Faculty Spotlight: Taking a Look at Baldwin's Math Department

At Baldwin, we believe math is essential for empowering young women to become confident critical thinkers and problem-solvers. The Math department encourages students to see the beauty in mathematics through a curriculum designed to foster deep understanding and curiosity. Our approach emphasizes exploration, collaboration and creative inquiry, helping students develop the analytical tools to navigate and understand the world around them. By engaging with math on a conceptual level, students develop skills applicable across a wide range of fields, from science and technology to economics and the arts, ensuring that they are equipped for success in various careers.

Starting with our youngest Bears, we focus on cultivating a love for learning and problem-solving by encouraging students to ask "why" rather than just "how." This emphasis on developing mathematical reasoning before mastering procedures helps students build a strong foundation in critical thinking and resilience. With various learning methods — ranging from hands-on group work and differentiated instruction to independent practice — students gain the confidence to tackle complex problems. The Math department also fosters a growth mindset by normalizing mistakes, encouraging reflection and providing opportunities to explore multiple strategies. As they progress through courses in Pre-Algebra, Algebra, Geometry, Calculus and beyond, including advanced electives like Linear Algebra, Discrete Math, Finance and Statistics, our students are prepared not only to excel in math but also to apply their knowledge in real-world contexts.

 

Cathy Young, Math Department Chair, Math Teacher
Cairn University - MS
Millersville University - BS

Cathy Young is a dedicated Middle and Upper School Math teacher and the department chair at Baldwin. She teaches Advanced Topics (AT) Calculus, Algebra 1 and 8th grade Geometry. She enjoys teaching at Baldwin due to the vast array of options the school provides for students. "The core coursework, electives, clubs and extracurricular opportunities the girls can participate in are wide and varied," she explains. Cathy values how many of her students are deeply invested in their education and continuously seek opportunities to extend their learning. "I appreciate how most girls are looking for ways to challenge themselves and expand their knowledge," she adds, emphasizing the motivating environment she encounters in her classroom.

Cathy always knew she wanted to be a teacher, but her decision to teach math came from the desire to change the negative stigma often associated with the subject. "Math is a language, and when you see how it connects and builds on itself, understanding comes much easier," she says, aiming to help her students see math as an interconnected whole rather than a collection of unrelated topics. Her passion for education has also led her to teach abroad, where the diversity of cultures enriched her classroom experience. Regarding teaching methods, Cathy believes in variety and encourages her students to participate in discussions actively. "Math is about options," she asserts. “My goal is to have various approaches, but most of all, have my students talking and sharing in our discussions or with their seat partners,” Cathy explained. “Whether trying to find three ways to approach a problem, making an extension to a future concept or connecting it to a real-world scenario, conversation is always a big component of my classroom. I enjoy seeing what our creative students always produce when I ask, ‘how else?’”

Mary Brennan, Math Teacher
Chestnut Hill College - MEd
St Joseph’s University - BA

Mary Brennan has spent much of her teaching career educating young women in mathematics, which has allowed her to witness firsthand the determination, curiosity and aptitude they bring to the classroom. Currently, she teaches Honors Precalculus, Advanced Topics (AT) Statistics and Standard Precalculus to Grades 9 - 12 students. She finds her students highly engaged and inquisitive, always eager to tackle new and sometimes challenging concepts. "The students at Baldwin inspire me to teach lessons that are creative yet challenging, fun yet rigorous - but always mathematically essential," she shares, reflecting on the motivating atmosphere she encounters daily.

To ensure her students' success, Mary uses a particular teaching method almost daily. First, she introduces new skills to advance their mathematical understanding. She then works through problems with her students, providing plenty of examples, and finally, she allows them time to solve similar problems on their own or in groups. "I always randomly assign students into groups so they can learn from all of their classmates throughout the year and not just the students sitting next to them," she explains. Mary uses playful methods, such as playing cards, popsicle sticks and animal sounds, to assign groups, bringing laughter and ease to her students before they dive into their math assignments.

One of Mary's favorite teaching moments occurs in her AT Statistics class when she introduces the concept of the null hypothesis. She begins the year with a real-life case study involving a woman in England who claimed to "smell" Parkinson's disease. "After some speculation, researchers had her smell 20 t-shirts, 10 worn by Parkinson’s patients and 10 worn by healthy individuals. She guessed all 20 correctly!" Mary recounts. In class, she had students run a simulation where they "smelled" paper t-shirts, guessing whether they belonged to a Parkinson's patient. The students’ responses were plotted on a dot plot, and none of them came close to the woman's accuracy in the story. This exercise allowed Mary to introduce the null hypothesis and explain how it could be used to challenge the assumption that the woman was merely guessing. For Mary, the excitement of teaching mathematics began early, sparked by a moment in her Algebra II class. When asked by the teacher if she could teach this, "I jumped out of my seat because I was so excited to explain to my peers a concept that came easily to me," she recalls. The joy of helping others understand math has stayed with her, and she continues to inspire her Baldwin students in the same way. "To this day, I never lose the thrill of teaching mathematics to others, especially my Baldwin students, in hopes that they get it too!"

