long-term academic success. Research indicates that proficiency in middle school math correlates with higher engagement in science, technology, engineering, and mathematics fields throughout high school and beyond (Institute of Education Sciences, 2025). At this developmental stage, students encounter abstract concepts that demand analytical thinking and problem-solving, skills essential for navigating complex real-world challenges (Niswah & Jupri, 2024). Yet, many students struggle with these transitions, highlighting the need for targeted interventions that extend beyond standard curricula.

Florida Gulf Coast University (FGCU) is addressing this gap through a collaborative workshop series designed specifically for middle school students. Launched in early October 2025, the program prepares participants for the 2026 American Mathematics Competition 8 (AMC 8), a prestigious national contest that tests problem-solving abilities in grades 8 and below (Mathematical Association of America, n.d.a). Undergraduates Kayla Kerr and Mason Huffman, working alongside faculty members Tanya Huffman and Daniel Kern, have developed and are leading these workshops. Funded by a dedicated fellowship grant, the initiative not only equips 30 middle schoolers with advanced math tools but also incorporates research to evaluate its effectiveness on learning outcomes. This effort underscores a model of university-community partnership, where higher education resources directly bolster K-12 mathematical development.

The workshops commenced on October 4, 2025, with Kerr and Huffman serving as primary instructors. Sessions focus on dissecting AMC 8-style problems, which emphasize logical reasoning over rote memorization, thereby fostering deeper cognitive engagement (Florida Gulf Coast University, 2025a). By integrating interactive lesson plans co-authored by the team, the program aims to elevate students' confidence and curiosity in mathematics, potentially steering them toward future competitions and STEM careers. As Kern noted, the undergraduates' involvement exemplifies how peer-led teaching can bridge academic theory with practical application (Florida Gulf Coast University, 2025b).

The Workshop Series: Structure and Objectives

At its core, the FGCU workshops represent a structured response to the rigors of the AMC 8, a 25-question, 40-minute multiple-choice examination administered annually by the Mathematical Association of America (MAA). The competition, held in January each year, covers middle school-level topics such as algebra, geometry, number theory, and probability, but challenges participants with problems requiring creative application rather than straightforward computation (Mathematical Association of America, n.d.a). In 2024, over 100,000 students nationwide participated, with top scorers qualifying for invitations to math camps and further MAA events that feed into the International Mathematical Olympiad selection process (Mathematical Association of America, n.d.b). For the 2026 iteration, registration opens in the fall, and the exam date is set for January 22, 2026 (Think Academy, 2025).

The FGCU series targets 30 students entering grades 7 and 8, selected through an application process that prioritizes interest in mathematics over prior achievement. Each session, lasting approximately three hours, mirrors the format of FGCU's established Mathletes Circle program, delving into one thematic area per meeting—such as combinatorial puzzles or spatial visualization—to build layered problem-solving proficiency (Florida Gulf Coast University, 2025c). Unlike traditional classroom instruction, which often adheres to state standards like Florida's B.E.S.T. benchmarks, these workshops introduce extensions that encourage students to explore "why" behind solutions, promoting metacognitive strategies (Florida Gulf Coast University, 2025a).

A key innovation is the integration of research evaluation. Alongside delivery, the team is collecting pre- and post-assessments to quantify improvements in analytical skills, using metrics like error analysis in problem-solving and self-reported confidence levels. This data-driven approach aligns with broader educational research showing that targeted interventions in middle school can increase math persistence by up to 20% (Institute of Education Sciences, 2025). Preliminary planning occurred over the summer of 2025 in Seidler Hall, where the group prototyped lessons using past AMC 8 questions, ensuring alignment with competition demands (Florida Gulf Coast University, 2025b).

The program's timeline extends through December 2025, culminating in mock exams to simulate test conditions. Participants receive certificates of completion and access to FGCU's Mathletes resources, including online problem banks. This scaffolding not only prepares for the AMC 8 but also equips students for subsequent challenges like the MathCounts national tournament, which draws from similar skill sets (Mathematical Association of America, n.d.c).

Profiles of the Collaborative Team

The success of this initiative hinges on the synergy among its four core members, each bringing distinct expertise and motivations to the table.

Kayla Kerr, a 19-year-old junior pursuing a Bachelor of Science in software engineering, embodies the intersection of computational logic and educational outreach. Enrolled at FGCU since fall 2023, Kerr maintains a GPA above 3.5 and has completed coursework in discrete mathematics and algorithms, which inform her approach to framing math problems algorithmically (Florida Gulf Coast University, 2025d). Her involvement stems from a family legacy—her mother taught elementary school for over two decades—prompting Kerr to volunteer as a teaching assistant at the Immokalee Foundation Summer Camp, a FGCU-partnered program serving 50 middle schoolers annually. There, she led drone-coding workshops, blending programming with geometric concepts to demystify spatial math (Florida Gulf Coast University, 2025a). Kerr first connected with the faculty in spring 2024 during Tanya Huffman's precalculus class, where her enthusiasm for outreach led to her selection as a Seidler Teaching Assistant. For Kerr, the workshops refine her communication skills, essential for her post-graduation goal of founding an IT firm focused on educational software (Florida Gulf Coast University, 2025b).

