Curriculum Detail

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School Level

Department

Mathematics

Middle School

The Middle School Mathematics program’s primary aim is to develop number-sense skills, problem-solving techniques, and the ability to see and to describe numerical and geometric patterns and relationships. In fifth grade, students begin constructing the bridge that connects the concrete world of arithmetic to the abstract world of algebra. Student participation in class activities and discussions is encouraged, as is the development of good communication skills. Many students will be ready to take Algebra I in the eighth grade, but others will not yet be ready for the necessary abstraction. The course sequence allows students to develop mathematical maturity at different paces and yet arrive at the common goal of completing the bridge to the abstract.

Students in fifth and sixth grades receive TI-30 series scientific calculators to explore interesting numerical patterns and to enable them to solve realistic applied problems. Students in seventh grade and all other students new to St. Mark’s are issued TI-84 graphing calculators at the beginning of the school year, and they should bring them to class as directed by their teacher.

In the spring, the Mathematics Department will make recommendations regarding each boy’s course selection for the following year. These recommendations are based upon what would be the best course for the student, and the student is expected to enroll in that course. The Math Department Chair must approve enrollment into any Honors section.

Upper School

The Upper School Mathematics courses seek to develop skills and concepts which will enable students to analyze and solve problems from a wide range of mathematical areas, including algebra, geometry, probability, statistics, and the standard elementary (polynomial, rational, trigonometric, logarithmic, and exponential) functions. The Math Department emphasizes the importance of active student participation in all aspects of the learning process. Appropriate technology facilitates the exploration of mathematical concepts and allows a rich array of applied problems. Other goals include the development of logical and critical thinking, competence in the use of language and symbols, and the ability to communicate clearly.

Students must complete the required sequence of mathematics courses through Algebra II before graduation. They must take mathematics courses through their junior year, but are encouraged to continue their study of mathematics through their senior year. The department offers a variety of electives to meet the needs and interests of students who complete the Algebra II course before the end of the junior year.

Selection Process for AP/Honors Courses

Each spring, the department solicits nominations from the faculty for placing students in AP/Honors courses for the following fall semester. Nomination for AP/Honors in any one year does not guarantee nomination again in future years. Each student’s placement in an AP/Honors course is re-evaluated annually.

Criteria for Nomination for AP/Honors Courses

The student should, in the judgment of his most recent teacher:

Demonstrate mathematical skill and understanding by consistent achievement at the high honors level on tests, quizzes, and other evaluations. CML and AMC scores are also indicators of achievement and potential.
Learn quickly, as the pace of an Honors/AP class is significantly faster than a regular mathematics class. Thus, the student must pick up new ideas and concepts without needing lengthy explanations.
Show that he is truly curious about mathematics by taking an active role in class, asking and answering probing questions consistently, and seeking opportunities to engage in mathematics beyond what is required. For example, the student might regularly complete honors problems, participate on the math team, or complete a summer activity involving mathematics.
Demonstrate the ability to solve problems in a creative and non-routine manner. His solutions should not merely reproduce methods presented in the book or by the teacher.
Prove to be self-motivated. He should have a natural capacity for discipline and hard work.

Selection to AP/Honors

A student may enter the honors sequence at any grade level, although entrance at the Upper School level may require additional summer work.
The input of all teachers who know the student is considered in the selection process.
Final approval is subject to review by the Department Chair.
When the student is nominated for the AP/Honors course, his advisor will be notified so that the student may select the course on his Course Selection Sheet.

Appeal Process

The student must first engage in a conversation with his most recent mathematics teacher. The student then has an option to appeal through the Department Chair.

Placement Testing

Placement tests are administered to new students only. Placement tests do not allow new students to accelerate through our math curricula by skipping classes. They assess knowledge from courses completed and listed on the transcript from the prior school of record. We do not give placement tests to current students.

Outside Coursework
Students are welcome to explore mathematics in their free time through programs outside of the St. Mark’s math curricula. However, St. Mark’s does not recognize any outside program as a substitute for one of our yearlong math courses. For example, students should not take a six-week summer course in algebraic reasoning expecting to skip algebra the following school year. The Math Department places great value in the evaluations of our veteran faculty who have spent months, or often years, with the boys in engaging mathematical environments. Outside courses and self-paced studies do not replicate the rich, invaluable discourse that transpires in the classroom.

