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Mathematics Department
In teaching mathematics we aim to help students develop understanding of math concepts, develop skills and techniques of math and to use symbolic notation, become aware of and able to use patterns of thinking and reasoning, enjoy the intellectual stimulation of math, and prepare for the application of mathematics to other field. A Pingry student should also understand and have first-hand knowledge of the use and capabilities of the computer.
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Emmanuel F. Tramontana
Department Chair
Analysis, AP Calculus BC, Math 6 Honors |
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Denise Brown-Allen
Faculty
AP Statistics |
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Ananya Chatterji
Faculty
Math 4A, Calculus |
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Frederik Hedengren
Faculty
Math 2A, Geometry |
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Tim Jaqua
Faculty
Geometry, Math 3A, Analysis |
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Judith Lee
Faculty
Math 4A, Analysis, Calculus |
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Jonathan Leef
Upper School Director
Math 4A |
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Kelle Leonhard
Faculty
Algebra 2, AP Calculus |
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Virginia McGrath
Faculty
Geometry, Algebra 3 & Trigonometry |
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Bradford Poprik
Faculty
Algebra 3 & Trigonometry, AP Statistics |
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Peter S. Thomson
Faculty
Analysis, Algebra 3 & Trignometry, AP Calculus AB, AP Calculus BC |
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Emmanuel F. Tramontana
Department Chair |
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Thomas S. Boyer
Faculty
Pre-Algebra, Algebra 1 |
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John Magadini
Faculty
Pre-Algebra |
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Bradford Poprik
Faculty
Algebra 3 & Trigonometry |
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William J. Reichle
Faculty
Algebra 1, Algebra 2 |
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Alexandra Schwab
Faculty
Math 6A, Math 6B |
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Donna M. Thau
Faculty
Math 6B, Algebra 2, Geometry 8 |
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Thomas M. Williams
Faculty
Grade 6 Mathematics |
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Christine S. Irish
Faculty
Math Instruction Specialist |
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Robert A. Smith
Faculty
Grade 5 Mathematics |
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Math offerings in the Middle School follow one of two possible sequences: Pre-Algebra followed by Algebra 1 which teaches fundamental math skills and pre-algebra skills in preparation for Algebra 2 in Form III. The other sequence is Algebra 1 for Form 1 students, followed by Algebra 2 in Form II. All Middle School students’ math records are reviewed every spring to ensure placement in the course sequence best suited to each student’s needs.
The elementary program stresses the acquisition of mathematical power—the ability to discern mathematical relationships, reason logically, and use mathematical techniques effectively. Students acquire that power by adding, subtracting, multiplying, and dividing whole numbers, decimals, and fractions with facility and accuracy; by extracting information from data; and by dealing successfully with number and word problems. Special attention is given to the individual needs and abilities of each student. The curriculum reflects the math standards established by the National Council of Teachers of Mathematics. |
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