The first phase of a joint project by the Institute for Mathematics and Democracy and the Center for Applied Research in Education at University of Southern California is now complete. It explored how K–12 schools could connect mathematics and civics through topics such as voting systems, apportionment, and redistricting. The research team included two Wellesley students, Charlotte Chung ’27 and Kate Wepsic ’28. 

Interviews and focus groups with 123 educators and curriculum providers across six states revealed broad enthusiasm for math-civic curriculum, but little existing systematic instruction in these topics. The report recommends developing and testing standards-aligned lessons, supported by teacher training, ready-to-use materials, and sustained funding, to help students understand the mathematics shaping democracy. Phase two, currently underway, will develop math and civics materials and pilot them in several school districts around the United States.

This project is supported by the Hewlett Foundation.

Read the executive summary.

Read the full report.