Jump to content

What's with the ads?


  • Content Count

  • Joined

  • Last visited

  • Days Won


EKS last won the day on January 26 2013

EKS had the most liked content!

Community Reputation

13,233 Excellent


About EKS

  • Rank
    Qualified Bee Keeper

Recent Profile Visitors

1,413 profile views
  1. Have you looked at Evan Moor's Daily Math Practice? Also, by your definition of mastery above, the vast majority of people fail to master arithmetic beyond basic fractions and decimals.
  2. Saxon was a disaster for my son who has dyslexia. His lack of fluency with...well...everything academic made the problem sets entirely too long and he was unable to unify all of the little parts things are carved up into in Saxon into a unified whole. When there got to be too many parts, he had a total meltdown and was unable to move forward (halfway through 7/6). We switched to MUS for six months, and all the parts came together. He placed into Beta and went through Zeta during that time, and he never had trouble with arithmetic again. He is now a successful robotics engineer.
  3. I plan to try something like this with my newly minted precalculus student. I'm going to be adding questions to his homework that aren't difficult if you understand the concept (or are willing to think about it for a few minutes), but that can't be cranked through like the rest of the problem set. He's either going to think they're so easy that I've lost my mind, or he's not going to be able to do them at all.
  4. I think one reason is that it is human nature to look for patterns and if a pattern works to latch onto it without thinking. And, frankly, with bright kids, the problem is probably worse because they find the patterns even more quickly. I'm forever trying to get my students to take a step back and really think through the concepts, or at least structure things so that they might have to struggle a bit to remember what was taught. I have kids whose parents want them to do their homework immediately after I've met with them and I'm like no, no! Forgetting is a good thing! It will force them to engage with the material at least a little bit more than they would have otherwise.
  5. Well, I should say that I don't know if this is still the case. But about 10 years ago, while we were still in the throes of the Common Core/No Child Left Behind thing, it was the case where they would drill how to answer the open response questions on the tests so that it would look as though the student had conceptual understanding.
  6. That's because they're trying to teach concepts by rote.
  7. I believe that the drill makes the series more procedural that it would be otherwise. Saxon actually *does* teach concepts, sometimes the same way Singapore (for example) does. The problem is that all the drill sets students up to forget the concepts. If you're never allowed to forget a procedure because it's being drilled constantly, you eventually remember it--but you will probably forget the concept that underlies it. The power of conceptual learning is that it allows students to reconstruct what they're supposed to do, which aids in remembering. Saxon circumvents this process.
  8. Interesting. I don't write the zeros in when doing long division, but I do for multi-digit multiplication. I can see how adding (keeping) them reinforces the concept, in the same way it does for multiplication. I'm trying to figure out if adding the zeros would clarify anything when doing polynomial long division or if it would just confuse things.
  9. I disagree with this when it comes to precalculus. There is a lot of new material introduced in precalculus as compared to every Algebra 2 course I've seen (including honors). In fact, in the remedial intermediate algebra texts I've used/reviewed, they push quite a bit of the more conceptually difficult off to precalculus.
  10. It depends on what you mean by "success." If you mean in terms of passing the class, I was successful in Calc 1 and 2 with only having mastered the first semester of Algebra 1 (essentially I could deal with linear equations and functions, but nothing beyond), geometry, and very basic right triangle trig. I don't recommend this approach.
  11. Fourth or fifth for the older one, second or third for the younger one. I never taught them how to use Word, Excel, PowerPoint, etc. They figured it out on their own.
  12. If they're not refrigerated in the store, I would not refrigerate them at home. Also, I don't refrigerate any cake I make myself.
  13. For outsourced classes from places that do not issue credit--such as Derek Owens, classes taught by tutors, etc--I indicated the provider in the course description as I would any resource. For classes taken at institutions that issued credit (and in our case, all of those were accredited), I gave a provider code on the transcript. For us these included the local public high school, a local private high school, the CC, and Oak Meadow. I think it depends on whether the unaccredited/non-credit granting classes are needed to show that your student has had experiences with teachers and evaluators other than Mom. If so, you might want to call them out as outside classes on the transcript.
  • Create New...