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Mathematics/Computer Science

DEPARTMENT PHILOSOPHY

The Mathematics Department at Episcopal High School strives to offer each student both a challenge and an opportunity to succeed. Emphasis is placed on using applications of “real world” problems to provide a context for students to understand not only the traditional facts and techniques of mathematics, but also to develop the logical reasoning and problem-solving skills that will allow them to approach and solve unfamiliar problems throughout their lives. The Mathematics Department believes strongly that students should use technology, such as computers and graphing calculators, as problem-solving tools, and it encourages students to pursue the study of mathematics throughout all four years of high school.

REQUIREMENTS

A minimum of three credits is required in mathematics including successful completion of trigonometry, either as part of the full-year Algebra 2 with Trigonometry course or in a one-semester course (Algebra 3 with Trigonometry). A junior is required to take a full year of math and EHS strongly encourages students to take mathematics every semester. Seniors have several Advanced Placement math options.

OBJECTIVES

  • Create a positive attitude toward the study and learning of mathematics
  • Foster confidence, competence, and creativity in the learning and execution of mathematics, so that students can become independent self-learners
  • Expect mastery of identified course-specific skills in problem solving, algebraic manipulation, proof, and mathematical theory
  • Teach the mathematical skills necessary to support other academic disciplines
  • Provide students with frequent assessment and feedback so that faculty, students, and parents can get a good sense of a student’s progress at almost any time
  • Encourage department members to continue their study of mathematics and education through coursework, workshops, and conferences
  • Teach the "art of learning," including note taking, daily self-evaluation, test preparation, and using available resources to be a better learner of mathematics
  • Achieve consistency of content and depth across the mathematics curriculum through detailed course syllabi, course meetings, and common examinations, while honoring the individual strengths and styles of department members.
  • Advanced 3D Modeling and Robotic Programming

    This course covers basic and advanced 3D modeling, and an introduction to computer programming (Python) using robotic projects. This course uses hands-on projects to implement inquiry learning in which each student takes a series of projects from design to completion. The projects guide students through an exploration of computer science, mathematics, science and engineering. In addition, students have opportunities to gain skills and knowledge needed in the product development and manufacturing industry. (One-Half Credit)
  • Advanced Calculus AB

    Preparation for the AB level Advanced Placement Examination in Calculus, is actually a first-year college course. This course prepares students to take the AP Exam. Students deal with limits and the basic material of differential and integral Calculus. First-year college course for those desiring more than the basic four years of math. By department permission. (One Credit)
  • Advanced Calculus BC

    This course is of greater breadth and depth than AB Calculus and is directed toward the BC level AP Examination. Students normally are selected from Honors Precalculus. This course prepares students to take the AP Exam. By department permission. (One Credit)
  • Advanced Computer Science

    This course, which uses the Java language, is designed to meet the requirements of the AP Exam. Students who have completed Algebra II are encouraged to take this course. By department permission. (One Credit)
  • Advanced Discrete Math

    Discrete mathematics is the study of non-continuous mathematical phenomenon, both finite and infinite. This course will focus on helping students make the transition from problem-based mathematics to proof-based mathematics, with an emphasis on logic and applications in computer science and network theory. Corequisite Precalculus. By department permission (One-half Credit).
  • Advanced Introduction to Logic

    This course is an introduction to both informal and symbolic logic, with an emphasis on presenting, understanding, and evaluating arguments. The first half of the course will focus on the logic of verbal arguments and fallacies, while the second half of the course will focus on symbolizing and proving arguments through truth tables, trees, and formal derivation. Logic inherently provides a link between mathematics and the humanities. Corequisite Precalculus. By department permission (One-half Credit).
  • Advanced Linear Algebra

    A continuation of AB/BC Calculus. Offered alternately with Multivariable Calculus. By department permission. (One Credit)
  • Advanced Multivariable/Vector Calculus

    A continuation of AB/BC Calculus. Topics may include linear algebra, multivariable calculus and differential equations. By department permission. (One Credit)
  • Advanced Projects in Computer Science

