I had a very similar experience, with the very notable exception that I understood what was going on at the time, and chose to think, rather then memorize. I knew that's what others were doing, but I also knew that by understanding the maths, rather than memorizing them, I would be more flexible, and also save brain space for other things. Basically, I chose to use a sort of compression, because a smaller set of instructions could do everything and more than a larger table of values. There wasn't a term for it, but after looking it up just now, chunking is how I did division, and I did the kind of shortcuts he was talking about for multiplication. I still do, actually. Like anything time five is that number times ten (so just move the decimal point one space to the right,) then halved. I've since realized, that's why I loved algebra so much, while everyone else hated it. I had already been doing it. Algebra is essentially just a way to move a math problem around until it makes more sense, or is easier to solve. That's what all those shortcuts were. Plus, I didn't like so much the actual adding, subtracting, multiplying and dividing, and in algebra, most of the time, you don't have to do much of those. You're just figuring out how two variables interact, how they relate. Even when it came time to memorize formulas, I would focus more on understanding what they did, rather then memorize them. Then, when test day came around, I would spend the first minute or two recreating the formula, based on a hazy recollection of what it looked like, and a proper understanding of what it did. Then test it by plugging in some numbers I knew the right answer to, to make sure it was working right, and voila. Then I would still finish miles ahead of everyone else, because they had spent all their elementary years just memorizing numbers, and that didn't really help once you had to think a bit. So I went from being the slowest in times tables, to the fastest in anything beyond that.
THANK YOU! It feels great to have someone else who understands this. I too couldn't get anything that required memory down, because it was never about that for me. But everything that was more 'complex',was a piece of cake. In math class or ICT someone could understandably describe me as having bipolar disorder: periods of euphoria while solving a new problem, depression while doing it a dozen other times. And recently, while coming to terms with it, I've extended this line of _thinking,_ to subjects like SST or economics, _understand_ why it works, and you can ace those too. It's why in seventh grade, without trying once to memorize anything, I'm adept at calculus, why I can solve science questions from 10th grade without ever having heard about anything similar to it. "Why does this do this?" "No, idea. How about [explanation that just popped into my mind from nowhere]?" "Correct." Those who approach me as if I spend all my awoken moments studying bug me. I WILL DO ANYTHING IN MY POWER TO NOT STUDY, and my parents aren't pressuring either so it helps. I don't study. I just stare into the void. Thinking. About anything, philosophy, logic, science, drama, music, IT, engineering, mathematics, or politics. If they looked at their education as not about a set of menial tasks, but a small part of a nearly infinite set of puzzles, they just might become geniuses.
i did basically the opposite of chunking which is i took the divisor and added it to itself a bunch of times until i get the divisor and count the amount of times i added it to itself to get the quotient
@@arhamaneeq3685 I think I might write this whole thread down...My problem is that I am GOOD at memorizing things, so I would do great on math tests until I would hit something that I didn't actually UNDERSTAND and then it would be near impossible. Long division was the nemesis of 5th grade...
I'm going to save this, as the same thing happened. Struggled hard with the quick addition, subtract, etc. (What you called time table) but quickly excelled when we hit algebra and beyond
11:20 so.... im 30 years old, and this is the first time this whole thing has been put into perspective to me.... not from the outside but from the first hand experience, this is an absolute literal word for word description of what my education was like. Its a shame i never had teachers that were willing to think outside the box to help me. I never did get my grade 12 education. but my curiosity well outweighed my inability to learn "like normal" and so I have never stopped learning.
This brought me to tears. it is nearly 100% my own experience with learning and school. but i am thankful as well to a few teachers whom had me tested and found some of my quirks. and thanks to my parents being patient and adaptable enough to enable and challenge my curiosity. and even better being able to understand that i was not a carbon copy of my sibling and what worked for her some years before would not for me.
