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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.
The objective of this Geometry course is to serve as a study of Geometry from both a classical and modern perspective, exploring parallels and contrasts between the two. The course will follow the path set by Euclid of studying definitions, postulates, theorems, and constructions. They will develop logical and spatial reasoning as they work on writing proofs weekly. This study will serve as a backdrop as we utilize the theorems to solve modern geometric problems. Students will study angles, lines, triangles, polygons, circles, area and volume, coordinate geometry, and trigonometry. Students will explore connections between math and everyday applications through problem-solving and hands-on activities. They will study Greek Geometry, Euclid and Descartes, the history of geometry, and what led to its merger with Algebra. Thus, they will understand geometry from a classical viewpoint and both modern viewpoints (proof-driven versus Algebra-driven).
Students will develop and practice problem-solving skills by working on sample SAT Geometry 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.
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.
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:
Sections with Matthew Davenport
Sections with Eric Robinson
Sections with Megan Ramirez
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Megan Ramirez earned her degree from Cleveland State University and has worked as a teacher and a tutor for over 9 years. As an active duty military spouse, Megan has taught in many locations and mastered a wide range of mathematics and science courses for middle and upper school students. She has offered private tutoring in these subjects as well as for test prep, college essay writing, and more. Mrs. Ramirez seeks to inspire students to delight in learning, seeing math and science as beautiful reflections of God's order, creativity, and truth. She aims to build confidence and curiosity so students connect the ordered world God has made with their own experiences, joy, purpose, and growth. Active in her church community and homeschooling her own children, Megan's faith influences all facets of her life. Along with her family, Mrs. Ramirez enjoys playing with and training their 3 dogs, volunteering, and exploring parks.
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Matthew Davenport earned his B.S. in Mechanical Engineering at Tufts University with a second major in Philosophy. After working five years with the US Army as a project engineer, he left to study the philosophy of Soren Kierkegaard at St. Olaf College and renewed his faith at the English L’Abri Fellowship. Afterwards, he found his calling as a Classical Christian educator at Samuel Fuller School, where he taught math, science and logic and helped to launch their high school expansion. He currently works for Massachusetts General Hospital as a project manager in the Cancer Center.
Matthew lives in Worcester, MA with his wife and son, where he enjoys hiking, disc-golfing, gardening, playing piano, and learning more each day about the truth, goodness, and beauty of God’s creation.
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."
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.
Algebra I serves as the foundation for all future mathematics and science courses. Students continue to study...
Algebra II builds on the foundation of Algebra 1 and Geometry. Topics include real and complex numbers, linear,...
Calculus, at its core, considers and answers two questions:
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