Dreaming in Color Could Hurt Your Understanding in Math

In a recent interview with Art Professor Jalaliyyih Quinn of Global Village Academy, (Aurora, Colorado), we came to the subject of “Dreaming in Color vs. Dreaming in Black and White.”

As a Success Coach, I am always studying the art of how we learn, and why some people are able to see what other can not. Think about it, how would you describe your dreams? Are they color pictures or black and white images?

Professor Quinn stated that in dreams, as in reality, the presence of color plays an important role in determining how events are experienced. How we dream plays a role in determining how easily we can learn math skills.

Those dreaming in color sometimes have more difficulties in math. Based on her own experience at overcoming this, Professor Quinn stated that because she sees color in everything (including her dreams), when she reads, the words come to life. However, when she was in math class, she describes her experience as seeing the numbers, but they seem to jump around – making learning math difficult. With practice, staying focused on math can be achieved.

The larger issue is that most people are not aware of why they may be having this problem with math and numbers and do not know how to articulate what they are seeing, especially young students. Professor Quinn is always on the lookout for students who may be having this issue. This phenomenon is called dyscalculia. It's the math version of dyslexia.

Here are some characteristics of dyscalculia found at http://www.dyscalculia.org .

Positives of having dyscalculia may include: Normal or accelerated language acquisition: verbal, reading, writing. Poetic ability. Good visual memory for the printed word. Good in the areas of science (until a level requiring high math skills is reached), geometry (figures with logic not formulas), and creative arts.

Difficulties include:

1. Difficulties with the abstract concepts of time and direction. Inability to recall schedules, and sequences of past or future events. Unable to keep track of time. May be chronically late.

2. Mistaken recollection of names. Poor name / face retrieval. Substitute names beginning with same letter.

3. Inconsistent results in addition, subtraction, multiplication and division. Poor mental math ability. Poor with money and credit. Can not do financial planning or budgeting. Checkbooks not balanced. Short term, not long term financial thinking. Fails to see big financial picture. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc

4. When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.

5. Inability to forgive and remember math concepts, rules, formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long term memory (retention & retrieval) of concept mastery- may be able to perform math operations one day, but draw a blank the next! May be able to do book work but fails all tests and quizzes.

6. May be unable to comprehend or “picture” mechanical processes. Lack “big picture / whole picture” thinking. Poor ability to “visualize or picture” the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.

7. Poor memory for the “layout” of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded.

8. May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, etc.

9. May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like aerobic, dance, and exercise classes. Difficulty remembering dance step sequences, rules for playing sports.

10. Difficulty keeping score during games, or difficult remembering how to keep score in games, like bowling, etc. Often looses track of who turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.

With the understanding of dyscalculia and the confidence of knowing it can be overcome, Professor Quinn helps recognize the children that may fit this category and conquer these problems and win.

Source by Michael Frazier

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