During the course of their high school career, each high school student is required to take three years of math, up to at least Algebra II. For those who excel in academics, the opportunity arises to take an advanced math class, which is any class above what the student would normally take.
Taking a class like this provides opportunities to help students’ futures.
The standard set of math classes that a student takes (Algebra I, to Geometry, then to Algebra II and so on) is called the math progression.
According to Academic Adviser Molly Sargent, one of the main benefits of taking an advanced math class is starting the math progression earlier than usual.
“The main advantage of taking an advanced math class is that they get to start the math progression earlier,” Sargent said. “This means that the student gets to take college level math classes at the end of their high school career; this helps you get standard college classes like Statistics out of the way.”
Typically, students take Geometry in high school, but eight grader Bailey Brogan is currently in Geometry Honors. According to Brogan, older students are helpful and enjoyable.
“Taking an advanced math class is nice, because you’re around different people and smarter people than you who help push you to work hard so that you can become better when you do math,” Brogan said. “I would recommend taking classes like this to anyone who thinks they can keep up with the class.”
According to Sargent, taking a math class above grade level in junior high can assist the student by introducing the high school amounts of homework. Through this, students have an idea of the expectations when they shift into high school.
“Taking a class with high school expectations and homework really helps in the transition between junior high and high school,” Sargent said. “Kids who already know what it’s like to have a lot of homework will be more prepared for high school’s challenges.”
Freshman Mackenzie Devereaux is in Geometry with Brogan, and does not mind having juinor high students around, even though sometimes they are occasionally disruptive.
“They’re not that bad, but sometimes they can be annoying,” Devereaux said. “Most of the time though they pay attention and don’t disrupt the class. They listen just about the same as everyone else but can absorb more information.”
To get into an advanced math class, students must take an assessment test over the summer to test their skills, and how they apply what they have learned in former lessons. Math Department Head Mike Fenton says that the test offers a challenge that the test takers might not be prepared for.
“The hardest part is that it tests something the student might not have been taught,” Fenton says. “It also test the students critical thinking skills, and how they approach difficult problems.”
The results of the test provide the staff with insight on which math class is right for each student. The math department grades the test, but also considers how the students approached the problem, observing their test-taking skills.
According to Sargent, the math department places students in accordance of their skills. Doing this puts the student in the best scenario to succeed through high school.
Fenton has noticed that younger students who take advanced classes not only pass the class but rise to the top of the academics.
“They often learn new material with less instruction from a teacher,” said Fenton. “They are more independent, meaning they can make meaningful progress through a set concepts on their own, or with a peer, or with a few hints from their instructor.”
For more information, e-mail Fenton. To view math lesson podcasts, search “Mr. Fenton” in iTunes. For more about the math department, check out its Web site.
For more features, read the Feb. 3 article, Class of ’14 takes second shot at NOTS.
