Those years, she was unable to work on multiplication and division without dissolving into tears and often tantrums, for fear of the learning block she would be up against. I went closer to listen and felt my heart drop as she tossed and turned, repeating, "But I AM trying my hardest. I grilled my friends who were teachers about what wasn't working, or about what might work, to the point where they finally grew visibly tired at the mention of her name.Thinking maybe she'd respond better to some one-on-one with someone other than Mom, we sought out the help of tutors.But I also worried about the nine-plus more years of school she was to endure.
"Math is just not her thing," her fourth-grade teacher offered the following year. I have a small brain." I spent many hours and dollars at the teacher supply stores in my area as I tried to figure out how I could best help.
We don't make a big deal of her processing problem.
(We have also come to realize that this processing problem doesn't only affect math; it can also hinder other areas in school, such as memorization.
She is a wonderful artist and writer, and she is a warm, kind child. But she is learning that we all have things we need to work on, and she is happy, confident, and realistic about her abilities, both strengths and weaknesses.
I've taken a closer look at my own strengths and weaknesses, and I point these things out to my daughter.