or even… I’m slightly above average, they put me in honors classes etc. functionally because I played Magic School Bus games as a kid and showed up to 2nd grade already knowing what an herbivore was, I got more boring homework to do for my entire adolescence. Whatbreally doomed me was “academically gifted” math class was just skipping a grade and my math performance never recovered.
I was fortunate that individuals in my elementary school actually made accommodations for me being ahead of average. My third grade teacher gave me a fourth grade math book and special assignments from it. The pull-out classes for smart kids were K-2 and 3-5, but I got put in the 3-5 class in second grade. My principal supported my parents in moving me to a different class because of teachers who weren’t supporting me (multiple times, actually).
My school was in a pretty low-income district, but I completely lucked out with educators (and parents) who fought for me.
Definitely still ended up on the gifted child > burnt out teen/adult who struggles with some basic life skills, but at least I didn’t end up struggling with my ADHD in school until high school because of the support in my younger years.
I went to decent schools in a decent district, they had “Academically Gifted” programs for elementary and middle school students, with “honors” and “AP” classes for high schoolers. A structural problem I think they had is they were operating kind of on video game logic: “You’re smart so for you we’re going to make classes harder for you.” You’re doing too well on Medium, we’re bumping you up to Hard.
Which basically did the opposite of what I really needed. I didn’t need more and longer assignments. In most subjects you could go a little deeper in detail with me and I’d keep up. In math class, I needed more concrete explanations of what the numbers meant. Math class is so often just “Here is how you do this algortihm. Follow these rules and you get the answer.” “Okay, I got 7.” “No, you were supposed to get -2, you forgot the transistational property of non-equal equality. You need to talk to the guidance counselor about your future because at this rate you’re not going to pass this class.” Funny how I did extremely well in chemistry and physics where they explained the math in concrete terms that I could build an intuitive relationship with.
I think there’s also a problem where…Picture a mathematician. What do you see? A man in a sweater vest in an ivy covered building filling a chalkboard with greek letters and arcane symbols that prove some deep truth about reality, right? That’s what it looks like to be good at math, so that’s what we’re going to make math class look like for every single citizen. Never mind that administrators rarely do math at all, a lot of office workers are fine with a 4-function calculator, meanwhile a carpenter needs a functioning understanding of trigonometry. In academia, aesthetics is more important than reality.
or even… I’m slightly above average, they put me in honors classes etc. functionally because I played Magic School Bus games as a kid and showed up to 2nd grade already knowing what an herbivore was, I got more boring homework to do for my entire adolescence. Whatbreally doomed me was “academically gifted” math class was just skipping a grade and my math performance never recovered.
I was fortunate that individuals in my elementary school actually made accommodations for me being ahead of average. My third grade teacher gave me a fourth grade math book and special assignments from it. The pull-out classes for smart kids were K-2 and 3-5, but I got put in the 3-5 class in second grade. My principal supported my parents in moving me to a different class because of teachers who weren’t supporting me (multiple times, actually).
My school was in a pretty low-income district, but I completely lucked out with educators (and parents) who fought for me.
Definitely still ended up on the gifted child > burnt out teen/adult who struggles with some basic life skills, but at least I didn’t end up struggling with my ADHD in school until high school because of the support in my younger years.
I went to decent schools in a decent district, they had “Academically Gifted” programs for elementary and middle school students, with “honors” and “AP” classes for high schoolers. A structural problem I think they had is they were operating kind of on video game logic: “You’re smart so for you we’re going to make classes harder for you.” You’re doing too well on Medium, we’re bumping you up to Hard.
Which basically did the opposite of what I really needed. I didn’t need more and longer assignments. In most subjects you could go a little deeper in detail with me and I’d keep up. In math class, I needed more concrete explanations of what the numbers meant. Math class is so often just “Here is how you do this algortihm. Follow these rules and you get the answer.” “Okay, I got 7.” “No, you were supposed to get -2, you forgot the transistational property of non-equal equality. You need to talk to the guidance counselor about your future because at this rate you’re not going to pass this class.” Funny how I did extremely well in chemistry and physics where they explained the math in concrete terms that I could build an intuitive relationship with.
I think there’s also a problem where…Picture a mathematician. What do you see? A man in a sweater vest in an ivy covered building filling a chalkboard with greek letters and arcane symbols that prove some deep truth about reality, right? That’s what it looks like to be good at math, so that’s what we’re going to make math class look like for every single citizen. Never mind that administrators rarely do math at all, a lot of office workers are fine with a 4-function calculator, meanwhile a carpenter needs a functioning understanding of trigonometry. In academia, aesthetics is more important than reality.