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Newsletter
WHAT ARE THE DIFFERENCES AMONG THE VARIOUS SAXON MATH TUTORIALS ON THE MARKET TODAY?
While at Home School Conventions, I am repeatedly asked by Homeschool Educators to explain to them the difference between the "DIVE" CDs, the "Saxon Teacher" CDs, the "Teaching Tapes Technology" DVD series, and the DVD series "MASTERING ALGEBRA, John Saxon's Way," taught by Art Reed. That is an excellent question because some companies confuse Homeschool Educators when they advertise their CDs as "video" products when in fact they are not videos, but only CDs containing a graphic presentation with audio (called a whiteboard presentation). The abbreviation DVD stands for "Digital Video Disc." The DVDs are "video" products that will work on a computer (either a PC or MAC) or on a television DVD player. The CD products however, are not "videos." They will only work on a computer. They cannot be viewed on a television using a DVD player.
Basically, here are the differences among them:
DIVE CD: The product covers John Saxon's math books from Math 54 through Calculus. Each level textbook has a single CD containing instruction corresponding to each individual lesson in that textbook. The presentation is a whiteboard presentation which means there is no teacher to watch at the board. The student hears the voice in the background and watches writing appear on the screen. The CD will not work in a television DVD player because it is not a true "Digital Video Disc," but rather a graphic presentation with audio (a white board presentation). The product will not work on a television DVD player. As a CD, it is restricted to being played only on a computer. Each individual CD costs $50.00 plus shipping. They are available from Math 54 through calculus.
SAXON TEACHER CDs: The product supports John Saxon's math books from Math 54 through Advanced Mathematics. Similar to the DIVE CD, the Saxon Teacher CD is a graphic whiteboard presentation which means there is no one to watch presenting the material. The student hears the voice in the background as the writing appears on the board. The individual in each of the individual series of CDs goes over every problem in the textbook and the individual problems on the tests as well, which is why there are four or more CDs to this product as opposed to the single CD sold by DIVE. These CD graphic "audio" solutions cost about $97.35 (plus shipping and handling). There is also a printed paper booklet version of the solutions for each of the daily problems sold by the company as well. The printed version is titled "Solutions Manual" (which contains the same printed information as the more expensive CD). The printed Solutions Manual sells for between $27.00 for the new Math 54 course to $45.00 for the Advanced Mathematics course. If you have purchased the new soft cover editions of Math 54, 65, 76 or 87, the solutions manuals are included in the price of the Homeschool Kit for these four courses. These CDs are not "videos" and they can only be used on a computer. They cannot be viewed on a television set using a DVD player.
TEACHING TAPE TECHNOLOGY DVDs: The product is a DVD "video" set of lessons which means they can be used on either a television or computer DVD player. The entire series covers Math 54 through Calculus. As advertised by the company, the individual lessons are taught by a state certified math teacher. The individual series for a particular math book in the upper level math series sell for anywhere from $175 for the Math 54 series to $200 for the Algebra 1/2 series to $245 for the Calculus series. The calculus series requires the first edition of calculus. Each DVD series for a specific textbook contains from fourteen to twenty individual DVD discs. The teacher on these videos goes over one or more of the sample and practice problems from each lesson. Unlike the DIVE CD and Saxon Teacher CD, these are DVD "digital video disc" presentations and they will work on either a television or computer DVD player.
MASTERING ALGEBRA "John Saxon's Way" taught by Art Reed DVDs: This product is also a DVD "video" presentation which means the DVDs will work on both a computer as well as a television DVD player. This capability would enable several students or a group of home school students to watch together, on a single television set, as they would in a regular math or CO-OP classroom. Each series is a video tutorial of every lesson in the book. The concepts of every lesson are taught by an experienced Saxon math teacher with over twelve years teaching experience using Saxon Math books in a rural public classroom. The examples used on the board are not those already explained in the textbook, but created by the teacher to enable the student to master the concept as opposed to memorizing the steps used in solving the sample problem shown in the textbook. Students see an experienced Saxon math teacher at the board teaching the concepts contained in that lesson. There are ten to twelve individual DVDs in each of the DVD series which run from Math 76 through the first twenty-five lessons of the calculus textbook (covering limits of functions and derivatives). The Advanced Mathematics course is taught in a two year presentation awarding credit for a full year of geometry as well as providing semester credits for both trigonometry and pre-calculus. Each of the seven individual DVD tutorial series sells for $49.95 (This price includes free shipping anywhere within the USA and its territories, including APO and FPO addresses).
