You're looking for a tutor for post-calculus math? Or for what level?

YES YES YES.

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I agree on pretty much all of this.

The important thing is that a child learns how to grapple with difficult material. It doesn't matter where they get it from. It doesn't even have to be in math! Some people I know who were very successful in STEM used only a basic math program ... but they spent a lot of time on music, languages, programming, logic, art ... and they picked up the perseverance there. Don't get me wrong. I <3 AOPS and it's a great way to teach grappling. It's just not the only way.

I guess here's what I'd recommend: 1) Make a tentative list of courses that you would like to not miss. For example, for me, it would look like this: Math: Algebra, Geometry, Algebra 2/Trig, Statistics Social Sciences: World History, American History, World Geography + Religions, Economics Science: Biology, Chemistry, Physics, Earth/Environmental Science Your courses might be different, but you see where I'm going? Then start thinking about what order you'd like to do them in. Then start thinking about the curriculum you're going to use to cover them. I think that by looking at the curriculum first and not what your end goals are, you're putting the cart before the horse just a little bit.

I agree with MyThreeSons. I would convert the whole problem into cents and work it that way.

I don't think I said anything that implied that you were saying that. It may not have been what seekinghim was *trying* to say, but it certainly came out that way from the post I quoted. ETA: With Tara's "just", I read her (probably rhetorical) question as "accept the status quo and count their blessings", which does not seem to be how you or she had read it.

I don't think realizing that there are countries where the poor are much worse off (which is 100% true) precludes trying to help out *our* working poor.

Yep. One of my brothers works in that sort of job. He goes in some days at 6 and they're swamped with work so he can't go home until 10pm. Other days he goes in at 6 and they send him home at 10. He'd paid an hourly wage. Now, he is getting 40+ hours a week, but the schedule is WILDLY unpredictable. Since he is making about 1.5x minimum wage, he really does not want to quit. However, since he is on such a bizarre schedule, he cannot take any kind of courses or training for a better job.

Honestly, I think it'll cause just as much conflict if he's at the same level but never has to open his brain to do problems.

My criteria are similar to jdahlquist. A = You have really learned the material. You can solve novel problems relating to applications of the concepts we have learned in class. You can integrate multiple ideas from different parts of the course to solve a single problem. B = You have done a pretty ok job. You can solve problems from a single section but if they ask you to integrate too many concepts you start to struggle. Word problems are a bit challenging and the more complex ones may throw you for a loop. C = You can solve basic, routine problems that are similar to the example problems. D = You have memorized a few definitions and can possibly solve a few extremely simple problems, but you lack the foundational knowledge required to continue in the sequence. See you next semester!

I would contact the Theatre department at her top choice schools and ask them how much high school preparation was necessary.

I think the question is that the CC offers intermediate algebra as either a two-semester sequence or a one-semester course. I would ask the CC as well if there is a procedure by which students who are doing poorly in the one-semester sequence can transfer to the two-semester sequence a little later than normal. Sometimes this is allowed and sometimes not.

The only comment I have is that ... if he falls behind a pace that has him doing algebra in 9th grade, geometry in 10th, etc., I would switch to a less challenging curriculum. Before that, if he loves the approach and sometimes finds it frustrating, I would still continue.

Doesn't Jacobs MHE also have a good logic chapter?

If it's only going to be a semester I'd definitely wait. But I'd still knock out any missing gen eds or any random courses towards a minor. That way when you CAN attend you can focus 100% on your major classes and really blowing your professors away.

How did she do on the CC's placement test? Would the tutor be open to doing review once a week through the summer?

Hahahaha!

I see absolutely nothing wrong with allowing a second grader who is begging for more math to do over an hour a day of math. I would absolutely never force a second grader who did not want to do it to do that much, but she likes it.

It's also going to be pretty hard for your professors to get to know you and know what an awesome student you are if you are online. I wouldn't put school on hold but I would reserve all your upper-level majors courses for when you have time to take them in person. I would complete every other course required for your degree online -- this should enable you to get a degree relatively quickly when you DO have transportation. ETA: I'd also take any core course that is a prerequisite for those upper-level majors courses. I'd also investigate whether they ever offer any of the psych courses as a once-a-week evening class ... sometimes this option is available.

What do you get if you cross a cow with an octopus? A sternly worded letter from the Research Ethics Committee.

In math, I think of busy work as routine problems that are just for practice to help someone learn an algorithm. For example, someone who's just learning long division probably does need to do a bunch of problems that look like 'divide 432 by 7. divide 243 by 5' etc. I think of challenging work as problems that are designed to make them stop and think, not necessarily covering recent work. Frequently with the school, a kid who gets done quickly with math will simply get another page of routine problems. This is not fun and not helpful. Moving on to the next level -- e.g. doing more than one lesson per day -- can be a useful stopgap, but finding a program or supplement designed to make them think on a deeper level is superior in my opinion.

I think this would be a very good idea.

jdahlquist has summed it up very nicely.