conuly

It's possible I'm missing some earlier concepts, but given my 100% on my first math regents and my solid 99+ scores before that, I don't know.

Maybe not, then. But that said, I have a vague intention of making a second run at differential equations, and I plan on going back over jr high algebra first, myself, and working my way back up, even though fewer As have come so easily for me as 8th grade algebra, and I made it (sort of :) through first year calculus.

To be honest, I put the blame partially on the school system, and this is why I'm not totally gung-ho about "flipped" classrooms. Several of my math teachers at Stuy more or less taught that way, which meant that if you didn't understand it at ALL during homework, you were still lost during the review.

I'm now confused about your objection. If you want the lecturer to explain it in the classroom, why wouldn't video be perfect for you? Is there some other problem with video for you?

You know, I'm astonishingly happy about the recent cheating scandal. The more various classes of Stuy come up and say "yes, it was widespread cheating when I was there as well", the better I feel. I can say "I wasn't just too lazy to do the work and not actually smart enough to coast, I was simply too honest to cheat like, apparently, EVERYBODY ELSE." I know of course that not everybody cheated and few of them cheated in every subject, but I still love being able to say that.

I know EXACTLY what you mean. My undergrad school had a similar scandal. But of course, the flip side was, "But, but, but... why didn't anybody invite me to one of these homework-sharing parties? I thought people liked me...?" The boost to my intellectual ego comes with a tax on my social confidence.