Math 5

Grade 5 | Full Year
This course stresses operations with real numbers. Students review whole numbers, continue their exploration of fractions and decimals, and are introduced to integers. Among other topics discussed are geometry, measurement, counting problems, and statistics. Problem solving and writing equations are an integral component in all units, and many enrichment activities supplement textbook units.
Math 6

Grade 6 | Full Year
This course seeks to refine the student’s skill level with regard to real numbers in the form of fractions, decimals, and integers. Special effort is made to help students understand the properties and concepts studied and apply them to novel problem-solving situations. Abstract reasoning, including the concepts of variable and equality, is gradually introduced, but not explored in depth. Supplementary topics such as number theory, geometry, probability, and counting problems are included.
Math 7

Grade 7 | Full Year
This course is designed to complete the bridge being built between the concrete concepts of arithmetic and the abstract concepts of algebra and geometry. Patterns are used to develop an understanding of variable, equality, and inequality, as well as many of the principles of geometry. Students are expected to become proficient in communicating their reasoning, both orally and in writing. By the end of the course, students should be confident in their ability to manipulate real numbers and should be ready to apply the same concepts in the abstract language of algebra.
Math 7-H

Grade 7 | Full Year
This course will acquaint the student with new techniques and concepts in the fields of number theory, algebra, geometry, combinatorics, data analysis, matrices, and others. The course is an exploratory one, with an underlying scope and sequence, but designed to pursue the mathematical interest of students and to delve more deeply into the areas covered by the class of Mathematical Connections. Limitation: Departmental nominations are required. Expectations are similar to those outlined for Honors/AP classes in the Upper School.
Introduction to Algebra

Grades 8 & 9 | Full Year
This course continues to build the bridge between the concrete concepts of arithmetic and the abstract concepts of algebra and geometry. Students learn to express data in table, symbolic, and graph forms, often accompanied by the use of the TI-84 calculator. The course is intended for those students whose mathematical development requires more exploration before making the final transition to Algebra I. Limitation: Department Chair approval required.
Algebra I

Grades 8 & 9 | Full Year
This is a rigorous first-year algebra course. It is assumed that students have been previously introduced to the concept of a variable and that they are familiar with symbolic representations of mathematical expressions. Furthermore, students should have a working knowledge of operations and their inverses and be able to apply that knowledge to the process of solving simple linear equations. Emphasis is placed on the concepts of equality, inequality, proportionality, and function. Linear and quadratic functions are explored in depth, symbolically and graphically. Students learn rules to re-express rational, radical, and exponential expressions in alternate forms. Concepts and procedures are explored within real-world settings as well as in a purely mathematical context, and the TI-84 graphing calculator becomes a fundamental tool.
Algebra I-H

Grade 8 | Full Year
This is a rigorous first-year algebra course. It is assumed that students have been previously introduced to the concept of a variable and that they are familiar with symbolic representations of mathematical expressions. Furthermore, students should have a working knowledge of operations and their inverses and be able to apply that knowledge to the process of solving simple linear equations. Emphasis is placed on the concepts of equality, inequality, proportionality, and function. Linear and quadratic functions are explored in depth, symbolically and graphically. Students learn rules to re-express rational, radical, and exponential expressions in alternate forms. Concepts and procedures are explored within real-world settings as well as in a purely mathematical context, and the TI-84 graphing calculator becomes a fundamental tool. Limitation: Dept. Chair approval required for the Honors class.
Geometry

Grades 9 & 10 | Full Year
Geometry is a full-year course which stresses the organization of a deductive system, accurate use of language and logic, writing proofs, and developing the ability to analyze and solve problems. Plane, coordinate, and 3-dimensional geometries are studied, and algebra is used as a tool in applying new facts.
Geometry-H