I had a similar experience at school, my brain not able to memorise but able to find patterns to solve problems. I never had a teacher to help or diagnose anything officially, but as I got older I just knew I learned differently. The biggest thing was when my then 7-year-old daughter asked me to give her a maths question. I made it a little tough for her age but after thirty seconds she gave me the correct answer. When I asked how she worked it out in her head she explained this amazing working out that was akin to a beautifully engineered machine. I was so happy because at that moment I knew how her mind works and have been able to help her, with the help of conversations with her teachers , learn in a way that works for her. And she is now excelling
As someone who was diagnosed with dyslexia and adhd at 42 years of age I found Steve's story somewhat familiar but my school's were never really able to help me. I did find something i love doing in the end and made a decent career of IT but i worry about my son's school and if they will, as Steve says, unlock his potential. Things so far are looking more positive than in days gone by. Thanks for the great talk Steve
Thank you for sharing this. I do have dyslexia to, I was diagnosed first after 10 years of school, and I do really recognise the problem with learning to spell simple works. I remember finally learning my 10 words for the week, then taking a 15 minutes break before doing them another time having only 2/10 correct! I was really touched by this story!
Mr Mould so clearly demonstrates that teachers are generally underrated and underpayed. In a class of 30 students which teacher would have time to sit 1/2 hour lunch time with each one of the students?
Damir thank you for sharing that, I have to say when Steve did this talk at TEDxWhitehaven it really touched people & I know it's made me think about education differently. Steve was on right after Ken Robinson's video about schools killing creativity & the combination of the 2 was very powerful.
Hi Dianne Richardson - she has some work to be handed in at the end of next week - she is a 'mature student' with a husband, two children and a house to run on the side - the children had gone off with Daddy for a couple of hours and I didn't want to take up her precious 'free' time. I confess, I couldn't resist winding her up just a little (it doesn't take much) so I needed to be told how out of date and old fashioned my opinions were - hopefully the argument helped her, at least, let off some steam. She has the link so I hope she'll come back to it.
After viewing this video, I realise my husband is dyslexic! Was. He died 12 years ago aged 68. He was so curious as a child he asked questions constantly. They hired a tutor for him. His years at school and university were spectacular. He was head of this and that society, was deputy head prefect, got the prize for 5 subjects every year, never had a B in his life. Straight A’s through school and university. Ended up as a professor in a university, the ultimate academic!
I'm not quite sure what method my school used for teaching me to do divisions, but I happened to learn long divisions because someone transferred in to my class in the last year who had learned divisions that way. Having it explained in that way I finally realised what I was doing. Just wanting to put this out there: there are people for whom long divisions actually help to explain divisions. Having just looked up chunking, I don't think that method would have worked for me...
I think the point here is more about how teachers should not treat students as computers they program but as learning and understanding beings who can't just shove knowledge up their brains without knowing why and how
Exactly. I understood algebra intuitively, and was at the top of my class. But then calculus was forced at me with no explanation about _why_ it worked. That caused me to lose interest in maths. Calculus finally clicked when practical applications were shown at college. Today, mathematics is still one of my real interests. Without knowing the reasons why a subject is being studied, the student cannot truly engage with it.
My favorite TEDx Talk. I didn't know that we should memorise the times tables either. I also had a lot of methods, so that I could calculate the answer quickly. I still don't know if am I dyslexic, because I was never tested. But I can relate to a lot of things in this talk. Thank Steve :-)
I love using programs to calculate things for me. It's very convenient to just let a program solve vector products and stuff, so I don't have to manually do that myself a million times. :D
Same..thing i dont even take out calculater when i came across some calculations i just open pydroid and code it for myself its very handy and efficient
It is also a great way to _review_ a programming language while at the same time using it for other courses. When I studied my first year in Engineering Physics I would always try to solve a bunch of maths and physics problems from my other courses with MatLab, that was really fun.
Only after 16 years have I started becoming curious about everything- honest matters, fake matters and those wherein we find understanding honest and fake impossible. Before which, I used to believe every honest and fake matter.
11 years I was forces to study German as a 2nd language. I can remember a ton of verb charts, lists of prepositions, etc. I can barely order a Bier in that language. The school system in most countries is pretty bad and any good experiences kids have there are due to a few rare really good teachers who don't get cruched by the machine. I wish it changed, that the children and the awesome adults who dedicate their lives to education didn't have to go through this. Until than, however, it's unschooling for my children.
You're definitely correct about how teaching should be done even though you aren't a teacher yourself. My high school calc teacher said the exact same thing. Given that he just retired, I would say he knows a thing or two about how people should be learning math.
I am not dyslexic, but I have had the exact same past with taking apart radios and vacuums. I definitely hated math too, but then I started seeing patterns in college and fell in love. I'm more of a programmer now, still curious as ever!