Before you buy any of these products, sit down with your student and look at each of the samples provided by the companies on their websites. Make sure the student will be able to work with the instructor and the material as they are presented. Here are the four websites:
diveintomath.com; saxonhomeschool.com; teachingtape.com or usingsaxon.com
For more information on using these products, please read my April and July 2010 Newsletters.
When John Saxon published his original series of math textbooks, they were designed to be taken in order from Math 54 to Math 65, followed by Math 76, then Math 87, then Algebra 1/2, then on to Algebra 1, then Algebra 2, followed by Advanced Mathematics (which, coupled with Algebra 2, gave the high school geometry and trigonometry credits) culminating with the calculus textbook for some students.
The books were not originally intended to be "grade" oriented textbooks, but were intended to be taken in sequential order based upon a student's knowledge and capabilities without regard to the student's grade level. But schools and homeschool educators quickly assigned Math 54 to the fourth grade level, Math 65 to the fifth grade level, Math 76 to the sixth grade, and Math 87 to the seventh grade level to be followed by the pre-algebra course titled Algebra 1/2. When the new third edition of Math 76 came out in the summer of 1997, it was much stronger academically than its predecessor, the older second edition textbook. It did not take long for confusion to develop around which textbooks were now the correct editions to be used and what the correct sequencing would be.
In the thousands of telephone calls I received over the years I served as Saxon Publishers' Homeschool Curriculum Director for Math 76 through calculus, the question that arose most often among classroom teachers as well as Homeschool educators was whether the student should go from the new stronger Math 76 book to Math 87 or to Algebra as both the Math 87 and the Algebra 1/2 textbooks appeared to contain basically the same material. Adding to the confusion, after John Saxon's death, was the fact that the new soft cover third edition of Math 87 had the title changed to read Math 8/7 'with pre-algebra.'
So what Saxon math book does a student who has completed Math 76 use? Well, that depends upon how well the student did in the Math 76 book. The key word is "successfully completed," not just "completed" Math 76. If a student completed the entirety of the Math 76 textbook and his last five tests in that book were eighty or better, he would have "successfully completed" Math 76 and he could move on to the Algebra 1/2 book. However, if the student's last five test grades were all less than seventy-five, that student has indicated that he will in all likelihood experience difficulty in the Algebra 1/2 materials and should therefore proceed first through the Math 87 textbook.
While both the Math 87 and the Algebra textbooks will get the student ready for the Algebra 1 course, the Math 87 book starts off a bit slower with more review, allowing the student to "catch up." The student who then moves successfully through the Math 87 textbook, receiving eighties or better on the last five tests, can then skip the Algebra 1/2 book and move directly to the Algebra 1 textbook.
However, if the student finishes the Math 87 book and the last five test grades reflect difficulty with the material, that student should then be moved into the Algebra 1/2 book to receive another - but different - look at "pre-algebra" before attempting the Algebra 1 course. Students fail algebra because they do not understand fractions, decimals and percents; they fail calculus because they do not understand the basics of algebra. Attempting to "fast track" a student who had weak Math 76 test scores - into Algebra 1/2 - then on to Algebra 1, will most certainly result in frustration if not failure in either Algebra 1/2, or Algebra 1.
So what have we been talking about? If the students have to take all three courses (Math 76, Math 87 and Algebra 1/2), how will they ever get through algebra 1? When I taught Saxon math in a public high school, we established three math tracks for the students. Fast, Average, and Slower math tracks to accommodate the difference in learning styles and backgrounds of the students.
Listed below are the recommended three math tracks. Please note there are no grade levels associated with these courses, but Math 76 was generally taught in the 6th grade at the middle school. The course titled "Introduction to Algebra 2" was the student's first attempt at the Algebra 2 course which resulted in low test scores, so the course was titled as an "Introduction to Algebra 2" on the student's transcript and the student repeated the entirety of the same book the following year.
Over ninety-five percent of all these students received an "A" or "B" their second year through the Algebra 2 course. In the ten years we used the system, I only had one student who received a "D" in the course and he did so because he did little or no studying the second year and still passed the course with a 65 percent test average.
I will make you the same promise I made to the parents of my former students. If students can accomplish no more than "mastering" John Saxon's Algebra 2 course by the time they are seniors in high school, they will pass any collegiate freshman algebra course from MIT to Stanford (provided they go to class). Remember, they can still take calculus at the university if they have changed their mind and need the course in their new major field of study. And because they now have a strong algebra background, they will be successful!