Grade 9 | Full Year
Geometry Honors is a full-year course which stresses the organization of a deductive system, accurate use of language and logic, writing proofs, and developing the ability to analyze and solve problems. Plane, coordinate, and 3-dimensional geometries are studied, and algebra is used as a tool in applying new facts. Limitation: Department Chair approval required for the Honors course.
Algebra II

Grades 10 & 11 | Full Year
These courses emphasize functions. Linear, quadratic, rational, irrational, algebraic, exponential, and logarithmic functions are studied symbolically and graphically. Trigonometric functions are introduced, as are quadratic relations and sequences. Word problems are used extensively to increase student awareness of the real-world applications of these functions and as a vehicle to practice skills (including problem-solving skills). Prerequisite: Algebra I.
Algebra II-H

Grades 9 & 10 | Full Year
These courses emphasize functions. Linear, quadratic, rational, irrational, algebraic, exponential, and logarithmic functions are studied symbolically and graphically. Trigonometric functions are introduced, as are quadratic relations and sequences. Word problems are used extensively to increase student awareness of the real-world applications of these functions and as a vehicle to practice skills (including problem-solving skills). Prerequisite: Algebra I. Limitation: Dept. Chair approval required for the Honors class.
Algebra II/Precalculus Accelerated-H

Grades 9 & 10 | Full year

The course begins with linear parametric equations and vector operations, then transitions into parametric equations involving motion. This will lead to the exploration of circular parametric equations and vector operations, followed by a deep study of trigonometry. This course will provide opportunities to explore critical Honors Algebra II and Honors Precalculus concepts at a significantly faster pace than the traditional honors path, which typically takes two full years to complete. Limitations: (1) Significant score on the AMC 8 and/or AMC 10; (2) Display of leadership (generative in discourse, work well with others, work quickly and efficiently, always moving the class forward); (3) Department Chair approval.
College Algebra-Trigonometry

Grades 11 & 12 | Full Year
College Algebra & Trigonometry (CAT) is designed as a full-year course with emphasis on preparation for entry-level college mathematics classes. Whereas Precalculus is designed with the content and pace necessary to prepare students for a next course in Calculus, CAT is focused on 1) developing a full course in Trigonometry that extends the explorations studied in Geometry & Algebra II and 2) strengthening students’ knowledge of algebra concepts and skills through problem-solving and graphical investigation. The expectation is that students completing this course would be able to transition successfully into a college-level mathematics course. Prerequisite: Algebra II.
Precalculus

Grades 11 & 12 | Full Year
This course expands the student’s understanding of trigonometric, circular, polynomial, rational, exponential, and logarithmic functions. The syllabus also includes parametric equations, logistic functions, polar coordinates, sequences, series, and vectors. The traditional curriculum is enhanced by continuously adding geometric representations to the algebraic representations. Students successfully completing this course will be sufficiently prepared for AP Calculus and the SAT Mathematics Level 2 tests.
Precalculus-H

Grades 10 & 11 | Full Year
This course expands the student’s understanding of trigonometric, circular, polynomial, rational, exponential, and logarithmic functions. The syllabus also includes parametric equations, Logistic functions, polar coordinates, sequences, series, and vectors. The traditional curriculum is enhanced by continuously adding geometric representations to the algebraic representations. Students successfully completing this course will be sufficiently prepared for AP Calculus and the SAT Mathematics Level 2 tests. Limitation: Department Chair approval required for the Honors class.
AP Statistics

Grades 11 & 12 | Full Year
Students in the AP Statistics course are exposed to four broad conceptual themes: exploring patterns found in data sets, planning and conducting a study or an experiment, understanding events through probability studies and simulations, and making conclusions through testing hypotheses and estimating parameters. The class emphasizes clarity of expression and use of details in both mathematics and writing. The TI-84 graphing calculator’s statistical computation features are used regularly. Prerequisite: Completion of or concurrent enrollment in Precalculus. Limitations: Department Chair approval required.
Calculus