Always took things to pieces, and usually put them back together again. Programming is totally alien to me, and it's not for want of trying. It's taken over 40 years so far, and the stuff is still mostly gobbledegook.
There's math to programming efficiently. Not just algorithmic complexity but how you do checks of conditions in if statments affects number of total checks potentially. Plus the markup and margin of the speed of the speed of checking things.
exactly 6 years ago. On July 4, 2016 (on the ROUND 360th anniversary of the announcement of the Declaration of Independence of the United States), MARS unveiled not only its face, but also the famous Balanced Rock in the Murray Buttes area - is it the Banner of Independence or a colonization permit?
Dang 11:22 those are the tricks i came up with when i was a kid...and it was fascinating for me i even came out with the trick that i could add 1-100 in my head in my 5th grade..and i was also horrible at school
7 8s are 56... How can I ever forget that when I had to stand in the class corner and repeat it till the end of the day. And just after the lunch break, which I had to obviously miss, I fainted !! Next, I remember waking up in the sick-bay of the school 😡😢
With times tables I had certain techniques for certain tables which no one could quite understand or found confusing but myself. It’s quite remarkable how we all figure things out differently. I’ve always loved maths :)
Since a child i was really bad at math, but i love science. Up until high school i hate math until there's this teacher who make me into math. Sadly she died a few years after i left school. When i entered junior college my teacher hates me for what im doing. I doing things that were different from other, not a single time i failed math except for 1 time i ripped the paper (my bad) but still the fact that he doesn't let me do things my way annoys me
he kind of mixed up rote memorization of numbers with dyslexia, there. the two are not directly related; dyslexia is specifically about _verbal_ (and phonological) processing. im almost the opposite of dyslexic (i spoke in sentences by the time i was two, was bilingual by the time i was four, always had top grades, etc.), but was always _terrible_ at rote memorization, and have always used the kind of "trick" (in programming we call it memory optimization *cough*) he describes. that may have put me at a slight disadvantage with numbers up to 9x9, but on anything above that i was faster than the other kids. my school didnt really push deliberate memorization, anyway; i guess they figured out if you ever needed to multiply the same numbers over and over, you would eventually memorize them anyway. but he is right that a lot of courses still waste time telling you to memorizing things, often _at the expense_ of understanding them. competent teachers dont do that, though, just like competent survival instructors dont tell you to spend six months learning 50 different ways to start a fire - they just tell you to carry a lighter (or two).
Jim Steinbrecher the concept of dyslexia has probably changed some since it’s first appearance. I do not have any evidence to tell you but that is what seems reasonable.
I didn't memorize that stuff but I still forgot most of my elementary experiences. However, that's probably because I was bullied... I'm glad I don't remember most things.
I'm often astonished to find that most people cannot remember much, and often nothing at all, about what happened to them during their first eight years. I remember vividly many events that happened during my early years, including some quite small details, as well as learning to walk, seeing the Sputnik 1 booster passing overhead when I was less than 2 years old, etc. Mr. Mould seems to have the same abilities. His talk is very thought-provoking, as well as interesting. Thank-you.
I would like to know how the Mould Effect would be in Space on the ISS. Because of the lack of gravity the astronaut should pull the chain. IsnÄt it a nice Idea to have an experiment in space?
Good Testimony, what he was saying is absolutely True i believe so..... And I am the one of the Guy like him. what is says remind my days of struggling. may be Grt msg for teachers
I think for me, it was hard to learn, because my brain kept saying, "Why do that when there's this much easier way that you can even do in your head without writing anything down except the answer?"
I also was a child who liked to take things apart. You know what I learned from that? Things can be easily disassembled and impossible to reassemble. From that, I gained the following wisdom: If it ain't broke, don't (*&^ with it!
Brian, I think what he is saying is since 8 = 2*2*2 and, for example if you want to know 5*8, you double 5 = 10 and double 10 = 20 and double 20 = 40 So in general . . . you: Double the number, double that answer and double THAT answer. Does that help?
i guess it depends on how its explained and whether people realize that they _are_ getting an approximation as they go through the algorithm (they just dont write it down as such).
For me, it was so unintuitive that even with it being taught for at least 2 1/2 years of my schooling, I never really got it, and probably couldn't do it now. That being said, I could, and still can, divide large numbers in my head. I hadn't ever heard of chuncking until now either, but after looking it up, I think it's what I discovered and did as a kid.
