It’s 10 a.m. on a Friday in Room 184. Two groups of students – four girls, five boys – sit in circles working together on a probability problem. The details here are pretty advanced – they are trying to determine who will win the world series by filling the entire whiteboard with probability trees and writing down decimals courtesy of the calculators in their hands.

While Math Teacher Mr. Scott Rutherford strolls around the classroom, the two groups chat and, occasionally, share their answers by writing on the whiteboard. It takes a good 40 minutes to arrive at the answer. Calm environment, joking, laughing. For brain fuel, there are some snacks mixed in.
Welcome to the world of Magic Math. The class consists of students who had completed AP Calculus as juniors, and wanted another math class to challenge them even more. In 2013, Rutherford wrote up the curriculum for the course, officially titled Seminar in College Mathematics. Over the years, it has gained the nickname “Magic Math.”
According to the class description, “The content of the course will expose students to advanced fields of mathematics that are beyond scope of the typical high school mathematics curriculum.” Topics include elementary linear algebra and vector geometry, mathematical reasoning and formal proof, modular arithmetic, and an introduction to cryptology.
Monday through Thursday, the class is set up like any other mathematics course: Rutherford creates lesson plans and teaches new curriculum to his students. On Friday, the class applies that week’s lesson content to solving abstract problems collectively.
“In this class we focus on problem solving,” said Rutherford, who has taught the course every year. “While working on our weekly problems, students discover underlying math that seems to come out of left field. I think these connections are what led students to call the couse Magic Math. There really is no magic other than hard work and creativeness.”
This year the class only contains nine students, creating a small environment that “allows for increased student-teacher interaction,” said Rutherford. “It also makes it impossible for students to hide amongst the class.”
According to senior Yenteen Hu, “Mr. Rutherford is flexible, kind, and a great teacher who really loves math and spreading that love.”
The energy and atmosphere of the class has created a comfortable ambience between students. “Everyone has a unique personality and we all bring something different to the class so it’s a lot of fun being together,” said senior Robbie Faktor. “We have gotten close enough to be able to joke around with one another and that makes the class more enjoyable”
After all those years of hard work in math, Hu said, “The dynamic is unique, with relatively low stress, great collaborative spirit, and it makes all the hard work in the years past so worth it.”