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[quote=Anonymous][quote=Anonymous]I love geometry, but most people don't care about it and it doesn't hurt them. Honors geometry and some trig that will get covered in precalculus.

Encourage her to consider honors algebra 2 next year.

More of a concern is the anxiety. My kid has anxiety too, and it interferes with math confidences and work, even though DC gets the answers correct. There's a huge fear of making mistakes, so there's a night and day difference between churning out answers to already taught stuff vs paralysis on new problems. 
(This is bad because math is like weightlifting. You get better by struggling and building the "muscle" , not by reading and memorizing)

It's strange that a kid is doing well in advanced physics but struggling in  honors geometry or algebra 2. Can you dig in to figure that out? Was she having trouble with gender relations /stereotypes in the class (Just guessing). Or a similar anxiety/ fear of the unknown?

If she's teaching herself some math, maybe it's fine to be the low stress version in school, and challenge yourself at home with the AoPS or other enrichment material. [/quote]

OP again. I had the same thoughts about standard level geometry. No concerns about missing content. A little trepidation about losing her momentum for tackling advanced math.

The hallmark of honors math classes, at our school (maybe at all schools), is that you will get tricky problems on homework and on tests for which you need to extend your knowledge beyond what has been explicitly taught.  IE, you can't be a completist with your studying and know you will have seen every type of problem before. My kid is a perfectionist, and this is almost intolerable for her. Somehow, in physics, maybe because she really likes it, she doesn't seem to notice she is doing the same thing. So, in standard geometry, she does all the homework, doesn't study, and performs flawlessly on the tests. In physics, on the other hand, she had to teach herself how to break down and put together vectors (thank you YouTube) , learned basic equations of motion, learned that motion is independent with independent vectors, and was off and running breaking down parabolic motion and extending vectors from distance to velocity, to acceleration, to force, without even having seen it explicitly done. It's like a kid who insists they hate vegetables eating everything when you hide it in a muffin.

I'm much more concerned about her letting this attitude persist and interfere with her ability to meet her potential in general. SO, yeah, I'd love to encourage to take a chance on honors math again next year. But, as another poster pointed out, I have no interest in overstressing her. And, in general, she shows a lot of resilience - in her extracurriculars, in other subjects, it's like a real mental block just with math.

Dunno, I guess she gets the overthinking honestly. And there's six months to sit with this before she has to choose. [/quote]

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