During my second year of teaching, I had a very unique schedule. After my second-hour pre-calculus class, my sophomore theology students walked into the room for Church History. Given the sharp difference between the two classes and my personal interest in mathematician-theologians like René Descartes and Blaise Pascal, I began asking how I could make my math classroom a place for students to encounter the faith. Certainly this is the ideal. A math class, or any class, in a Catholic school ought to have a distinctive character, a formative dimension that transcends the intellectual component of education.
