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From Estimation Stations in Junior Kindergarten to Multivariable Symposiums in Upper School, North Shore Country Day’s Math Program Is Reimagining What It Means to Be a Mathematician

Exciting things are happening in the math department at North Shore Country Day. Across all grade levels, students are engaging with mathematics in ways that build confidence, reward curiosity and emphasize problem solving as a life skill — not just a classroom requirement.

This winter, nearly 70 upper schoolers participated in the American Mathematics Competition (AMC), with Amanda Ni ’25 placing in the top 5% nationally and Shirley Ni ’27 and Paige Lim ’28 finishing in the top 25%. Amanda and Shirley were invited to take the next round of exams — the prestigious American Invitational Mathematics Exam (AIME). In middle school, more than 50 students sat for the AMC 8, marking the first large-scale return to national contests since before the pandemic. 

“It’s a chance for students to take an intellectual risk in a low-stakes environment,” said Assistant Head of Middle School Rachel Sun, who heads the math department. “We want them to enjoy math, think differently and have fun with the process.”

Students are also excited about the prospect of learning more about math. Upper school math teacher Angie Orr sees it firsthand in the fast-growing math club, which has tripled in size in recent years. And this winter and spring, a newly formed math team competed in both regional and state competitions. At the regional meet in February, they took first place in Region 20 and posted the third highest score statewide in their division. They then advanced to the state competition in April, where they placed fifth overall and also brought home several individual medals. “Students solve problems collaboratively, present their solutions to peers and explore multiple approaches to the same question,” Angie said. “It’s about discovering the power of mathematical discourse and building confidence.” 

That sense of ownership is especially visible in the multivariable calculus class, a post- AP course made up of just four students this past school year. They were doing college-level work and presenting it publicly through a series of symposiums. In the first one, they worked collaboratively to prove Kepler’s Laws of Planetary Motion and presented their findings to a panel of teachers and parents. “We’re trying to give students opportunities to practice the kinds of academic presentations they’ll need to do in college and beyond,” Angie said. “It’s not just about knowing the math — it’s about communicating it clearly and thoughtfully to a diverse audience.”

Other projects throughout the year included building an augmented reality sandbox that mapped topography in real time and a scientific exploration of bubble surface tension. Through it all, students were learning to apply calculus, programming, data modeling and critical reasoning in ways that stretch far beyond textbook problems.

“Of all the classes I’ve taken, multivariable calculus is probably the most in touch with the practical side of STEM,” said Simon Luglio ’25, who plans to study architectural engineering at the University of Texas at Austin. (See story, page 19.) “We’ve spoken to a number of professors at various universities showing us the applications of our work, whether it’s in meteorology or bubble science or economics. Seeing that this math is down the road and I’ve already done a large portion of it, I feel confident about my ability in the world of mathematics and very well prepared for the future.”

Across the department, teachers are using real-world, project-based learning to help students see the relevance and creativity in math. In Wyatt Ashby’s Algebra 3 class, students built model waterparks in the Live+Serve Lab, designing curved slides to match the turning points of polynomial functions. “One group had to scrap their entire idea and start over from scratch at the beginning of the final day,” Wyatt said. “But one student came in for two hours and worked on it during his free time, and he was able to build an amazing water slide — one of the best I’ve ever seen. It was a great lesson in perseverance and grit.”

In precalculus, students analyzed daylight data from global cities to model sinusoidal functions, then created infographics to share their findings. “It connected math to geography, culture and even history,” Wyatt said. “They were doing meaningful math and expressing their creativity at the same time.”

This kind of hands-on, interdisciplinary learning starts early at North Shore. In the lower school, math specialist Amy Shuldiner works closely with homeroom teachers in every grade and also collaborates with specials teachers to integrate math into subjects like music, art and technology — reinforcing the idea that math is creative, dynamic and everywhere.

Students use games, manipulatives — and sometimes even their own bodies — to build spatial reasoning and logic skills. For example, first graders made a human-size hundreds chart out of square floor tiles they measured and numbered, then became life-sized game pieces — adding, subtracting and strategizing different ways to reach 100. “Once they get these concepts firmly into their bodies and into their minds, then they can move onto the abstract,” Amy explained. She also focuses on helping young learners develop deep number sense and flexibility. Her instruction emphasizes multiple strategies for problem-solving, helping students see that there’s more than one path to a correct answer. “That flexibility gives them confidence,” she added. “It helps them approach math not with fear, but with curiosity.”

These hands-on experiences lay the groundwork for deeper conceptual understanding later. “By the time they get to sixth grade, they’re ready for abstraction — because they’ve built it, talked through it, knocked it down and tried it again,” Amy said.

In sixth grade, teachers focus on equipping students with a strong problem-solving toolkit. “We want them to be comfortable sitting with a challenging problem and figuring out what information they need,” said middle school math teacher Kristen Slamar. Her students recently completed a project designing and constructing 3D boxes, calculating surface area and volume, and presenting creative interpretations that included everything from cats to candy. “It’s hard work, but then once they get it, it feels very satisfying,” Kristen said.

While NSCD teachers push students to think deeply, they’re also committed to meeting students where they are — whether they need extra support or are ready for more advanced material. As an independent school, North Shore has the flexibility to tailor instruction to individual learners without sacrificing academic rigor. The math curriculum is aligned with Common Core standards, so students progress on pace with their public school peers, but faculty have the freedom to implement it in a more scaffolded, developmentally responsive way. That means slowing down when needed, going deeper when appropriate, and designing creative projects that reinforce core concepts while building critical thinking skills.

In the lower school, that may mean small group instruction during workshop time, enrichment extensions or games that offer multiple entry points for different readiness levels. In the middle and upper schools, teachers regularly use assessments and in-class observation to adjust pacing, provide targeted support and offer individualized challenge problems.

“Differentiation is baked into our approach,” Rachel said. “If a student is ready for a new level of complexity, we find ways to make that happen. If they need more time or support, we give them the tools and space to get there. The goal is growth — for every student.”

This philosophy extends across divisions and is supported by close collaboration among faculty, who at the same time are keenly aware of the importance of core skills and vertical alignment. “We’re constantly thinking about how students move from one grade to the next, and whether the foundational pieces are in place,” Rachel added. “We also know how important it is for students to enjoy math and feel confident in their abilities. That’s a strong predictor of future success — whether they go on to major in math, engineering or business.”

In an increasingly data-driven world, those future pathways are wide open. But as math instruction evolves, so do parent expectations. “Many of our families learned math differently,” Rachel said. “They may not immediately see the value of a creative problem-solving task or a real-world project, but we’re helping students build habits of mind — like resilience, collaboration and logical reasoning — that will serve them far beyond the classroom.” And that, math teachers agree, is the heart of the matter. Whether students are calculating bubble curvature or preparing for the AMC, they’re learning how to think — and how to keep going when the answer isn’t obvious.

“I want my students to see themselves as mathematicians,” Wyatt said. “They’re not just solving problems — they’re developing grit, learning to think critically and creatively, and finding joy in the process. Whether they go into math or not, they leave knowing they have the tools to face challenges and keep going.”