 

Harvey Campbell, Math Teacher
West Chester University - MA, BA

Harvey Campbell currently teaches Geometry, AT Discrete Mathematics and AT Calculus 2. His classes are filled with ambitious, inquisitive students who aren't just eager to learn how a mathematical concept works but are deeply driven to understand why it works. “If a student knows how and why a concept works, then they become more confident and have a higher level of understanding,” he explains. For Harvey, it’s all about pushing students to believe in their potential — even when the material feels impossible. “One of the coolest things about teaching at Baldwin is when students exit your class with a salvo of ‘thank-yous.’ Hearing ‘thank you’ after a good lesson never gets old. It motivates you to do it again.”

Harvey’s teaching approach is grounded in the learning pyramid, emphasizing active participation and peer-led instruction. He moves beyond traditional lectures, favoring hands-on learning and collaborative problem-solving. “In most of my classes, there is built-in time for class work,” he says. “Through discussion and teaching others, students retain more and gain confidence.” Students are invited to the board to teach their peers a few times each week — a method that reinforces their understanding while boosting public speaking skills. “Teaching others greatly improves a student’s confidence,” he adds. This student-centered philosophy fosters a deeper engagement with mathematics and encourages independence.

To bring relevance to mathematical concepts, Mr. Campbell designs projects that merge creativity with application. “At Baldwin, we have a lot of talented and artistic students. It seems many of our students can sing,” he notes. Inspired by their artistic flair, he developed a project where students create math music videos to teach a concept — blending logic with lyricism in a memorable way. See an example here.

His passion for math began in junior high when he realized the power of self-teaching through reading and reviewing his textbook. “Teaching yourself something is the best thing ever,” he says. Today, he shares that philosophy with his students, encouraging them to prepare for class by reading ahead and embracing consistent review. “My most consistent and self-disciplined students are usually surprised with how much they recall.”

Barbara Cass, Math Teacher
Villanova University - BS

Barbara Cass teaches 6th grade Foundations of Algebra, 7th grade Pre-Algebra and 7th grade Algebra 1, and coaching the Middle School Mathcounts Club, where her team competes annually in the Valley Forge chapter competition. She feels fortunate to work alongside a dedicated group of educators at Baldwin, particularly in the supportive and fun math department. "The students here are a joy to teach — they’re enthusiastic, curious and appreciative," Barbara shares, highlighting the positive and motivating environment at the School.

In her teaching, Barbara enjoys bringing students to the whiteboard to practice problems. "They love writing at the board, and it encourages them to collaborate and help each other through their work," she explains. This method also allows her to observe her students’ understanding of the topic and address gaps in their knowledge. Barbara especially enjoys teaching concepts like percentages, which are highly relevant to students' everyday lives. "We also explore real-world topics like interest rates, borrowing and investing money, which helps students see how math connects to their future," she adds. Her passion for teaching began at a young age, and she finds great joy in helping students grasp new concepts, hoping her enthusiasm shines through each day.

 

Jennifer Lee, Math Teacher
Cabrini University - MEd
Bryn Mawr College - BA

Jennifer Lee teaches Algebra 2 and Algebra 1B, where she finds joy in helping students and collaborating with colleagues. “I enjoy working at Baldwin because of the supportive colleagues and the motivated and caring students,” she shares. Her teaching philosophy centers around helping students realize their full potential — mastering the material and learning how to learn. “Learning is often messy, with ups and downs,” she says, “but I encourage my students to embrace challenges and keep pushing forward.” In her classroom, mistakes are not setbacks but stepping stones. She emphasizes note-taking, regular review — especially of errors — and the importance of practice and perseverance. “It’s not about perfection — it’s about reflection and continuous improvement,” she adds. With tools like worksheets, whiteboard exercises, Kahoot, Desmos and discussion-based activities like “Which One Doesn’t Belong,” Jennifer creates an environment where students are engaged, collaborative and thoughtful in their approach to problem-solving.

Jennifer also values professional growth and collaboration personally and within the Baldwin teaching community. “We have a strong community at Baldwin, where we exchange ideas, share laughs and support each other in our shared mission of helping students succeed,” she says. This culture of collaboration fuels her creativity and encourages innovative teaching strategies, such as using an escape room activity to encourage students to foster teamwork and sharpen their problem-solving skills. A lifelong learner, Jennifer makes it a point to grow every year — whether by learning a new math program, tending to indoor plants or experimenting with composting. “I want my students to understand that learning is a lifelong journey,” she says, “and that with persistence and effort, we can all improve and achieve success.”