Ah yes Steven Stretch what should be a 1 minute anecdote about disassembling a toy robot as a child, into nearly 6 minutes. Fill in that Ted Talk time.
Everyone deserves the teachers that steve had. If they were all that passionate about teaching, we could fix our education problem
What an amazing speech!
That should be on every science book @5:16 : "When you figure out how something works, you unlock its potential "
I love his humor. Great speech, but the crowd is tough.
I had a very similar experience, with the very notable exception that I understood what was going on at the time, and chose to think, rather then memorize. I knew that's what others were doing, but I also knew that by understanding the maths, rather than memorizing them, I would be more flexible, and also save brain space for other things. Basically, I chose to use a sort of compression, because a smaller set of instructions could do everything and more than a larger table of values.
There wasn't a term for it, but after looking it up just now, chunking is how I did division, and I did the kind of shortcuts he was talking about for multiplication. I still do, actually. Like anything time five is that number times ten (so just move the decimal point one space to the right,) then halved.
I've since realized, that's why I loved algebra so much, while everyone else hated it. I had already been doing it. Algebra is essentially just a way to move a math problem around until it makes more sense, or is easier to solve. That's what all those shortcuts were. Plus, I didn't like so much the actual adding, subtracting, multiplying and dividing, and in algebra, most of the time, you don't have to do much of those. You're just figuring out how two variables interact, how they relate.
Even when it came time to memorize formulas, I would focus more on understanding what they did, rather then memorize them. Then, when test day came around, I would spend the first minute or two recreating the formula, based on a hazy recollection of what it looked like, and a proper understanding of what it did. Then test it by plugging in some numbers I knew the right answer to, to make sure it was working right, and voila. Then I would still finish miles ahead of everyone else, because they had spent all their elementary years just memorizing numbers, and that didn't really help once you had to think a bit. So I went from being the slowest in times tables, to the fastest in anything beyond that.
THANK YOU! It feels great to have someone else who understands this. I too couldn't get anything that required memory down, because it was never about that for me. But everything that was more 'complex',was a piece of cake. In math class or ICT someone could understandably describe me as having bipolar disorder: periods of euphoria while solving a new problem, depression while doing it a dozen other times. And recently, while coming to terms with it, I've extended this line of _thinking,_ to subjects like SST or economics, _understand_ why it works, and you can ace those too.
It's why in seventh grade, without trying once to memorize anything, I'm adept at calculus, why I can solve science questions from 10th grade without ever having heard about anything similar to it.
"Why does this do this?"
"No, idea. How about [explanation that just popped into my mind from nowhere]?"
"Correct."
Those who approach me as if I spend all my awoken moments studying bug me. I WILL DO ANYTHING IN MY POWER TO NOT STUDY, and my parents aren't pressuring either so it helps. I don't study. I just stare into the void. Thinking. About anything, philosophy, logic, science, drama, music, IT, engineering, mathematics, or politics. If they looked at their education as not about a set of menial tasks, but a small part of a nearly infinite set of puzzles, they just might become geniuses.
I was like this. I failed out of medical school because I couldn't do the memorisation, among other reasons.
i did basically the opposite of chunking which is i took the divisor and added it to itself a bunch of times until i get the divisor and count the amount of times i added it to itself to get the quotient
@@arhamaneeq3685 I think I might write this whole thread down...My problem is that I am GOOD at memorizing things, so I would do great on math tests until I would hit something that I didn't actually UNDERSTAND and then it would be near impossible. Long division was the nemesis of 5th grade...
I'm going to save this, as the same thing happened. Struggled hard with the quick addition, subtract, etc. (What you called time table) but quickly excelled when we hit algebra and beyond
This speech was one of the best i have ever heard...last sentences u said were really really touching to me
11:20 so.... im 30 years old, and this is the first time this whole thing has been put into perspective to me.... not from the outside but from the first hand experience, this is an absolute literal word for word description of what my education was like. Its a shame i never had teachers that were willing to think outside the box to help me. I never did get my grade 12 education.
but my curiosity well outweighed my inability to learn "like normal" and so I have never stopped learning.
This brought me to tears. it is nearly 100% my own experience with learning and school. but i am thankful as well to a few teachers whom had me tested and found some of my quirks. and thanks to my parents being patient and adaptable enough to enable and challenge my curiosity. and even better being able to understand that i was not a carbon copy of my sibling and what worked for her some years before would not for me.
