One afternoon, the head of my department caught me in the staff room and posed a musing question.
(He later confessed that he was just curious if he could play puppet-master with this blog. The answer is a resounding yes: I dance like the puppet I am.)
So, do we have ceilings?
The traditional orthodoxy says, “Absolutely yes.” There’s high IQ and low IQ. There are “math people” and “not math people.” Some kids just “get it”; others don’t.
Try asking adults about their math education: They refer to it like some sort of NCAA tournament. Everybody gets eliminated, and it’s only a question of how long you can stay in the game. “I couldn’t handle algebra” signifies a first-round knockout. “I stopped at multivariable calculus” means “Hey, I didn’t win, but I’m proud of making it to the final four.”
But there’s a new orthodoxy among teachers, an accepted wisdom which says, “Absolutely not.” Continue reading