We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school, where she quickly realized that IQ wasn’t the only thing separating the successful students from those who struggled:
Most subjects in K-12 can be learned sufficiently by listening in class. Math is more complicated and requires completing the homework and even spending more time than just completing homework. If you are lazy or unmotivated, you will not do well in math. I knew many bright good students who just didn't "get" math so they wouldn't put the effort into learning it.
In the 7th grade the most beautiful girl in the world sat next to me in Algebra class. She doted on me and I would let her copy my work and even cheat by look at my tests. Sadly she never talked to me or even looked my way after the 7th grade. She did pass Algebra.
Well, she certainly used other useful skills sitting next to you in Algebra class. Thanks for the chuckle OneGuy. Helped someone at community college in Accounting the same way.
"Math is more complicated and requires completing the homework and even spending more time than just completing homework. If you are lazy or unmotivated, you will not do well in math. I knew many bright good students who just didn't "get" math so they wouldn't put the effort into learning it."
If they are lazy or unmotivated, they are not "good students." The ones who seem bright have what psychologists call high scatter (referring to graphing intelligence scores on a graph). For example, I scored in the 98th percentile on the verbal section of the SAT but only in the 54th percentile on the math section. In practical terms, I could effortlessly outperform all or almost all of my classmates on some tasks, while I struggled in higher math. It was not a question of not being willing to spend time studying or doing the work. It was a matter of simply not being able to comprehend many of the concepts or master the skills no matter how many times I read the text, looked at the examples, or attempted to solve the problems.
What I find interesting is that as I have aged, I seem to have developed some skill at occasionally solving fairly complex mathematical problems usually using intuitive and unconventional methods to arrive at the correct answer.
Unfortunately, it looks like there is a large heritable component to determination as well. We like to give ourselves (or our upbringings) credit for so many things: intelligence, hard work, resilience, conscientiousness. It's because we like inspiring stories, especially about ourselves, more than we like invisible DNA.
#2
Assistant Village Idiot
on
2025-02-21 19:33
(Reply)
A doctoral dissertation in the 1950s tried to predict college freshman grades from high school grade average, test scores (SAT, ACT), and a battery of psychological tests.
Test scores and high school grade averages were helpful predictors. Of all the psychological tests, the best predictor was a trait which the dissertation author called "stick-to-it-iveness." That is, the ability to persevere in spite of setbacks. That is, grit.
If you had algebra in junior high, you must have been in an advanced school system. Where I went to school they didn't teach algebra till high school. You could also take Intro to calculus and analytical geometry in 12th grade where I went.
I mean, I didn't even listen. I just went to the comments knowing what attribute was going to be referenced. Intelligence is not a virtue, merely a tool. And while persistentence may not be a virtue either, it's at least associated with the subset that goes toward possessing "character."
This is interesting, but doesn't address the school environment.
I grew up in a community where the emphasis was on every kid who showed ability was to head off to - depending on talents - university or apprenticeship. We lived in a smelter town, and it was being rapidly recognized that the day of the labourer was coming to an end, and a kid needed some training. The labourer's kid was pushed to go on just as much as the executive's kid: Dad was a teacher and I remember the happiness when he heard that a labourer's son got a scholarship (parents were about to re-mortgage the house to give the kid a chance).
Spouse on other hand grew up in an environment where high school graduation was a luxury and the emphasis was on getting out and learning (usually informally) a trade. This was both family and high school. Spouse left high school without the credentials to continue further education but returned to get said credentials and subsequently obtained a tech school diploma. Only after we were married did he head back to university and obtain the degree (First Class to boot) which he needed to have the career he wanted.
Was first in his family on both sides to attain a university degree. Much later, heard from a cousin that one particular aunt took note and said to all her family something to the effect of "if he can do it, our family can". Her family by this time was all heavily married with children, but her grandbrats started hitting the academic circuit.