### A Great Question

We recently received a great question about our new *Shormann Algebra 1* course:

Are your courses best for mathy children, or can average students also complete them?

While “mathy” really isn’t a word, anyone with any teaching experience knows what this parent was talking about. Some students just “get” math quicker than others. They’re able to go farther and faster in math than most children their age. So, is *Shormann Math* mainly for these students, or is it more for students who are gifted in other, “non-mathy” areas?

### An Illustration

The best answer is that *Shormann Math* is for everyone! To help me explain how, first take a look at this photo I shot a few months ago of a Hawaiian green sea turtle. The photo appears at the top of *Shormann Algebra 2*, Lesson 25. You’ll see what this has to do with answering the parent’s question shortly:

Everyone loves sea turtles, right? I mean, do you know anyone who hates sea turtles? I don’t. There are some things in this photo that everyone can relate to, like beauty, design, color, and function, to name a few. There are also things that individuals gifted in certain areas would appreciate that others won’t. Photographers, for example, may be curious about what type of camera was used, resolution, lighting, etc. Everyone might notice how the magnified view of the eye is blurred, and composed of rows and columns of tiny squares. But only someone with a good knowledge of computers and/or digital photography could explain the “why” behind the tiny squares (called *pixels*).

### Connecting Students to Their World and Their Creator

But what if your child is a future computer scientist, engineer, etc., and they just don’t know it yet? What if they, or you, haven’t already drawn the line between “mathy” and “non-mathy?” Well, *Shormann Math* is for you, too! Because everyone is created in God’s image (Genesis 1:26-28), everyone is designed to be creative like Him, too. But while God can just create by speaking (John 1:1-5), we humans need tools. And mathematics is like a giant treasure chest of tools, waiting to be discovered and put to use.

But the primary focus of *Shormann Math* is not about math. It’s about relationship. It’s about using math to help a child discover more about God’s Word and His creation, and build their relationship with Christ.

If you study the greatest mathematicians in history, like we do in *Shormann Math*, you find that all their new mathematical discoveries were connected to their study of Creation. While not all of them acknowledged God, a lot of them did, and in doing so it allowed them to see farther and discover more than any of their predecessors. The rich Christian heritage of modern mathematics is not something to hide in the back of a dark closet, but, like a favorite painting, it should be placed in the right frame, with the right lighting, and set in a prominent place.

In a nutshell, here’s what *Shormann Math* is about:

Shormann Mathis designed to connect students to their world and their Creator by using an incremental approach with continual review to teach 10 major math concepts from a Christian foundation.

### But Does it Work?

But does this “incremental approach with continual review” work? Well, the results of our *Shormann Algebra 1* beta-test say “yes!” Pioneered by the late John Saxon (1923-1996), his “incremental approach with continual review” has achieved astounding results. The results of Saxon Math in a traditionally low-performing Dallas public school were highlighted in this 1990 interview on *60 Minutes*.

If the 60 Minutes interview doesn’t convince you of the merits of John Saxon’s approach, then maybe this historic quote by President Ronald Reagan will:

I’m sure you’ve probably heard about that new math textbook. It’s by a fellow named John Saxon, that has average I.Q. students scoring above high I.Q. students and has Algebra I students who use this textbook doing better on tests than Algebra II students who use the traditional text…(Remarks at a White House Reception for the National Association of Elementary School Principals and the National Association of Secondary School Principals, July 29, 1983)

Even a former U.S. President saw the merits of a teaching method that could help the average student go farther in mathematics than they ever dreamed.

Scholars describe mathematics as “the language of science.” And what is a good way to learn a new language (or a sport, or an instrument)? Well, you learn some of the basics, practice for a while, and then learn some more. You use an “incremental approach with continual review!” And like a language, sport, or instrument, mathematics is not a passive, textbook-only activity. It’s an active, pencil and paper pursuit. The method is instrumental in making *Shormann Math* for everyone!

Click here if you want to learn more about *Shormann Math*, including pricing, sample lectures and homework, a detailed teacher’s guide, and more.