Mathematics (HS 226)

HS 226 Subject Seminar (Level II/III): Mathematics
Credits: 2
Faculty: Jamie York
I Projected Learning Goals and Objectives:
To develop a deep understanding of the nature of mathematics; to learn how mathematics can aid adolescent development; to learn how to work with and develop a comprehensive mathematics curriculum; and to develop the ability to work effectively in a Waldorf school.
II Overview of Course Content and Methods:
The following topics will be included:

  1. The high school math curriculum and its relationship to adolescent development
  2. The history of mathematics and its relationship to the evolution of consciousness.
  3. Specific details for the teaching of the following topics may include (depending upon the year):
  • Heron’s Proof
  • The Geometry of Descartes
  • An introduction to trigonometry
  • Calculus (main lesson)
  • 12th grade math track class (both advanced and regular sections)
  • The works of Archimedes
  • Surveying
  • Descriptive Geometry
  • Imaginary/complex numbers
  • Word problems and problem solving
  1. Various aspects of teaching high school math, including:
  • Remedial needs, and working with slower-paced groups
  • Various aspects of a Waldorf main lesson book
  • How to introduce a new topic
  • How to design an effective lesson plan
  • All aspects of homework
  • Assessment, testing, and report writing
  • What does it mean to teach “artistically”?
  • How can we find balance in our own lives as professional teachers?
  • Classroom expectations, discipline and decorum
  • Differences between teaching each of the grades 9 through 12
  1. The study of the following books/essays
  • Euclid’s The Elements, Book I
  • Karl Stockmeyer, Steiner’s Curriculum for Waldorf Schools
  • Rawson and Richter, The Educational Tasks and Content of the Steiner Waldorf Curriculum
  • George Adams, Physical and Ethereal Spaces
  • Paul Lockhart, A Mathematician’s Lament (essay)
  1. Mathematical activities and problem solving experiences.
  2. Current issues and trends in mainstream mathematics education.


FIRST year

Second Year

Third Year