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Shormann Math Builds Effective Study Habits

October 19, 2015

With Shormann Math, using 21st Century technology to create a math course allows us to obtain valuable information revealing that, regardless of skill level, students who want to learn math, can, and Shormann Math has the tools for them to do so.

For example, during quarterly exam week, students are provided with two full-length practice exams. Practice exams allow students to prove to themselves that they really do (or don’t) know the material covered that quarter. Besides the practice exams, they are given other guidelines on how to prepare for the exams. The guidelines are based on years of teaching experience, as well as observing university professors. Between my bachelor’s in aerospace engineering, and a PhD in aquatic science, I had a lot of professors and exams! And the best professors, the ones who really wanted you to learn the material, did two things: 1) they kept a file of previous exams in the library that students could check out and study, and 2) they had office hours so students could ask questions. Shormann Math provides both, with 1) practice exams that reward students for a good study effort and 2) free email Q&A any time.

But are the practice exams helpful? Well, see for yourself. The following graph displays the recent results of Quarterly Exam 1 scores for Shormann Algebra 1 and 2(beta) students.* The bottom line is that students with “Good” study habits made A’s on the exam. The graph is a display of the obvious fact that good study habits build fluency, resulting in good scores on the actual exam. Being fluent in math means you know how to use the rules to solve new problems. And the purpose of the Practice Exams in Shormann Math is to provide new problems so the student can prove to themselves whether they are fluent, and if not, what they need to review.

Screen Shot 2015-10-19 at 1.08.03 PM

At some point in your life, you will be tested on a large amount of information. Whether it’s for a job you really want, a driver’s license, an SAT, ACT, MCAT, etc., sooner or later, test day is coming. And if you really want that license, or that job, etc., you are going to put the personal effort into it to study. Shormann Math is designed to help students build effective study habits in a less important setting where the stakes aren’t as high. But, as the results above reveal, the best curriculum in the world won’t make a bit of difference if the student doesn’t put that personal effort into following directions and studying effectively.

*Graph details: Scores are from Quarterly Exam 1 taken by students in Dr. Shormann’s live online Algebra 1 and 2 classes, October 2015. The three categories are based on student performance on the 2 practice exams take prior to the actual exam. The students are allowed to take the practice exam, review mistakes using the solutions manual provided, and then take it again. Students who put the effort into retaking each practice exam were rewarded for their effort with a higher grade. Students are also encouraged to show work on their paper, solving each problem by hand. For the actual exam, they are required to submit handwritten work on each problem. The practice exams were counted as one of their homework grades, providing further encouragement to complete them. The three categories were broken down as follows: “Good” students averaged 95% or better on the practice exams, all of which took at least one of the exams more than once in order to get a higher score, which means they took the time to correct their mistakes and study the problems they missed. “Mediocre” students took each exam once, but averaged below 95%, and showed little to no effort to try the exam again, missing a valuable opportunity to review and build fluency. “Poor” students did not attempt either practice exam. Of special note is the fact that the trend was consistent, regardless of which course students were doing (Algebra 1 or 2).  Also, because the students had the opportunity to retake each practice exam until they received a 100, study effort, and not skill level, was the main factor influencing performance on the actual exam. Not all students are equally gifted in math (or any subject), but students who are less-skilled at math can do better by studying harder. These results provide good evidence that, with Shormann Math, students who want to learn math, can, regardless of skill level!

Categories: Teaching Mathematics
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Should my Child Do Saxon Math 8/7 or Algebra 1/2?

July 31, 2014
Need more arithmetic review before Algebra 1? Then do Saxon Math 8/7. Fluent in arithmetic and ready for more algebra-type concepts? Then do Saxon Algebra 1/2.

For students ready for pre-algebra, we recommend Saxon Math 8/7 for most of them.

A pre-algebra course is a normal and recommended part of a child’s math education as they make the journey from a world of mostly numbers (arithmetic) to a world of mostly letters (algebra). John Saxon, together with Stephen Hake, authored two pre-algebra textbooks: Saxon Math 8/7 and Saxon Algebra 1/2*. Both books prepare a student for either Saxon Algebra 1, or our new Shormann Math Algebra 1. So should a child do Math 8/7, Algebra 1/2, or both?

*Math 8/7 (pronounced “Math Eight Seven”), is designed for the accelerated 7th-grader or average 8th-grader. Algebra 1/2 (pronounced “Algebra Half”), is a pre-algebra course that has more algebra and less arithmetic review than 8/7. For home educators, our child’s skill level, not grade level, trumps textbook naming systems.