FAST MATH TRACK: Math 76 - Algebra 1/2 - Algebra 1 - Algebra 2 - Geometry with Advanced Algebra - Trigonometry and Pre-Calculus - Calculus. NOTE: The Saxon Advanced Mathematics textbook was used over a two year period allowing the above underlined two full math credits after completing Saxon Algebra 2. (TOTAL High School Math Credits: 5)
AVERAGE MATH TRACK: Math 76 - Math 87 - Algebra 1/2 - Algebra 1 - Algebra 2 - Geometry with Advanced Algebra - Trigonometry and Pre-Calculus. (TOTAL High School Math Credits: 4)
SLOWER MATH TRACK: Math 76 - Math 87 - Algebra 1/2 - Algebra 1 - Introduction to Algebra 2 - Algebra 2 - Geometry with Advanced Algebra. (TOTAL High School Math Credits: 4)
NOTE 1: YOU SHOULD USE THE FOLLOWING EDITIONS AS THEY ARE ACADEMICALLY
STRONGER THAN THE EARLIER EDITIONS ARE, AND MIXING THE OLDER EDITIONS
WITH THE NEWER EDITIONS WILL RESULT IN FRUSTRATION OR FAILURE FOR THE
STUDENT.
Math 76: Either the hardback 3rd Ed or the new soft cover 4th Ed. (The Math content of both
editions is the same)
Math 87: Either the hardback 2nd Ed or the new soft cover 3rd Ed. (The Math content of both
editions is the same)
Algebra 1/2: Use only the 3rd Edition. (Book has the lesson reference numbers added)
Algebra 1: Use only the 3rd Edition. (Book has the lesson reference numbers added)
Algebra 2: Use either the 2nd or 3rd Editions. (Content is identical. Lesson reference numbers
added to the 3rd Ed)
Advanced Mathematics: Use only the 2nd Edition: (Lesson reference numbers are found in
the solutions manual, not in the textbook)
Calculus: Either the 1st or 2nd Edition will work. However, if the student uses my DVD tutorials,
they will need the 2nd Edition textbook.
NOTE 2: WHEN RECORDING COURSE TITLES ON TRANSCRIPTS, USE THE FOLLOWING TITLES:
Math 76: Record "Sixth Grade Math."
Math 87: Record "Pre-Algebra."(If student must also take Algebra 1/2, then use "Seventh
Grade Math")
Algebra 1/2: Record "Pre-Algebra."
Algebra 1 & Algebra 2: Self explanatory.
Advanced Mathematics: Record "Geometry with Advanced Algebra" (1 credit) if they
only complete the first 60 - 70 lessons of that textbook.
Record "Trigonometry and Pre-calculus" (1 credit) if they have
completed the entirety of the Advanced mathematics textbook.
Under no circumstances should you record the title "Advanced
Mathematics" on the student's transcript as the colleges and
universities will not know what math this course contains, and
they will ask you for a syllabus for the course.
Calculus: Self explanatory.
Each child is unique and what works for one will not always work for another. Whatever track you use, you must decide early to allow students sufficient time to overcome any hurdles they might encounter in their math journey before they take the ACT or SAT. If you have any questions, please feel free to email me at art.reed@usingsaxon.com or call me at (580) 234-0064 (CST) and leave your telephone number and a brief message and I will return your call.
HOW TO SUCESSFULLY USE JOHN SAXON'S MATH BOOKS FROM MATH 54 THROUGH
CALCULUS AND PHYSICS
(PART III)
Here is the final series describing situations I have encountered these past three decades while teaching Saxon in a rural high school as well as providing curriculum advice to homeschool educators. As with the previous two parts of the series, I have added my thoughts about why you want to avoid them:
1) ATTEMPTING THE ADVANCED MATHEMATICS TEXTBOOK IN A SINGLE YEAR:
Since there are only 125 lessons in the textbook, it seems reasonable to assume
this is possible.
RATIONALE: "My son had absolutely no trouble in the Algebra 2 book and I believe
he will have no trouble in this book either. The book has fewer lessons than the
Algebra 2 book has. Besides, he is a junior this year and we want him to be in
calculus before he graduates from high school."
FACTS: The second edition of John Saxon's advanced mathematics textbook is
tougher than any college algebra textbook I have ever encountered. The daily
assignments in this book are not impossible, but they are time consuming and
can take most math students more than several hours each evening to complete
the thirty problems. This generally results in students doing just doing the odd
or even numbered problems to get through the lessons. I must have said this a
thousand times "Calculus is easy!" Students fail calculus not because of the
calculus, but because they do not understand the algebra. Speeding through the
Saxon Advanced Mathematics textbook by taking shortcuts does not allow the
student the ability to master the advanced concepts of algebra and trigonometry
to be successful in calculus. And if the only argument is that the student will not take
calculus in high school, then what is the rush?