Grade 12 | Full Year
This course builds upon the concepts and procedures studied in previous mathematics classes, including Precalculus. For example, linear functions serve as the foundation for a study of the concept of slopes of non-linear functions. Geometric sequences and series are used to explore the mathematics of investment and to build the concept of Riemann sums. Particular topics may vary from year to year to allow for the interests and strengths of the current students, but all students who successfully complete this course should be well prepared to take college level mathematics courses, including calculus. Limitation: Dept. Chair approval required.
AP Calculus AB

Grade 12 | Full Year
This is the AB-level Advanced Placement Calculus course. Its syllabus is determined by the College Board and requires extensive exploration with the TI-84 graphing calculator. Calculus AB is the equivalent of the first semester course in calculus offered by most universities. Students may earn credit and/or placement at universities by taking and passing the AP Examination in May. Limitation: Dept. Chair approval required.
AP Calculus BC

Grades 11 & 12 | Full Year
This is the BC-level Advanced Placement Calculus course. Its syllabus is determined by the College Board and requires exploration with the TI-84 graphing calculator. Calculus BC is the equivalent of a full first-year course in calculus offered by most universities. Students may earn credit and/or placement at universities by taking and passing the AP Examination in May. This course is fast-paced and demanding. It is intended only for those students who have both an outstanding aptitude and a high interest in mathematics. Limitation: Dept. Chair approval required.
Multivariate Calculus - H

Grade 12 | Full Year
In this honors level course, students will study the material typically covered in college-level Calculus III, along with other select post-Calculus II topics as selected by the instructor. Students work both independently and cooperatively in their exploration of the content, developing tools critical for success in college such as using study groups and textbooks as resources. A student who completes this course will have an opportunity to preview content required for an engineering major or similar field. Prerequisite: Completion of the St. Mark’s AP Calculus BC course and Dept. Chair approval.
Advanced Topics in Mathematics - H

Grade 12 | Full Year
In this honors level, seminar-format class students study the material from a college level math course selected by the instructor, such as Mulitvariable Calculus, Linear Algebra or Differential Equations. Students work independently and cooperatively in their exploration of the material, developing tools critical for success in college such as using study groups and textbooks as resources. Students present problems at the board on a regular basis and are encouraged to bring questions for discussion to the group. A student who has taken this class will be in a good position to test out of the course in college or can view this class as a preview of the material before taking the course in college. Prerequisite: Completion of or concurrent enrollment in the St. Mark’s AP Calculus BC course and Dept. Chair approval.

Faculty

Shane May

Thomas B. Walker III ’73 Mathematics Department Chair

214-346-8355

University of Houston - B.S.
Houston Baptist University - M.Ed.

MayS@smtexas.org
Bio
As chair of the Mathematics Department, Shane May serves as the Thomas B. Walker III ‘73 Mathematics Department Chair. A member of the faculty since 2019, he also co-chairs the Quiz Bowl. May earned his B.S. in mathematics from the University of Houston and a M.Ed. from Houston Christian University. He previously taught for 24 years in the Deer Park Independent School District, where he served as the Mathematics Department chair, Science Department chair and head coach of the Academic Decathlon team. May has received the RadioShack National Teaching Award, Texas Exes Teaching Award and was inducted into the Deer Park ISD Hall of Honor.
Gregory Bergeron

Math Teacher and Eighth-Grade Volleyball Coach

214-346-8439

University of Louisiana-Monroe - B.S. in Education
Amberton University - M.A.

bergerong@smtexas.org
Bio
Having joined the faculty in 2020, Gregory Bergeron is a member of the Mathematics Department, where he teaches classes in mathematics to seventh graders. He’s a seventh grade adviser and coaches eighth grade volleyball. Bergeron holds a bachelor’s degree from the University of Louisiana-Monroe and a master’s degree in counseling from Amberton University. Prior to joining St. Marks, Bergeron taught for 30 years, including two years in the Ouachita Parish School System in Louisiana, nine years in the Little Cypress-Mauriceville school district in Orange and the last 19 years in the Highland Park ISD. During his time at HPHS, Bergeron taught high school math, coached the women’s soccer team and the Academic Decathlon team.
Carra Brown

Math Department Faculty

214-346-8337

University of Notre Dame - B.S.

