Most homeschoolers feel at least a small tinge of panic as their students approach high school. “What have we gotten ourselves into?” we wonder. “Can we really do this?” Here are a few tips to make the transition easier.
Before you move forward, it may help to take a look back. How has homeschooling worked for you and your children so far?
If your students hate math, they probably never got a good taste of the “Aha!” factor, that Eureka! thrill of solving a challenging puzzle. The early teen years may be your last chance to convince them that math can be fun, so consider putting aside your textbooks for a few months to:
Check out my newest home decor item, a hundred chart. The amount of work I put into it, I consider getting it framed to be proudly displayed in the living room. The thing is monumental in several ways:
1. It is monumentally different from my usual approach to choosing math aids. My rule is if it takes me more than 5 minutes to prepare a math manipulative, I skip it and find another way.
2. It is monumentally time-consuming to create from scratch all by yourself.
It began with a humble list of seven things in the first (now out of print) edition of my book about teaching home school math. Over the years I added new ideas, and online friends contributed, too, so the list grew to become one of the most popular posts on my blog:
I’m really looking forward to Keith Devlin’s free Introduction to Mathematical Thinking class, which starts in mid-September. There are more than 30,000 nearly 40,000 students signed up already. Will you join us?
These days, mathematics books tend to be awash with symbols, but mathematical notation no more is mathematics than musical notation is music.
A page of sheet music represents a piece of music: the music itself is what you get when the notes on the page are sung or performed on a musical instrument. It is in its performance that the music comes alive and becomes part of our experience. The music exists not on the printed page but in our minds.
The same is true for mathematics. The symbols on a page are just a representation of the mathematics. When read by a competent performer (in this case, someone trained in mathematics), the symbols on the printed page come alive — the mathematics lives and breathes in the mind of the reader like some abstract symphony.
The prerequisite is to be taking or have finished high school math. If (like me) you took it so long ago that you can’t quite remember, don’t worry: The focus of the course is not on long-forgotten mathematical procedures, but on “learning to think in a certain (very powerful) way.”
Mathematical thinking is not the same as doing mathematics — at least not as mathematics is typically presented in our school system. School math typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself.
The key to success in school math is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box — a valuable ability in today’s world. This course helps to develop that crucial way of thinking.