Cheryl Nowak has taught 11 years at Saint Viator High School in Arlington Heights, where her courses include AP Calculus BC, AP Calculus AB, Honors Precalculus and Honors Algebra 2/Trig. She also coaches the school’s math team and is a co-moderator of the school’s newly implemented STEM designation program.
A product of a Catholic school education (she graduated Cum Laude from Loyola University-Chicago), Nowak arrived at Saint Viator in 2005 after teaching at her alma mater, Saint Scholastica High School in Chicago, and in the Upward Bound Program, an enrichment program for inner-city high school students.
Q Why did you decide to teach math?
A. “God wrote the universe in the language of mathematics” — Galileo
I firmly believe this to be true. Math is everywhere and it is the great equalizer. No matter where you live, what you do, what culture you come from — you use math … and it’s the same everywhere.
Everyone needs math. Math does not discriminate. Whether you use basic, functional processes for daily life, or elaborate, technical problem-solving skills in a career — you’re using math. So the better you understand mathematics, the better off you’ll be in your daily life.
I love math, and I am passionate about teaching math! I love how everything fits together so “magically” and perfectly in a perfectly logical sequence. I want my students to see and appreciate the true beauty of mathematics. I also want my students to be comfortable using math and I want them to find the joy of success in math class. I truly enjoy sharing my excitement and passion with my students.
Q. How do you reach kids who don’t like math?
A. Not everyone likes math … and that is ok. I get it. It’s not everyone’s favorite subject, and not everyone feels successful in a math class. I embrace that.
There are a lot of things that my students excel at that I only wish I could do. That’s what makes the world go around. I still expect my students to do their very best in my classes. Whenever possible, I try to describe or show when and how mathematical processes are used in real life so my students can make connections and understand the true importance of what they are learning.
One of my pet peeves is when I hear adults saying the they “never liked math” or “I was never good at math” to my students. Those phrases are counterproductive and they give license to students to write math off.
But math is such an integral (no pun intended) part of our world that students need to be encouraged and nurtured through the process of mastering mathematics. I try to make my classroom an environment where students are not afraid to ask questions or take risks.
I treat all my students with the same respect that I would expect other teachers to have for my own kids. This type of atmosphere creates an environment in which students are willing to work, regardless of their likes, dislikes or abilities.
Q. What’s your philosophy for teaching math?
I believe that everyone can learn math on some level. I believe that math is not a spectator sport. You learn by doing. Excelling in mathematics should be treated the same way as one would strive for success in other areas of their lives like sports, clubs and activities.
It requires practice (aka homework), scrimmages (aka group assessments and quizzes), games (aka tests) and the championship (aka the final exam). All of these components are necessary for the solid building blocks of mastery in mathematics.
I believe that we learn from our mistakes. A mistake is not a failure. It is simply an opportunity for growth. I don’t want students to be afraid to make mistakes, but I also don’t want them to leave errors uncorrected.
Making mistakes helps identify where the gaps in learning and understanding are occurring. In math, there are ample opportunities to make mistakes. That should not stifle the teaching and learning process. In fact, I believe it should enhance it.
Math should be taught through a multisensory approach: seeing, hearing, doing, saying. That’s why, in addition to presenting the material, I give frequent partner and group assessments and activities. Those are my favorite days!
Q. How has technology changed the way you teach math?
A. We use iPads, graphing calculators, and SMART Boards every single day in our classes. Our books are on iPads. We even adopted a book that has online homework.
In this day of instant gratification, online homework gives kids instantaneous feedback about being correct, but it also directs them to similar problems and other resources should they find themselves struggling with a problem.
We use all kinds of apps on the iPad, including Desmos, Showbie, Notability, Educreations, Book Creator, just to name a few. Technology helps math come alive and be more meaningful.
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