The DVD tutorial series for the second edition of John's Advanced Mathematics book that I have prepared allows students three different choices based upon their needs and capabilities.
a) They can follow my advice and take the course in two years (doing a lesson every
two days). They can then gain credit for the first academic year for the course of
"Geometry w/Advanced Algebra," with a first semester credit for Trigonometry
and a second semester credit for Pre-calculus in their second academic year.
- or -
b) They can take the course in three semesters. Their first semester credit would
be titled Geometry, followed by a second semester credit for Trigonometry with
Advanced Algebra; ending with a third semester credit for Pre-calculus.
- or -
c) Lastly, while not recommended, they can take the entire 125 lessons in the
Advanced Mathematics book in a single school year gaining credit for a full year
of Geometry along with a semester credit for Trigonometry w/Advanced Algebra.
In all the years that I taught the subject, I only had one student who was able to
complete the entire Advanced Math course of 125 lessons in a single school
year - with a test average above ninety percent - and she was a National Merit
Scholar whose father taught mathematics with me at the local university.
The specific details of how the transcript is recorded are covered in my book, but if you have any questions regarding your son or daughters high school transcript, please feel free to send me an email.
***************************************************
2) IS IT CRITICAL FOR STUDENTS TO TAKE CALCULUS IN HIGH SCHOOL? Students
lacking a solid base in algebra and a basic knowledge of trigonometry will find that
taking calculus at any level will be very difficult, if not impossible.
RATIONALE: "I want our son to take calculus his senior year in high school. The only
way we can accomplish that is to have him speed through the Saxon Algebra 2 and
Advanced Mathematics book to finish them by the end of his juni or year. He may
even have to use the summer months for math as well."
FACTS: Even if students successfully complete a calculus course their senior year
in high school, whether at home or at a local community college, I would strongly
recommend that they enroll in calculus I as a freshman at the university or college
they choose to attend for several reasons.
First: If they truly understand enough of their calculus I course (usually
encompassing derivatives) they can enjoy a solid five hours of "A" on their
transcript for their first five hours of math as a freshman. They can also make
some nice extra money tutoring their less fortunate classmates.
Second: While they think they understand everything there is about calculus, they
will see much more as they sit back and "understand" what the professor is talking
about. They might even learn something they never fathomed in the high school
textbook they went through.
Third: Their solid "A" the first semester in a calculus I class lets the professors know
what kind of student they are. That perception by the professor makes a big difference
should they encounter difficulties later in their second semester of calculus II (usually
through integrals). Finishing John Saxon's second edition of Advanced Mathematics
at a pace that allows the student to grasp all of the material in that textbook without
being frustrated or discouraged, is paramount to their success in calculus at the
college or university level.
***************************************************
3) DO HIGH SCHOOL STUDENTS NEED A SEPARATE GEOMETRY TEXTBOOK? To reflect
that a student has received a well rounded math background, states that require
three or more math courses require that geometry be recorded on a students high
school transcript, along with algebra 1, algebra 2, trigonometry, etc.
RATIONALE: "It is too difficult for high school students to learn both algebra and
geometry at the same time. My son did just fine in the Saxon Algebra 1 textbook.
However, he is only on lesson 35 in the Saxon Algebra 2 book, and he is already
struggling." - or their rationale may be - "I have been told by other home school
parents that there are no two-column proofs in John Saxons Algebra 2 textbook."
FACTS: Many of my top students' worst tests in the Saxon Algebra 2 course were their
very first test. This happened because they did not realize the book covered so much
geometry review from the algebra 1 text, as well as several key new concepts taught early
in the Algebra 2 text. They quickly recovered and went on to master both the algebra and
the geometry concepts. From my experiences, most students who encountered difficulty
early in John Saxon's Algebra 2 textbook did so - not because they did not understand the
geometry being introduced - but because their previous experiences with the Saxon
Algebra 1 course did not result in mastery of the math concepts necessary to handle the
more complicated algebra concepts introduced early in the Algebra 2 textbook. I would
not recommend students attempt John Saxon's Algebra 2 math book if they have done
any one or more of the following:
a) Never finished all of the lessons in the Saxon Algebra 1 textbook.
b) Hurried through the Saxon Algebra 1 textbook doing two lessons a day and
then only did the odd or even numbered problems from each lesson.
c) Received multiple test scores of less than seventy-five on their last four or five
tests in the Algebra 1 textbook (not counting partial credit).
What about the students who never took the tests because parents used the students' daily homework grades to determine their grade average? What does that reveal about the students' ability? Establishing a students grade average based upon their daily work reflects what they have "memorized." The weekly tests determine what they have "mastered."