Same
I was terrible at school it brought tears in my eyes to i was also very very curious and schools destroyed my curiosity
@@anandsuralkar2947 it is same for me
I had a similar experience at school, my brain not able to memorise but able to find patterns to solve problems. I never had a teacher to help or diagnose anything officially, but as I got older I just knew I learned differently. The biggest thing was when my then 7-year-old daughter asked me to give her a maths question. I made it a little tough for her age but after thirty seconds she gave me the correct answer. When I asked how she worked it out in her head she explained this amazing working out that was akin to a beautifully engineered machine. I was so happy because at that moment I knew how her mind works and have been able to help her, with the help of conversations with her teachers , learn in a way that works for her. And she is now excelling
As someone who was diagnosed with dyslexia and adhd at 42 years of age I found Steve's story somewhat familiar but my school's were never really able to help me. I did find something i love doing in the end and made a decent career of IT but i worry about my son's school and if they will, as Steve says, unlock his potential. Things so far are looking more positive than in days gone by. Thanks for the great talk Steve
We need teachers like this so sad yet so beautiful.
Thank you for sharing this. I do have dyslexia to, I was diagnosed first after 10 years of school, and I do really recognise the problem with learning to spell simple works. I remember finally learning my 10 words for the week, then taking a 15 minutes break before doing them another time having only 2/10 correct!
I was really touched by this story!
Dude sorryy for u
Mrs. Elton, Joan
*Rocketmaaaan*
Mr Mould so clearly demonstrates that teachers are generally underrated and underpayed. In a class of 30 students which teacher would have time to sit 1/2 hour lunch time with each one of the students?
Damir thank you for sharing that, I have to say when Steve did this talk at TEDxWhitehaven it really touched people & I know it's made me think about education differently. Steve was on right after Ken Robinson's video about schools killing creativity & the combination of the 2 was very powerful.
Showed this to a daughter (just about to finish her teaching degree) - she was very impressed and lectured me on the subject for an hour afterwards
That's great David Ford has she seen the Ken Robinson one? It's very thought provoking!
Hi Dianne Richardson - she has some work to be handed in at the end of next week - she is a 'mature student' with a husband, two children and a house to run on the side - the children had gone off with Daddy for a couple of hours and I didn't want to take up her precious 'free' time. I confess, I couldn't resist winding her up just a little (it doesn't take much) so I needed to be told how out of date and old fashioned my opinions were - hopefully the argument helped her, at least, let off some steam. She has the link so I hope she'll come back to it.
You must be very proud of her David Ford!
After viewing this video, I realise my husband is dyslexic! Was. He died 12 years ago aged 68. He was so curious as a child he asked questions constantly. They hired a tutor for him. His years at school and university were spectacular. He was head of this and that society, was deputy head prefect, got the prize for 5 subjects every year, never had a B in his life. Straight A’s through school and university. Ended up as a professor in a university, the ultimate academic!
Man .. after becoming a fan of ur vidoes.... I'm watching this... And it's making me cry......... We as ur viewers are thankful to those teachers...🙏
I'm not quite sure what method my school used for teaching me to do divisions, but I happened to learn long divisions because someone transferred in to my class in the last year who had learned divisions that way. Having it explained in that way I finally realised what I was doing. Just wanting to put this out there: there are people for whom long divisions actually help to explain divisions. Having just looked up chunking, I don't think that method would have worked for me...
I think the point here is more about how teachers should not treat students as computers they program but as learning and understanding beings who can't just shove knowledge up their brains without knowing why and how
Exactly. I understood algebra intuitively, and was at the top of my class. But then calculus was forced at me with no explanation about _why_ it worked. That caused me to lose interest in maths. Calculus finally clicked when practical applications were shown at college. Today, mathematics is still one of my real interests. Without knowing the reasons why a subject is being studied, the student cannot truly engage with it.
My favorite TEDx Talk. I didn't know that we should memorise the times tables either. I also had a lot of methods, so that I could calculate the answer quickly. I still don't know if am I dyslexic, because I was never tested. But I can relate to a lot of things in this talk. Thank Steve :-)
I love using programs to calculate things for me.
