Organizing Committee
 Amalia Culiuc
Amherst College  Augustine O'Keefe
Connecticut College  Katharine Ott
Bates College  Ulrica Wilson
ICERM/Morehouse College
Abstract
GirlsGetMath@ICERM is a fiveday nonresidential mathematics program that is open to high schoolers, regardless of gender, who live in or near greater Rhode Island and who will be entering the 10th or 11th grade in the fall of 2019.
GirlsGetMath occurs in an encouraging environment that builds young students' confidence in math and science.
GirlsGetMath expands participants' understanding and knowledge of mathematics through computations and experimentations.
GirlsGetMath provides expert mathematical training and mentoring.
GirlsGetMath@ICERM encourages 2025 high schoolers to explore topics such as cryptography, the mathematics of voting, image processing, prime numbers and factoring, and fractals.
The goals of the program are:
 to show young adults that the study of mathematics can be exciting, beautiful, and useful
 to build confidence in students' mathematical knowledge through engaging and expert mathematical instruction
 to provide an affirming environment that introduces high schoolers to a variety of career opportunities in which sophisticated mathematical ability plays a key role
 to emphasize the strategic role mathematics plays for success in STEM careers
 to provide the participants with a support group and expert mentors who are successful undergraduate, graduate students, postdocs, and professionals from the STEM workforce
 to have a positive influence on the way students view their mathematical interest and ability
Program Details
 Instructors
 The faculty organizers will be joined by undergraduate, graduate students and postdocs who will serve as teaching fellows in the program. Two GirlsGetMath alumni will be chosen to assist during the program as well.**
 Location
 Pandemic permitting, the program will take place at the Institute for Computational and Experimental Research in Mathematics (ICERM) on the Brown University campus.
 Participant Requirements

 Students must not have attended a previous GirlsGetMath@ICERM program (unless they are applying to be an alumni intern  see below**)
 Students must be in the 10th or 11th grade in the fall of 2019 (NOTE: applicants from the canceled 2020 program will automatically be included in the pool of applicants for the 2021 program; there is no need to reapply.)
 Students must live in or near the greater Providence, RI area
 Students must ask one math teacher to submit a letter of reference
 Tuition
 Tuition is $100. Full financial aid is available. Daily lunch included.
 To Apply as a Participant
 Apply via MathPrograms.org. You will need to create an online MathPrograms cover sheet, answer a series of brief questions, and hit the "Apply" button. You can edit your application up until the deadline. On the cover sheet, where it says "Reference #1", please enter your reference writer's name, email, and affiliation (school). IMPORTANT: Next to your reference's name, click on the box that says "email notify writer on submit"; this will generate an automated email asking your reference writer to submit a letter on your behalf through MathPrograms. Your reference writer should be a current or recent math teacher.
 **To Apply as an Alumni Intern Volunteer
 ICERM will only accept alumni internship applications from the 2019 GGM alumni group. Alumni only need to submit a onepage personal statement explaining why they wish to return as an intern when they apply. No teacher reference is required for alumni interns. Intern applications are accepted through MathPrograms.org.
 Application Deadline
 Applications for the 2019 program are now closed. Applications open in late winter, and the application deadline is midtolate May.
GirlsGetMath Schedule
Monday, August 12, 2019
Time  Event  Location  Materials 

8:30  9:00am EDT  Registration / Check In  11th Floor Collaborative Space, 121 South Main Street, 11th Floor  
9:00  9:50am EDT  Warm up: LockBox and Introductions  11th Floor Collaborative Space  
9:50  10:00am EDT  Break  11th Floor Collaborative Break  
10:00  11:00am EDT  Introduction to cryptography  11th Floor Lecture Hall  
11:00  11:10am EDT  Break  11th Floor Collaborative Space  
11:10  12:00pm EDT  Introduction to matrices and vectors  11th Floor Lecture Hall  
12:00  1:00pm EDT  Lunch  11th Floor Collaborative Space  
1:00  1:50pm EDT  Introduction to MATLAB  10th Floor Seminar Room  
1:50  2:00pm EDT  Break  11th Floor Collaborative Space  
2:00  3:30pm EDT  Lab: Introduction to MATLAB  10th Floor Seminar Room 
Tuesday, August 13, 2019
Time  Event  Location  Materials 

9:00  9:50am EDT  Warm up: The Monty Hall problem  11th Floor Collaborative Space  
9:50  10:00am EDT  Group Photo / Break  11th Floor Collaborative Break  
10:00  11:00am EDT  Recommendation systems  11th Floor Lecture Hall  
11:00  11:10am EDT  Break  11th Floor Collaborative Space  
11:10  12:00pm EDT  Lab: Recommendation systems and heat maps  11th Floor Lecture Hall  
12:00  1:00pm EDT  Lunch  11th Floor Collaborative Space  
1:00  1:50pm EDT  Probability primer  11th Floor Lecture Hall  
1:50  2:00pm EDT  Break  11th Floor Collaborative Space  
2:00  2:45pm EDT  Spam or Ham  11th Floor Lecture Hall  
2:45  3:30pm EDT  Lab: Bayesian classifiers  10th Floor Seminar Room 
Wednesday, August 14, 2019
Time  Event  Location  Materials 

