This course is online and intended for any students who would like to participate in math competitions or who are interested in mathematics beyond the scope of what appears in a typical middle school or high school curriculum.
Is this course for you? Please take this self-assessment test before registering to understand the level of knowledge required for this online course.
|When||6:15pm - 7:45pm CST, Saturdays|
|Who||Most commonly suited for children from 4th grade to 7th grade. Good for kids gearing up for the AMC 8, those who do not have much (or any) experience in math competitions, and kids who just love math and want a structured environment in which to explore.|
|Course Size||Maximum 25 students, minimum of 6|
Fall 2019 Semester:
September: 7, 14, 21, 28
October: 5, 19, 26
November: 2, 9, 16
December: 7, 14
No classes: Oct 12, Nov 23, Nov 30, Dec 21
Spring 2020 Semester:
January: 11, 18, 25
February: 1, 8, 15, 22, 29
March: 21, 28
April: 4, 18
No classes: Mar 7, Mar 14, Apr 11
|Course Structure||The first 45-60 minutes of each class meeting will consist of an interactive lecture and example problems introducing the focal topic for the day. The remaining time will
be reserved for a problem session, giving students a hands-on opportunity to master the skills presented in the lesson. Students will be able to work together in a breakout room,
while the instructor helps moderate the room and give guidance or encouragement when necessary.
Students will be assigned 2-3 problems a week as homework with an expected minimum time requirement of 1-2 hours per week to be able to benefit from the class. However, students should not expect to achieve full mastery of the material by doing only the minimum, and to get the absolute most out of the class they should attempt more problems from the handout daily and seek advice via e-mail. The instructor will seek to respond with a helpful hint in the right direction within 24 hours of receiving an e-mail. In order for the guidance to be most effective, students should be specific on what ideas they have and what they have tried so far with a particular problem.
|Student Support||If students have questions or concerns, they can discuss them with their instructor after class (the instructor will stay online for 30 minutes after the class has ended) as well as by email. Emailed questions will be answered within 24 hours. Parents can help their students by guiding them towards constructing well thought out questions.|
|Curriculum||This course aims to help students build a strong foundation of critical thinking and problem solving skills. A key focus will be helping students develop their abstract
thinking by finding and understanding patterns based on concrete examples such as Venn diagrams, tilings, and lattice paths. There will also be an emphasis on being able to explain
and articulate the thought process behind solutions. Problems students solve will generally be numerical and not have variables, though they will be exposed to working with variables
on occasion during class.
Topics will include basic counting principles such as the rule of product and rule of sum, permutations, combinations, stars and bars, complementary counting, and the principle of inclusion-exclusion. Students will also be introduced to basic probability, sequences, and the concept of mathematical proof. Other topics may be covered as time permits.
|Additional Benefits||This class will help students with critical thinking and learning to clearly articulate a logical progression of thought. These are skills that are essential not just to higher level mathematics, but to sciences, engineering, and humanities as well.|