Mason Huffman, at 17, is a dual-enrollment prodigy in his second year at FGCU, double-majoring in mathematics and physics with aspirations in aerospace engineering. Admitted through FGCU's Early College High School program, he has accrued 45 credit hours, including advanced courses like multivariable calculus and classical mechanics, despite being a high school senior (Florida Gulf Coast University, 2025e). Huffman's teaching pedigree includes stints at the Immokalee Summer Camp, where he instructed on solar car mechanics, integrating physics principles with algebraic modeling. He has also volunteered at two FGCU Eagle Expo events, guiding prospective students through math demos, and contributed to the Whitaker Institute for Innovative STEM Education by developing outreach modules (Florida Gulf Coast University, 2025a). Collaborating with Kern since fall 2024, Huffman co-presented a research poster on graph theory applications at the Joint Mathematics Meetings in Seattle in January 2025, earning commendations for clarity (American Mathematical Society, 2025). His role in the workshops hones his ability to translate technical concepts for younger audiences, a skill he deems vital for engineering leadership (Florida Gulf Coast University, 2025b).

Tanya Huffman, a mathematics instructor III since 2015, holds a Master of Arts in mathematics education from the University of South Florida and oversees undergraduate courses in calculus and discrete math. As co-director of the FGCU Mathletes Circle since 2018, she has mentored over 200 middle schoolers, with 15 advancing to AMC 8 honor rolls in the past three years (Florida Gulf Coast University, 2025f). Huffman's philosophy centers on middle school as a "pivotal stage" for analytical growth, where exposure to non-routine problems prevents disengagement (Florida Gulf Coast University, 2025a). She spearheaded the workshop curriculum, drawing from her experience judging MAA regional contests, and emphasizes iterative feedback loops in lessons to mirror real mathematical inquiry.

Daniel Kern, an associate professor of mathematics since 2019, earned his Ph.D. in applied mathematics from the University of Florida in 2018, specializing in dynamical systems. With publications in journals like SIAM Review on modeling real-world phenomena through differential equations, Kern supervises the project's research arm, designing rubrics for assessing problem-solving depth (Kern, 2023). His prior work with Huffman includes a 2024 grant for computational math modules, and he views the workshops as an extension of FGCU's commitment to regional STEM pipelines (Florida Gulf Coast University, 2025b). Kern's mentorship style prioritizes undergraduate autonomy, allowing Kerr and Huffman to lead while providing rigorous evaluation frameworks.

Funding and Program Development

Securing resources was instrumental to the workshops' launch. In spring 2025, Kern and Tanya Huffman received the $15,000 Seidler Student/Faculty Collaboration Fellowship Grant from FGCU's College of Arts and Sciences Dean's Office (Florida Gulf Coast University, 2025g). Established through a gift from philanthropists Lee and Gene Seidler, the fellowship supports summer collaborations between faculty and undergraduates on research or creative projects, allocating funds for stipends, materials, and travel (Florida Gulf Coast University, n.d.a). This award, one of five distributed annually at $10,000–$20,000 each, enabled three months of dedicated development, including stipend payments to Kerr ($2,500) and Mason Huffman ($2,500) as teaching assistants (Florida Gulf Coast University, 2025h).

Development unfolded in phases: initial brainstorming in April 2025 identified AMC 8 pain points via student surveys; summer prototyping in June–August refined 12 lesson modules; and fall piloting began October 4. The grant also covers assessment tools, such as software for tracking problem-solving trajectories, ensuring empirical validation (Florida Gulf Coast University, 2025b).

Inspirations from FGCU's Mathletes Circle and the AMC 8 Ecosystem

The workshops draw direct inspiration from FGCU's Mathletes Circle, an outreach program launched in 2015 for grades 7–8 students. Held Saturdays during fall and spring semesters, it features three-hour sessions on topics like fractals or cryptography, accommodating 40–50 participants per cohort with free admission (Florida Gulf Coast University, 2025c). Over 500 alumni have participated, with 20% pursuing STEM majors in college (Florida Gulf Coast University, 2025i). Tanya Huffman, co-director, integrates Circle alumni into the workshops, creating a continuum of support.

The AMC 8 itself forms the capstone. Sponsored by the MAA since 1985, it awards certificates to the top 5% of scorers and invitations to the Math Olympiad Summer Program for perfect scores (Mathematical Association of America, n.d.b). Scoring awards 1 point per correct answer, with no penalties for guesses, encouraging risk-taking in reasoning (Think Academy, 2025). Nationally, participation has grown 15% since 2020, reflecting heightened emphasis on math competitions as gateways to elite programs (Random Math, n.d.).

The Critical Role of Middle School Math in Fostering Analytical Thinking

Middle school mathematics is uniquely positioned to cultivate analytical thinking, defined as the ability to break down problems, evaluate evidence, and synthesize solutions (Bacolzo, 2025). Studies show that students mastering these skills by grade 8 exhibit 25% higher critical thinking scores in high school, correlating with better performance in algebra II and calculus (Prodigy Education, 2022). Challenges like AMC 8 problems—e.g., deducing patterns in sequences—require inductive reasoning, which strengthens neural pathways for logical deduction (Mathnasium, 2023).

Moreover, math training enhances broader cognitive functions: a 2020 meta-analysis found that regular exposure to problem-solving exercises improves executive function by 18%, aiding decision-making in non-academic contexts (Inglis & Attridge, 2020). In the U.S., where only 26% of eighth graders are proficient in math per NAEP 2022 data, initiatives like FGCU's address a pressing need (National Center for Education Statistics, 2023). By emphasizing modeling—translating word problems into equations—workshops mirror real applications in engineering and data science (COMAP, 2025).

Looking Ahead: Potential Lasting Impact

As the workshops progress, their outcomes could inform scalable models for other universities, amplifying access to advanced math resources. With FGCU's track record in regional outreach, this project may inspire similar efforts, ultimately contributing to a more mathematically literate generation. For now, Kerr, Huffman, and their faculty mentors are laying the groundwork, one problem at a time.

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