It's very convenient to just let a program solve vector products and stuff, so I don't have to manually do that myself a million times. :D
Same..thing i dont even take out calculater when i came across some calculations i just open pydroid and code it for myself its very handy and efficient
It is also a great way to _review_ a programming language while at the same time using it for other courses. When I studied my first year in Engineering Physics I would always try to solve a bunch of maths and physics problems from my other courses with MatLab, that was really fun.
Only after 16 years have I started becoming curious about everything- honest matters, fake matters and those wherein we find understanding honest and fake impossible. Before which, I used to believe every honest and fake matter.
11 years I was forces to study German as a 2nd language. I can remember a ton of verb charts, lists of prepositions, etc. I can barely order a Bier in that language.
The school system in most countries is pretty bad and any good experiences kids have there are due to a few rare really good teachers who don't get cruched by the machine. I wish it changed, that the children and the awesome adults who dedicate their lives to education didn't have to go through this.
Until than, however, it's unschooling for my children.
This is something everyone should watch.
Same here. Terrible at math as a kid. But love it now find it beautiful
You're definitely correct about how teaching should be done even though you aren't a teacher yourself. My high school calc teacher said the exact same thing. Given that he just retired, I would say he knows a thing or two about how people should be learning math.
Mould, you're great at what you do and you're making science fun and accessible to everyone.
You sound like you're having a conversation with your loaf of bread.
i didn't even know that chunking was a method before this,, ive always solved using long divisions
I was waiting for him to use that chain to demonstrate the Mould Effect - he missed a trick there.
I love this guy
Bernardo Silva with great words on curiosity
I love that I have a similar to that but for Art and I am Sevely dyslexic
Even he is dyslexic
You almost made me cry
first view and it left me speachless.
Cool
I am not dyslexic, but I have had the exact same past with taking apart radios and vacuums. I definitely hated math too, but then I started seeing patterns in college and fell in love. I'm more of a programmer now, still curious as ever!
Always took things to pieces, and usually put them back together again.
Programming is totally alien to me, and it's not for want of trying. It's taken over 40 years so far, and the stuff is still mostly gobbledegook.
There's math to programming efficiently. Not just algorithmic complexity but how you do checks of conditions in if statments affects number of total checks potentially. Plus the markup and margin of the speed of the speed of checking things.
Amazing story! Well done Steve!!!!
This was so amazing.
Thanks a lot Steve..
Super super super awesome!!! Thanks!!
Tough crowd but I couldn't help but laugh when he said "I felt thicc".
incredible words!
exactly 6 years ago. On July 4, 2016 (on the ROUND 360th anniversary of the announcement of the Declaration of Independence of the United States), MARS unveiled not only its face, but also the famous Balanced Rock in the Murray Buttes area - is it the Banner of Independence or a colonization permit?
thicc
CrimsonEclipse5 that's all I was thinking!
Just wanted to write that comment than I saw this...
I was thinking this too! Hahaha
Dang 11:22 those are the tricks i came up with when i was a kid...and it was fascinating for me i even came out with the trick that i could add 1-100 in my head in my 5th grade..and i was also horrible at school
Few things are impossible to diligence and skill.
7 8s are 56... How can I ever forget that when I had to stand in the class corner and repeat it till the end of the day.
And just after the lunch break, which I had to obviously miss, I fainted !! Next, I remember waking up in the sick-bay of the school 😡😢
You just made me realized that the numbers in 8x7=56 are 5678.
THIS IS JUST AMAZING tbh story of my life
8:50 Maybe his brain was Mouldy.
OR... GOD threw away the mould after making him ???
I wonder whats about that finger man in top left corner showed to that lady at 17:20 :D
im dyslexic... I teared a little
With times tables I had certain techniques for certain tables which no one could quite understand or found confusing but myself. It’s quite remarkable how we all figure things out differently. I’ve always loved maths :)
Same here. It took minutes to figure out those really boring multiplication tables, but stopping at 12 seemed ridiculous.
If you know the squares you can find the rest of the table basically.
