By Torben Heinbockel ’26

St. Paul’s welcomed Mrs. Sarah Bateman to the Upper School Math department this Fall. While she kept her answers to our interview short, they provided a viewpoint that is powerful yet understandable to many students. Unlike some educators, Mrs. Bateman did not begin her journey into mathematics with ease. Rather, her initial struggles with doubts have been transformed into motivation both for herself and for her students.

 

A personal beginning

Mrs. Bateman has said that in elementary school, she had difficulty taking timed arithmetic tests. Her teachers encouraged her to take a lower math course. Instead of feeling discouraged, that event gave her a spark to motivate herself further in the area of math and teach herself the material.

“I used that as fuel to push myself in math and started teaching myself the content.”

It wasn’t long before her self-motivation led her into higher-level math classes and ultimately into teaching at the collegiate level. Yet, despite her experience in teaching college-level courses, she still felt there was something missing.

“While I enjoyed teaching at the college level, I missed teaching high school students.”

She made the decision to join the St. Paul’s faculty to go back to a student population that is developing rapidly and where confidence can be the key factor in changing the direction of their academic careers.

 

Helping students who think they’re “not math people”

Many students enter high school with the thought process that they are either “math people” or they are not. Mrs. Bateman seeks to eliminate this way of thinking.

“I try to make learning fun, so at the end of class my students can say, ‘I learned something today and I want to come back tomorrow.’”

To her, making a connection to the student’s sense of wonder and excitement is more important than speed and perfection. To her, progress, not pressure, is the definition of success. This philosophy should provide reassurance to all students who feel that they are intimidated by the subject.

 

Redefining what math actually is

One of her most significant beliefs is also her simplest.

“Being good at arithmetic and being good at math are two different things.”

In her classroom, mental problem-solving isn’t the ultimate goal. Instead, she works with her students to develop logical thinking, make connections, and recognize patterns. In essence, she teaches math as a discipline of reasoning, not simply as a means of computation.

 

A teacher who understands what it feels like to struggle

The strength of Mrs. Bateman’s approach to teaching may stem from her ability to see math through the same lens as her students. Her history provides her with credibility to encourage her students to continue. She does not require that every student fall in love with math; however, she requires that her students feel confident and supported.

This approach aligns well with the academic value of resilience and curiosity, and growing through challenge that St. Paul’s holds.

 

Closing reflection

Mrs. Bateman brings a refreshing, realistic approach to learning to the Upper School. Her story shows that one’s potential is not determined by one’s struggles with a particular subject early in one’s educational career. Through her teaching, she reminds students that success in math comes not from providing quick answers, but from providing better questions.

Her classroom is not only a location to solve equations. It is a location to build confidence.

Interview conducted by The Voice student journalism team