The successful completion of John Saxon's Algebra 2 textbook (2nd or 3rd Editions) gives students an additional equivalent of the first semester of a high school geometry course (including two-column proofs). Successful completion of the first sixty lessons of the Saxon Advanced Mathematics textbook (2nd Ed) ensures they receive the equivalent of the second semester of high school geometry, in addition to the advanced algebra and trigonometry concepts they also receive in the latter half of the book.
But what about the lack of two-column proofs in the Saxon Algebra 2 book (2nd or 3rd Ed)? Whenever I hear Homeschool Educators make the comment that "John Saxon's Algebra 2 book does not have any two-column proofs," I immediately know they stopped before reaching lesson 124 of the book which is where two-column proofs are introduced. The last six lessons of the Saxon Algebra 2 textbook (2nd or 3rd editions) contain thirty-one different problems dealing with two-column proofs. The following year, in the first half of the Advanced Mathematics textbook, they not only encounter some heavy duty algebra concepts, but they will also complete the equivalent of the second semester of a regular high school geometry course. The first thirty of these sixty lessons contain more than forty different problems dealing with two-column proofs.
So why then did John Saxon not want to publish a separate geometry textbook? As I mentioned in my newsletter last December, a group of professors who taught mathematics and science at the University of Chicago bemoaned the fact that educators continued to place a geometry course between basic algebra (Algebra 1) and the advanced algebra course (Algebra 2) to the detriment of the student. - AND THEY WROTE THIS 104 YEARS AGO!
In the preface to their book titled "Geometric Exercises for Algebraic Solution," published in 1907, the professors explained that it is this lengthy "void" between the two algebra courses that prevents students from retaining the necessary basic algebra concepts learned in basic algebra (algebra 1) to be successful when encountering the rigors of advanced algebra (algebra 2).
Then apparently aware of this situation, and knowing John Saxon's position on the subject, why did HMHCO (the current owners of John's books) go ahead and create and publish their new fourth editions of Saxon Algebra 1, Algebra 2, and a separate first edition Saxon Geometry textbook? I do not know why they did, but I do know that three textbooks will make more money for a publisher than two textbooks will. I also know that the new books while initially sold only to the schools on the school website, are now offered to Homeschool Educators as well. Now having to decide between the two different editions of algebra makes the selection process more confusing. However, I would not recommend any student go from the new fourth edition of Saxon Algebra 2 to John Saxon's Advanced Mathematics textbook.
For those readers who do not have a copy of my book, please read my February 2010 news article for information that will help you select the correct level and edition of John Saxon's math books. These editions will remain excellent math textbooks for many more decades.
If your child is already experiencing difficulty in one of the Saxon series math books, and you need to find a workable solution, please email me at: art.reed@usingsaxon.com or feel free to call me any weekday during normal business hours at (580) 234-0064 (CST).
HOW TO SUCESSFULLY USE JOHN SAXON'S MATH BOOKS FROM MATH 54 THROUGH CALCULUS AND PHYSICS (PART II)
As I promised last month here are several more of the common misuses I have encountered during the past three decades of teaching and providing curriculum advice to homeschool educators. I have added my thoughts about why you want to avoid them:
1) THE EFFECTS OF DOING JUST THE ODD OR EVEN PROBLEMS: Allowing the
student to do just the odd or even problems in each daily lesson may appear
to save time, but it creates a false sense of mastery of the concepts.
RATIONALE: "Each lesson shows two of each of the different problems, and it
saves us valuable time by doing just one of the pair. Besides, since they both
cover the same concept, why take the extra time doing both of them?"
FACT: The reason there are pairs of each of the fifteen or so concepts found
in the daily assignments is because each of the problems in each pair is
different from the other. While both problems in each pair address the same
concept, they are different in their approach to presenting that concept. one goes
about presenting the concept one way while the second one approaches the
concept from a totally different perspective. Doing both of them gives the student
a broader basis for understanding the concept and prevents the student from
memorizing a particular procedure rather than mastering the concept based
upon solving the two different formats or procedures.
Whenever I receive an email from a homeschool educator or student, and they need
help with solving a particular problem on one of the tests remarking that they never
saw this test question in any of their daily work, I can tell that they have been doing
either just the "odds" or the "evens" in their daily work because this test question
resembled an approach to the concept that was contained in the set they never did.
Additionally, doing only half of the daily assignment restricts the student's ability to
more quickly and easily master the concepts. Doing two a day for fourteen days
increases the students ability to more quickly master those concepts than doing
just one a day for that same period of time.
