Right, and there’s the issue of whose fault the difficulty is. Sure, the student might not really be trying. But also, the teacher may not be explaining in a way that speaks to the learner’s natural fluency. A method that works for the geeky types won’t work work for more neurotypical types.
For my part, I never have trouble explaining high school math to those who haven’t completed it, even if they’re told that trig, calculus, etc. is hard. It’s because I first focus on finding out where exactly their knowledge deficit is and why the subject matter is useful. Of course, teachers don’t have the luxury of one-on-one instruction, but yes, how you present the material matters greatly.
Right, and there’s the issue of whose fault the difficulty is. Sure, the student might not really be trying. But also, the teacher may not be explaining in a way that speaks to the learner’s natural fluency. A method that works for the geeky types won’t work work for more neurotypical types.
For my part, I never have trouble explaining high school math to those who haven’t completed it, even if they’re told that trig, calculus, etc. is hard. It’s because I first focus on finding out where exactly their knowledge deficit is and why the subject matter is useful. Of course, teachers don’t have the luxury of one-on-one instruction, but yes, how you present the material matters greatly.