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Art of Problem Solving Academy Carmel Valley

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AoPS Academy Carmel Valley teaches small, challenging math and language arts classes in the evenings and on weekends to advanced learners from around San Diego--including Costa Del Sol, Scripps Pomerado, Pacific Highlands Ranch, Carmel Country Highlands, Torrey Glenn, and Palacio Del Mar, as well as Del Mar, El Cajon, Oceanside, and more. …

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11455 El Camino Real

San Diego, CA 92130

Arroyo Sorrento Rd

Carmel Valley, Torrey Hills

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Full disclosure: I LOVE AoPS. I think the math curriculum is THE BEST THERE IS. It's rigorous, deep, and challenging. It will stretch your kids' brains and their problem-solving capabilities. This is not a rote-memorization curriculum. Your kids will not be doing lots of the same problems over and over that look just like the ones in a lesson or a book. They will need to truly understand concepts in order to tackle the problems. Your kids will not get every homework or exam problem correct. In my book, that's a good thing. It's where the learning really begins. The Beast Academy curriculum (the elementary math curriculum by AoPS) is fantastic. The comic book style approach is engaging at capturing the attention of younger audiences, but keeps the rigor and challenge there. It may turn around a kid who dislikes math or is struggling with numbers. Maybe they just never looked at math that way. Is it easy? No. But do you want your kids to be doing easy math? My kids have been at AoPS Academy in Carmel Valley since it first opened, although we have been using their curriculum before then. I was (am) so grateful, especially because my son was getting to the point in his AoPS math curriculum where I could no longer help him (and I used to think I was good at math!). The teachers there are extremely knowledgeable and are top-notch. We've been taking Language Arts there, too, and I have been blown away at the high-level work that's being done as well. Is AoPS for everyone? Perhaps not. But for kids who need more, and want more, there is nothing better. Maybe you have an advanced homeschooled kid, or a child who is just coasting by at the pace of your traditional public or private school classroom. For those kids, AoPS Academy fulfills the need to engage and challenge them. The staff are all kind and responsive and are there to help you. I wish it was a school in itself; I would totally sign my kids up to go there full-time!

Thank you so much for your feedback about AoPS Academy Carmel Valley! We're so glad that you've had a positive experience while your students have been enrolled with us! We aim to challenge our students while helping them develop skills to solve all sorts of math problems, and we love to see students embracing our learning methods. We hope your students continue to enjoy both our math and language arts curriculum, and we look forward to being a part of your students' future learning!

Gave us about 12 hours notice they were going to require masks again. This is in July of 2022. My kids are very uncomfortable in masks, yet despite doctors notes the manager here was cruel and unyielding. She seemed to take pleasure in her cruelty and discrimination. She threw my kids out like pieces of garbage, not even allowed to say goodbye to their friends. Quite reprehensible behavior (and we've been customers of Beast Academy for years).

Hi there! We're sorry that you've had a negative experience at one of our AoPS Academy locations. With the uptick in COVID-19 cases in the San Diego area this summer (of 2022), after much deliberation and review of CDC recommendations for K-12 institutions in counties with high levels of transmission, we temporarily reinstated a mask policy at our San Diego - Carmel Valley campus in hopes of protecting our teachers and students. Our staff cares deeply about our students' learning and about creating a positive experience for all members of our community, as demonstrated by our stellar reputation and continued growth within said community. We also care about and prioritize our students' and teachers' safety and health and will continue to do so. We appreciate your loyalty to Beast Academy, and we wish you the best!

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The Math Evangelist Who Preaches Problem-Solving

September 13, 2022

Richard Rusczyk, 50, at the Art of Problem Solving campus in San Diego.

Philip Cheung for Quanta Magazine

Introduction

When Richard Rusczyk became interested in math competitions as a middle schooler in the early 1980s, the contest problems looked nothing like the ones in his math classes. He couldn’t find any book to guide him — there were only the problems themselves.

In some of the more advanced competitions he participated in as he moved on to high school, he couldn’t solve a single problem. Gradually, though, he figured out how to “kind of connect the dots, and back out what was actually going on,” he said. He learned a lot of math, but also something he considers even more important: the art of problem-solving.

Later, as an undergraduate at Princeton University, he saw classmates struggling in math classes despite having gotten perfect scores in high school. Their earlier classroom experiences had taught them to memorize a grab bag of tricks, he said. “When you get to college, that doesn’t work anymore.”

So Rusczyk and a competition-loving classmate, Sandor Lehoczky, set out to write the book their 13-year-old selves would have devoured. The resulting two-volume series, The Art of Problem Solving , opens by addressing readers: “Unless you have been much more fortunate than we were, this book is unlike anything you have used before.” From the start, the books sold 2,000 copies per year — “enough to cover rent,” Rusczyk said. Word of mouth grew, and over the 30 years since, well over 100,000 math enthusiasts have bought copies.

