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Found 5 results

  1. There is an Epsilon math camp for children ages 8 to 11 who are highly gifted at math. The rationale is described at http://www.epsiloncamp.org/why_epsilon.php and copied below. Many parents cannot afford such a camp (both the fees and the cost of being away with the child for 2-3 weeks). I wonder what books would be good for teaching young students gifted in math. Geometry is mentioned in the bolded section below. What would be suitable geometry books? <beginning of excerpt> The acute minds of the few dozen mathematically profoundly gifted students in the nation demand intervention and direct instruction. The MathPath summer program takes these kids provided they are at least 11 years of age during camp. Presently, the math summer camps for those under 11 years are not designed for the Epsilon-gifted. The new Espilon camp is an enrichment camp for students who are at least 8 years but under 11 years while at camp. As at the MathPath camp, Epsilon gives the early experience appropriate for a future mathematician. If they choose a different profession, this early experience is likely to help than hinder. In fact, the role of the camp is to provide the setting for these students to grow in both social and academic domains. We are guided in this by the universal phenomenon of the musical banter between a mother and infant, enabling the infant to grow emotionally as well as to acquire the mother tongue. As the banter is not scripted prescription, so the topics covered at Epsilon are not the ones in the designed accelerated curricula. The topics, however, are to be mathematically relevant enrichment via interactive instruction where the mother is replaced by the mathematician, the theoretical physicist or the theoretical computer scientist. A question arises. If MathPath caters to this kind of student, why can not the child wait till he/she is old enough to go to that camp? (The writer is the founder of MathPath.) The answer is that there are many issues that need to be addressed even earlier than at the MathPath minimum age. One issue is the need to do a critical study of Euclidean Geometry - a confident familiarity with the Elements as well as its shortcomings (proof-wise). This is pure mathematics accessible to the Epsilon-gifted at this tender age. And we must show them what a certain property is really saying. For instance, the most popular theorem, the Pythagorean Theorem is more than what it appears. It is a statement concerning similarity. In fact, it is more than a statement about similarity. It is a statement of self-similarity under scaling, a property not shared by other Riemannian metrics of constant curvature! This is too much for the youngster of the 21st century, but at least we can take them up to self-similarity under scaling. Further, at every opportunity these students must be shown the wider context - the general as it applies to the particular! Just as it is the instinct of a mathematician to inquire if a property or a statement holds in a more general context, it is a goal of instruction at the camp to show the more general context! Some properties hold in a general context, some do not! Both aspects are useful, particularly the latter for understanding. Granted, the instructor must take the student only to that generality that the student at the tender age at this camp can grasp. Professor Robert Hunt, Deputy Director of the Isaac Newton Institute for Mathematical Sciences and a Fellow of Christ's College, University of Cambridge, commenting on Samantha Imafidon, a 9-year old math prodigy, stated: "Mathematics is a subject which some children latch on to very young - unlike, say, English Literature which requires a deeper emotional maturity - and they should always be encouraged to follow their interests, preferably through enrichment of the school curriculum." Early intervention in mathematics is necessary for the Epsilon-gifted, for children become set in their ways - note how people grow up with the same religious belief that their parents have. The creative mind must be an inquiring mind which stands a better chance at pushing the boundary rather than accepting the boundary as the boundary. The way of mathematics - proceeding from answers to questions [1] - must become natural for the Epsilon-gifted at an early age. They must become comfortable early with the crisp language of mathematics that informs the reader with carefully chosen words and economy of expresson. Almost all students up to grade 3 are interested in math; Epsilon Camp takes the Epsilon-gifted and endeavours with suitable instruction to blossom their early interest in to a passion. Of course, some students already arrive with the passion. But many do not, although they are interested. It is a tragedy not to find one's passion, but the greater tragedy is not pursuing one's passion. The Epsilon-gifted need to meet their intellectual peers who are of their age. This is their most suitable social networking ... and they do not need to explain themselves to the peers! Parenting the Epsilon-gifted has many challenges. The Epsilon camp also runs a parallel workshop on the same campus for the parents.
  2. Are any of your kids applying? My son is going to try for Hampshire, PROMYS, and Idea Math. Last summer he did Idea Math in Andover, MA. It was not so much competition math -- more like daily fun discussions of math topics and problem sets. The instructors were wonderful and so were the kids. I'd highly recommend it if anyone is thinking of attending. Here are some websites that list various camps. Keep in mind that some are either free or offer full scholarships. http://www.maa.org/students/middle_high/ http://www.ams.org/programs/students/high-school/emp-mathcamps http://sites.google.com/site/awmmath/awm-resources/education
  3. Math Path problems are posted! I realize the camp is for middle schoolers, but because the kids are likely doing some level of high school math, I'll post the link here. http://www.mathpath.org/Quiz/MP11test.pdf My son has begun to look them over. Last year his Spanish teacher confiscated his work and ripped it to shreds because he was working on the problems during class. I'm betting he won't work on them during Spanish class this year! :D
  4. I'm particularly interested in math camps, but some might enjoy hearing about others as well. Care to share? :)
  5. How does the Classic series fit into the Introduction/Intermediate structure? I don't see the Classic series on the recommendations page. I'm getting ready to order a few Intro books, and I'm wondering if the Classics books would be beneficial, too, or if there would be overlap. TIA!
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