Mathematics Program Mathematics faculty aim to create learning environments where students  become mathematically competent, literate and articulate  develop abstract reasoning ability as well as analytical, logical and critical thinking skills  become effective problem solvers, appreciate mathematics as a powerful tool for reasoning and analysis in many other disciplines,  appreciate mathematics for its elegance and beauty.

Priorities for  Continue our program review process by responding to the report provided by the visiting team. The team, consisting of four mathematics educators, spent 2 ½ days with us last February and delivered its final report in May. The report provides valuable feedback that we will use to further assess what we do and how we do it, and shape resulting changes.  Experiment with new technologies. A Mimio board has been installed in one classroom in Moore and interested teachers are experimenting with its use. ITG will provide one tablet PC to a math teacher for piloting purposes. 

Priorities for  Engage in continued discussion about features and details that will support and enhance learning and teaching in the new Math-Science Building. Dialogue about our program and pedagogy are vital as the design planning process continues  Welcome and support our new colleague, Hien Le.

Core Courses  Algebra 1*  Geometry*  Algebra 2*  Precalculus*  * Honors level also offered

All Courses  Introduction to Probability  History of Mathematics  Analytic Geometry  Linear Algebra Honors  Modern Elementary Statistics (AP)  Introduction to Calculus through Functional Analysis  Calculus 1 Honors (AP)  Calculus 2 Honors (AP)  Calculus1-2 Honors (AP)  Vector Calculus  Finite Mathematics  Mathematics Seminar Honors  Mathematical Problem Solving  Mathematical Principles of Accounting  Topics

Course Enrollment

Enrollment by Gender in Upper Level Courses, Fall 2007 GirlsBoys Calculus 1 Honors 2130 Calculus 1-2 Honors 1016 Modern Elementary Statistics 2727 Linear Algebra 918 Mathematics Seminar 34

Initial Placement  Information from admissions  Information from current teacher  Review by mathematics faculty

Competitions  Math Society o Peer tutors  New England Mathematics League  American Mathematics Competition  State Meets

HELP!!

Science Requirements n-1 years of science where n is equal to the number of years a student is at St. Paul’s School No required courses Prerequisites and good advising encourage students to experience one course each of physics, chemistry, and biology

COURSE SEQUENCE PHYSICS FIRST CHEMISTRY ADV. CHEMISTRY BIOLOGY HUMAN PHYSECOLOGY PHYSICS PHYSICS HONORS ADV PHYSICS 1 ADV PHYSICS 1-2

Advanced Courses & Electives Life Science  Human Physiology & Molecular Biology  Ecology Physical Science Adv. Physics 1 Adv. Physics 1-2 Advanced Chemistry Introduction to Astronomy Stellar Astronomy Galactic Astronomy The Physics of Sound Origins of Modern Science JAVA Programming Engineering Design Artificial Intelligence & Robotics

Misconceptions EcologyAdvanced Physics 1-2 Human Physiology

Course Enrollment Data 63% enrolled in a core course (Physics First, Chemistry, Biology, Physics) Girls make up 50% of students in Physics First, Chemistry and Biology Girls make up 23% of students enrolled in physical science advanced and elective courses. Girls outnumber boys by a slight margin in life science electives. Girls occupy less than 45% of all seats in science classrooms.

Evaluation of Electives The role of Astronomy and Robotics in the Science program.

Role of standardized Testing in the Science Program SAT II ACT AP

Physics First Conceptual Physics vs. Math-based Physics Maximizing the benefit of the Physics- Chemistry-Biology course sequence.

Math & Science Coordination and Collaboration Sharing Ideas Sharing Faculty Sharing Equipment Sharing Space