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"This, therefore, is Mathematics: it gives life to its own discoveries;
it awakens the mind and purifies the intellect; it brings light to intrinsic ideas;
it abolishes the oblivion and ignorance which is ours by birth."
Proclus
Since the time of Proclus, Mathematics has been viewed as an art; pursued for its beauty, harmony and order. The ancient Greeks valued it for the clarity and precision of thought that it brought to their reasoning. Generations since have similarly valued it; by legend Abraham Lincoln carried with him a copy of Euclid's Elements which he read in admiration for its beautiful use of logic. The primary goal of the Mathematics Department at Cathedral High School is to use Mathematics to develop in our students the confidence and self esteem necessary to become students who can think logically and clearly.
The Mathematics Department believes in the importance of making connections for the students from Mathematics to the physical and life sciences, the social studies, and the humanities. As our world moves from an industrial to an informational society based on new technology, we feel it is important not only to demonstrate the uses of the new technology, but to also demonstrate the large role which mathematical reasoning has and will have in the future.
The courses offered by the Mathematics Department are sequential in nature, providing the necessary skills and knowledge for all students. The department maintains coursework for those students who wish a more intense preparation for the study of advanced Mathematics. All Cathedral High School students are administered the college entrance assessment test in Mathematics in order to measure proficiency and insure that no Cathedral High School graduate has to take remedial mathematics courses when enrolled in college.
Objectives: |
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competency in basic mathematical skills, including a solid preparation for learning and understanding collegiate Mathematics;
ability to apply integrated mathematical problem solving approaches to solve problems from within and outside Mathematics;
confidence and ability in their growing mathematical power as they learn to critically and analytically clarify, refine and consolidate their thinking;
a sense of the value of Mathematics as a structured body of knowledge, as well as its role in the development of our contemporary society and the connections that can be from Mathematics to the physical and life sciences, the social studies, and the humanities;
incorporation and proper use of the technological tools that are changing not only Mathematics and its uses, but also the society in which we live. |