Math 8/7 is all most students need for pre-algebra

Both Math 8/7 (2nd and 3rd editions) and Algebra ½ are pre-algebra courses. While Math 8/7 teaches all the prealgebra concepts required to succeed in Algebra 1, it also teaches students to memorize essential arithmetic skills like ratios, reducing fractions, and converting a fraction to a decimal or percent. Lack of skill in these areas can cause students to struggle in Algebra 1. Like memorizing multiplication facts is required to learn long division and fractions, memorizing and developing fluency in these essential skills is required to learn Algebra 1. Math 8/7, 3rd Edition does a much better job of this than any other curriculum I know of, including Saxon Algebra 1/2.

Therefore, Saxon Math 8/7, 3rd Edition (a.k.a. homeschool edition) is recommended instead of Algebra 1/2. Upon successful completion of Saxon 8/7, students should start Shormann Algebra 1.

For most students, Saxon Math 8/7 is all they need to prepare them for Algebra 1. It has more arithmetic review than Algebra 1/2. Prior to Algebra 1, we’ve found that most students need more review of things like addition, subtraction, multiplication, and especially division. And division is related to fractions, and Math 8/7 has more review of things like simplifying fractions and converting between fractions, decimals, and percents. Fluency in these areas will almost guarantee a smooth transition to Algebra 1.

Prior to each lesson of the Math 8/7 homeschool edition pictured above, students complete a Facts Practice that will help them build fluency in the areas mentioned. Algebra 1/2 does not include this daily practice, although it does review arithmetic (including fraction/decimal/percent conversions) in the daily homework sets.

Math 8/7 provides daily Facts Practice that Algebra 1/2 does not. This daily practice provides an opportunity to build fluency in areas many students struggle with, like fraction/decimal/percent.

Math 8/7 includes daily Facts Practice that Algebra 1/2 does not. This daily practice provides an opportunity to build fluency in areas many students struggle with, such as fraction/decimal/percent.

Have your child do Saxon Math 8/7, Homeschool Edition, if you feel like they need to work on becoming more fluent in the arithmetic areas mentioned above. This is what we recommend for most students.

Have your child do Saxon Algebra 1/2, 3rd edition, if you feel like they are fluent in arithmetic and are ready for a little more algebra, which Algebra 1/2 provides.

Have your child do both books if they complete Math 8/7, but you don’t feel like they are proficient enough and maybe need to be eased more gently into Algebra 1.

The beginning of each Saxon course contains review from the previous course. Therefore, since Algebra 1/2 covers algebra in more detail than 8/7, there will be more in Algebra 1 that the Algebra 1/2 student has already seen. For students who are extremely fluent with their math, you may want to skip some of the first lessons to avoid unnecessary repetition.

If you have any other questions about pre-algebra, please leave a comment, or contact us at sales@diveintomath.com.

Categories: Teaching Mathematics
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Sowing DIVE Seeds

October 11, 2012

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“……But others fell on good ground, sprang up, and yielded a crop a hundredfold.”  Luke 8:4-8

In the parable of the sower, Jesus used the analogy of a seed to help His disciples understand how the Word of God works in the lives of people. When God’s word falls on the “good ground” of a noble and good heart, the Word is kept and bears fruit with patience (Luke 8:15). It is because Christ is author of both the spiritual and material things that He is able to make such amazing comparisons between His word’s effect on a human, and what happens to a real seed when planted in the right soil.

The parable also applies to other things, including our DIVE math and science instructional materials. When they are planted in the “good ground” of a child and family that are willing to take the instruction and “bear fruit with patience”, the results are sometimes truly remarkable. The following are just two of many examples we hear almost every week.

The Brooks family wrote us on Oct. 8, 2012,

“As a child with autism, my son had an IEP (Individualized Education Program) in the public school system, but somehow, he was left behind. After changing schools in sixth grade, I was informed my son was three years behind his peers and his transcripts didn’t reflect his performance level. Their outlook was bleak, and less than aggressive in working with me to help catch him up. So I removed him from the public school system and started homeschooling.

Making a long story short, I’m proud to share with you, my son is [now] well ahead of his public school peers. He’s currently in his senior year taking AP Calculus, AP Physics, AP Government, AP Macro, AP US History.

While my son did all this work himself, I really owe you a huge piece of recognition for your quality CD’s. My son is proof, even a once diagnosed “low functioning” autistic can gain success. Thank you so very much for your contribution to his success. My son plans to work in the computer animation and engineering field. He too appreciates and recognizes your CD’s to help him achieve success.”

And here is an excerpt from Tiffini, who made a comment recently on my Producer Math post:

“I couldn’t seem to wrap my brain around algebra. Instead of help, I got a transfer to “consumer math”. I was so embarrassed, I couldn’t tell my friends about the class I was in. I had been labeled “dumb”, so therefore I thought that was the case. Unfortunately I didn’t make it through college, but I believe strongly in education, so I worked very hard to put my husband through college, med school, and residency. In 6th grade our son was having trouble in school. I didn’t want the same experience to happen to him. After much prayer and fasting, we decided to homeschool. It is definitely not the easy way out. I’m thrilled that as a freshman this year he’s doing very well in algebra 2 with geometry. I’m so thankful for the dive cd’s.”

