Drexel dragonThe Math ForumDonate to the Math Forum



Search All of the Math Forum:

Views expressed in these public forums are not endorsed by Drexel University or The Math Forum.


Math Forum » Discussions » Education » math-teach

Topic: RE: John Saxon
Replies: 0  

Advanced Search

Back to Topic List Back to Topic List  
Michael E. Lightner (305) 221-7754

Posts: 4
Registered: 12/6/04
RE: John Saxon
Posted: Jun 29, 1995 3:59 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply

Eight years ago, I began teaching at a school (private)
that had been totally sold on Saxon. Being fresh out
of college, I had little knowledge and no experience
with the Saxon curriculum (and no other program either).

After 4 years of frustration I was able to convince the
administration it was time for a change (chose Prentice
Hall). This is what I was experiencing:

First, The students became frustrated with the text skipping
around from topic to topic -- one day they would have a lesson
on matrices and determinants and the next day a lesson on the
ellipse.

Here is the titles form Saxon's text Geometry, Trigonometry,
and Algebra III (lessons 48-58): matrices and determinants,
the ellipse, law if sines, areas of regular polygons, Cramer's
rule, combinations, trigonometric identities (I), binomial
expansion, constructions, hyperbola, and roots of complex
numbers.

There is no connection from day to day what one lesson has
to do with another.

Second, problem sets for each lesson emphasized mainly
reviewing past concepts/problems. Review is fantastic (and is
probably the only positive that I find from Saxon books).
But there is few problems associated with that days lessons --
and those that are are often the same problems from the
lesson.

Third, students who kept at it (despite their frustration)
could only do basic problems. I didn't feel that the Saxon
books challenged the students to go beyond that. And how
could they with only little reinforcement in their assign-
ments?

Finally, I found no evidence in our school for increased
standardize test scores. Students coming through the Saxon
program and going into AP Calculus were at a disadvantage.
They were not able to apply a variety of concepts/skills
supposedly learned in Alg I and II, Geometry and Trig. Also
as students moved on to the university, I found a number
of students having to take courses to boost their math
skills.

I know the above were broad sweeping generalities. I did
have some students come through the Saxon program that
were very capable of continuing on with mathematics. But
I believe it was in spite of Saxon. They would have done
well with any program.

Respectfully,

Michael Lightner
HS Mathematics Teacher
Miami Christian School
Miami, FL

LIGHTNM@mail.firn.edu







Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© Drexel University 1994-2014. All Rights Reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.