In many schools today, algebra in the eighth grade is the norm, and students identified by some predetermined standard can complete the course in seventh grade. The variation in course names leads one to wonder about the level of rigor. One reason for the push to offer algebra earlier is the poor showing of students in the United States among comparable industrialized countries on international assessments.
The belief held by many is that giving students earlier opportunities to complete algebra and take more advanced mathematics courses at the high school level will solve this problem. However, the issue is more complex than simply offering students the opportunity to take algebra earlier. Requirements for taking algebra in the middle grades should be clear and must not be compromised. Successful completion of a rigorous algebra course requires students to have prerequisite mathematical understandings and skills as well as a work ethic that includes the tenacity to stick with a problem or concept until it makes sense and the willingness to spend more time on assignments and class work.
Furthermore, a key characteristic of students who are successful in algebra, no matter when they take it, is a level of maturity that includes a readiness to understand abstract mathematical definitions, to work with abstract models and representations, and to understand and make connections among mathematical structures—and this readiness should extend to making abstract generalizations.
Students and parents should be fully aware of course expectations, consequences for not meeting the expectations, alternatives to the study of rigorous algebra in the middle school, and options for future mathematics work.
Moving a struggling student out of a middle school algebra course not only has social implications for the student, but also affects his or her self-efficacy, which is very important for success in future mathematics courses.
I still remember my surprise to find out that this novel was determined to be at a sixth-grade reading level. Algebra I is incredibly easy, yet equally as fundamental.
The skip is possible, granted you have decent math skills. I would recommend the process, just guarantee with your counselor that you can place out via testing and make sure that you take the self-study seriously.
Dedicate 8 hours each day over the course of weeks and you should be all caught up. Self-study is a powerful process, as it allows students to work towards comprehension in place of completion. I would actually recommend throwing out the possibility of an online course and sticking to learning the content yourself. Personally, I would suggest you take it. One or two holes in your preparation will come back to bite you.
Automatically recommending someone for that is ridiculous. I would definitely access your math skills further and make sure that the summer class has a great reputation. You would need to check with the high school to determine if they would give you credit or a higher math placement for the summer Algebra 1 course.
Green also includes two practice tests, which help students practice for longer summative assessments. Based on the preview video, it is clear that Mr. Green is very good at explaining all algebraic concepts in a clear step-by-step fashion, which is extremely important considering the fact that algebra is a very process-based mathematics discipline.
Green clearly has a masterful understanding of algebra, which he demonstrates through engaging and thorough video lectures. Having the lectures available in video and written form was one stand-out feature of this course that would be well-received by students with multiple learning styles. Green has other courses available that would accompany his Algebra I course quite nicely.
This course was created by Joe Huston, an educator who has taught mathematics at the middle school, high school, and college levels over the past 12 years. It is advertised to correlate with a typical high school algebra I course and a possible college developmental math course.
The fact that it is structured for both high school students and adults makes it a more marketable course. It markets itself as a self-paced course with over lectures spread out over 12 hours of instructional videos for students. There is guided practice made accessible to students in each unit.
It also has several skills assessments to check for mastery as the students progress through the related content. Assessing mastery of skills is important for Algebra I since it is considered a cornerstone in the mathematical world. Huston does a great job of organizing course content in a way that helps students master algebraic concepts.
The preview video for the course is short, sweet, and to the point as to what the class offers as far as resources. I would definitely recommend this course to students who want to truly grasp the material taught in Algebra I. This course, created by college mathematics professor Stephen Zuro is organized in a way that will keep any students enrolled in it engaged throughout each lesson.
It only has three and a half hours of instructional videos available, which may not seem like much, but sometimes quality matters over quantity. Shorter videos are more likely to keep the attention of students who watch them. After each lesson, Mr. Zuro has three-question quizzes available for students to quickly check their understanding of each topic.
These resources are all available in PDF form for students to download. He goes into detail about how the class is structured before students sign up for it, which is a great way to market the course. Being honest and transparent with potential students is important for online courses.
I would recommend this course to students who want shorter instructional videos to teach them the relevant content. You can sign-up here You can sign-up here. It is presented by training, an educational training website. The course itself was created by a group of instructional design specialists and field professionals, which is reassuring for any interested students. Knowing that a group of people worked on a single course may translate into quality instruction and good attention to detail.
This course claims that students can receive an education faster than at traditional colleges. This includes knowledge checks before each lesson to make sure students are ready to move on to each topic.
However, the knowledge checks are not required if students feel confident enough in the material. There is also online customer support if students are having trouble accessing the course materials. Instruction support is made available as well if students are confused about an algebraic concept. Overall, this course seems like a good course for students who want to learn at their own pace and accelerate through an algebra course. The online technical and instructional support is a useful option to have available should students need them.
This course was created by Shawn Barker, a college professor with 15 years of experience in teaching math. This course has 9 hours of engaging instructional videos that help students learn the material.
There are downloadable practice resources available in this class, which again is so important for online mathematics students. The more practice they can get, the more likely they are to succeed in an online math course. After viewing a couple sample introduction lectures, it is clear that Mr. Barker is an engaging professor who is able to break down each concept that is covered in the course. This book is available as an eTextbook or a paperback textbook.
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