    This course gives students with some prior experience in technology an opportunity to dive deeper into programming, operating systems, and networking. Using the Python programming language and Raspberry Pi computers, students code their own projects in networking, databases, gaming, graphical user interfaces, gaming, and the web. Students interested in this course should have previously completed 3D Modeling and Robotic Programming, Advanced Computer Science, or have prior coding experience. (One-Half Credit)
  • Advanced Statistics

    This course is an introduction to the major concepts and tools for collecting, analyzing and drawing conclusions from data. The four broad conceptual themes are: exploring data, planning a study, anticipating patterns, and statistical inference. This course prepares students to take the AP Exam. Prerequisite: Honors Algebra 2/Trig or higher. By department permission. (One Credit)
  • Algebra 1

    This course introduces students to the axiomatic basis of elementary algebra, while at the same time developing reasoning skills and the ability to use algebra to solve problems, laying a foundation for knowledge needed in subsequent mathematics courses. An introduction to the use of spreadsheets is also provided. (One Credit)
  • Algebra 2 (Fall)

    This course continues the study of algebra and introduces reviewing concepts seen in Algebra 1. Topics include solving equations and inequalities (including absolute value), solving linear systems with a specific focus on linear programming, solving quadratic functions and matrices. (One-Half Credit)
  • Algebra 2 (Spring)

    This course is the continuation of Algebra 2. Topics covered include a review of exponent rules, exponential, logarithmic, and rational functions. A study of probability will include the counting principle, permutations and combinations. (One-half Credit)
  • Algebra 2: Functions & Transformations

    This course is the continuation of Algebra 2 with the specific focus on how functions are transformed. Topics covered include a review of exponent rules, exponential, logarithmic, and rational functions. A study of probability will include the counting principle, permutations and combinations. A problem-based approach will be used to solve application problems. By department permission. (One-half Credit)
  • Calculus

    This course is an introduction to the techniques and applications of calculus. Students will study both differential and integral calculus and their applications, including problems in the area of business, physics, and geometry. The role of calculus as a tool for problem-solving is emphasized. This course is open to all students who have successfully completed Precalculus or Honors Precalculus. (One Credit)
  • Fundamentals of Precalculus

    This course begins with a review of linear relations and functions before continuing with the theory of equations, trigonometry and its applications, and exponential and logarithmic functions. The second semester emphasizes the topics of matrices, sequences and series, and probability and statistics. Emphasis is placed on fundamentals and problem solving. (One Credit)
  • Geometry

    This course familiarizes students with the properties of two- and three-dimensional figures and provides a foundation for presenting mathematical arguments and logical reasoning. Students work with computers and software - specifically Geometer's Sketchpad. (One Credit)
  • GOA: Computer Science II: Game Design & Development

    In this course, students design and develop games through hands-on practice. Comprised of a series of “game jams,” the course asks students to solve problems and create content, developing the design and technical skills necessary to build their own games. The first month of the course is dedicated to understanding game design through game designer Jesse Schell’s “lenses”: different ways of looking at the same problem and answering questions that provide direction and refinement of a game’s theme and structure. During this time, students also learn how to use Unity, the professional game development tool they use throughout the class. They become familiar with the methodologies of constructing a game using such assets as graphics, sounds, and effects, and controlling events and behavior within the game using the C# programming language. Throughout the remainder of the course, students will work in teams to brainstorm and develop new games in response to a theme or challenge. Students will develop their skills in communication, project- and time- management, and creative problem-solving while focusing on different aspects of asset creation, design, and coding. Prerequisites: Computer Science I: Computational Thinking or its equivalent. (One-Half credit)
  • GOA: iOS App Design

    Learn how to design and build apps for the iPhone and iPad and prepare to publish them in the App Store. Students will work much like a small startup: collaborating as a team, sharing designs, and learning to communicate with each other throughout the course. Students will learn the valuable skills of creativity, collaboration, and communication as they create something amazing, challenging, and worthwhile. Coding experience is NOT required and does not play a significant role in this course. Note: For this course, it is required that students have access to a computer running the most current Mac or Windows operating system (Mac OS X is necessary only if you plan to try your hand at publishing). An iOS device that can run apps (iPod Touch, iPhone, or iPad) is also highly recommended. (One-half credit).
  • Honors Algebra 2/Trig