Some things to notice from those two stories include:

  • Both are examples of individuals and families who have the “good ground” that is so essential for taking the “DIVE seed” and bearing fruit.
  • Both are examples of government schools failing to properly educate, and that should be a huge warning to you if you currently have a child, especially one who is struggling, in a government school. And for Christians, government schools are really no place to put your children anyways, because the goal is not to help your child become a creative Christian, rich in good works and ready to give, willing to share (I Timothy 6:18).

So what about your family? Is it “good ground” for sowing not just “DIVE seeds”, but any seeds? Is it filled with the thorns (Luke 8:7) of whining, complaining, hopelessness, anger, and laziness? If so, it is never too late to turn your thorny, rocky soil into rich, fertile ground. It may take lots of prayer, patience, and daily repentance and reforming, but with God, all things are possible (Matthew 19:26). Think about it, if the two families highlighted above can turn impossible things into possible ones, then by God’s grace you can, too!

Categories: Teaching Mathematics, Teaching Science
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Student finds error in Saxon Calculus, 2nd ed

January 20, 2011

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Last week, a student who uses our DIVE CDs emailed me to verify an error in problem number 24 of Saxon Calculus, 2nd edition, Problem Set 63. Although this error did not actually affect the final answer, it was an error nonetheless, and was missed by the editors of the Saxon Solutions Manual. EVERY curriculum has a few errors, including the products my company, DIVE LLC, produces, so the point of this article is not to ridicule Saxon Publishers for their errors. The point is to talk about educating children. If you visit the DIVE website or read a DIVE catalog, you will quickly understand that I think it is time to “raise the standard” in K-12 education, and this includes completing calculus in high school. I realize not every student can accomplish this goal, but there is nothing wrong with at least making that the goal with the possibility of falling short.

So what is the big deal about this student who found an error? Well, he’s 12 years old. And he is home educated. By his parents. Obviously, this boy has an aptitude for math that exceeds that of most 12-year olds and even many adults, but the fact remains that he is almost halfway-through a course that is the equivalent of college Calculus I. And if there are 12-year olds out there who can do calculus, there are even more 13, 14, 15+ year olds who can do calculus.

Error in Saxon Calculus 2nd edition solutions manual. Okay, so the handwriting is not super-neat, but give the kid a break, he's 12!

Most people today realize the potentials of homeschooling, but strangely enough, there are still those who want to eliminate it. According to an article in the November/December 2010 issue of The Home School Court Report, American homeschooling is entering a “Third Wave” of persecution. The first wave had to do with education. Could parents really educate children at home? While there are some parents who do a really bad job at educating, the same can be said of many government and private schools. And in today’s world, 12-year olds doing calculus would be a real surprise in a government school and most private schools, but not in a home school.

The second wave of persecution was about the issue of socialization, but the evidence now weighs heavily against that idea, too. While the first two waves of persecution were based on false premises, the third wave of persecution is, according to HSLDA Chairman Mike Farris, essentially correct. According to Farris “Christian homeschooling parents are effectively transmitting values to their children that the elitists believe are dangerous to the well-being of both these very children and society as a whole.”

I believe God gave us the ability to do mathematics so that we could better understand His creation. I believe we should study math and science so we can know Him better and as Christians, act on the faith He gave us and get out there and be excellent at doing the work He has already prepared for us (Ephesians 2:8-10). I also believe we can study math and science without acknowledging its Author, but to do so, we miss half the story. There are those in society who actually think it would be better for us all if Christian 12-year old boys with above-average math aptitude were taken from their loving parents, placed in a large group, and taught a below-aptitude, godless curriculum. The boys would not learn that they were created in the image of the greatest Creator, and are therefore creative, too. Instead, their creativity will be stifled, supposedly so they fit in better with the group, and they will instead learn they were not created by a loving Father, but rather evolved from a meaningless pile of goo in a mysterious land that existed before history. And the people who promote such ideas are referred to as the “elites”? Really?

The third wave of homeschool persecution is nothing more than misguided “elitists” wanting to replace Christian religion, where we are taught to love the sinner but hate the sin, with a secular fundamentalist religion that teaches to hate some sinners and love many sins. The first two waves taught us home schoolers to surf. Skills learned in the past will help us surf this bigger, badder, third wave, too, and ensure the current freedoms American parents have to teach calculus to their math-gifted 12-year olds. But we won’t keep these freedoms if we sit around and do nothing, so get out there and surf!

Categories: Teaching Mathematics
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