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$75

weekly

or $300 for 12 classes

代数 1 の興味深い問題: 4 週間でパート A

新着クラス

年齢 11 歳-14 歳

ライブグループクラス

このコースはソ連と日本の数学教育にヒントを得たもので、将来の数学者、物理学者、エンジニアを早期に育成することを目的としています。

Bertrand Valery, MIRHR, MA, University of Toronto

平均評価:

5.0

レビュー数:

(7 レビュー)

オンラインライブ授業

週に3回、 4 週間

2 人-6 人 1クラスあたりの学習者

75 分

About 学習の概要講師レビュー

含まれるもの

12 ライブミーティング

15 授業時間

この文章は自動翻訳されています

このクラスで学べること

英語レベル - 不明

米国の学年 7 - 10

Intermediate - Advanced レベル向け

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

学習到達目標

The students will develop their problem-solving and analytical skills. Students will sharpen their understanding of the fundamentals of Introduction to Algebra. The problems are designed to help bridge the gap between high school and university math at an early stage. See the description above.

シラバス

12 レッスン

4 週間以上

レッスン 1:

Translation of Verbal Information into Symbols

 Translation
Introduction to Equations
Word Problems

75 分のオンラインライブレッスン

レッスン 2:

Solving One-Variable Linear Equations

 Solving Equations
Word Problems

75 分のオンラインライブレッスン

レッスン 3:

Percent, ratio, and rate problems

 Solving Equations
Word Problems

75 分のオンラインライブレッスン

レッスン 4:

Multi-variable linear equations

 Word Problems
Solving Two Variables Linear Equations
Elimination Method
Substitution Method

75 分のオンラインライブレッスン

その他の情報

受講の前提条件

The ideal student is taking or has taken, a traditional Introduction to Algebra 1 course, usually with an emphasis on the presentation and execution of algorithms but now wants to be comfortable applying those fundamentals to solve novel pr

外部リソース

学習者は、Outschoolが提供する基本ツール以外のアプリやウェブサイトを使用する必要はありません。

先生について

Bertrand Valery, MIRHR, MA, University of Toronto

参加しました August, 2022

5.0

7レビュー

プロフィール

教師の専門知識と資格

2 学位

修士号 University of Toronto - Industrial Relations and Human Resourcesから

学士号 York University Glendon College - Economicsから

I am producing a series of math courses that are designed to better prepare students to make the leap from high school level math to university level math. In my 15+ years of teaching and tutoring I have noticed that most students are unprepared for the level of math needed to study subjects such as economics, statistics, and other applied social sciences. I aim to teach the series in a way that will be useful to those students wishing to transition to more advanced mathematics courses. 

I have been teaching and tutoring through my undergraduate years at York University as well as through my 5 years of graduate studies at the University of Toronto (completing two Masters and two years of Ph.D. coursework). 

As a graduate assistant, I delivered weekly tutorials and seminars to a subset of 200 undergraduate students for introductory courses in Statistics, Microeconomics (Mathematical Approach), and Macroeconomics (Mathematical Approach). I headed and trained a team of graduate assistants, which delivered weekly tutorials and seminars to a class of 1000 undergraduate students for the same introductory courses. I have also designed marking schemes and graded papers for 300+ MBA students at the University of Toronto. 

While I have been on an atypical path, one thing has been constantly reinforced: my great passion for teaching. I believe that the same passion, when combined with my natural aptitudes and abilities, allows me to create great value for my students.