Since a child i was really bad at math, but i love science. Up until high school i hate math until there's this teacher who make me into math. Sadly she died a few years after i left school. When i entered junior college my teacher hates me for what im doing. I doing things that were different from other, not a single time i failed math except for 1 time i ripped the paper (my bad) but still the fact that he doesn't let me do things my way annoys me
By the end the audience is thinking "This guy wants a computer to take muh jub."
sooo you managed to do an interview at newcastle and whitehaven. whats next? newhaven and white castle???
he kind of mixed up rote memorization of numbers with dyslexia, there. the two are not directly related; dyslexia is specifically about _verbal_ (and phonological) processing.
im almost the opposite of dyslexic (i spoke in sentences by the time i was two, was bilingual by the time i was four, always had top grades, etc.), but was always _terrible_ at rote memorization, and have always used the kind of "trick" (in programming we call it memory optimization *cough*) he describes. that may have put me at a slight disadvantage with numbers up to 9x9, but on anything above that i was faster than the other kids.
my school didnt really push deliberate memorization, anyway; i guess they figured out if you ever needed to multiply the same numbers over and over, you would eventually memorize them anyway.
but he is right that a lot of courses still waste time telling you to memorizing things, often _at the expense_ of understanding them. competent teachers dont do that, though, just like competent survival instructors dont tell you to spend six months learning 50 different ways to start a fire - they just tell you to carry a lighter (or two).
Jim Steinbrecher the concept of dyslexia has probably changed some since it’s first appearance. I do not have any evidence to tell you but that is what seems reasonable.
Fabulous!!!
How can you remember what happened in school that young? I forgot everything
thats because you've wasted your time to memorise the timetable.
I didn't memorize that stuff but I still forgot most of my elementary experiences. However, that's probably because I was bullied... I'm glad I don't remember most things.
I'm often astonished to find that most people cannot remember much, and often nothing at all, about what happened to them during their first eight years. I remember vividly many events that happened during my early years, including some quite small details, as well as learning to walk, seeing the Sputnik 1 booster passing overhead when I was less than 2 years old, etc. Mr. Mould seems to have the same abilities. His talk is very thought-provoking, as well as interesting. Thank-you.
@@RWBHere| Infantile amnesia normally sets in at the age of 7.
Great speech, the story of my life! ( I was disassembling my brother's toys)
jajaja, im still curious about how things work, sometimes i find myself breaking things
tough crowd
Beautiful story Steve thanks for sharing :)
3w3e2 ed zjkkoo900
Interesting approach. Perhaps it might have helped me?
Such an inspiring and heartfelt lesson
I still need to use long division in calculus to divide long polynomials.
Great video! Really inspiring
I would like to know how the Mould Effect would be in Space on the ISS. Because of the lack of gravity the astronaut should pull the chain. IsnÄt it a nice Idea to have an experiment in space?
Good Testimony, what he was saying is absolutely True i believe so.....
And I am the one of the Guy like him.
what is says remind my days of struggling. may be Grt msg for teachers
Is this the guy who has an effect named after?
Makes me wonder if I had dyslexia too.
"I felt thiccc"
That's exactly how I did times tables.
00:28 hehey hahahahaha in the background
It's obvious many in the audience are long division fans...
But it's not that hard to figure out why long division works…
I think for me, it was hard to learn, because my brain kept saying, "Why do that when there's this much easier way that you can even do in your head without writing anything down except the answer?"
Sounds like how my mind works 😁
I also was a child who liked to take things apart. You know what I learned from that? Things can be easily disassembled and impossible to reassemble. From that, I gained the following wisdom: If it ain't broke, don't (*&^ with it!
Thanks
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Thanks.
Just thanks.
to multiply by 8, double it three times?...
Brian, I think what he is saying is since 8 = 2*2*2 and, for example if you want to know 5*8,
you double 5 = 10
and double 10 = 20
and double 20 = 40
So in general . . . you:
Double the number, double that answer and double THAT answer.
Does that help?
Wait, long division isn't intuitive?
Quite. Of course it is. It's only repetitive subtraction, after all. Never even heard of chunking until today.
i guess it depends on how its explained and whether people realize that they _are_ getting an approximation as they go through the algorithm (they just dont write it down as such).
For me, it was so unintuitive that even with it being taught for at least 2 1/2 years of my schooling, I never really got it, and probably couldn't do it now. That being said, I could, and still can, divide large numbers in my head. I hadn't ever heard of chuncking until now either, but after looking it up, I think it's what I discovered and did as a kid.
what a dead audience?... not even a smile..
Ah yes Steven
Stretch what should be a 1 minute anecdote about disassembling a toy robot as a child, into nearly 6 minutes. Fill in that Ted Talk time.
8 minutes in and so far just lots of nonsense stories and no real content about curiousity..