    This course continues the study of algebra and introduces work with linear functions, exponential functions and logarithms, trigonometry, and matrices. This course employs a non-traditional, problem-based approach to a curriculum developed by Phillips Exeter Academy. By department permission. (One Credit)
  • Honors Geometry

    This course familiarizes students with the properties of two- and three-dimensional figures and provides a foundation for presenting mathematical arguments and logical reasoning. In addition, students work with trigonometry and vectors. This course employs a non-traditional, problem-based approach to a curriculum developed by Phillips Exeter Academy. By department permission. (One Credit)
  • Honors Precalculus

    This course studies the real and complex number systems and analysis of functions – linear, quadratic, polynomial, rational, circular, trigonometric, exponential, logarithmic, logistic, and more. It introduces and reinforces the study of vectors in two and three dimensions, parametric functions, analytic geometry, and polar functions. It also provides an introduction to statistics via probability. The course concludes with an introduction to calculus through the lenses of optimization, asymptotic behavior, and limits. By department permission. (One Credit)
  • Introduction to Computer Programming

    Through an introduction to programming using Java, students are exposed to problem-solving capabilities of the computer. The student will design solutions to posed problems taken from a wide variety of applications using object oriented design. Students are expected to demonstrate a sufficient knowledge of algebra prior to enrolling in this course. Not open to Freshmen. (One-Half Credit)
  • Introduction to Statistics

    This elective course explores how to collect, display, interpret and analyze statistical data. The course centers around applying statistical methods to real world, current data sets. In addition to traditional assessments, students will be expected to collaborate with their peers to design their own surveys, collect and analyze the results, and present their findings. Other topics covered include probability, displaying sampling distributions, confidence intervals, and testing hypotheses. Simulation software packages and other technology will be used to assist when investigating large data sets. This course is open to all students who have completed Algebra 3/Trig, Precalculus or Honors Precalculus. (One Credit).
  • Precalculus

    This course is designed to bring the connection between Algebra and Calculus. Topics and concepts learned in prior Algebra classes are reinforced, while additional techniques are introduced to enhance the depth of study. Topics include exponential and logarithmic functions, probability, conic Sections, as well as an immersion in the concepts of Trigonometry that include right angle trigonometry, solving and graphing functions, and identities. (One credit)

Department Faculty

  • Photo of David Collins
    David Collins
    Teacher
    4155
  • Photo of Thomas Berry
    Thomas Berry
    Math Teacher
    4154
    Wake Forest University - BS
    University of Virginia - MA
    Loyola College in Maryland - M.Ed.
    Bio
  • Photo of Natalie Davies
    Natalie Davies
    Teacher
    703-933-5100
  • Photo of Douglas Dickson
    Douglas Dickson
    Assistant Head for Student Life
    703-933-4066
  • Photo of Matthew Fitzgerald
    Matthew Fitzgerald
    Teacher
    703-933-4119
    Dartmouth College - BA
    Columbia - Teachers College - MA
  • Photo of Stacie Galiger
    Stacie Galiger
    Teacher
    4131
  • Photo of Frances Murray
    Frances Murray
    Mathematics Teacher, 9th Grade Dean, Anderson Dorm Head
    4126
    Princeton University - A.B.
  • Julie Park
    Math Teacher
  • Photo of David Phillips
    David Phillips
    Teacher
    4068
    Bucknell University - BA
    Duke University Fuqua School of Business - MBA
  • Photo of Lionel Rauth
    Lionel Rauth
    Teacher
    4137
  • Photo of Mary Schwanda
    Mary Schwanda
    Teacher; Leadership and Ethics Program Coordinator
    4160
    Davidson College - Bachelor of Science
    University of Virginia - Masters of Education
  • Photo of Richard Stubbs
    Richard Stubbs
    Teacher
  • Photo of Patrick Thompson
    Patrick Thompson
    Mathematics Teacher, Co-Director of Outdoor Leadership Program, Outdoor Experience (Summer) Faculty
    703-933-4188
    Davidson College - B.A.
  • Photo of Westford Warner
    Westford Warner
    Systems Administrator
    4083
    College of William and Mary - Bachelor of Business Administration
    George Mason University - Master of Science