Saxon is just not a good fit for some people. There are other books if she prefers learning from books. I would consider looking at different books -- Lial is fine, Martin-Gay is another developmental college series that I like a bit better -- and I also like the algebra I:fresh approach book, which is written to the learner. If she does want to continue using Saxon after looking at others, I would seriously recommend going back and starting over. She needs to be able to check her work every problem or two, so that she's not doing the entire set incorrectly. She may end up needing to work some lessons more than once even as you go through. But it is better for her in the long term to move more slowly and understand it than to try to hurry through and end up learning nothing in high school math. I teach math at the college, and a lot of my students have just moved through without understanding, and many have to start in algebra 1 or even pre-algebra. They would have been much better off if they had taken only algebra 1 and understood it, because then at least they could start in intermediate algebra.

Funny thing is that in flipped classes, the instructor evaluations are lower, but the student learning is higher. And yes, the only reason it's more time is because people tend not to do pre-reading or post-reading, but expect that the only time spent is in class and doing homework and a cram session before an exam. This is not conducive to success, but it is hard to challenge that.

I actually think I'd ask his calc 2 professor. That professor is the one who is in the best position to judge.

Technically no. Some parts of linear will be used but the whole course is not used and they are not hard to learn independently, and were probably taught in precalculus if he took a solid class. Calc 3 will not really be used but calc 2 will be used A LOT. Many students are not strong enough in calculus after only calc 2, and so passing calc 3 ensures that their calc 2 skills are sufficiently strong. Some places (where I am now, for example) the prereq is a B in calc 2 or a C in calc 3, which says the same thing. Where I did undergrad, they said either calc 3 or linear was a prereq, along with calc 2. Make sure to save copies of exams and syllabus from the diffeq class until he's sure it transferred. Some places are sticky about accepting a diffeq class from a CC (some CC's teach it in a very "cookbook" manner -- like the exam will literally read "solve this by method X, solve this by method Y" -- there are reasons) and so if that happens having copies of graded assignments and the syllabus can help him prove that it was a legit class.

Reviewing is great. Doing some diagnostic-prescriptive testing through algebra 1 also would be reasonable. Just not redoing the entire course. I would also keep a good algebra 1 (foerster's is fine, lial's is cheaper if you don't have foerster already) book on hand so that if he discovers that he DOES need more instruction on something, he can put algebra 2 to the side and go work on a couple of sections and then come back.

I wouldn't stop him from moving to algebra 2 unless he had done a weak algebra 1. I think a solid algebra 2 w/review would make more sense for someone who wants to move ahead. Most standard algebra 2/precalc programs, if worked conscientiously to understanding and not just to being able to pattern-match and repeat questions, will prepare a student for engineering calculus.

+1 for math for smarty pants, I ❤️ that book

A lot of my friends in the humanities have said "If they just put as much effort into passing as they do into cheating they'd have an easy C"

I definitely agree with talking about fueling the body for proper sports performance. I noticed that when I was not eating enough my lifting ability went completely down the tubes, and so did my cardiovascular endurance.

Don't forget "student forgot to remove hyperlinks". 😛

It's generally one of the most engaging and easy to pass ones, as long as the student has any interest in the topic. You see, astronomy is not a prerequisite for anything, and is a very popular general education science class. So they really want the students to be able to pass it, enjoy taking it, and learn something about science. They don't need to enforce "you must learn everything to THIS level of rigor because you need it when you design bridges" like they do in calc-based physics. This isn't invariably true -- there are exceptions -- but it would be very high on my list of "first college class" experiences for a scienc-y kid.

In addition to what Kathy said -- I'm not familiar with Strang specifically, but many common linear algebra texts (Anton for sure) have a few problems that incorporate calculus (less than 10%); these can be easily omitted without hampering student learning. They are just there to give more examples of places you can apply this.