The "A" or "B" student who has mastered the material should take no more than fifty
minutes to complete the daily assignment of thirty problems if their grade is based
upon their weekly test scores and not upon their daily homework. The "C" student
should complete the daily assignment of thirty problems in about ninety minutes.
The additional time above the normal fifty minutes is usually the result of the "C"
student having to look up formulas or concepts that might not have yet been
mastered. This is why I recommend students use "formula cards."
Using formula cards saves students many hours of time flipping through the book
looking for a formula to make sure they have it correctly recorded. The details on
how to implement using these cards is explained in detail on page 94 of my book.
If you have not yet acquired that book, you can find information on how to make and
use them in my September 2011 Newsletter.
***************************************************
2) THE EFFECTS OF DOING MORE THAN ONE LESSON A DAY: Permitting the students
to do two or three lessons a day believing this will allow them to complete the
course faster.
RATIONALE: "My son wants to finish the Saxon Calculus course by the end of his
junior year. The only way he can do that is to finish the Algebra 2 book in six rather
than nine months. Besides, he told me that he already knows how to do most of the
material from the previous Algebra 1 book."
FACT: To those who feel it necessary to "speed" through a Saxon math book, I
would use the analogy of eating one's daily meals. Why not just eat once or twice
a week to save time preparing and eating three meals each day? Not to mention
the time saved doing all those dishes. The best way I know to answer both of these
questions is to remind the reader that our bodies will not allow us to implement
such a time saving methodology any more than our brains will allow us to absorb
the new math concepts by doing multiple lessons at one sitting.
I have heard just about every reason to support doing multiple lessons, skipping
tests to allow another lesson to be taken, or taking a lesson on a test day. All of
these processes were attempted solely to speed up completing the textbook.
Students who failed calculus did so, not because they did not understand the
language and concepts of calculus, but because they did not sufficiently master the
algebra.
Why must students always be doing something they do not know? What is wrong
with students doing something they are familiar with to allow mastery as well as
confidence to take over? Why should they become frustrated with their current
material because they "rushed" through the previous prerequisite math course?
The two components of "automaticity" are time and repetition and violating either
one of them in an attempt to speed through the textbook (any math book) results in
frustration or failure as the student progresses through the higher levels of
mathematics. I recall my college calculus professor filling the blackboard with a
calculus problem and at the end, he struck the board with the chalk, turned and said
"And the rest is just algebra." To the dismay of the vast majority of students in the
classroom - that was the part they did not understand and could not perform. When I
took calculus in college, more than half of my class dropped out of their first
semester of calculus within weeks of starting the course, because their algebra
backgrounds were weak.
***************************************************
3) ENTERING THE SAXON MATH CURRICULUM AFTER MATH 76: Switching to Saxon
Algebra 1 or Algebra 2 because you have found the curriculum you were previously
using was not preparing your child for the ACT or SAT and you wanted them to be
more challenged.
RATIONALE: "We were having trouble with math because the curriculum we were
using, while excellent in the lower grades, did not adequately prepare our son and
daughter for the more advanced math concepts. We needed a stronger more
challenging math curriculum, so we switched to Saxon algebra 1."
FACT: Switching math curriculums is always a dangerous process because each
math curriculum attempts to bring different math concepts into their curriculum at
different levels. Constantly moving from one math curriculum to another - looking for
the perfect math book - creates "mathematical holes" in the students' math
background. It also creates a higher level of frustration for these students because,
rather than concentrating on learning the mathematics, they must concentrate on
what the new textbook's system of presentation is and spend valuable time trying to
analyze the new format, method of presentation, test schedule, etc.
If you intend to use Saxon in the middle and upper level math courses because of
its excellence at these levels of mathematics, I would strongly recommend that you
start with the Math 76, 3rd or 4th Ed textbook. The cumulative nature of the Saxon
Math textbooks requires a solid background in the basics of fractions, decimals and
percentages. All of these basics, together with the necessary prerequisites for
success in pre- algebra or algebra 1 are covered in Saxon's Math 76, 3rd or 4th
Edition textbook. This math textbook is what I refer to as the "HINGE TEXTBOOK" in
the Saxon math curriculum. Successful completion of this book will take care of any
"Math Holes" that might have developed from the math curriculum you were using in
grades K - 5.
Successful completion of this book can allow the student to move successfully to the
Saxon algebra textbook (a pre-algebra course). Should students encounter difficulty
in the latter part of the Math 76 text, they can move to the Saxon Math 87, 2nd or 3rd
Ed and, upon successful completion of that book, move either to the Algebra 1/2 or
to the Algebra 1 course depending on how strong their last 4 or 5 test scores were.
