Torch - Fall 2017

“We want to use math for a reason,” Shum explains. “Placing it in a context encourages students to strive for deeper understanding while ensuring they become both proficient and efficient. Of course, we focus on the how part—how to do things—but also on the why. What is the purpose of math? Why and where do we use it? Students are challenged to engage with math in both concrete and abstract ways and in relevant situations.” In Grade 7, for example, students are given a preloaded debit card (only mathematically, of course!) to use with a spending plan. With a finite amount of money, they learn about costs of goods, how to calculate percentage or quantity discounts, how taxes are applied and how to manage a budget. In Grade 8, students work with microloans (again, hypothetical), akin to those managed by the non-profit Kiva, which lends money to low-income entrepreneurs. In order to assess where and how to invest, students

“Obviously, literacy is of tremendous importance,” she says. “So is cultural currency, by which I mean understanding the texts that are part of our culture’s foundation and assessing their current impact in our world—like asking if Apple chose its name and logo from a story in the Book of Genesis . A liberal arts approach also equips our girls to participate fully in a civil society. They can engage in its debates, express their ideas and push back when power dynamics and philosophies become dangerous. That’s a position of strength.” Upper School Head of Mathematics Alex Shum agrees that Havergal has a responsibility to nurture engaged citizens. Connecting math to a context and purpose allows students to experience both its beauty and utility while also developing their capacity to think critically and communicate clearly.

comes from the rabbinic tradition of Talmudic study. Students work in pairs with a short piece—perhaps a sentence from a novel or a biblical story—and then discuss, analyze and debate what they see. They are challenged to land on all possible meanings and assess the various options carefully. “We’ve recently introduced more poetry into the curriculum,” Charlton explains. “A university professor I spoke with suggested that we bolster its presence. Poetry requires a slow and detailed approach while offering all kinds of interpretive possibilities. The more exposure the girls have to complexity, the more proficient they become with all texts. Part of Havergal’s commitment to literacy is to ensure that our graduates know how to interpret all kinds of materials with confidence and insight.” Charlton also fully believes in Havergal’s commitment to a liberal arts education.

Grade 10 students practise the hevruta approach to understanding texts.

TABLE OF CONTENTS | FALL 2017 • TORCH 17