<p>I started to just ask the general question of whether of not is was possible to have someone be really good in HS math and then struggle at the college level if they were to minor in math, but now I've decided to be more specific. </p>
<p>D took Algebra in 8th grade and got a B. In 9th she had Geometry and got a B. Because all her other grades were always As, we assumed math was her weakest subject. Other than that B in Geometry she has never had another B while in HS. In 10th grade she took ALGII/Trig and got an nice high A which surprised us a bit. Then in 11th grade she took Math Analysis and had a 100 avg for the year and the highest grade in the class. This year she is in AP BC Calc and has a strong A as well. She also got a 790 on the SAT math section. </p>
<p>I asked her recently how she went from being decent in math to being really good and she said that part of the problem was that in 8th/9th grades she didn't really study or do homework and just relied on natural ability (she was also diagnosed with mild ADHD at that time). Now she studies and gets the As. In other words, I don't think she is a genius at math, but she is obviously extremely strong in it. Also, she doesn't love it. She really likes the challenge, and being better at it than people expect, but she doesn't love it. </p>
<p>Having said that: I am wondering if I shouldn't push her into at least minoring in math. For now she is thinking of majoring in psych and I am told a statistics or math minor is an awesome compliment in that field. However, I don't want to convince her to do that and then have her struggle because she is one of those kids that is a good HS math student, but not a good college math student. </p>
<p>So, should I try to steer her into a math minor or not?</p>
<p>A math minor only consists of 5 or 6 classes. Of course you should steer her into a math minor. She is still doing what she likes, but complementing her major with a useful minor.</p>
<p>Note that the definition of a “minor” varies a lot by university. If she is interested in math or statistics along with psychology, she may want to just take the courses of interest; if they add up to a minor, then great, but if they do not, no big deal.</p>
<p>A good knowledge of statistics is likely to be useful for a psychology major. Introductory and intermediate economics courses are also likely to be useful or interesting, given the current research activity in behavioral economics (where economics and psychology meet).</p>
<p>Math and statistics may improve opportunities for finance type jobs, though it is not obvious whether a few courses or a minor would have much effect compared to a major.</p>
<p>Of her 2 main choices, I have found that assuming she gets AP credit for Calc I and II (which I assume she will), she would have 4 courses left W&M and 6 left at UVA.</p>
<p>Edit- not sure if some of those W&M courses are year-long instead of semester courses. Lots of courses list (3) for a # of credits, but a few say (3,3). I don’t know if that means a full year or what.</p>
<p>^^^Thanks. I figured that was it, but since they don’t use etchings on stone tablets anymore I wasn’t 100% sure since I couldn’t image a case where a course would be worth different credits during different semesters.</p>
<p>NO WAY should she consider a math minor or second major (some schools don’t do minors). It doesn’t matter even if she was gifted in math, she needs to major in something she likes. A lot of us did well in HS math and even college calculus but interest is needed to continue (unlike friends also in chemistry who liked it I was done with 3 semesters of calculus- no AP in those days). Even one course in a field is torture if you don’t like the subject- I suffered through 2 semesters of physics for my major (liked the biological, not the physical aspects of chemistry). Did the honors courses as well. I had also told my HS econ teacher I was going to major in chemistry, not economics- I did a stellar job but didn’t like it well enough to choose it although I did 2 honrs semesters of it in college.</p>
<p>Do NOT try to steer your D into any major. Let her figure out her interests and future with a major of her choosing. Most entering freshmen are either undecided or change their major once they start college. Math is for those who are excellent at it and really love it. She can take a lot of courses where her aptitude with math is useful. Computer science courses and statistics are two with use in other fields. Math is fun for those who like it and get it- son did math and added comp sci for job prospects.</p>
<p>She’s not steering her daughter into completely changing her major, she’s trying to convince her to minor in math. If she has credits coming in, what’s the harm in taking a couple of more classes to get a minor out of the way? Psychology and Math is a good combination. OP, don’t listen to that comment, it’s absolutely absurd.</p>
<p>Don’t force your daughter to minor in it, but tell her to consider the options that a minor in math might open up and how it will supplement her major.</p>
<p>It doesn’t hurt for parents to make suggestions, if the D is open to hearing them. It’s not like kids know everything about everything - they just think they do ;).</p>
<p>A key to do well in mathand advanced statistics is a great foundation in algebra, otherwise she will always struggle and will have to study more than others. </p>
<p>If she really gets algebra she will do fine but a minor may not be necessary</p>
<p>It doesn’t need to be decided now. If she wants to take a math course first semester college, that’s great, and little by little she’ll figure out if she wants to minor in it.</p>
<p>Some people repeat Calc I in college even if they did great in AP Calc and have a credit. She should talk to someone in the math department for a little guidance there. Sometimes the Calc I course is worth taking and other times it would be a complete repeat of high school (which, for some kids would be a total turn off and other kids would appreciate the easy course to start off strong in college).</p>
<p>It all depends so much on the student and what the math minor is like at a particular college. As Munequita says, she can take some math or statistics classes without minoring also. </p>
<p>If she has interest either because she enjoys math so far or because she thinks it would be practical to add it to a degree like Psychology, more power to her. Taking a course and then figuring out whether or not to take more is a fine idea.</p>
<p>And I wouldn’t care a BIT that she got a B in 8th grade algebra. With her current grades in higher level classes along with her SAT score (Wow!), she certainly falls into the group of kids who are well qualified to consider getting a math minor in college.</p>
<p>All that being said, I would go as far as encouraging her toget enough information about it for her to make her own decision, but I wouldn’t push her into doing it. Talking to a math prof about what the minor entails and what Calc class she should go into, and talking to a Psych prof about what people do with an undergrad in Psych do after graduation, and whether or not stats or math helps with job prospects or grad school is a good place to start. To get the most out of her college years, she should embrace seeking out guidance from profs. She’ll get good information and may get on their radar as a student who is ready for some opportunities outside of class - win/win.</p>
<p>I’d encourage your daughter to take another math course in college and see how she does. Statistics may even be required for psych majors. I think it’s way too early for her to be worrying about what she might minor in in college. She’s hasn’t even graduated yet, right?</p>
<p>I am told that psych stats at many schools is not even counted towards a math major or minor, although calc-based stats can count towards a stats requirement for psych majors. So, that might be a first question to ask.</p>
<p>Since OP’s D seems to have a knack for math, OP and D might also want to know if the psych department at respective schools encourages (or even requires) majors to take higher-level math, or not. She might decide to opt for a department that emphasises quantitative knowledge and skills in many upper-level courses, or at least offers the option of taking many electives in quantitative areas.</p>