Part of it is that ethnic foods can serve multiple purposes -- a bowl of dal can be protein for the Indian students, the vegan students (as long as cooked with vegan broth), and the gluten-free students. A GF hot dog, on the other hand, only helps the GF students. For a cafeteria manager who's trying to save time/costs, it makes total sense.

I would get a beginning algebra text off amazon (old ones are cheap), like Lial, Bittinger, Martin-Gay, or similar. Use as a reference. They're cheap enough you might even want to get more than one from different authors.

It is not sufficient coverage for algebra 1. I might consider giving an algebra credit for a student in the 11th or 12th grade who simply isn't capable of a standard algebra 1 class, but for an 8th grader it is definitely prealgebra.

She's ahead. If she starts to get bogged down you can always go back to the algebra 2 book. You won't miss any topic coverage; the precalculus text tends to start functions earlier and incorporate them more thoroughly, but if she's mentally ready for that leap there's no reason to hold back.

This is a good plan. Look at the course policies. Look at the percentage of grade from tests and see how that accords with your dd and what you know about her. For example, if she has test anxiety and 90% of the grade is from tests, that is probably not a good fit. Most CC profs (I'm at one now) build in a fair amount of grace. For example, they may not take late homework, but instead drop the lowest 15% or something. It's built in in some way. Because CC, and especially first-year CC classes, are "how to college" as well as "subject 101". For a student taking something that they know is only for general education (for example, a prospective engineering major taking music 101 for a distribution requirement), there is absolutely nothing wrong with taking the "easy A" instructor. Just make sure to pair those with the "tough but you will learn so much and be prepared for your next class" professors in the major, supporting classes for the major, or anything that might turn into the major. Like, even if you are going for nursing, you do not want the "she gives so much extra credit" algebra professor, because you still need that algebra even if math isn't your favorite subject. My general education classes are a lot easier on you than the algebra for STEM majors classes, and they have to memorize a lot less -- for general education I want them to appreciate math and learn something that they can use and be able to think about things quantitatively, but for STEM majors they really need to know their skills all the way through. I know I get some bad reviews from people who really don't understand that you cannot get passed through trigonometry on magical end-of-semester extra credit and then somehow expect to be prepared for the calculus class that comes next. But then I get thank-you notes from people who are doing well in calculus or in graduate school, and those actually mean a lot more ? I would have your dd ask for a syllabus (not you) -- be warned that they may very well not have one. I've only just learned what I'm teaching in the spring. But I'd be happy to send a fall semester syllabus with the caveat that this may very well change but should do as a guideline. Some reviews that are things to avoid: Does not return work on time/does not give feedback on work. Cancels class all the time/does not hold posted office hours/takes personal calls in class/other totally unacceptable behavior that is still sometimes tolerated for some reason. Goes off on irrelevant tangents if coming from multiple students. Adds assignments without warning or moves dates earlier (changes dates is not necessarily bad, often the class is going slowly and the due date will be moved back, but surprise oh-this-is-due-in-two-days is bad). Does not reply to emails in a timely manner if coming from multiple students (if from only one in otherwise good reviews it may very well be the type of person who emails at 3am and is surprised not to receive a reply until 9).

It is a shaaaame that you don't really caaaare ? /sarcasm

If I'm not careful I bankrupt myself too. My amazon wish list is hundreds of items and my "potential math textbooks" is longer.

I randomly met someone off the WTM forums at a small martial arts event. I did not even realize it until I saw a post a couple of weeks later and put two and two together.

I would be astonished if it were the practice anywhere to reveal them before grades were submitted. However, a student who needs to take future classes with the same instructor could be intimidated.

Do you want a book on calculus or a book on prep for calculus? If you want loads of worked examples and problems with solutions, consider supplementing whatever you order with a Schaum's outline. They're inexpensive and exactly what you're talking about.

