Greater Birmingham Mathematics Partnership

Building Communities of Learners and Leaders in Mathematics


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The GBMP is a collaborative effort involving two institutions of higher education, one private non-profit organization, and ten Greater Birmingham, Alabama school districts. Each of the thirteen organizations is a core partner, and as such, has committed to substantial engagement in the effort at both the institutional and individual levels.  Together, they share goals, responsibilities and accountability for the project.  Individually, they each have a critical role in its overall success. 


The University of Alabama at Birmingham is one of the state’s primary teacher-preparation institutions. The UAB School of Education, in collaboration with its Mathematics Department, has developed a Middle School Mathematics Certification for teachers, the first of its kind in Alabama.

Birmingham-Southern College is a four-year, private liberal arts institution that ranks nationally among Liberal Arts Colleges in the country. BSC mathematics and education faculty members have a strong history of working with local schools.

The Mathematics Education Collaborative or “MEC” is a non-profit organization whose goal is to provide educational communities with support to improve mathematics instruction for all students. MEC is nationally recognized for its work to establish and sustain collaborations in mathematics education that include local leaders, external leaders, educators, business partners, parents and the public-at-large.

The school districts that are or have been involved in GBMP include those of the cities of Bessemer, Fairfield, Homewood, Hoover, Mountain Brook, Trussville, and Vestavia Hills as well as the Jefferson County and Shelby County school systems. For the GBMP: Phase 2 Project that began Sept. 1, 2009, we welcomed the addition of Tarrant and Birmingham City Schools to the Partnership.  All 11 school systems, located within a 30-mile radius of Birmingham, share common needs and goals in mathematics education, while having unique characteristics that enhance the partnership’s potential.


This material is based on work supported by the National Science Foundation under Award Nos. DUE 0632522 and DUE 0928665.  Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


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Department of Mathematics, University of Alabama at Birmingham