Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

That's not The Correct Way handed down from God.
Chapter 10 is factoring, which has the same problem (some problems don't have solutions) that the quadratic formula has (chapter 13), until i is introduced.

i is very much a teaser in AoPS Algebra 1. Algebra 2 reintroduces i and covers it in a lot more detail.

I know

Still, one of the last writing problems in Algebra 1 was factoring z^4+1=0 using elementary means. Which I thought was really cool.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

That's not The Correct Way handed down from God.
Chapter 10 is factoring, which has the same problem (some problems don't have solutions) that the quadratic formula has (chapter 13), until i is introduced.

i is very much a teaser in AoPS Algebra 1. Algebra 2 reintroduces i and covers it in a lot more detail.

I know

Still, one of the last writing problems in Algebra 1 was factoring z^4+1=0 using elementary means. Which I thought was really cool.

do you mean z^4 - 1 = 0? That can be factored using alg1 and introduces imaginary numbers. z^4 + 1 is much harder to factor.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

That's not The Correct Way handed down from God.
Chapter 10 is factoring, which has the same problem (some problems don't have solutions) that the quadratic formula has (chapter 13), until i is introduced.

i is very much a teaser in AoPS Algebra 1. Algebra 2 reintroduces i and covers it in a lot more detail.

I know

Still, one of the last writing problems in Algebra 1 was factoring z^4+1=0 using elementary means. Which I thought was really cool.

do you mean z^4 - 1 = 0? That can be factored using alg1 and introduces imaginary numbers. z^4 + 1 is much harder to factor.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

That's not The Correct Way handed down from God.
Chapter 10 is factoring, which has the same problem (some problems don't have solutions) that the quadratic formula has (chapter 13), until i is introduced.

i is very much a teaser in AoPS Algebra 1. Algebra 2 reintroduces i and covers it in a lot more detail.

I know

Still, one of the last writing problems in Algebra 1 was factoring z^4+1=0 using elementary means. Which I thought was really cool.

do you mean z^4 - 1 = 0? That can be factored using alg1 and introduces imaginary numbers. z^4 + 1 is much harder to factor.

Nope, I meant z^4+1=0. (Now that I think about it, it was actually z^4 + 4 = 0, which gives nice integer solutions.) Don't use the polar form, though. Set z=a+bi and see where this gets you.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

Complex numbers have never been part of Algebra I. If you want to pay money to have someone teach your DC ahead, fine, but it's not "abridged" or "appropriate".

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

Complex numbers have never been part of Algebra I. If you want to pay money to have someone teach your DC ahead, fine, but it's not "abridged" or "appropriate".

On the other hand elementary algebra textbooks for college are better structured and start with numbers (including complex) and arithmetic, then move to equations and then systems.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

Complex numbers have never been part of Algebra I. If you want to pay money to have someone teach your DC ahead, fine, but it's not "abridged" or "appropriate".

On the other hand elementary algebra textbooks for college are better structured and start with numbers (including complex) and arithmetic, then move to equations and then systems.

Can you name one such book?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

Complex numbers have never been part of Algebra I. If you want to pay money to have someone teach your DC ahead, fine, but it's not "abridged" or "appropriate".

On the other hand elementary algebra textbooks for college are better structured and start with numbers (including complex) and arithmetic, then move to equations and then systems.

Can you name one such book?

Stewart, College Algebra
Openstax, College Algebra

All college algebra books, I’m not aware of a single one that doesn’t use complex numbers in the treatment of quadratics.

The division between algebra, geometry and pre calculus is also quite arbitrary, with many areas of overlap. Of course arithmetic, equations and systems belong in algebra, shapes, angles, lines belong to geometry, and vectors and matrices traditionally taught in precalculus. But functions are thought in both algebra and precalculus, analytical geometry are taught in algebra, geometry and precalculus, etc. trigonometry is another one that can be taught alone, or almost any high school math class.

I found it somewhat amusing when posters decree that complex number are taught in Algebra 2. What exactly is Algebra 2? Then why are they taught again in precalculus. There’s an apt analogy that math is a spiral, it’s up to the individual how fast one goes around and the breath and depth of the material studied.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

Complex numbers have never been part of Algebra I. If you want to pay money to have someone teach your DC ahead, fine, but it's not "abridged" or "appropriate".

On the other hand elementary algebra textbooks for college are better structured and start with numbers (including complex) and arithmetic, then move to equations and then systems.

Can you name one such book?

Stewart, College Algebra
Openstax, College Algebra

All college algebra books, I’m not aware of a single one that doesn’t use complex numbers in the treatment of quadratics.

The division between algebra, geometry and pre calculus is also quite arbitrary, with many areas of overlap. Of course arithmetic, equations and systems belong in algebra, shapes, angles, lines belong to geometry, and vectors and matrices traditionally taught in precalculus. But functions are thought in both algebra and precalculus, analytical geometry are taught in algebra, geometry and precalculus, etc. trigonometry is another one that can be taught alone, or almost any high school math class.

I found it somewhat amusing when posters decree that complex number are taught in Algebra 2. What exactly is Algebra 2? Then why are they taught again in precalculus. There’s an apt analogy that math is a spiral, it’s up to the individual how fast one goes around and the breath and depth of the material studied.

I don't remember if it was algebra 2 or algebra 1, but matrices came up in at least algebra 2, with Cramer's rule and determinants.

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, you should complement. Have your child enroll in RSM or AoPS either concurrently or shortly before. That's what we did. School instruction is insufficient in multiple ways. First, students aren't doing any problem solving in school (all they do is textbook worksheets and SOL prep); second, they don't do any mathematical writing in school; third, the school curriculum is abridged for an advanced student (e.g., no complex numbers in Algebra 1, no linear programming). Fourth, school math is much less fun.

In short, if your child is gifted and interested in math then you cannot rely on the school curriculum.

Is this a joke? Why would there be complex numbers in Algebra I? You sound nutty.

When covering math at a level appropriate for mathematically gifted students you introduce complex numbers before the quadratic formula. For instance, AoPS's textbook does so in Chapter 12.

Complex numbers have never been part of Algebra I. If you want to pay money to have someone teach your DC ahead, fine, but it's not "abridged" or "appropriate".

You have to realize the division between algebra 1 and 2 is somewhat arbitrary, although it’s true that national curriculums like common core omit complex numbers in elementary algebra.

On the other hand elementary algebra textbooks for college are better structured and start with numbers (including complex) and arithmetic, then move to equations and then systems.

Most good students can handle complex numbers when doing quadratic equations and I thinks it’s even recommended to do so, since it’s a more complete treatment of the topic.

Also, some people choose enrichment to go deeper, broader and different then the worksheets kids do at school.