9:00  9:50am EDT  Warm up: Topology puzzles  11th Floor Collaborative Space  
9:50  10:00am EDT  Break  11th Floor Collaborative Break  
10:00  11:00am EDT  Transforming images with matrix arithmetic  11th Floor Lecture Hall  
11:00  11:10am EDT  Break  11th Floor Collaborative Space  
11:10  12:00pm EDT  Image filters and effects  11th Floor Lecture Hall  
12:00  1:00pm EDT  Lunch  11th Floor Collaborative Space  
1:00  1:50pm EDT  Template matching  11th Floor Lecture Hall  
1:50  2:00pm EDT  Break  11th Floor Collaborative Space  
2:00  2:45pm EDT  Lab: Image filters and effects  10th Floor Seminar Room  
2:45  3:30pm EDT  Lab: Template matching  10th Floor Seminar Room 
Thursday, August 15, 2019
Time  Event  Location  Materials 

9:00  9:30am EDT  Warm up: The game SET  11th Floor Collaborative Space  
9:30  1:30pm EDT  Visit to Brown campus and Harris Lab, lunch on campus  
1:30  2:00pm EDT  Apportionment  11th Floor Lecture Hall  
2:00  2:10pm EDT  Break  11th Floor Collaborative Space  
2:10  3:30pm EDT  Lab: Apportionment  10th Floor Seminar Room 
Friday, August 16, 2019
Time  Event  Location  Materials 

9:00  9:50am EDT  Warm up: Geometry and gerrymandering  11th Floor Collaborative Space  
9:50  10:00am EDT  Break  11th Floor Collaborative Break  
10:00  11:00am EDT  Introduction to graph theory  11th Floor Lecture Hall  
11:00  11:10am EDT  Break  11th Floor Collaborative Space  
11:10  12:00pm EDT  Epidemic spread  11th Floor Lecture Hall  
12:00  1:00pm EDT  Lunch  11th Floor Collaborative Space  
1:00  1:50pm EDT  Lab: Epidemic spread on graphs  10th Floor Seminar Room  
1:50  2:00pm EDT  Break  11th Floor Collaborative Space  
2:00  2:45pm EDT  Wrap up session  11th Floor Lecture Hall  
2:45  3:30pm EDT  What's next? Panel on college and internships  11th Floor Lecture Hall  
3:30  4:30pm EDT  Closing Ceremony  11th Floor Lecture Hall 
2019 Participating Institutions
 Barrington High School
 Beacon Charter HS
 Blackstone Valley Prep High School
 Cranston High School West
 East Greenwich High School
 La Salle Academy
 Milton Academy
 Moses Brown School
 Narragansett High School
 North Kingstown High School
 North Providence High School
 Paul Cuffee Upper School
 Ponaganset High School
 Portsmouth Abbey School
 Portsmouth High School
 Rising Tide Charter School
 Seekonk High School
 South Kingstown High School
 St. Mary Academy Bay View
 Tolman High School
 William M. Davies Career and Technical High School
Purpose of Program
Despite the fact that jobs in STEM are multiplying and pay better than other careers, women remain woefully underrepresented in science, technology, engineering and math jobs. Some of this imbalance may be traced back to attitudes about mathematics and sciences in middle school and high school. There is a documented decline in girlsâ€™ positive feels about mathematics beginning in middle school, and from this point forward girls are far less likely than their male peers to choose elective courses in mathematics and the sciences^{[1][2]}. The absence of girls in mathematics and science elective courses is especially severe among lowincome and disadvantaged students. Research has shown that schoolaged girls may not realize that their preferred career choice requires coursework in mathematics and sciences^{[3]}, so these decisions can have long lasting consequences.
GirlsGetMath@ICERM aims to build knowledge and confidence in mathematics ability early in education, ultimately shaping the way the students view themselves and their mathematical interests and potential. The program will:
 Demonstrate through handson activities, games, and computer simulations that the study of mathematics can be exciting, beautiful and useful;
 Introduce the high school participants to a variety of career opportunities for which sophisticated mathematical ability plays a key role, with an emphasis on the central role mathematics plays for success in STEM careers; and
 Provide the participants with a support group of likeminded peers and mentors.
 An outstanding feature of the GirlsGetMath@ICERM program is its commitment to quality. The program content is created by Ph.D. mathematicians who collectively have many years of experience as researchers and educators. The content is chosen to be at the appropriate level for the participants, but at the same time challenging, useful, and engaging to high school students. The Faculty Organizers of GirlsGetMath are college and university faculty in mathematics with experience leading summer mathematics programs for students. The Teaching Assistants are undergraduate and graduate students in mathematics and computer science.
References:
[1] J. Blue and D. Gann, When do girls lose interest in math and science?, Science Scope, (2008).
[2] J. Wilkins and X. Ma, Modeling change in students attitude toward and beliefs about mathematics, Journal of Educational Research, (2007).
[3] L. Pettitt, Middle School Studentsâ€™ Perception of Math and Science Abilities and Related Careers, 61st Biennial Meeting of Research in Child Development, (1995).