Ditto! I really do need to keep developing a strategy to counter some of this gender-linked treatment of differently-skilled advanced learners. I'm fortunate that our teachers have really been well-meaning so far. I can't imagine any of them talking about handwriting as a math challenge. They might not always *see* the need for challenge, or recognize that the *student* would prefer more challenge vs. being at the top of the class, or recognize that whether she prefers it or not she *needs* more challenge for her educational development and mental health! But when it's brought up, teachers have always worked with me in some way. I think that if I get the chance for a quick conversation on portfolio night, I will ask DD's teacher to be on the lookout for new solutions for her.
DS is already feeling a little better about math now that we have this agreement in place, so we'll see how this week goes for him. We listened to an audiobook presentation of quantum mechanics yesterday, and I think it stoked his already-fierce desire to get to the meaty math that will let him understand advanced physics equations. I'd kind of like to make the flipped classroom thing work.
