INTERDISCIPLINARY LEARNING
students experience what “applied mathematics” really means:
‘OMG, it’s so beautiful.’ A team of five Mayfield seniors was geared up to begin preparations for an intense nationwide math competition designed to demonstrate the power of applied mathematics. But when the group of advanced calculus and statistics students, graphic designers and researchers opened the practice problem, their hearts sank. “We were all intimidated,” said team captain Sarah Lydon ’19. “The first time we attempted to solve a problem, none of us knew how to approach it; we couldn’t make any equations,” she said. “We had to start learning about a different approach to math.” Learn they did. They studied and analyzed past years’ problems. They watched videos on math modeling, navigated new software platforms, brainstormed and brushed up on research paper writing techniques. They sought help from teachers who showed them how to break problems down into manageable pieces. They practiced—and then practiced more. Finally, during a marathon 14-hour competition on a rainy Saturday in January, this fearless and deeply curious team demonstrated what interdisciplinary learning looks like in action. The MathWorks Math Modeling Challenge called on them to create mathematical models and develop measurement metrics that address a realworld problem—the growing popularity of vaping among young people, and the attendant risk of nicotine addiction. This was the problem they opened: “Build a mathematical model that predicts the spread of nicotine use due to vaping over the next 10 years. Analyze how the growth of this new form of nicotine use compares to that of cigarettes.” The girls worked all day and by 9 p.m.
had produced a 20-page mathematical model and research paper that predicted what the 10-year future of vaping would look like for high school seniors. In addition, they predicted the likelihood that an individual will use various substances, including alcohol, marijuana and opioids. At its technical root the task was a mega-math problem. But their research also required them to draw on the breadth of their Mayfield education. “Our girls did so well because they are so well-versed in bringing all their skills to problem solving,” said Melissa Tighe, Math Department Chair and Director of Innovation. “They bring math skills to the table. They grasped the magnitude of the problem because of their social studies skills. They can present a 20-page paper in one day because of their writing and research skills. “Not only that, but their theology and social justice learning has made them empathic problem solvers,” she said. Our team’s paper catapulted Mayfield to the top strata of 1,174 teams nationwide, earning a place among only 178 teams named semifinalists. Of California’s 105 teams, Mayfield was one of only 13 to advance. Reflecting on the experience, Sarah said “it showed how capable we are and doing so well just affirms that we are more powerful than we know!” Their “aha” moment came mid-day as they strung a three-foot-long equation on the whiteboard. “Oh my God, it’s working, it’s so beautiful,” said Niamh Diver ’19, punching numbers into her calculator as Elisa Gonzales ’19 wrote on the board. Elisa thought this mathematical model helped power their paper to the competition’s top tier because it came
“incredibly close to actual governmentregulated statistics and data—a 1% error margin—wow!” Gabby Magat ’19, a graphic designer, and Karina Carranza ’19, who wrote using LaTex software, a tool used by scholars to incorporate complex math expressions in their papers, contributed mightily to the team. Team members credited their strong Mayfield STEM classes for their success, along with their collaborative efforts, critical thinking skills, and respect for the opinions and thought processes of others. “I think the biggest lesson is that just because something is daunting and seems unmanageable, doesn’t mean it is impossible,” Niamh said.
“Our girls did so well because they are so well-versed in bringing all their skills to problem solving.” — MELISSA TIGHE, MATH DEPARTMENT CHAIR AND DIRECTOR OF INNOVATION
2019 POSTSCRIPTS
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