In the wake of the post-industrial revolution, our society stands at a critical juncture, transitioning from the fourth industrial revolution toward the Metaverse. Notably, the job market has shifted towards roles demanding quantitative skills. Regrettably, these shifts spell potential disruption for Canada’s Black youth, who predominantly secure employment in fields now at risk.

Conversely, STEM fields are experiencing robust growth, offering significant opportunities for those versed in mathematical modeling. This initiative aims to establish an innovative K-12 Mathematical Modeling Program, equipping 300 Black students with high-demand mathematical modeling skills. Its goal is to enhance their quantitative abilities to contribute to sustainable development in Canada, applying mathematics to address real-life community issues, nurturing a positive math mindset, alleviating math anxiety, bridging knowledge gaps, and ensuring their inclusion in future job markets.

This marks the inception of an inaugural K-12 mathematical modeling initiative in Canada, well-timed to align with evolving employment landscapes


Our partners include the Durham Catholic District School Board, Canadian Black Scientist Network, Parents of Black Children, Leadership by Design Program, Youth Research and Evaluation Exchange, Black Creek Community Health Centre, Delta Family Resource Centre, The Network for the Advancement of Black Communities, WoodGreen Social Services, RESQ, Jean Augustine Chair in Education, Community & Diaspora, Peel District School Board. These partners will actively promote the program within Black communities and schools, collaborating with students to model and address real-life community problems, and offering guidance and support for program success. 

Board of Trustees (BoT)

We’ve established a diverse and inclusive K-12 MathMods BoT to guide our program strategically. Led by Professor Jude Kong, an expert in Mathematics Modeling and Mathematics Education, the BoT comprises members from various backgrounds, including academia, schools, community organizations etc. The BoT ensures effective governance and collaboration for achieving our program goals. The diverse K-12 MathMods Board of Trustees includes Prof. Osgood (Co-lead; Department of Computer Science; University of Saskatchewan); Mr. Washington (Co-lead; Coach/Advocate for Black students; Durham Catholic District School Board; Black); Prof. James (Chair, Jean Augustine Chair in Education, Community & Diaspora; Black); Mr. Kamga (Surintendant de l’éducation chez Conseil scolaire Viamonde; Black); Mr. Massey (Chair, Lifelong Leadership Institute; Black); Ms. Daniel (Executive Director; Parents of Black Children; Black; Female); Prof. Anucha (Executive Director, Youth Research and Evaluation Exchange; Black; Female); Mr. Shuaib (Mathematics Student; York University; Black); Prof. Rosella (Director of the Population Health Analytics Lab; University of Toronto; Female); Prof. Osibodu (Mathematics Education; York University; Black; Female); Dr. Prescod (Executive Director; Black Creek Community Health Centre; Black; Female); Prof. Wilson (Department of Curriculum Studies; University of Saskatchewan); Prof. Campbell (Department of Mathematics; Carleton University; Black; Female); Dr. Tchouaga (Department of Mathematics, McGill University; Black; Female); Ms. Yorke (Psychologist; York Catholic District School Board; Black; Female

Program Objectives

The general objective of the program is to create an innovative K-12 Mathematical Modelling Program to equip Black students with high-demand mathematical modeling skills for industry and government, enhance their quantitative abilities for sustainable development in Canada, apply mathematics to solve real-life community problems, inspire proper math mindset, alleviate math anxiety, fill knowledge gaps, and ensure their inclusion in future job markets.
Specific objectives are to: i) Strengthening Real-Life Mathematics Application and Problem-Solving Skills. ii) Cultivating Positive Mathematical Mindsets. iii) Enhancing Academic Preparedness for STEM Pursuits. 

2.2.Program content:

The program employs a ‘family-oriented approach’ to support students who often struggle with mathematics anxiety. It aims to create a classroom environment that resembles the comfort, support, and empathy of a family home. This is achieved through team-based learning, guidance from Black Mathematicians, engagement support professionals, optional in-person meetings, and collaborative projects focused on community issues. In this program, students work together within a community of Black youth, enhancing their mathematical understanding and building confidence in their abilities. They also gain insight into various math-related careers and the power of math in shaping community policies. Ultimately, the program fosters a strong interest in mathematics, personal responsibility, and team accountability among students.