I draw great inspiration from the problem-based approach of distinguished mathematicians such as Gelfand in the Soviet mathematics education (see his trilogy: Algebra, Functions and Graphs, and Method of Coordinates) and Kodaira in the Japanese mathematics education (see his sequence: Mathematics 1, Mathematics 2, and Algebra and Geometry). 

Each class will consist of solving 5 to 10 interesting or/and challenging problems. The problems are chosen so that the students will:
-Develop their problem-solving and analytical skills
-Understand how algebra fits with the broader structure of mathematics
-Exploit fundamentals of arithmetics to extend their understanding of algebra (without memorizing algorithms)
-Discover how reasoning through a few fundamentals of algebra allows us to know far more
-Enjoy learning about algebra 
All of which will help to bridge the gap between high school and university math at an early stage. 

I have arranged the problems that we will consider in each class to match the content of the first half of a typical honors Algebra 1 course. These topics include: Expressions and Equations, Solving One-Variable Linear Equations, Distributing: Axioms and Other properties, Harder Equations, Some Operations With Polynomials And Radicals, Quadratic Equations, Expressions And Equations Containing Two Variables.

How is the class structured? 
Students will be presented with a problem. When faced with an easier problem, the student will have a limited amount of time, after which we will go over the solution and review relevant fundamentals. When faced with a particularly challenging problem, each student can work as a team or on their own. At such times, I will offer some suggestions and review the relevant fundamentals before allowing the class to complete the problem. At the end of class, we will discuss the bigger picture and establish deeper connections to Algebra.  

Students may join all of the classes or may choose from the topics according to their preference as outlined in the syllabus