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Placement Process One critical factor for restful learning is the proper placement of students. If you are unsure which level is the best fit for your student, reach out to the instructor you are considering. Once registered, anticipate contact regarding placement evaluations from instructors by May 15th and throughout the summer. Students must be enrolled to enter the placement process. Early placement exams may allow time for tutoring or additional review based on the outcomes. See more about placement evaluations in our Student-Parent Handbook.
Math Placement Process For registered students, please anticipate contact regarding placement evaluations from instructors by May 15th and throughout the summer. Students must be enrolled in a math course to receive a placement assessment. Math classes have a detailed and specific placement process. Learn more about the math placement process
Watch the math placement process video with our department chair, Dr. Fransell Riley.
See the Math Scope and Sequence.
Algebra II builds on the foundation of Algebra 1 and Geometry. Topics include real and complex numbers, linear, quadratic, exponential, logarithmic, and rational functions. We will also explore sequences and series, statistics and probability, and analytic geometry. Students will work to increase their ability to think abstractly, reason, and think critically. Students explore the structures of and interpret functions and other mathematical models. Topics will be presented in the context by which they arose, meaning, we will study the great thinkers who discovered the functions, and the circumstances that led to such discoveries, and learn real-world uses of the functions.
Students will also work on sample SAT problems and some competition-level problems. They will complete portfolio projects that deepen their understanding of the concepts, appreciate the role of mathematics in God’s creation, and lead them to explore real-world applications of mathematics. Throughout the course, students will be led to see mathematics as a tool to solve real-world problems and will practice problem-solving strategies on HOT (Higher-Order-Thinking) Problems.
Experience The teaching of a new concept opens with a brief review of previously covered content. This review connects the previous lesson to the current lesson. The premise of the current lesson is presented via a question or idea. The students now have a puzzle or idea that they want to explore. As we delve deeper into answering the question at hand, we begin to discover the new mathematical concept. We use our prior knowledge and intuition to uncover a new truth about mathematics. Once this truth has been uncovered, we begin to work examples; first as a class and then as individuals or in groups. As our understanding of the concept deepens, we extend our knowledge base to include specific cases or situations that lead to minor adjustments in the truth that we have uncovered – thus expanding the truth. We use a variety of methods to uncover new truths. The most frequent method is a Socratic-style discussion that the entire class participates in. A discussion takes place that reveals the relevance of this truth in our mathematical studies or our daily lives (real-life application).
Delivery Each teacher has a unique presentation style in delivering the aforementioned experience. Sometimes the teacher leads the discussion using questions; following the example set by Socrates.. Sometimes a problem is presented and the students take the lead in finding a solution based on extending previous knowledge. Sometimes students participate in a hands-on activity to discover new truths. Sometimes a short lecture or presentation is required, however, we aim to minimize lecturing, especially before high school.
Watch a sample of Scholé Academy Math instruction with Dr. Fransell Riley
Methodology Students continue to study the new truth and deepen their understanding of it via homework, classwork, projects, and assessments. Since our classes do not meet 5 days per week, students must spend time studying the concepts outside of class. This also helps students grow in their ability to think and work math concepts independently which is required for future math classes. For this reason, we ask that parents minimize the assistance that students are given on assignments. If a student receives an A on an assignment, it should be a true indication of their independent ability as the teacher interprets this A as independent mastery. Review assignments or classroom review activities are utilized to assist students with opportunities to retain or improve their mastery. Assessments are directly or indirectly cumulative and serve as an opportunity to deepen their learning. Assessments are not meant to be a regurgitation of previous homework assignments.
Preparedness Students who are adequately prepared to take this course will have mastered (can work independently without prompting):
Required Materials: Books and supplies are not included in the purchase of the course. These resources are listed to help inform your decision-making as you make course selections and build your course schedule. Please reach out to the instructor if you have any questions about materials.
Required materials:
Course Textbook Each section below has different requirements for textbooks. Please refer to the materials list for your section and please do not purchase any textbooks until your instructor provides instructions - in late July / early August.
Eric Robinson has a MFA (Master of Fine Arts) degree in printmaking from Iowa State University and a BS in secondary math education from Western Governors University. Eric and his wife homeschool, so he has taught math from number recognition through Calculus 2. Having taught in private Christian (protestant and Catholic) schools and in public schools as well as tutoring in person and online, he is excited to teach courses in the Great Hall of Scholé Academy so that learning can be the true focus.
Eric was attracted to Scholé Academy for the commitment to restful learning. Eric loves the beauty of mathematical reasoning. He loves the feeling of accomplishment and confidence that comes from learning math. He loves the lightbulb moments, and he loves the real skills math builds--skills that make so many things doable and possible.
Eric also loves the Word of God. God is a God of truth and order, and so we find in scripture truth and logical arguments that help us to understand creation--God, ourselves, one another, redemptive history, and our hope in Christ Jesus. Eric loves sharing the Word of God to start every course session. Eric does that for the same reason he learns and teaches math: because doing so enriches us and helps us to discover the truths God has made. As Proverbs 25:2 says, "It is the glory of God to conceal a matter, but the glory of kings is to search out a matter."
Dr Mertz is a lifelong learner; her formal education is in Architectural Engineering, including a PhD from Carnegie Mellon and an M.S. from MIT. But her true passion is in serving the church, continuing education, and teaching. She has taught Algebra II and German to homeschoolers, tutored neurodivergent children, and taught middle school math at an after-school program.
She enjoys making learning accessible and enjoyable for every student, meeting them exactly where they are. She loves to teach math because while it is concrete and precise, it is also the gateway to the art and science of the natural world. Dr. Mertz seeks to find beauty and order in all things and is looking forward to sharing this perspective with her students.
As a convert to Orthodoxy, Dr. Mertz’s life is interwoven with the seasons and cycles of the Orthodox Church. She is a dedicated member of St. Nicholas Orthodox Church of McKees Rocks, PA, where she serves as parish council member, treasurer, and high school Sunday school teacher. She very intentionally welcomes newcomers to the church and makes a special effort to develop relationships with members from other countries.
She learned German as an adult while in her PhD program and after marrying a man from Germany. Together they live in Pittsburgh with their three children, grandson, and labrador retriever. She is enthusiastic about exploring the outdoors, genealogical research, reading, foreign languages, and learning new things.
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Dr. Fransell Riley, Chair of Math Department spent most of her career working as a quantitative analyst. She earned her PhD in mathematics from the University of Texas at Arlington with every intention of remaining in corporate America. Though she enjoyed her work, she ultimately responded to an internal call to pursue a passion for educating students, including her own children. Fransell has taught math and science to students of all ages from elementary school to college. While teaching, she noticed that her natural teaching style aligned almost perfectly with the concepts of classical education. She takes a holistic approach to teaching and involves her students in discussions aimed at developing a deeper understanding of the concept being taught with the desire that student learning extend beyond memorizing algorithms. Fransell has a passion for mathematics and seeks to share that passion with the next generation. Beyond math, Fransell enjoys spending time with her husband and 2 sons. They are all athletes and nature lovers; they enjoy participating in sports, hiking, exploring nature, and traveling. When they aren’t enjoying God’s creation, you can find them indoors reading or watching reruns from the Star Trek series.
First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.
Make sure they don’t conflict with other activities in your schedule or other courses you are purchasing. Our system will not catch double-bookings!
Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.
This registration will be finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.
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