Chief Quant, Director of Analytics at Math Academy. Posts about learning, upskilling, math education, Math Academy, and more generally, stages 2-3 of Bloom's talent development process in hierarchical skill domains.
New on JustinMath.com - The Most Gifted Student I Ever Met Still Needed To Be Pushed; Incentives; The Only Reliable Path to Wealth
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Hey! You're receiving this email because you requested to be notified about new posts at JustinMath.com. Here are 3 new posts: The Most Mathematically Gifted Student I Ever Worked With Still Needed To Be Pushed to Learn Calculus
~200 words • Even when you’re doing what you love, there will be grindy phases. But kids typically don’t understand this. It’s often up to parents, who can see the long game, to push their kids through the difficult parts in paths that they find rewarding.
Incentives Don’t Have To Be Big To Be Effective ~250 words • Find the thing the kid would rather be doing, and use it to motivate them to do what they’re supposed to be doing.
The Only Reliable Path To Wealth
~200 words And a new podcast: Learning Debt and Skill Insolvency - Math Academy Podcast #6, Part 3
What we covered:
– The dangers of accumulating learning debt: the gap between what you can do and what you need to be able to do.
– If you miss building up your foundational skills in school or sports, you can get by for a while. You develop some compensatory strategies, like favoring your forehand over your backhand, or using ChatGPT to write all your school essays.
– But learning debt is like any other kind of debt: it accrues interest and eventually comes due. Over time, the workarounds become more complex. The cognitive load increases. You start avoiding situations that expose the gap, and this is where you hit your ceiling. You can’t pursue an engineering degree if you can’t do algebra. You can’t be competitive in tennis if you can’t hit with your backhand.
– Learning debt often begins because of a lack of oversight by adults. Parents, teachers, and even coaches sometimes think they’re being nice not telling you that you need to work on your weaker side, or you need to stop using a calculator on your math problems. It feels like nagging, and it can create conflict between adults and learners. So they let it slide.
– But this failure to hold the line early on inhibits students’ future potential. And when it occurs across many students across many schools, it degrades the whole educational system – leading to the current situation in which many students are totally unprepared for the rigors of college.
0:00 - Introduction
2:04 - Course phases: instruction, final review, final exam, remediation if needed
5:25 - Generating full-length SAT exams for our prep course
6:53 - Loosening up the gravity throttle for high-performing students
14:59 - Aptitude is measured by accuracy rate
18:07 - Accuracy correlates first with aptitude, second with conscientiousness
21:35 - Assessment vs. non-assessment accuracies
23:43 - Propagating accuracy through the knowledge graph
24:27 - Hidden skill gaps force bad compensations
25:27 - Sports make skill deficits and bad compensations obvious
33:38 - The Math Academy system holds you accountable for every skill
34:18 - Completing the square: a common skill deficit with temporary workarounds
36:15 - Reliance on Desmos undermines students’ ability to graph functions
37:38 - You need to know your multiplication facts for factoring
38:13 - Foundational deficits are usually caused by lack of adult oversight
38:52 - Shoring up foundations is effortful but has huge ROI
40:40 - Filling in missing foundations makes kids so much more confident
41:12 - Missing foundations stall learning and drive cheating
42:12 - Faking competence backfires downstream
45:33 - The truth hurts but is the kindest thing in the long run
46:26 - Learning debt eventually comes due, with students paying the biggest price
47:12 - Kicking the can down the road in education
49:46 - The cost of a broken education system
Best, |
Justin Skycak
Chief Quant, Director of Analytics at Math Academy. Posts about learning, upskilling, math education, Math Academy, and more generally, stages 2-3 of Bloom's talent development process in hierarchical skill domains.
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