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14

In 2010, only two students were taking Discrete

Mathematics as an independent study. As word

spread around the magnet, computer science

students became interested in the course for its

introduction to mathematical proofs, which provided

a foundation for abstract computer science. It was

not something typically offered in high school.

As someone considering computer science as

a college major, Tyler Darnell (12) had already

inquired about taking the course at the University of

Louisville, but was turned away. He was happy to

learn that “Discrete” would become a more formal

course under Mr. O’Bryan in fall 2011.

“I was glad I would be able to take it in a

structured course,” he said. “It’s one of the more

challenging courses I’ve taken.” Photo by Jack

Mattingly

LEARNING TO BE DISCRETEDISCRETEDISCRETE

Tyler Darnell (12)

Academics • Math, Science, Technology 117

“I like the way that my math

classes challenge me. Even

though math isn’t my favorite

class, it offers a challenging

environment.”

Marie Bissell (11)

Ankush Gupta (12) stared at the

computer screen, eyes wide. He had

just pulled up the JCPS graduation

requirements and read the one fact

that would pose a problem for the next

several months: Kentucky required not

four credits of math, but four years.

The rule had good intentions.

“Colleges are seeing that students

are more likely to not have to take a

remedial math course if they have one

their senior year,” Ms. Marti Johnston

(Counselor) said.

But Gupta had many more than four

credits of math, as he had taken so many

math classes at Manual and the University

of Louisville that there were none left for

him to take during his senior year. That

meant that Gupta’s ability to graduate

was in question. Gupta realized this, and

then laughed in disbelief. “A rule added

to promote learning math, and that it might

result in my not graduating because I took

too many math classes, was so ironic,”

he said.

But Gupta was not the only one in

danger of running out of math classes.

Sravya Vishnubhlata (11) moved from

Pittsburgh, Pennsylvania to Louisville

during the summer. Her previous school

district had only required 3 credits of

math, but Vishnubhlata’s classes had

been so advanced that by the time she

arrived in Louisville, the only class left

for her to take was Discrete Math--

putting her in the same position as

Gupta for the next year.

“I was kind of annoyed,” Vishnubhatla

said, “but got over it, since I can do

an online course... [but] I really hate

wasting a credit for it.” Gupta also had

to make plans to accommodate the

requirement, but as late as November,

he was still looking for a challenging

online course.

Still, the irony of not graduating

because of too many classes left no

small impression on Gupta. “Honestly,

I feel that if the state Department of

Education deemed that my taking so

many math classes meant I didn’t have

one left to take senior year warranted

that I not get my diploma,” he said, “I

wouldn’t want their diploma anyway.”

MST students find their high school graduations in jeopardy— not because they

took too few math classes, but because they took too many.

Ankush Gupta (12)

“There’s this song that Ms. Tatro teaches us to

remember the quadratic formula, and now every time

I write the formula down, I sing the song to remember

it. It’s the quadratic formula to the tune of ‘Pop Goes

the Weasel.’”

“The most interesting thing I learned in math class

was how to use my calculator in many ways. I

never knew it was so versatile.”

What the most interesting thing you’ve done in a math class?

Mathematical

“I know that in our MST pre-cal, we’ve made

some nerd jokes. Mr. Pickering has a magnet that

says,’Holy Shift, check out the Asymptote on that

Mother Function!’ If you get that humor.”

Christopher Miller (11)

Adya Jain (10)

Jacob Shpilberg (11)

Words by Emily McConville•Design by Holly Gravenkemper, Noëlle Pouzar, Rebecca Woodburn & Elizabeth Penava •Graphic by Yazmin Martinez & Noëlle PouzarMath

Freshman Year,

In the spring of 2011, Allen Jiang (9)

sat down to take a math placement

test like the rest of his MST classmates.

Unlike the others, however, Jiang was

not placed into freshman geometry.

Instead, his teachers decided that his

math skills were advanced enough to

put him in junior level pre-calculus.

Though he was placed outside his

age group, Jiang realized that the

move would be helpful in the long run.

“It’s challenging. I wouldn’t be

getting this depth of knowledge if I

were in my freshman courses. It will

prepare me for harder courses,” he

said. Photo by Franey Miller

≥

When Nolan Anderson (11) was little, he called his

older sister Emmy K. His father, however, had a different

name for her: Ethyl Methyl Keytone, an industrial solvent.

Three of the five members of Anderson’s family

worked in a science field: his brother was studying

biology, his sister was researching diabetes, and his

father worked in chemical engineering, a field Anderson

himself wanted to enter.

His preparation for the field consisted both of classes

and of conversations with his family, sometimes at the

dinner table. “With having a scientific family,” Anderson

said, ”we can talk about esoteric stuff together and still

know what we’re talking about.”

FAMILY FORMULA

Allen Jiang (9), middle, listens to Mr. Mark Pickering’s (Math) Pre-calculus lesson.

Nolan Anderson (11)

JUNIOR

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