Why PhD? It's a very difficult career path.

It's really as AttachedMama described in her previous post. There is no daily writing assignment. When there is something to be read, there are guided questions. These are not to be submittted usually but my DC spends a lot of time just trying to understand what is being read and to answer the questions. The real writing is at the end of the reading. DD has to write an essay about the book covered. This is where DD spends days and days writing an essay.

My opinion of Integritas is actually the opposite. For my DC it is quite heavy both on the reading and especially the writing. My DC would spend many hours on the reading and days and days on the writing. But that's what we like about it.

The other three are all the same because the type of output in those classes is why I consider them entertainment for my DD.

I just posted the following on another thread: For our DD we tried Athena, G3, AOPS LA and finally Integritas. I would say Athena, G3 and AOPS LA were more like entertainment for my DD. In my view Integritas is the most valuable one with infinite shelf life. My suggestion is to try Integritas.

For our DD we tried Athena, G3, AOPS LA and finally Integritas. I would say Athena, G3 and AOPS LA were more like entertainment for my DD. In my view Integritas is the most valuable one with infinite shelf life.

Given the cost (money and time), I'd go with the following decision making heuristic. If it's not a hell yeah, then it's a no.

Thank you very much PeterPan for all your thoughts but the 2 points above resonated with me the most. You helped me a lot.

Hi PeterPan. This is amazing! You have given me plenty to think about and work with. I really appreciate it! I know you have some follow-up questions but I don't want to take too much more of your time. But briefly our pediatrician offered meds but we declined for now thinking that since we are homeschooling, I'm not sure if the benefits would outweigh the risks (e.g. side effects) of meds. Our thinking is that if DD decides to go back to regular school, then we would consider the meds. But if she's just home, we can hold off for now. On the thinking muscles, I was referring to her ability to solve problems she has never seen before. Sometimes what happens is that she will repeatedly verbalize to me, "I just spaced out" again and again, or "I just lost the first part of the problem again". But when she is actually able to lock in, she sometimes comes up with ideas/solutions that are quite interesting. The experience of being able to solve problems she's never seen before boosts her confidence which may in part be responsible for her never say die attitude on any problem :). So I try to give her as much time as she needs but at the same time there are moments when I can see that the locking in part is the hump. So based on your comments I'm thinking that those might be the things that meds are able to help with. We are still in the process of getting evals but it seems the queue is long. In any case you have given me many insights. Thank you so much!

I posted this on the High School board but didn't get any traction. I'm wondering if people on this board may have similar experiences? Thanks! ---------------------------------------- When my DD (ADHD inattentive) works on a problem or problem set, she can spend an infinite amount of time. This can be due to a variety of reasons: spacing out, unable to hold on to parts of the problem at one time, not clear on the concept, or clear on the concept but just takes a while, or just really trying to figure it out. This can happen whether she knows how to do the problem or not. If she doesn't know how to do a problem, she never quits. When we try to set timers, she can end up staring at the timer, and only start working on the problem when the timer rings. Sometimes I would gently remind her of the task at hand and she would get back to work. If she is spacing out, I want to move her along. If she is just really trying to put things together in her head, I don't want to cut that off because that's how she builds up her thinking muscles. On the other hand she doesn't have an infinite amount of time. So what is the optimal intervention time?

If he is really interested in doing finance, it will be better to do some finance related class and call it mathematical finance.

When my DD (ADHD inattentive) works on a problem or problem set, she can spend an infinite amount of time. This can be due to a variety of reasons: spacing out, unable to hold on to parts of the problem at one time, not clear on the concept, or clear on the concept but just takes a while, or just really trying to figure it out. This can happen whether she knows how to do the problem or not. If she doesn't know how to do a problem, she never quits. When we try to set timers, she can end up staring at the timer, and only start working on the problem when the timer rings. Sometimes I would gently remind her of the task at hand and she would get back to work. If she is spacing out, I want to move her along. If she is just really trying to put things together in her head, I don't want to cut that off because that's how she builds up her thinking muscles. On the other hand she doesn't have an infinite amount of time. So what is the optimal intervention time?

I'm wondering if you can share how much assistance you provide your student. My DD has ADHD inattentive type and I'm always wondering how much help should I be providing her. I don't know if I'm doing too much or too little.

Coding for Kids Python by Adrienne Tacke Coding Projects in Python by DK How to Think Like a Computer Scientist SoloLearn CodingBat Project Lovelace Project Euler

After trying a couple of books and online programs to teach my DD how to code, the closest one to what I would have designed myself for her is AlphaStar's CS21A. I'd recommend it if you want to teach computer programming as primarily problem solving.

I agree that grades will be affected and professional work will too. I didn't know about ADHD before and looking back I realize now that there were a couple of people who worked in my teams who may fit the bill. I wish I knew then what I know now and regret how I handled some situations. After thinking about it for a while it's really not about letting things slide. Different people have different limitations. In my view, the only use of physics and calculus and computer science for my DC is entertainment. If she gets into some professional field in the future, the only thing she will take with her is her analytical and creative ability. I tell her she needs to be in a leadership role and hire good people :).

I was a Physics major myself many years ago. Looking back it was the most enjoyable for me from an intellectual standpoint. Now from the perspective of a parent, I would wish that enjoyment for your son because if he goes through with it, it may very well be the happiest time for him intellectually. However, also as a parent, you also want to think about the commercial side for your son. I myself ended up in the dark side of software development and finance. The only thing I brought from Physics is the ability to go as deep as needed and as out of the box as needed. On the careless errors, if he is neurodiverse, I wouldn't want silly mistakes to get in the way of enjoying math and science. With my dd who has ADHD, I'm happy when I can see the main ideas in solutions and don't really care about silly mistakes.

If it's a limit you don't really get to 2, just very close to it.

The last thing I remember in math is Stochastic Calculus more than 20 years ago haha ...

If I were the parent, I would tell my child that while the explanation is correct, the question itself is senseless so don't feel bad. These types of questions do more harm than good for beginning learners.