Dyscalculic. Dyscalculia or math disability is a specific learning disability involving innate difficulty in learning or comprehending simple mathematics.

Dyscalculic. Dyscalculia or math disability is a specific learning disability involving innate difficulty in learning or comprehending simple mathematics. It is akin to dyslexia and includes trouble in understanding numbers, learning just how to manipulate numbers, learning math facts, and a number of other associated symptoms (although there is no exact form of the disability). Dyscalculia does occur in individuals throughout the whole IQ range.

Signs include:

  • Incapacity to grasp planning that is financial budgeting
  • Trouble with conceptualizing time and judging the passing of time. May be chronically late or early
  • Usually unable to understand and remember mathematical concepts, rules, formulae, and sequences
  • Difficulty navigating or mentally ‘turning’ the map to manage the present direction rather than the common North=Top usage
  • Inability to concentrate on mentally tasks that are intensive

As in: ‘we am beginning to wonder if I’m dyscalculic because I can not seem to enhance my math SAT rating, despite all of my studying.’

College as Job Training

Interesting conversations happening in the comments of this post, one of which has to do with whether or not college ought to be job training.

As a liberal arts degree holder, let me believe that my young ones could have that same opportunity, when they had been so inclined. In my fantasy world, they utilize summer internships to explore career options and acquire to study art, history and literature in college. Have always been I dreaming?

Elise, an engineer, and commenter below, is the mom of 3 kids that are successful one of whom got an 800 on the math SAT and it is valedictorian of his class. She believes college is career training.

Thankfully, The Chronicle of Higher Education just published the Median Earnings by Major, for the virtually minded.

Figure out how to Mastery, Adding 20% More Research Time

A weeks that are few, my pal Catherine stated, ‘Debbie, it is time to read Daniel Willingham.’

Willingham is a professor of cognitive psychology during the University of Virginia. His website is a treasure trove of useful information regarding how we learn.

From Willingham’s article, What Will Improve A student’s Memory:

Wanting to remember some-thing doesn’t always have bearing that is much whether or maybe not you will actually remember it….Here’s how you should consider memory: oahu is the residue of thought, meaning that the greater amount of you think about something, the much more likely it is that you’ll remember it later.

Students allocated, on average, simply 68 percent of the time needed seriously to get the target score. We are able to sum this up by saying the third principle is that people tend to think their learning is more complete than it truly is.

The final strategy to avoid forgetting is always to overlearn…..Students should study it took to master the material until they know the material and then keep studying……A good rule of thumb is to put in another 20 percent of the time.

The whole article is well worth the read.

I have been doling out the recommendations like lab reports biology little Scooby snacks to my son, as he prepares for finals. Surprisingly, he is interested and it is using the advice.

The Benign Cousin to Rote Knowledge

The greater I read Daniel Willingham, the more I comprehend why the SAT is so hard for me personally. I will be lacking the foundation knowledge that I must problem solve on these tests.

From Willingham’s article on Inflexible Knowledge:

A more benign cousin to rote knowledge is what I would call ‘inflexible’ knowledge. On the surface it may appear rote, but it is not. And, it is absolutely vital to students’ education: Inflexible knowledge seems to function as the unavoidable foundation of expertise, including that part of expertise that enables individuals to solve novel dilemmas through the use of current knowledge to new situations—sometimes known popularly as ‘problem-solving’ skills.

Knowledge is flexible when it can be accessed out of the context in which it was applied and learned in brand new contexts. Flexible knowledge is of course a goal that is desirable however it is not an effortlessly achieved one. When encountering new material, the human head appears to be biased towards learning the area features of problems, perhaps not toward grasping the deep framework that is necessary to produce knowledge that is flexible.

Over Twenty Thousand Students Took SAT Prep in China This Past Year

As my SAT scores continue to plateau, despite months of study and determination (and a complete large amount of fun), I’ve stomped my foot and declared on significantly more than one occasion: ‘Who are all these kids rocking the SAT and what are their parents feeding them?’

From Might 5, 2011 Company Week:

Twenty thousand students took prep that is SAT China with ‘New Oriental’ last year, representing at least a 90 % share of that market……

‘New Oriental appears to have cracked the SAT code,’ claims Phillip Muth, associate dean for admissions at the University of Virginia in Charlottesville. Its 1,200 applicants from China this year had an average of 610 out of 800 on the SAT’s reading section and 670 in writing, instead of 641 in reading and 650 in writing for U.S. applicants. In mathematics, an average was achieved by them of 783, in contrast to 669 for U.S. students. ‘

It isn’t lost on me personally either that English is a second language.