Last Sunday the daughter and I were talking to Naomi’s stepfather at the party we attended. He used to be a teacher and was excited that she was so interested in science, currently being most interested in being a geologist. He actually sent her home with a hunk of lava rock that I believe he got from Mt. St. Helens, though I could be mixing the origin up with his story of having climbed up the mountain not too long after the eruption.
We talked about how much the kids love math. The oldest will be taking a double track in 9th grade, one of a few students selected by the head of the math department at the high school for that program. The middle school has an advanced math program you can be in for 7th and 8th grade, so you come out of 8th grade having already covered algebra. Two of the kids are doing that and I expect the third will as well, since if anything he tends to make it seem even easier than the other two. When he’s not being lazy. So the oldest will do geometry and algebra II in 9th grade, and go on from there. That one wants to be a math major, and has been learning calculus independently.
The other one cooks and, especially, bakes. On Friday she tempered some chocolate and piped it into pi symbols. So we have a little bowl of tasty chocolate pi symbols, and a few in the shape of 3.14, in the freezer so they can’t melt.
When we were talking about it, I told Naomi’s father I had a “complicated relationship with math.” I love the idea of it and some of the concepts, but I had some mighty bad math teachers over the years and could be lazy at things I couldn’t just breeze through by being more intelligent than average. Or I would simply not lift a finger at anything I objected to doing at the time. The oldest has that last and to some degree the other problem at times. The youngest has the lazy if it’s not easy problem. The middle learned to work and will go far, since she has the brains as well. She was the one who had to learn that because the early days of school were a struggle and she had to have help and training to handle it.
I went through elementary school ranging from good, really good, to hopeless at math. It can take me time, and I tend to need to grok things conceptually. In 3rd grade, we were expected to memorize multiplication tables. Evil! Lousy math teacher plus that, forget it. Now I can… it’s hard to describe… see and feel what the numbers do in multiples. I’d have been helped, perhaps, if someone had pointed out that multiplication is addition and division is subtraction. When the kids were in school, I could see as early as first grade them being prepared for concepts like that, sets, and solving for a missing number when you already know the answer.
I don’t remember much about jr high, except that it reinforced things we’d covered and introduced or continued things to prepare us for algebra. Algebra in 9th grade was hell. Even after I’ve been all the way through college, that teacher is in a small rogue’s gallery of Worst Teachers Ever. The other two that come to mind right away are a 7th grade science teacher who was rumored to like sleeping with the jr high girls (most likely untrue, as these things go, but there was smoke), and a college professor I had for Pascal (Computer Science 101), who mostly taught math. I sometimes rank as horrible a professor I had for Accounting II, Advance Accounting, Business Law II, Federal Taxation, and Auditing, but he wasn’t in their league. For him it was more a weirdness of teaching method, use of teaching college for indoctrination, and philosophical differences.
Then I hit 10th grade, had an amazing Geometry teacher, was one of the top two students in the class, and the teacher tried to get the school to accept the two of us belatedly in to the advanced math program. I had mixed feelings about that and was just as glad the answer was no, since I felt like an imposter. In 11th grade I got sick, which is another story. I missed 48 days of school that year, was not up to braining the way I’d been in 8th, 9th, and even 10th grades, and still did adequately in Algebra II with a teacher who was super nice but just adequate at teaching. She drove me home after school a few times, I forget how I came to need a ride, because she was already going that way.
In 12th grade I was even sicker. With high hopes, I took the Trig and Pre-Calc class that was with the awesome Geometry teacher. I promptly dropped it because I was sure I was an imposter and would never be able to handle the class or the overall workload. Also I expected it to end badly because I was still sick. I missed 78 days of school through March, after which I dropped out with the couple months left before graduation. All I needed for graduating was to pass English, in which as I recall I was running an A, and Gym, which as I recall I had blown off. Plus one year of school they accidentally didn’t schedule me for it and I never said a word, and by then the state had made passing four years of phys ed mandatory to graduate. They needed to support the state college system’s big business of pumping out gym teachers. I might have hung in there if I had both of those and wouldn’t have faced taking summer school for the hated Gym, of all things. I was already not going to get my vocational certificate, since they had strict attendance requirements. I was fed up with school and there was the GED option available. I just had to wait until after my class had formally graduated to be allowed to take it.
