In September, my granddaughter Rhiannon (then 13) made an aggressive and courageous mathematical decision. Coming off acing ninth-grade Algebra 1 the previous year, she convinced her middle school to let her double up in math: her eighth grade schedule would include both Algebra 2 and Geometry.
Her mother (my daughter Emily) was concerned about the workload; her father was convinced it was foolhardy. To complicate the decision, scheduling conflicts made it impossible for her to take Geometry in her middle school; it had to be an online course. I volunteered to be her mentor. (Full disclosure: my last Geometry course was 1958-59.)
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