Today, Rusczyk’s company, Art of Problem Solving (AoPS), offers not just a large array of textbooks but also online and in-person math classes for “ambitious problem solvers” that serve nearly 25,000 students each year. These courses include both contest prep classes and subject-matter courses, but they have a common goal of fostering a problem-solving mentality. The company is currently expanding its elementary school materials, called Beast Academy, into a full curriculum, with the goal of bringing the problem-solving mindset to more than just self-selected math lovers.

This mindset “should be baked into the curriculum,” Rusczyk said. “It shouldn’t be the thing you do on every third Friday.”

Quanta spoke with Rusczyk about how to turn math learners into problem solvers. (In the interest of full disclosure, our interviewer’s child has taken AoPS classes, and her sister taught AoPS summer camps online in the first year of the pandemic.) The interview has been condensed and edited for clarity.

Your Beast Academy textbooks are comics, and you introduce concepts through story. The characters are talking about their math homework on the school bus, or they’re in woodworking class, or they’re on a field trip. What made you choose that approach?

You can’t lecture a third grader. You need to have a back-and-forth. The comic book structure we use has little kid monsters in conversation with each other, parents, teachers, the different characters in the universe.

Beast Academy’s illustrated math guides.

So you can model exploration, you can model overcoming challenges, you can model being OK with being wrong. You can create the environment for the child emotionally and intellectually. Every year we have parents sending in pictures of their kids dressing up as various characters for Halloween. They are putting themselves in these spaces.

We spent months trying to figure out: What is our delivery mechanism? We had 150 pages of worksheets, and we’re like, “No, this doesn’t work.” And then in one five-minute stretch, someone said comic books, and someone else said monsters. And we got a fantastic artist and started building out the books.

The lessons you’re trying to teach seem to go far beyond any specific math content, or even specific problem-solving techniques.

One of the main things we’re trying to get across is just the mindset of openness and willingness to engage with things we don’t understand at first. This is something kids are naturally inclined to do. But then something happens during elementary school, particularly in math classes, and we train that out of them.

We’re trying to encourage kids not to lose this curiosity or get into a mindset where the goal is to do everything perfectly. Because we have machines for that now. When we set kids up to compete with computers, we’re setting them up for failure, because anything a computer can do, it’s going to do better.

Within Beast Academy, the kids have different strengths. There’s one that’s wacky and does outlandish things that are sometimes not right, but sometimes really insightful. There are characters that are very precise and organized. And there’s a character who emerges over time as just plain brilliant. These are all different aspects of approaching different types of problems.

Video : Richard Rusczyk, founder of Art of Problem Solving, discusses how to bring out the joy, creativity and beauty in math.

Photo by Philip Cheung for Quanta Magazine; Video by Emily Buder/Quanta Magazine and Noah Hutton and Jesse Aragon for Quanta Magazine

Your materials for older students don’t incorporate a storytelling framework. But one striking thing about them is how each new chapter or class session begins not by introducing concepts, but with a collection of problems. What made you choose that format?

This was how I learned math. It was a pretty powerful way to learn.

When I started experiencing high school math Olympiads, it was two years of getting zero right on every single test. That was really frustrating. But it was safe, because it was a math contest, and who really cares? It wasn’t the first-year math class in college, staring at four problems and thinking, “I am not going to be able to do this, I am not going to be a scientist, I’m not going to be an engineer.”

That’s the experience our educational system gives to a lot of students. They think they’re not good enough, because the first time they’ve had this experience is when they get to college. They’re good enough, they just haven’t been prepared.

So we show the problems first. If a student discovers math for themselves, it becomes their math, instead of just something that was told to them. They’re not always going to get there, and that’s fine. Or sometimes they’re going to do it very differently than we did. That’s great too.

Your classes tend to attract kids who are already excited about math, and that in turn attracts teachers with strong math backgrounds. It’s one thing to make a system that works well for such enthusiastic and experienced participants, and another to make something that will work in classrooms everywhere. What challenges do you anticipate in scaling up your Beast Academy materials to a full curriculum?

We are approaching it first as a learning experience for us. We have a strong perspective on a certain type of student, and a strong conviction about some of the approaches we think should be taught to students. As to how to best deliver those resources to teachers and students in different environments, that’s something we’re more than humble about.

I’ll step back further and say I believe a lot of the troubles in education right now are technology companies going to schools and saying, “This is how you should do things.” It has to be a partnership between the content providers and the most important delivery mechanism these kids will ever have, which is the teacher in the room and the other kids.

Two or three years ago, we started working with schools using Beast Academy as a supplement, and that’s been pretty successful. But to reach more students and have a deeper impact on them, you really want to be the entire experience.

Rusczyk with his staff at the San Diego office.

When you say that Beast Academy has been successful as a classroom supplement, how do you measure that?