BrownC@smtexas.org
Valerie Davis

Middle School Math Teacher

214-346-8294

Texas Tech University - B.S.
Texas Christian University - M.Ed.

DavisV@smtexas.org
Bio
Beginning her St. Mark’s career in 2015, Valerie Davis is a member of the Mathematics Department, where she teaches mathematics to sixth and seventh graders. Davis earned a bachelor’s degree from Texas Tech University and master’s degree in education from Texas Christian University. Prior to joining St. Mark’s she taught middle school math and science at St. Rita School in Fort Worth. Additionally, she was the math specialist for grades 1-8 in addition to teaching middle school math at The Oakridge School in Arlington. She then moved to California and taught middle school mathematics at the San Domenico School in San Anselmo, CA. She serves as the faculty sponsor for the Middle School MATHCOUNTS team and is a member of the National Council of Teachers of Mathematics. She received the John H. Murrell Excellence in Teaching Award in 2022.
Zuming Feng

The Suzanne and Patrick McGee Family Master Teaching Chair in Mathematics

214-346-8172

FengZ@smtexas.org
Janis Foster

Geometry Teacher

214-346-8450

Michigan State University - B.A.

FosterJ@smtexas.org
Bio
Janis Oprea joined the St. Mark's School of Texas faculty in 1997 as a middle and upper school mathematics teacher, having previously been the Head of the Mathematics Department at Parkhill Junior High School in Richardson, Texas. A native of Michigan, she received her undergraduate degree from Michigan State University, and continued her education here in Texas, acquiring her Gifted and Talented certification and graduate credits in mathematics from Texas A&M in Commerce and University of Texas in Arlington. In addition to her teaching assignments, Mrs. Oprea also is the Head Coach of the middle school water polo and swimming teams, and is the College Board test site supervisor for the SAT testing program.
Sherry George

Upper School Mathematics

214-346-8442

Binghamton University, SUNY - B.A.
City College of New York - M.A.

georges@smtexas.org
Bio
Coming to St. Mark’s from Queens, N.Y. where she taught for over a decade, Sherry George joined the St. Mark’s faculty in 2020. A member of the Mathematics Department, she teaches courses in precalculus and calculus to Upper School students. George earned a Bachelor of Arts degree in mathematics and comparative literature from Binghamton University, NY; and a Master of Arts in secondary mathematics education from City College of New York.
Kenneth Howell

Math Teacher

214-346-8155

HowellK@smtexas.org
Bio
Ken Howell started his St. Mark’s career in 2023 as a member of the Mathematics Department, where he teaches courses in algebra and precalculus to students in the Upper School. He earned a Bachelor of Science degree from Lees McRae College and a master’s degree in teaching mathematics from University of Texas at Dallas. Before coming to St. Mark’s, Howell taught mathematics at Jesuit Preparatory School where he was an assistant coach for the varsity lacrosse team and the head coach for the bowling team.
Elizabeth Kraft

Middle School Mathematics Teacher

214-346-8350

University of Michigan - B.A. Education
University of North Texas - M.A.

KraftL@smtexas.org
Bio
A member of the Mathematics Department, Liz Kraft teaches students in grades five and six. Kraft earned her Bachelor of Arts degree from the University of Michigan and a master’s degree from the University of North Texas. Prior to joining St. Mark’s, Kraft taught math and science in the Richardson Independent School District, Parish Episcopal School and Levine Academy. She is a member of the Texas Math and Science Coaches Association and sponsors the Middle School Math Team. She is also a sixth grade class adviser and received the John H. Murrell Excellence in Teaching Award in 2023.
Lauren Logan

Middle School Math Teacher, Middle School Community Service Coordinator

214-346-8236

University of Arizona - Bachelor's Degree
Western Governors University - Master's Degree

LoganL@smtexas.org
Bio
A member of the Mathematics Department, Lauren Logan joined the faculty in 2021 and teaches Middle School mathematics courses. She earned her bachelor’s degree from the University of Arizona and her master’s degree from Western Governors University. Before joining St. Mark’s, Logan taught middle school math at neighboring private schools in Dallas and fifth grade all-subjects in San Diego, CA. Logan coaches junior varsity volleyball and co-sponsors the Middle School Community Service program.
Corindo Martin