When I went to college three years later, I needed to start over. I ended up taking Algebra and then a trig/pre-calc class, which were fine and really good. But I was required to take two semesters of watered down Calculus, plus semesters of Stats and “Quantitative Methods for Management.” That last one, MA318 by course number, allegedly needed the others as prerequisites. It didn’t. Not even close. It was easy. Reasonably so, anyway. What happened to me with Calculus was I’d start taking it, feel overwhelmed, and drop the class without dropping the class, thereby taking an F. Take away classes like those and my GPA would be considerably higher. Eventually I muddled through it, then the second part. I muddled through Statistics, which made far less sense to me than it should have, but I didn’t want to be there or expend any effort. I don’t remember clearly whether I actually took that twice. I took it with my friend Zack’s favorite math professor, who also wrote the book. That sort of added pressure and made it weird, since there was a lot of tension with Zack, my being two years belatedly at the same college, and my making a pest of myself. This was his god among teachers. If I’d been in the right frame of mind, I would also have thought he was awesome. I can see it, objectively.
I was an accounting major, and people always wondered how in the world I could do that and “not like math.” Two different things! You’re using basic math with the numbers recorded and analyzed in accounting. You’re not using Calculus. Statistics is relevant if you’re doing auditing, which was an incredibly boring class I did well in by reading the entire textbook twice. It was probably the biggest teaching fail for the professor I had for five different classes.
I came out the other end hating math studies but loving math concepts. Weird, right?
Meanwhile, the wife got almost all the way through an engineering degree before she dropped out because she wasn’t good enough. She was at the top of the class. There were other things going on, but she has some of the same anxiety about not being good enough that I do. My father wouldn’t have responded to my getting an A- by wondering why I didn’t get a real A, but my family in various ways had some of the same impact. It happens. She loves calculus. Stats maybe not as much, but she knows vastly more about it than I do. Don’t let the English degree fool you. She’s STEM underneath it.
When the two of us got together, we had the theory that intelligent people should have kids, and we did. On some level, our kids are a long term science experiment in genetics. I suppose all kids are, but we were completely conscious of it. In a way it was dangerous, since we are both possibly on the spectrum ourselves, especially me. We could easily have had autistic kids shades of The Geek Syndrome. Instead they are variants between almost normal and a good bit aspie. It can be riding a tiger, having kids who are “smarter than us,” as the wife put it. They also have resources and opportunities we didn’t. We walk around now with the cumulative knowledge of humanity in our hands. I always wanted to own an encyclopedia so I could read all of it, not just the random volumes of cheapo versions that came from incomplete supermarket volume a week specials.
It takes more than genetics, though.
When I would drive around with the kids when they were young, I would entertain them in the car by having them answer math questions, or by talking about concepts. That would go on at home, too, but in the car it was a captive audience and they loved it. I wanted none of them to be intimidated by math the way I was after about first grade. So I taught them the concepts of multiplication and division way ahead of time. I taught them about fractions and decimals. I taught them about things like pi. I taught them square and cubes and roots. I helped them be comfortable adding and subtracting larger numbers. All kinds of things like that, especially stuff that could be explained on a car ride, or thrown out as a challenge on a car ride. They knew about negative numbers long before I did. They knew about imaginary numbers, because that went with learning about roots and negatives.
One of the math teachers thought this was awesome when I told her what I’d done when they were younger. I know we talked about other concepts and ideas. It was kind of science and math the way the Kennedy kids might have gathered around and talked politics over dinner with old Joe. Except there’d also be philosophy, politics, history, and whatever. The math is what stands out and was the thing I pointedly used on car rides with the goal of making the comfortable in mind. I didn’t set out to create a kid who would be eager to major in math, though I am proud. It’s a great major and she’ll be following in distinguished footsteps. It fits with our having raised the kids to become adults, knowing there’s a world out there in which they will need to make a living and support themselves. Nobody ever gave me that foundation. Which is funny, because I was much more free range, and in some ways I was older than them at the same age. In others I was much younger.
So yeah. I had a complicated relationship with math. I wanted theirs to be uncomplicated, whether it was anything they loved or not. The oldest helps teach the advanced math class at the moment, by virtue of being the only one who really understands what they are doing. That’s just amazing.