This abstract algebra text was designed for students who really hadn't had a formal proofs class -- they've had linear algebra, and done the proofs there, but not much more: https://www.amazon.com/Abstract-Algebra-John-Beachy-ebook/dp/B00GUOBNFG/ref=cm_cr_arp_d_product_top?ie=UTF8 The authors also have a companion website, with supplemental problems, a lot of which have solutions here: http://www.math.niu.edu/~beachy/abstract_algebra/ *I* thought Fraleigh was very good for an undergraduate introduction, and having taught a one-semester abstract algebra class out of it several times, I find that it has really helped my *own* complete/thorough understanding of the material as well. As you know from your preparation, there is a huge difference between having a decent understanding of a subject as a mathematics student and having a decent understanding as the instructor. It may be too advanced for what you are looking for, but I mention it. There are some really interesting sections in it -- Chapter 12 (he has "chapters" where many would have "sections" in particular has some very interesting stuff on plane isometries. If you (or anyone else who's reading this thread) go for this one and want some answers checked, pm me -- I've graded many of the homework problems before and kept my notes when I moved. I know one of the Allendorfer and Oakley books from the 1960s -- Fundamentals of Freshman Mathematics, maybe, or Principles of Mathematics -- had a couple of chapters on it. This was during the "New Math" era when abstraction was heavily pushed. I inherited a large collection of books, including these, and was skimming them and very surprised to see that included. Unfortunately, some of my more esoteric mathematics books, including these, are still boxed up after a recent move. If I can figure out what box it was in (and remember to update) I'll share it here. These are some very good books for future mathematicians and used copies are usually available on amazon. Another interesting book for a first exposure would be Carter's Visual Group Theory. This one works very hard at building intuition for this subject that is often presented so abstractly that not only can you not see the forest for the trees, but you cannot even see the trees for the leaves. You can preview the first couple of chapters here: http://www.mathcs.emory.edu/~dzb/teaching/421Fall2014/VGT-Ch-1-2.pdf While I'm thinking about it, another book that I should have added to my earlier post would be Weissman's Illustrated Number Theory. Again, there are a tremendous number of worked examples, and number theory is something that is very amenable to dabbling. I should also have mentioned David Burton's Elementary Number theory, which I used myself for self-study and found incredibly approachable. I had (at that point) had calc 1-3, linear, diffeq, and was taking discrete math. ETA: I am now thoroughly distracted from the test I was supposed to be writing because this is much more interesting ? I just stumbled across this book -- https://www.amazon.com/Ingenuity-Mathematics-Anneli-Mathematical-Library/dp/0883856239/ref=wl_mb_wl_huc_mrai_1_dp?ie=UTF8&pd_rd_i=0883856239&pd_rd_r=HWXQTYQE9Z3QV2WCZJXP&pd_rd_w=vusuY&pd_rd_wg=1D9Jc I have absolutely no experience with it, but the reviews are great, the price is not expensive, and it looks like it would be a near-exact fit for "dabbling".

Dover, Flegg's From Geometry to Topology. I used this as an adjunct to a topology class that I was teaching in an effort to try to make these complicated concepts more intuitive. The author was intending it as a prologue to a university course (in the UK, so they would already have passed their A levels) or a supplement for interested students in the sixth form (11th/12th grade, taking A levels). No real chapter exercises, some exercises at the end of the book. More Dover -- the book Sequences, Combinations, Limits, by Gelfand (not I.M. Gelfand, different one) et al.22 Many books from the Anneli Lax New Mathematical Library -- some specific titles could include Coxeter's Geometry Revisited (you can find this online for a preview if you look in the right places), Niven's Mathematics of Choice, Beckenbach's Introduction to Inequalities, and there are more. If the book's inexpensive, don't be afraid to work a chapter or two and then say "nah, doesn't suit us at the moment".

I cannot really say whether it is ... enough ... because enough is so variable by student. I think it might well be necessary to supplement with drill-type problems for many students. For example, going off http://precalculus.axler.net/ChapterThree.pdf, the average student would need a lot more drill on problems like 43-44. Something like Lial would be a great source for additional problems. I can say that I do not feel there are any necessary topics that have been omitted.