But I also show an ability to think and learn deeply and score very well on symbolic and verbal intelligence, I also connect the dots very well and show a lot of skip thinking behavior. I call my brain a high torque, low RPM engine.
Also you might not like anything that is 'competitive', so your brain shuts down in avoidance / disinterest. Or you might think deeply about everything, so it always takes you a while at first, but once you grasp it you grasp it at a deep level unlike others.
I am in my late 40s. Modern videogames are a great deal easier than games I played as a child. I tried playing a few games from my mispent youth recently, and was absolutely amazed at just how much harder they were.
FWIW, I also play music, mostly guitar.
Gifted education is intended to address the needs of the students beyond what can be provided in a standard classroom. That's not just more worksheets or harder textbooks; it should also cover students who are able to coast through the advanced classes and make sure they know that they, like every other human, won't have everything easy. A lot of school programs have missed the mark and a lot will, but education is a process of improvement. Many of the teachers today are doing better for the kids because of the lessons learned from our teachers.
Special education (including gifted education) isn't legally mandated in schools to make the students prove they're eligible for the label. If you got value out of the program, it was meant for you.
They'll be treated like geniuses too. I used to get treated like one because of my incredible ability to plug numbers into formulas and write down the answers that came out in a piece of paper. I simply did not understand how people could possibly have any problem with it. I found it so dull I ended up in a computers course where I learned to automate that kind of human computer nonsense away forever.
They treated me like a genius for working out some basic math, and the truth is I suck at math. I actually like math, but I suck at it. I used to get away with never needing to do homework as a kid. As a result I never developed the discipline necessary to hone math skills. Now I want to learn something interesting like queueing theory but I barely understand the papers and articles because I'm missing numerous prerequisites.
The question then is how did you develop the ability.
So maybe you are very smart with symbols, but less so with intuitive understanding? There is nothing wrong with that, makes it easier to decide what to work on, focus on your strengths and let others cover for your weaknesses.
So when I was in the gifted program, they got real concerned about how I didn't know my times tables and was super slow at a few of them. This was the 1970s, and before I knew binary, so 7s and 8s caused me issues. So I'd figure out 8x8 by going from 6x6=36 (real easy to memorize) and then adding +6+6 to mentally fill out the 8x6 block and then adding +8+8 to fill it out to a 8x8 block (I'm visual/geometrical).
I was the first kid in school to pass the AHSME to get invited to take the AIME though. Being before the internet, and being stuck on an island in Alaska, didn't get me enough exposure to higher math through my own self-direction to get anywhere on the AIME. If you don't live anywhere near a University library and/or don't know you can use it, that'll set you behind (at least back then, these days there's YouTube and sci-hub and friends).
I still think I would have hit a wall anyway with Math, even with perfect exposure, because I'm visual and higher Math seems to require being very good with symbols and memory as well.
I suspect lots of people still underestimate me because my memory is ass, and we associate memory with intelligence so much (e.g. Jeopardy).
But some random facts were easy to memorize, for example that the chessboard has 64 fields. I had problems with 6×9 and 7×8 though, always confused about which one was 54 and which one was 56.
And I don’t have a good memory either.
Similarly 8x7 I can't tell you but 7x8=56 in my brain feels like a little "rhyme" I just need to repeat and I have the answer.
That's also how I remember (somewhat) arbitrary passwords. If it "flows" well almost like a rhyme and can be typed fluently I'll remember. Actual arbitrary ones don't work as well.
And then I just remembered that 7x8 is "that other difficult number", because by that time I already remembered that 54 and 56 are the two most difficult numbers in the multiplication table. :)
Btw, same here, 9x6 and 7x8 feels much more natural than the other way round.
- You want to compare two products: in this case 6x9 and 7x8.
- And in each product, if you add the two numbers together, you get the same result. In this case, 6+9 = 7+8.
Then the product will be larger for the pair of numbers that are closer together. So 7x8 > 6x9. That might help you remember which is 56 and which is 54.
You typically see this in a word problem where you are given a fixed amount of fence and you have to enclose the largest rectangular area. The answer is to use a square area (two sides being equal). If the problem has constraints that prevent the sides from being equal, then you pick the length and width to be as close to each other as possible.
In case you want to transfer the geometric intuition to an algebraic proof: If the sum of the two side lengths is 2m, then the two side lengths can be written as (m+n) and (m-n) for some positive n. If you multiply the two, you get (m+n)(m-n) = m²-n². To maximize the product, you need n to be as close to 0 as possible - i.e. for both sides to be as close to each other as possible.