Mathematics Dept. Faculty

214-346-8195

Southern Methodist University - B.S.

martin@smtexas.org
Bio
A native of Cuba, Corindo Martin began his St. Mark’s career in 1990 teaching mathematics and coaching soccer in the Middle School. Now, he is head soccer coach, winning SPC championships in 2012, 2013 and 2020. Martin holds a bachelor’s degree in mathematical sciences from Southern Methodist University and gained valuable teaching experience while on a teaching fellowship in graduate school at the University of North Texas. He has been involved in youth soccer at both club and recreational levels before his arrival at St. Mark’s. An eighth grade class advisor, he received the Ralph B. Rogers Award in 2006. He’s the father of two Marksmen — Gabe ‘18 and Luke ‘22.
Paul Mlakar

Director of Academic Information Systems; Math Department

214-346-8451

Ohio State University - B.S.
University of Houston - M.A.

mlakarp@smtexas.org
Bio
Paul Mlakar is the director of Academic Information Systems and a member of the Mathematics Department, where he teaches AP calculus courses to junior and senior students. Beginning his St. Mark’s career in 2003, he also serves as scheduler for Upper and Middle Schools and coaches the Upper School Academic Quiz Bowl team. He earned a Master of Education degree in curriculum and instruction from the University of Houston after earning a Bachelor of Science degree in mathematics education from The Ohio State University. Mlakar has worked in various aspects of education throughout his career, first as a high school math teacher in Pasadena, TX followed by an education specialist position at the Space Center in Houston, the visitor center for NASA’s Johnson Space Center. He left that position to serve as an education specialist at the Region IV Education Service Center in Houston, where he provided training and professional development to math teachers. He has authored numerous mathematics curricula for geometry, algebra II, and mathematical modeling.
Amy Pool

Genecov Master Teaching Chair

214-346-8452

Portland State University - B.S.
Portland State University - M.S.

PoolA@smtexas.org
Bio
Amy Pool joined the St. Mark’s faculty in 2011 and is the first holder of the Sally & Edward Genecov Master Teaching Chair. Pool earned a Bachelor of Science in mathematics degree from Portland State University and a Master’s of Science in mathematics from Portland State University. Pool started her teaching career at Portland State University as an adjunct professor, after which she spent ten years at Northwest Academy in Portland, OR. Since then, she has taught at Gonzaga University and Collin College and is an AP reader for calculus. Pool co-sponsors the Upper School Math Team and has served as a junior-senior class sponsor. She received the John H. Murrell Excellence in Teaching Award in 2013.
Lynne Steckler

Math Teacher

214-346-8208

University of Texas at Austin - B.S.
University of Texas at Dallas - M.A.

stecklerl@smtexas.org
Bio
Lynne Steckler joined the St. Mark’s faculty in 2008 as a teacher of both Middle School and Upper School mathematics. Lynne brings 19 years of teaching experience to St. Mark’s. She has taught in Plano, Richardson, and Highland Park school districts; most recently having taught Algebra I at Highland Park High School. A native of Dallas, Lynne graduated from Richardson High School, received her BS in Education from the University of Texas at Austin and her MA in Interdisciplinary Studies, with a focus in mathematics, from the University of Texas at Dallas. She also obtained her certification in Gifted Education from the University of North Texas. In addition to her teaching duties, Ms. Steckler is serving as a co-sponsor of the Middle School Math Team. Ms. Steckler enjoys reading, doing crossword puzzles, and spending time with family and friends.

St. Mark’s School of Texas

10600 Preston Road
Dallas, Texas 75230
214-346-8000

About Us

St. Mark’s School of Texas is a private, nonsectarian college-preparatory boys’ day school for students in grades 1 through 12, located in Dallas, Texas. St. Mark’s aims to prepare young men to assume leadership and responsibility in a competitive and changing world.

St. Mark’s does not discriminate in the administration of its admission and education policies on the basis of race, color, religion, sexual orientation, or national or ethnic origin.