Mathematics in the City (MitC) is a national center of research, curriculum development, and professional development for K-8 mathematics education.

MitC is a part of The City College of New York, and, being aligned with the College, we aim for access and excellence for “the children of the whole people” of New York City and the nation. Our mission is to support powerful mathematics instruction. We guide teachers towards developing their classrooms into mathematics workshops in which learners are engaged in inquiry, worthwhile mathematical tasks, proving their thinking, and communicating it to their peers.
Implicit in the work of the center is the belief that context, representation, and discourse are critical to learning. Teachers who participate in our workshops are immersed in mathematics themselves and are guided to develop dispositions that will allow them to transform their own students into lifelong young mathematicians.

MitC was established in 1995 by Professor Cathy Fosnot, as a collaboration between the City College of New York and the Freudenthal Institute, University of Utrecht, the Netherlands. It has received funding by the National Science Foundation, the Exxon-Mobil Foundation, and the Department of Education of New York City. Through the years the project has expanded; today it functions as a think tank and center of professional development for mathematics education. To date, thousands of teachers from across the nation have participated in our institutes and workshops at CCNY. Teachers and schools also seek MitC’s support and guidance in their year-to-year operations. Staff developers and consultants from the project provide on-site in-classroom work.

Latest News
  • Mathematics in the City is a CTLE certified provider!
    As part of the School of Education of the City College of New York, Math in the City is a CTLE certified provider. Starting on July 1st, 2018, all our workshops and institutes are approved and certified for CTLE credits.                          
  • Professional Development for Educators

welcome-imgThe Playgrounds of Mathematics
“Remember that we all climb the hills differently. We take different paths, different steps, and different journeys. We each reach landmarks in different ways and at different times. If we push or pull children up the hill and make them practice our steps, our ways, or, worse yet, drop them by helicopter at points of the journey without the climb of getting there, we may get them up the mountain – but they won’t own it. They may reach the vista, but they won’t feel empowered by the climb. They won’t take on the next hill in the journey. And most important, they won’t have learned how to climb, how to mathematize their own lived worlds. If, however, we support their steps, work with them as young mathematicians, the climbs and the vistas and the joys of the journey will be theirs forever” C. Fosnot