 

Raphaelina Loke, Grade 12 Dean, Math Teacher
Old Dominion University - MS
Lehigh University - MS
Saint Mary's College - BS

Raphaelina Loke teaches Algebra 2 Honors, Geometry Honors, Differential Calculus and Integral Calculus. She enjoys working alongside her passionate colleagues in the math department, all of whom are committed to helping students develop strong analytical and critical thinking skills. "We are bound by a common purpose, we strive to help students become bold, confident and resilient problem solvers," Raphaelina says, emphasizing the partnership that drives the department's success in fostering a deep understanding of mathematics.

Raphaelina emphasizes the importance of the mathematical process in her classroom, placing greater value on how students arrive at solutions than simply getting the right answer. “Decomposing information into smaller, manageable parts and organizing it logically is essential — not just in math, but in life,” she explains. This process-driven approach fosters critical and analytical thinking skills that students can carry with them beyond the classroom.

Collaboration also plays a key role in Raphaelina’s teaching. She believes that when students talk through their strategies and solutions, they not only clarify their own understanding but also strengthen their use of precise mathematical language.

Raphaelina’s passion for teaching math is deeply rooted in her own experience with an inspiring teacher. “She was encouraging, non-judgmental, and patient. She taught me to think systematically and logically,” Raphaelina recalls. That experience now fuels her commitment to providing the same kind of support and encouragement to her own students.

Carlotta Lukens, Math Teacher
San Diego State University - BA

Carlotta Lukens teaches 6th grade math, Algebra 1A and 8th grade Financial Literacy. One of the most rewarding aspects of her job is changing the mindset of students who come in thinking they are "just not math people." "There is nothing more rewarding than seeing a student believe in themselves and shift their thinking about math and what they are capable of," she explains. Each year, she looks forward to helping students realize their potential and overcome doubts about their abilities, encouraging them to approach math confidently and positively.

Carlotta’s teaching methods focus on helping students develop a deep understanding of mathematical concepts. "It is important for students to put steps, ideas and strategies into their own words," she says. While math is often seen as having one correct answer, she believes the real value lies in how students approach and make sense of problems. She also strongly tries to connect math to real-world applications, particularly with topics like percents, probability and proportions. "Percents are always a wonderful opportunity to get students thinking about real-world applications, like paying for things and interest rates," she notes. One of her favorite lessons involves discussing real credit card statements with her students, exploring the terminology and the concept of compound interest. Inspired by her 7th grade math teacher, Mrs. Easter, Carlotta strives to bring the same excitement and passion to her classroom. "I want my students to feel empowered, challenged and comfortable to take risks every time they walk into my classroom," she says, emphasizing that math is just a puzzle and learning it can be fun and rewarding.

 

Dr. John O'Connor, Math Teacher
University of Pennsylvania - PhD
Illinois Institute of Technology - BS

Dr. John O’Connor teaches two senior elective mathematics courses at Baldwin: Linear Algebra and Multivariable Calculus, along with a course in Personal Finance. He appreciates Baldwin students' intellectual maturity and strong work ethic, which he believes make them ideal for studying mathematics. He notes his students' motivation and drive as key factors that enhance the learning experience in his classroom.

In his teaching, Dr. O'Connor emphasizes developing problem-solving skills, which he believes are crucial for building students' confidence and preparing them for more advanced topics. "I give problem sheets with instructions first to work individually, then to form small groups to compare methods and solutions, and then with the whole class finally reaching a consensus," he shares. This approach encourages independent thinking and promotes collaborative learning, helping students refine their problem-solving strategies by discussing and comparing different methods with their peers. Dr. O'Connor also highlights the deep connection between mathematics and the physical sciences, emphasizing how the history of mathematics shows the ongoing interrelationship between the two fields. "I try to convey the essential unity of mathematics, e.g. the pervasive role of geometric imaging," he notes, also reminding students that mathematics offers the "gold standard example of logical reasoning based on explicitly stated premises."

Dr. O’Connor's favorite course to teach is Multivariable Calculus because it challenges students to visualize and compute in three-dimensional space, allowing them to see the practical applications of mathematical concepts. "For the first time, using vector products and the 'del operator' ∇, students can write, and begin to understand, the nine fundamental equations of classical physics," he explains. His passion for mathematics is evident, as he has always loved the subject and continues to be a lifelong student. After teaching at the college level during and after graduate school, he always believed the teen years offered the greatest potential for intellectual development. "I bring in books and articles on current applications of mathematics," he shares, citing examples like the 2020 Nobel laureate Roger Penrose’s work on the impossibility of replicating human intelligence by digital machines. This commitment to ongoing learning enriches his teaching and develops his students' awareness of the current frontiers of mathematical and scientific research.