At Bronx Science, where academic excellence blends with the lively spirit of curiosity, Kathleen Lyons shines as a true inspiration in mathematics education. As the new Assistant Principal of Mathematics, she goes beyond traditional teaching — she’s a visionary on a mission to transform how students learn math. Ms. Lyons is redefining the subject, turning what was once seen as a collection of rigid formulas into an engaging exploration of ideas, creativity, and resilience.
Kathleen Lyons’ fascination with mathematics began at an early age. In third grade, she discovered the simple joy of learning to multiply. In an interview that I conducted with Ms. Lyons, she told me, “I always knew that I wanted to be a math teacher.” She recalls, “Math was clear-cut and unambiguous — everything was black and white. I loved that about it.”
As Lyons grew older, her understanding of mathematics deepened. She came to realize that mathematics was not merely about right or wrong answers, but about exploring the vast spectrum of ideas that exist in the grey areas. This shift in perspective has become essential to her teaching philosophy, encouraging students to see beyond the surface of simple calculations and to embrace more complex and abstract thought.
Before her tenure at Bronx Science, Lyons worked at Pace High School. There she served not only as a math teacher, but also as a dean and mentor. At Bronx Science, Lyons has expanded upon her prior experience. Her role as the newly appointed Assistant Principal is a testament to her commitment to creating an environment where students can thrive. As the Assistant Principal, Lyons’ responsibilities include supervising fellow math teachers, planning professional development initiatives, and analyzing student performance data. Besides such administrative duties, she teaches Honors Algebra II. Teaching allows her to stay in tune with the day-to-day challenges that students face, ensuring that her administrative decisions are always informed by what is going on in the classroom.
Lyons’ role also involves significant work in data analysis and course planning. She is dedicated to ensuring that Bronx Science students not only achieve high scores in mathematics, but also develop a foundational knowledge in this subject that prepares them for their future academic challenges. “I want every student at Bronx Science to leave here having taken A.P. Calculus AB or beyond,” she said. In the long term, Lyons envisions a curriculum where regular Calculus is not even offered. She continues, “Every Bronx Science student can thrive in A.P. Calculus, and if not, they should try to challenge themselves.”
Central to Lyons’ educational philosophy is her belief in an inquiry-based curriculum — a method that emphasizes group discussion instead of lectures. According to Lyons, the curriculum should invite students to ask questions, rather than simply memorizing procedures. “The curriculum should be engaging and encourage students to explore the subject,” she emphasizes. This approach helps students to develop critical thinking skills that extend far beyond the mathematics classroom.
When it comes to a classroom setting, Lyons recognizes that mathematics can feel isolating. Because of this, Lyons is committed to creating a classroom environment where teamwork and peer support are paramount. She is actively working to shift the traditional seating arrangements from rigid rows to more flexible group settings, encouraging students to share ideas and solve problems together.
This collaborative spirit extends beyond student discussion in the classroom. Lyons is a strong advocate for professional development among her colleagues, continuously seeking innovative methods to inspire both teachers and students. Whether it’s through organizing group projects, facilitating discussion-based lessons, or inviting guest speakers from diverse fields such as game theory and financial mathematics, she aims to bridge the gap between abstract mathematical concepts and their real-world applications. This approach helps students see that mathematics can be relevant in any field.
Although she would like to foster students’ interest in applied mathematics, Lyons has more of a passion for pure math, which is evident in her enthusiasm for subjects such as abstract algebra, discrete mathematics, and number theory. These fields, which celebrate abstract reasoning, offer students alternative pathways to appreciate math, especially those who might not find traditional calculus as captivating. While she found Calculus interesting, she openly admits that it never captivated her in the way that Abstract Algebra did. This has sparked a thought in expanding the curriculum to include courses that might resonate more with students who have a passion for abstract concepts in mathematics here at Bronx Science.
Lyons intends to continue to foster inclusivity in the Bronx Science Mathematics Department. Acknowledging that societal norms often discourage women from taking more difficult math classes, Lyons has made it a personal mission to identify and empower female students who show potential in mathematics. “I want to identify those who have the potential but might be held back by a lack of confidence,” she explains. “The challenge that women at Bronx Science face is not about meeting academic requirements but about ensuring that the young women are aware of the opportunities available to them.”
Inspired by mentors like Dr. Mara Markinson — a professor at Queens College who played a crucial role in Lyons’ own development as an educator — Lyons believes that every student at Bronx Science has the capability to succeed in math. To this end, she is launching more focus groups, similar to the one held for A.P. Physics with Calculus, to encourage young women to advocate for themselves and explore advanced mathematical courses.
As a dedicated Harry Potter superfan, Lyons quoted to me, “Help will always be given at Hogwarts to those who ask for it.” In other words, Bronx Science students should take advantage of their available resources and reach out to faculty and their peers. “It sounds so trivial, but if you go to your math class every day and ask for the support you really need, you are bound to improve.”
Aside from that, Lyons continued, “Receiving support can also help eliminate the feeling of failure. Teachers at Bronx Science are here to help you succeed, not to try and make you struggle.”
Even if you don’t want to use your teachers as a resource, Lyons noted, “students at Bronx Science are the right kind of competitive – competitive with themselves and collaborative with others. Every student I have met has been super supportive of their classmates, despite the competition. Watching the collaboration transpire is what I love most about working with young mathematicians at Bronx Science.”
Looking forward, Lyons’s vision for the Mathematics Department at Bronx Science is ambitious. She is steadfast in her commitment to shaping a future where mathematics is accessible, engaging, and transformative. By introducing more abstract and inquiry-based courses — such as number theory and discrete mathematics — she hopes to provide alternative avenues for students who may not resonate with conventional teaching methods. This approach is about redefining success in mathematics, where every student’s unique strengths are recognized and nurtured.
By fostering an environment that celebrates inquiry, encourages collaboration, and nurtures individual potential, Lyons is not only preparing students for academic success but also equipping them with the life skills needed to thrive in an ever-changing world.
“I always knew that I wanted to be a math teacher,” said Kathleen Lyons, the new Assistant Principal of Mathematics at Bronx Science. She recalls, “Math was clear-cut and unambiguous — everything was black and white. I loved that about it.”