Yes, some students have been successful entering the Saxon curriculum at either
the Algebra 1 or the Algebra 2 levels, but the number of failures because of weak
math backgrounds from using other curriculums, roughly exceeds the number of
successes by hundreds!
***************************************************
As I mentioned last month, there will always be exceptions that justify the rule. However, just because one parent tells you their child did any one or all of the above, and had no trouble with their advanced math course, does not mean you should also attempt it with your child.
That parent might also not have told you that:
(1) Their child encountered extreme difficulty when they reached Saxon Algebra 2, and even
more difficulty and frustration or failure with the Saxon Advanced Mathematics course.
- or -
(2) They had switched curriculum after experiencing difficulty in the Saxon Algebra 1 course.
- or -
(3) Their child had to take the "no credit" remedial college algebra when they enrolled at a
university because they had received a low score on the university's math entrance exam.
For those readers who do not have a copy of my book, please read my February 2010 news article for information that will help you select the correct level and edition of John Saxon's math books. These editions will remain excellent math textbooks for many more decades.
If your child is already experiencing difficulty in one of the Saxon series math books, and you need to find a workable solution, please email me at: art.reed@usingsaxon.com. Or feel free to call me any weekday during normal business hours at (580) 234-0064 (CST).
In next month's issue, I will cover:
1) ATTEMPTING THE ADVANCED MATH TEXTBOOK IN A SINGLE YEAR:
2) IS IT CRITICAL FOR STUDENTS TO TAKE CALCULUS IN HIGH SCHOOL?
3) DO HIGH SCHOOL STUDENTS NEED A SEPARATE GEOMETRY TEXTBOOK?
HOW TO SUCESSFULLY USE JOHN SAXON'S MATH BOOKS FROM MATH 54 THROUGH CALCULUS AND PHYSICS (Part I)
Both homeschool educators as well as public and private school administrators have asked me "Why do John Saxon's math books require special handling?" Another question I am also frequently asked by them is "If John Saxon's math books require special instructions to use them successfully, why would we want to use them?" Before the end of this newsletter, I hope to be able to answer both of these questions to your satisfaction.
There is nothing "magic" about John Saxon's math books. They were published as a series of math textbooks to be taken sequentially. Math 54 followed by Math 65, and then Math 76, followed by either Math 87 or Algebra 1/2 (John's pre-algebra book), then algebra 1, etc. While other publishers were "dumbing-down" the content of their new math books, John Saxon was publishing his new editions with stronger, more challenging content.
Homeschool families, attempting to save money by buying older used Saxon Math books and inter-mingling them with the newer editions were unaware that the older out-of-print editions were often incompatible with these newer, more challenging editions. The same problem developed in the public and private school sector adding to the confusion about the difficulty of John's math books.
For example, a student using the old first or second edition of Math 76 would experience a great deal of difficulty entering the newer second or third editions of Math 87. This difficulty arose because the content in the outdated first or second editions of Math 76 was about the same as that of the material covered in the newer editions of Math 65 (the book following Math 54 and preceding Math 76). Jumping from the outdated older edition of Math 76 to the newer editions of either Math 87 or algebra 1/2 would ultimately result in frustration or even failure for most, if not all, of the students who attempted this.
Many homeschool educators and administrators were also unaware that when finishing a Saxon math book, they were not to use the Saxon placement test to determine the student's next book in the Saxon series. The Saxon placement test was designed to assist in initially placing non-Saxon math students into the correct entry level Saxon math book. The test was not designed to show parents what the student already knew, it was designed to find out what the student did not know. Students taking the placement test, who are already using a Saxon math book, receive unusually high "false" placement test scores. These test results may recommend a book one or even two levels higher than the level book being used by the student (e.g. from their current Math 65 textbook to the Math 87 textbook).
By far, the problems homeschool educators as well as classroom teachers encounter using - or shall I say misusing - John's math books are not all that difficult to correct. However, when these "short-cuts" are taken, the resulting repercussions are not at first easily noticed. Later in the course, when the student begins to encounter difficulty with their daily assignments - in any level of Saxon math books - the parent or teacher assumes that the student is unable to handle the work and determines that the student is not learning because the book is too difficult for the student.
Here are three of the most common misuses that I have encountered literally hundreds of times during these past twenty years of teaching and providing curriculum advice to home school educators:
1) NOT FINISHING THE ENTIRETY OF THE TEXTBOOK: Not requiring the student to
finish the entirety of one book before moving on to the next book in the sequence.
