Of the seven teaching faculty in this department, only one took calculus as a senior, though they all have undergraduate and/or advanced degrees in mathematics. When asked about their backgrounds they are quick to point this out to show the growth mindset that is possible when learning math, often contrary to common perception. As a group, their goal is to develop and refine their students’ ability for problem solving, and to equip each student with sufficient mathematical skills so that she has the freedom to pursue the college curriculum and/or career of her choice—regardless of what math class she is placed in as a freshman. Additionally, the all-female faculty strives to provide an atmosphere where students learn to enjoy and appreciate mathematics and develop a confidence in their mathematical skills.

The combination of the all-girls learning environment and the all-female faculty allow young women to see themselves in their teachers. As this group of women support one another in their day-to-day, they offer an equally supportive environment for their students to learn.

“Girls are encouraged to ask questions, to take risks without fear of failure—knowing that working through the process is learning,” says Mathematics Faculty and Department Chair Dawn Gardner. “They get to be who they are—their curiosity is encouraged while their confidence grows.”

“Girls here are so eager,” Mathematics Faculty Emily Brown adds, who previously taught in a co-ed, public school setting. “They are the ones answering all of the questions—they are not worried about going up to the board to solve a problem in front of each other—it’s a supportive culture that encourages action.”

Mathematics Faculty Laura Clark, DSHA ’93, has a professional background as an actuary with an MBA and an MAF (Master’s in Finance) while Mathematics Faculty and Specialized Studies Department Chair Connie Farrow brings the benefit of a prior career in engineering to the classroom. “The girls here feel so supported and equal—there is no hierarchy within the student body or our staff,” Clark says. Farrow adds, “I spent a large portion of my career in a male dominated field—and not everyone was treated as an equal. I was always trying to prove myself as one of two women (in my place of work.) It’s a different feeling than we get to give our girls here. They will leave DSHA knowing they can be and do anything.”

Matina Naum, DSHA ’22, is currently taking AP Calculus (AB) taught by Mathematics and Specialized Studies Faculty Libby Wissing, DSHA ’10, and AP Computer Science taught by Farrow. When Naum reflects on her four years as a math student at DSHA, she points to the growth that her teachers have encouraged in her. “They are my role models. They have taught me that it is about mindset and attitude as you work on something new,” she says. “They have encouraged what we call ‘productive struggle’ and even celebrated our errors because it means we are learning. They are so gracious and have reshaped my approach to learning math.”