Document Type

Conference Proceeding

Publication Date



So often students hinder their mathematical development by distancing themselves from the subject. By simply trying to “meet the requirements,” students not only lose the benefits of exploring and struggling and developing logical explanations as mathematicians, but they also deter their trust in God’s plan and opportunity to serve others. By incorporating rituals and patterns to develop intentional community in the classroom, opportunities to both foster faith and to accept a personal mathematical identity are encouraged. This paper shares the observations made by both students and faculty regarding their development in both faith and mathematics as a result of efforts made to establish intentional community in non-major mathematics classrooms. Our goal is to foster virtues that are both mathematical and scriptural as the community works together.