We just had a study completed in a school district in Minnesota. It was a little over 1,000 students in three groups: a “gifted” group, that passed some test; “Rising Scholars” students, who I think are defined as kids from diverse communities that didn’t pass this test but were close; and other students. They looked at the students’ performance on the Minnesota [standardized] test, and how that varied with the number of lessons they did on Beast Academy online. And they found a very strong relationship — the students who did more than, like, 150 or 200 lessons grew by a much larger margin than the kids who did 15 lessons, or no lessons. One really interesting thing is, the effect size was largest in the Rising Scholars group.

Who chose how many lessons kids did — the teachers, or the kids themselves?

It was during the pandemic, so my guess is a little of both. The outliers are almost certainly kids choosing it themselves. Whether this is revealing that the material teaches the kids or the material unlocks the kids, I’m not sure it matters, right? You have to give them material that’s going to make them want to do it. Getting the student to a place where they are interested in struggling with whatever you’re showing them, that for a lot of kids is the whole game.

There’s a lot of debate in educational circles about whether kids at both the high and the low end of performance are best served by being put on separate tracks or the same track. It sounds like you feel pretty strongly about giving extra challenge to kids who are ready for it.

We want to give students the materials that are most suited to help them realize their potential. If you give students material that is not speaking to them, you’re not giving them the opportunity to realize that potential.

When you remove advanced programs, you remove them for all students. So there’s going to be some kid who’s brilliant, but she will never know. And that’s a missed opportunity for her and for us, because these are the highest-leverage people in terms of making medical and technological advances.

Rusczyk at Torrey Pines State Natural Reserve in San Diego.

Creating those experiences also helps the students find their people. Part of what we do with Art of Problem Solving is our online community. For some students, it’s the only place where they feel safe expressing a love of math and science, because it is not part of the culture of their schools.

When I went to math competitions for the first time, the thing that resonated with me was, not only were there other kids who liked the same geeky stuff I did, there were adults who were excited about me being good at math, and they weren’t my parents, they weren’t my teachers. They weren’t required by profession or relation to be happy that I could do math. I had never seen that before.

Math competitions can be great for kids who are naturally competitive, but that’s not all kids. What can we offer the other kids?

It’s one of the great failings of the math community that the primary way you can explore deep interest in math is through competitions. When I was a student, contests were the only game in town.

This has gotten less true in the last 10 to 15 years, which is great. Now there are summer camps that are not contest-focused, and math circles that came out of the Eastern European tradition where professors work with the top students in their city.

I started one of these math circles at UCSD here in San Diego before I started Art of Problem Solving. And we had Efim Zelmanov, a Fields medalist, come give a talk. This was joyous, beautiful math — he was just so magnetic and happy to be there. So I thanked him for coming, and his answer was, “Well, I’m here to do this because this is what people did for me growing up.” And I’m sitting here thinking, I have exactly the opposite answer. We’re building these things because we didn’t have this sort of stuff.

It seems like Beast Academy, the imaginary school in the comic books, is the kind of place you would have dreamed of attending as a kid. You’ve said that some kids dress up as their favorite Beast Academy monster for Halloween, but what about you? Is there a monster you especially identify with?

Bits and pieces of various characters. But I might have identified most with Fiona [the math team coach]. In her day, she was pretty strong. But her interest is in sharing beautiful, interesting things with students, and helping them become stronger than she was.

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The Art of Problem Solving, Vol. 1: The Basics Paperback – August 1, 2006

• Paperback $50.99 23 Used from $18.80 10 New from $44.00

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• Part of series Art of Problem Solving
• Print length 288 pages
• Language English
• Publisher AoPS Incorporated
• Publication date August 1, 2006
• Dimensions 8.5 x 0.75 x 11 inches
• ISBN-10 0977304566
• ISBN-13 978-0977304561
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• Publisher ‏ : ‎ AoPS Incorporated; 7th edition (August 1, 2006)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 288 pages
• ISBN-10 ‏ : ‎ 0977304566
• ISBN-13 ‏ : ‎ 978-0977304561
• Item Weight ‏ : ‎ 1.45 pounds
• Dimensions ‏ : ‎ 8.5 x 0.75 x 11 inches
• #134 in Decision-Making & Problem Solving
• #309 in Education Theory (Books)

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About the author

Richard rusczyk.

Richard Rusczyk founded Art of Problem Solving (AoPS) in 2003 to create interactive educational opportunities for avid math students. Richard is one of the co-authors of the Art of Problem Solving classic textbooks, author of Art of Problem Solving's Introduction to Algebra, Introduction to Geometry, and Precalculus textbooks, co-author of Art of Problem Solving's Intermediate Algebra and Prealgebra, one of the co-creators of the Mandelbrot Competition, and a past Director of the USA Mathematical Talent Search. He was a participant in National MATHCOUNTS, a three-time participant in the Math Olympiad Summer Program, and a USA Mathematical Olympiad winner (1989). He graduated from Princeton University in 1993, and worked as a bond trader for D.E. Shaw & Company for four years. AoPS marks Richard's return to his vocation: educating motivated students.

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This book introduces the reader to two virtues essential to the mathematician; namely curiosity and delight.

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