RATIONALE: "But the beginning of the new book covers the same material as that in
the last lessons of the book we just finished, so why repeat it"?
FACT: The student encounters some review of this material in the next book, but this
review assumes the student has already encountered the simpler version in the
previous text. The review concepts in the new book are more challenging than the
introductory ones they skipped in the previous book. This does not initially appear to
create a problem until the student gets to about lesson thirty or so in the book, and by
then both the parent and the student have gotten so far into the new book that they do
not attribute the student's problem to be the result of not finishing the previous
textbook.
They start to think the material is too difficult to process correctly and do not
see the error of their having skipped the last twenty to thirty or so lessons in the
previous book. They now fault the excessive difficulty of the current textbook as the
reason the student is failing. Students should always finish the entirety of every Saxon
math textbook! I realize that all students are not alike, so if as you're reading this article
and you are already encountered this particular phenomenon with your child, there are
several steps you can take to satisfactorily solve the problem without harming the
child's progress or self-esteem. So that we can find the correct solution, please email
me and include your telephone number and I will call you that same day - on my dime!
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2) MISUSE OF THE SAXON PLACEMENT TEST: Skipping one of the books in the
sequence (e.g. going from Math 54 to Math 76) because the "Saxon Placement Test"
results clearly showed the student could easily handle the Math 76 material.
RATIONALE: "He even got some of the Math 87 level questions correct. Besides, we
had him look at the material in the Math 65 book and he said that he already knew
that material, so why bother doing the same concepts again."
FACT: As I wrote earlier, the Saxon Placement Test was designed to place non-Saxon
math students into the correct level math book. It was designed to see what the
student had not yet encountered or mastered. It was not designed to find out what
the student already knew. Saxon students who take the Saxon placement test receive
unusually high "false" test scores. The only way to determine if the student is ready for
the next level math book is to evaluate their last four or five tests in their current Saxon
math book to determine whether or not they have mastered the required concepts to
be successful in the next level book.
The brain of young students cannot decipher the difference between recognizing
something and being able to provide solutions to the problems dealing with those
concepts. So when they thumb through a book and say "I know how to do this" what
they really mean is "I recognize this." Recognition of a concept or process does not
reflect mastery.
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3) USING DAILY HOMEWORK TO DETERMINE A STUDENT'S GRADE: Skipping the
weekly tests and using the student's daily assignments to determine their grade for
the course reflects memory rather than mastery of the material.
RATIONALE: I cannot count the number of times I have been told by a parent "He does
not test well, so I use the daily assignment grades to determine his course grade. He
knows what he is doing because he gets ninety's or hundreds on his daily work."
FACT: Just like practicing the piano, violin, or soccer, the student is not under the
same pressure as when they have to perform in a restricted time frame for a musical
solo or a big game. The weekly tests determine what a student has mastered
through daily practice. The daily homework only reflects what they have temporarily
memorized as they have access to information in the book not available on tests.
Answers are provided for the odd numbered problems and some students quickly
learn to "back-peddle." This phenomenon occurs when the student looks at a problem
and does not have the foggiest idea of how to work the problem. So they go to the
answers and after seeing the answer to that particular problem, suddenly recall how
to solve the problem. Later in the week, when they take the test, there are no answers
to look up preventing them from "back-peddling" through to the correct solution.
As with anything, there are always exceptions that justify the rule. However, just
because one parent says their child did any one or all of the above, and had no trouble
with their math, does not mean you should let your child attempt it. That parent might
not have told you that (1) their child encountered extreme difficulty when they reached
Saxon Algebra 2, and even more difficulty with the Saxon Advanced Mathematics
textbook, or (2) they had switched curriculum after experiencing difficulty in Saxon
Algebra 1, or (3) their child had to take a non-credit remedial college algebra course
when they enrolled at the university or college because they had received a low score
on their required math entrance examination.
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For those readers who do not have a copy of my book, please read my February 2010 news article for information that will help you select the correct level and edition of John Saxon's math books. These editions will remain excellent math textbooks for several more decades.
If your child is already experiencing difficulty in one of the Saxon series math books, and you need to find a workable solution, please email me at: art.reed@usingsaxon.com. Or feel free to call me any weekday during normal business hours at (580) 234-0064 (CST). In next month's issue, I will cover:
1) THE EFFECTS OF DOING JUST THE ODD OR EVEN PROBLEMS.
2) THE EFFECTS OF DOING MORE THAN ONE LESSON A DAY.
3) ENTERING THE SAXON MATH CURRICULUM AFTER MATH 76.
HAHAVE A VERY HAPPY, HEALTHY, AND BLESSED NEW YEAR!
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