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

Signs include:

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

As in: ‘we have always been beginning to wonder if I’m dyscalculic because I can’t seem to improve my math SAT rating, despite all of my studying.’

University as Job Training

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

As a liberal arts degree holder, I’d like to believe that my kids could have that same opportunity, if they were therefore inclined. In my own fantasy world, they use summer internships to explore career options and acquire to study art, history and literature in university. Have always been we dreaming?

Elise, an engineer, and commenter below, is the mother of 3 successful children, one of who got an 800 in the math SAT and 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 Study Time

A few weeks ago, my pal Catherine stated, ‘Debbie, it is time and energy 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 about exactly how we learn.

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

Wanting to remember some-thing does not have much bearing on whether or not you will actually remember it….Here’s the method that you should think about memory: it is the residue of thought, meaning that the more you consider something, a lot more likely it’s that you will remember it later.

Pupils allocated, on average, just 68 percent of the time had a need to get the target rating. We could sum this up by saying the third concept is that people tend to think their learning is more complete than it really is.

The ultimate strategy to avoid forgetting would be to overlearn…..Students should learn 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 article that is whole definitely worth the read.

I’ve been doling out the recommendations like little Scooby snacks to my son, as he prepares for finals. Interestingly, he is interested and it is using the advice.

The Benign Cousin to Rote Knowledge

The more I read Daniel Willingham, the more I realize why the SAT is so hard for me personally. I’m lacking the inspiration knowledge that I must problem re solve on these tests.

From Willingham’s article on Inflexible Knowledge:

A more cousin that is benign rote knowledge is what I would call ‘inflexible’ knowledge. At first glance it might appear rote, but it’s maybe not. And, it is vital to students’ education: Inflexible knowledge seems to function as the unavoidable foundation of expertise, including that component of expertise that enables individuals to fix novel problems by applying knowledge that is existing new situations—sometimes known popularly as ‘problem-solving’ skills.

Knowledge is flexible with regards to can be accessed out of the context in which it had been learned and applied in new contexts. Flexible knowledge is of program a desirable goal, however it is not an effortlessly achieved one. When encountering new material, the human head seems to be biased towards learning the surface features of problems, not toward grasping the deep framework that is essential to produce flexible knowledge.

Over Twenty Thousand Students Took SAT Prep in China year that is last

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

From May 5, 2011 Company Week:

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

‘New Oriental seemingly have cracked the SAT code,’ says Phillip Muth, associate dean for admissions at the University of Virginia in Charlottesville. Its 1,200 candidates from Asia this had an average of 610 out of 800 on the SAT’s reading section and 670 in writing, as opposed to 641 in reading and 650 in writing for U.S. applicants year. In math, they obtained an average of 783, weighed against 669 for U.S. students. ‘

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