The mathematics curriculum we have been using for Cole and Chloe is Saxon Math. It is designed to be self-paced with the student completing one lesson per day followed by a set of thirty problems which cover the new lesson and also provide review of previous lessons. When needed, the student can seek assistance with subject matter that is difficult to grasp immediately. I have been generally impressed with this program.
However, there is one disadvantage that I perceive wirth regard to this type of program. When a teacher provides instruction directly, the student benefits by being able to observe problems being solved as a "slow reveal." This allows the student to follow the problem solving process more organically. I have observed that, while Cole is able to solve the problems in the book, he does not always select the most efficient approach. This may be due to the lack of direct instruction provided by a self-directed study.
In response to this, I am working more closely with Cole on his problems to guide him toward thinking about how to solve the problem before blindly attacking it.
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The Road Not Taken
TWO roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
- Robert Frost
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