Thanks, this is somewhat helpful and see what you're saying. I'm still not sure if he had a good grasp on 1st grade concepts and needed no practice since he wasn't adding or subtracting before entering the gifted school.
I completely agree with you on the lack of motivation, boredom, diminishing return with extra math, and mastering with computation. Yes. I completely agree with math not falling off in ability or understanding and need more appropriate work. Dr. Silverman makes the point that vsl learners see in patterns more and in terms of relationships so it would seem that once you've got the pattern or relationship mastered there's no fun or something new to learn.
We're on the waitlist to see Dr. Lovecky in the spring and math is one of the topics I have questions on. It's been a bugbear of mine.
http://www.gifteddevelopment.com/ - is Dr. Silverman's website and she's got links on it
Dr. Linda Silverman, Upside-Down Brilliance: The Visual-Spatial Learner.
I think parents can be excellent identifiers if they know their family's history and if a family had scored eg/pg on IQ tests but this kind of information isn't always circulated within families and parents can be blind to brilliance.
