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About Gil2.0

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    Hive Mind Worker Bee

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  1. OH, that's awesome!!! I love it! I might show my kid that.
  2. Maybe. Perhaps there is something in the water because I honestly don't feel that my generation was dramatic when we were this age. It was more 15-18 that I remember as The Drama Years when I was young. Is that selective amnesia on my part? I know the culture is very different now but this latest generation seems...prematurely dramatic to me.
  3. a) I have tried to remind him that there is more than 1 job in the world and he could be anything he wanted to be or even invent a new job for himself. He say's that he has decided to work in Entry-Level fast food. All his life. Because "Waah, woe is me". Where all that middle ground, between "World Class Mathematician" and "Dead-end job in entry-level fast food", went is beyond me. He likes coding, he likes drawing, he likes learning and speaking languages, he has a good head for business, and even knows how to cook quite a bit. He likes animals, and loves being outdoors. He wants t
  4. He was studying Complex Variables, but I don't know the exact question any more. For obvious reasons, I'm not able to go and ask him what the exact problem was.
  5. Pal is still sulking mathematically. He had tried to bow out of his tutoring sessions, but I told him that he has to do them because he already made a commitment to do them and it's super unfair if he quits tutoring with no notice. But aside from the tutoring he hasn't done any math at all. He insists he won't do any math ever again. I am not sure if I should force the math-issue or not if he doesn't snap out of it on his own. Pal never had the attention-span to be upset about anything for long, so I"m starting to get a little worried.
  6. *snipped for privacy*** ....Where Pals' innate weakness were focus, discipline, work-ethic--those types of things. I've been so excited for him (and me too!) that this is the year that he was building those types of traits and he was feeling the need to dig deep and pull it out for himself, you know? I mean... all the brains in the world don't mean a thing if he's not got the character to benefit himself or others with his brains, you know? Well, thanks to Buddy we're now well behind the starting line. >:{ . Pal, being Pal, is going to regress in those traits. He's so discourage
  7. They're both 12ish and this is "7th grade". There is nothing that I can think of to say to Buddy that we haven't discussed at length before. Unless I decide to go the whole "curse him out and scream his head off" route. That'd be new to him, but it wouldn't be productive, y'know? We talk about being a kind person and the different forms that kindness can take. Whether it is withholding meanness, being encouraging or using building words, or offering someone a hand. We've also talked about how if you're really mad it's best to just STFU and be still to prevent yourself saying or doing
  8. What do you do? My kid (the one who is naturally quick and lacks discipline) got his ego ground to sub-atomic particles by his brother and he's taking it pretty hard. The Boys can be a bit competitive--they're close in age, share a lot of interests and are similarly academically advanced though they have divergent interests. They're brothers so of course they compete. Anyway, Pal has been working hard for nearly 2 months in a math course that he's doing mostly as independent study. Pal has been making good progress but has gotten stomped and spent a few days working on the material a
  9. Yes we did SS and Sci in 2nd grade but we just did it through living and loads of books. It was very intentional, but not very academic, if that makes sense. My kids were fluent readers by 2nd grade, so I offered a steady diet of high-quality nonfiction. Once they can read fluently, my kids consumed a lot of nonfiction in elementary school (and in middle school). Whether through reading, watching documentaries, studying atlases, local outings or field trips or studying and discussing graphs, charts, illustrations, photographs or any other kind of graphics. We consumed nonfiction in the do
  10. My youngest is learning and displaying perseverance. He's individually studying a math topic that I have no experience with. He has no help from me or his brother and this is a big deal for him. So long as I scaffold the EF side of things, he's able to work on the working through it side of things. A couple of weeks ago, I could tell that he was frustrated with some of the material and even more frustrated that I didn't dive in and help him, but I can't help him so he is forced by circumstances to dig-deep and help himself. I guess he thought I'd been being humble when I told him I have n
  11. Thanks! He's excited and I'm excited for him. Honestly the real issue is how to monitor and support his math education going forward. I picked you to bother because, in particular, you have the experience of supporting an advanced learners math education through math you increasingly don't quite "get" yourself. As well as a lot of experience and insight in supporting and developing the executive functioning skills to enable a boy to be successful at math that is higher and higher over your head. Mathematically, this is pretty much as far as I go. It was always my plan to introduce t
  12. He's rock solid on and fluent in single and multivariable calculus. Same with trig and differential equations. He's had a couple of cycles with real analysis, some topology. He's done a lot of math for a kid, but he's not mastered everything that he's been exposed to or dabbled in above Diff. Eq/Linear Algebra. (Beyond Calc 3/DE/LA mastery isn't the goal, just good exposure. I am not equipped to take them to mastery above a certain level.) He's most likely going to be using Complex Variables with Applications (Brown) and pairing it with Schaums outlines. I'll have him find a lecture seri
  13. We've been through a lot of material taught in a UG math program. Over the last 4ish years, I've been teaching a mix of math at the post-highschool/undergraduate level, in various strands and mixed through different courses/resources. But the last several months math has been sporadic as we've given more time for other subjects and what math he's done has been more interest based stuff so the last several months math has been a mixed bag, dipped into irregularly. Now that he wants to do complex variables, I'm trying to determine if there are any particulars he might need to cover or b
  14. Calling all mathy people. I need your help. What are the preliminary topics and skills that one should have before tackling a undergrad level course in Complex Variables? It's one of the UG math courses that I've never taken or studies and my kid is thinking about a course in Complex Variables for Autodidactic Studies. Any advice?
  15. I require that they memorize quotes, speeches, excerpts from certain documents and basic facts. We did a couple of years of group memory work where we learned various memorization techniques and found the ones that we liked best individually. Since 5th grade, they have to have a memorization project going and I don't plan to stop memorization. I think it's a valuable skill to have and that valuing knowing things for yourself is a good precedent to set. My younger son memorized an essay that was about 10 pages long because he found it inspiring and hopes it will be relevant to his future
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