Having Trouble In My Geometry Class (HS)

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Discussion Overview

The discussion centers around a high school student's difficulties in a geometry class that emphasizes proofs and includes non-Euclidean geometry, trigonometry, and sequences. The student expresses frustration with the teaching style and the custom textbook, which lacks clarity and coherence, leading to challenges in understanding and completing homework assignments.

Discussion Character

  • Exploratory
  • Debate/contested
  • Homework-related
  • Mathematical reasoning

Main Points Raised

  • Some participants note the rarity of non-Euclidean geometry in high school curricula and suggest that the student may benefit from comparing their teacher's textbook with conventional geometry texts.
  • Others argue that a proof-heavy curriculum is essential for high school geometry and that the student should adapt to thinking independently rather than relying solely on the teacher's guidance.
  • A participant mentions that two hours of homework per night is typical for high school geometry, indicating that the difficulty may be expected rather than unusual.
  • One participant suggests that the student consider supplementing their learning with additional geometry resources, similar to advice given in a previous calculus discussion.
  • The student expresses concern about the diverse topics covered in the course, which seem to exceed the scope of standard geometry and trigonometry textbooks.
  • Another participant reflects on the long-term benefits of a challenging geometry course, suggesting that the student will appreciate the rigor in college mathematics.
  • The student shares a specific homework problem involving an infinite series, indicating confusion about the expectations and grading criteria for assignments.
  • A participant questions the student's interpretation of the homework problem, seeking clarification on the mathematical expression presented.
  • Some participants emphasize that college-level math often involves proofs and may not always relate to real-life applications, suggesting that the current challenges may prepare the student for future studies.

Areas of Agreement / Disagreement

Participants express a mix of agreement and disagreement regarding the appropriateness of the curriculum and the teaching methods. While some acknowledge the challenges presented by the course, others defend the rigor as beneficial for future academic pursuits. The discussion remains unresolved regarding the best approach for the student to improve their understanding and performance.

Contextual Notes

The discussion highlights the limitations of the custom textbook and the varied expectations of the homework assignments. There is also a lack of clarity regarding the grading criteria and the integration of different mathematical concepts within the course.

Who May Find This Useful

Students facing similar challenges in high school geometry, educators seeking insights into student experiences with proof-heavy curricula, and individuals interested in the integration of diverse mathematical topics in secondary education.

bleedblue1234
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Hello everyone,

I am having a considerable amount of trouble in my high school geometry class... first let me explain.

My teacher went on sabbatical last year and decided to make his own text. His text is alright, but lacks some explanation I feel, I need to SEE it done well before I can do it well, and I sometimes find his lectures hard to follow. His method of teaching is very different from most geometry textbooks I have seen (we are extremely proof heavy)... and I have never had issues with Math before this...

Also, his homework is exceedingly difficult for stuff I know I could understand if given a better way of handling it (I need to spend 1-2 hours a night on just geometry)... but I don't know how to considering the text he made is very sporadic in what it covers (we jump from Lobachevsky geometry to trig to sequences etc.)...

I currently have a low B in the class, meanwhile I have high A's in all of the other courses I am taking... I try hard it is just I feel very defeated while working on the problems and it is irking me a lot considering I like Math and I think/hope I have a decent aptitude for it... I am just lost on what to do (I have talked to him and my counseler and they were of little help...)
 
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the curriculum looks interesting...non-euclidean geometry. i think it's rare for high school geometry classes to have non euclidean geometry included in their curriculum. and sequences are usually covered in algebra 2 or pre calculus

what exactly are you having trouble on? what is the homework like?

i see that your class is proof heavy. sometimes it requires thinking outside the box. if you rely on your teacher to show you every single step that's not learning at all.
 
bleedblue1234, High School Geometry MUST be a proof-heavy course. If your teacher is writing his own textbook for Geometry and using this for your use, then it needs to conform close to a normal high school Geometry textbook. You should find a couple of such books and try to evaluate how they compare or differ to your teacher's current custom-designed book. Also, you might find explanations in the more conventional books which you like better than what you find or not find in your teacher's book.

Two hours of homework per night (or day) is not surprising for high school Geometry; it can be a very difficult course. The difficlties should not so much be in the problem-solving exercises, but some of the proofs can be difficult and time consuming. You must be giving the right kind of effort, for the most part, if you currently are in grade range of a B.
 
heyo
someone posted something similar on here, but it was for calculus instead of geometry. Most people agreed that the guy should supplement his learning by buying another calculus book, so that he could pull from both and do better. Maybe you could try this out, gL.
 
The problem is it is not just trig or just geometry, we do all sorts of things that one geometry book/ trig book doesn't seem to cover, not to mention I only have ~4 weeks left in the semester/year and I am already extremely sick and tired of this teacher...
 
Your teacher is going over board. This is not what is typically taught in a HS geometry course. Just stick to it. This is the best practice you can get for college math. College math is all proofs and no real life applications. You will thank him later.

Believe me, it beats studying 2hrs+ daily in college when you got 4 other courses. I wish I had a psycho teach my geometry class. 4 weeks for better grades in college is a sweet deal. As for your grade... don't worry. If the class is as hard as you claim, the average will reflect that.
 
Here is a sample problem(s) from our current packet:

Infinite
(Summation Symbol) 6*(-1/2)n -
n=1

The Above is divergent. Make an argument that they are equal to the number indicated or find the number they equal...

stuff like this... this is sophomore (15 yr old) geometry...

It doesn't seem incredibly difficult but I am having a lot of trouble (especially since he is very loose on homework... he just wants one "paper" a week on anything you want to do... and is very confusing on his grading of papers and his tests are EXCEEDINGLY difficult (but he does allow retakes, that of course are hard also...))
 
6*(-1/2)n -

What are you saying... -3n?

And equal to what number indicated?
 
Howers said:
College math is all proofs and no real life applications.

While many courses are rather pure and proof oriented there are also some that delve into applications.

Believe me, it beats studying 2hrs+ daily in college when you got 4 other courses. I wish I had a psycho teach my geometry class. 4 weeks for better grades in college is a sweet deal. As for your grade... don't worry. If the class is as hard as you claim, the average will reflect that.

Anyone planning to take any serious college level math is going to spend well over two hours at a clip studying regardless of how tough your HS Geo teacher is or was.
 
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