Shirlv wrote:It turned into a very interesting day. My friend, Edith, has always struggled with math so since the memory of teacher I ask her if she had the same teacher and she did. Edith has always said she is too dumb to do math. I started searching and there is a math disorder “Dyscalculia” which seem to fit Edith so forwarded her the article. We had a long phone conversation and the disorder fit her perfectly. I’m sure it was unknown back in the 1940’s and Edith suffered because of it. She is printing it for her younger brother who balances her checkbook. She is so happy her problem has a name and it isn’t stupid. There is help for young children because their brain is still developing but not for adults. I will keep searching for ways that might help her cope.
Interesting post, Shirl. A day or so I posted the reason I hate sewing (a lot to do with a junior High School teacher), but I deleted the post because I thought it was just too. . . well, you know.
Anyway, I have also had a problem with math. That is, I had a major problem with math during my growing-up years. It moderated quite a bit as an adult - as I began to know myself better - but it has always stayed with me to a greater or lesser extent.
My problem with math was that (on a math test, for example - and even on homework back in those days) one was always required to "show the work" on the equation - that is to say, one needed to write down the steps one used to reach the answer.
I couldn't do this. What I could do, is that I could look at an equation and know intuitively what the answer was - without really knowing how I got there. So I would just put the answer down below the test equation, without "showing my work".
Well, if I was able to magically pluck an answer out of (seeming) mid-air, I was (obviously, according to my teachers) cheating. According to them, there was no way I could arrive at the correct answer without "showing my work", unless I had copied the answer from the test of a classmate sitting nearby.
I was very shy and withdrawn when I was a child (still am, a bit, but I try to keep this hidden). When I would be taken to task in front of the entire class my brain would freeze and I would be unable to speak (even to explain myself). Obviously (to the teacher) my "unwillingness" to speak was "proof" that I had cheated.
Of course, "cheating" and "stupid" go hand-in-hand, so I gave up on math at an early age. Obviously, I was stupid if I couldn't figure out how to "show the work". When my math class would be given a test, I wouldn't bother to do it, because (even though I still intuitively knew the correct answers) I was "bad" and "stupid" if I put down an answer without showing the calculations of how I got there.
So I just didn't bother. This saved me a lot of upset and anxiety, and, of course, I failed math.
I had a fractured home life as a child, so discussing this with my parents wasn't an option. It was easier - and far less stressful - to just "accept" that I was stupid, and so not to worry about failing math.
Which is what I did.
I am fairly good at math these days, thank goodness. But it took becoming an adult and learning my own worth to get there.
Anne