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About seaben

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    Hive Mind Worker Bee

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  1. I have a friend who's looking into summer Calculus AB options for her son. She was asking about CTY vs EPGY and I have to admit I haven't heard much either way. Does anyone have any feedback on these or any other online Calculus courses?
  2. As I remember, at the time we did a mixture of oral answers and written work. Writing was mostly used when needed as opposed to a formal answer format. Over time, we started working on some organisational basics like always work moving down the page, never erase or cross out etc. Neatness has definitely improved 3.5+ years later. This was one of the few things I saved from around 10: [I can't figure out image uploads at the moment]
  3. seaben


    Where are you stopping in the curriculum?
  4. Most Latin learners don't really even learn to write only read so its very different than working on a living language. Speaking as someone who took Latin from 7th all the way through college I wouldn't focus on it as a primary foreign language. There are certain skills I think I found useful from learning to think and converse in a foreign language. Spanish is certainly practical in the US at this point.
  5. This is a personal celebration. I just finished giving my talk about Math Circles at the Northwest Math Conference. Definitely out of my normal wheelhouse and I'm really happy with how it went. If you're curious I dumped the slide deck here:
  6. Thanks for the responses so far. I'm looking for physical resources more than online ones since I'm more familiar with the latter. From what I was told, this is a student who works at mathematical ideas on his own like analyzing Pascal's Triangle for various formulas or self deriving the quadratic equation but he hasn't had access to anything outside school and the regular math pathway there. The friend is their former math teacher who is trying to find more resources.
  7. I have a friend who was looking for Math enrichment resources for a really talented 10th grader taking Geometry right now in school. Does anyone know of anything that would work? Thanks
  8. I'll add on something I found when we were doing Intro to Alg from the textbooks. Somewhere around chapter 15 you reach a point where the material is what would traditionally be Alg2. That roughly corresponds to where the online classes split the book in half. If you look at the contents for Intermediate Algebra you'll see what then appears to be the same topics mostly repeated over again. I ended up asking about it on the AoPS forums and the advice from Richard Rusczyk was as follows: "rrusczyk wrote: as the others in this thread note, the material in the Intro books provides a foundation on which the Intermediate books build. There is some overlap as review, but you'll find the Intermediate book a lot smoother sailing if you go through the rest of the Intro book first."
  9. I see you've changed plans but I've been thinking about your original post and had a few thoughts. 1. I think its useful to keep thinking long range. If you end up finishing Algebra now and doing a 2nd time next year in 4th what's your overall trajectory(ies)? So what do you want to have happen by High School? I like thinking about a range of possibilities since things change but with radical acceleration its good to think through the whole process. Just for instance, here we have an IB HS that maybe we might use and that has a rigid structure so it doesn't seem useful to push Calculus early and more likely to be useful to go side wise into other topics instead. That's just an example, but the idea applies even with very different goals. 2. I think by 4th its also useful to involve your son a bit in the planning with the idea that he transitions over the years to taking the lead. So I'd be really interested how deep his interest in camp really is vs physics. (I can't quite tell from your posts) I think its appropriate to share some of the range of possibilities for the next few years even though you still will direct the process at this point. Maybe that will help clarify which way to go. 3. I know its fairly popular on this board to repeat the same topic twice but I personally would have hated that at the same age. I think especially when you're this ahead of the curve you have the opportunity to it do it once but do it well and thoroughly. This is where knowing your own child really comes into play. 4. Re:jumping around. What makes the AoPS books special to me is less the direct presentation of topics than the arrangement and selection of problem sets. So if your son really is passionate about he math I would take about it with him and think about either threading in the challenge problems or just using one of the original AoPS contest books over the year The key to me is constant exposure to interesting problems but at a pace that avoids burnout. 5. Also post algebra there really are a lot of topics and directions to turn to besides Geometry. Perhaps the academy can help here or if you're considering Epsilon Camp maybe finding a tutor able to customize things would be on the table. Anyway I hope this helps and good luck
  10. My general rule of thumb is that once I've asked permission to bend a rule and been told no that I accept and move on.
  11. I ran a 4th / 5th group which used MOEMS for several years. I blogged about it on a week to week basis at I have a couple starter pages: Resource List: In particular there's a activity map for each year linked off of that. Getting Started: Also I think the year end wraps up could be helpful. Good luck
  12. I'm having a fun time following the big math off at There are some great ideas here either for just sharing with kids or to build an activity out of and the format is genius. Check it out.
  13. I think it also depends how much time you plan to devote per week to each book. To give a slower pace, we did both PA and Algebra over a roughly 18 month period each but we were usually working at 15-20 minute intervals per day M-F.
  14. There's a hard problem here. The social dynamics of age gaps are difficult to manage especially in Elementary and to some extent Middle School . Once too many younger kids are present the older kids tend to stop coming because of the "babies" even if they are intellectually on the same level.
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