There is very little in the way of assignments that require what Thurston called reaching into yourself for ideas. IMO, this problem affects science education as well (and maybe other areas).
This and the linked article by Thurston was the reminder I needed to reign myself in a little bit. I forget that DD isn't even three yet and she doesn't need to be doing school math even if she wants to. We should be focusing on nurturing her creativity, imagination, intuitive understanding of numbers, and problem-solving skills.
Another problem is that precocious students get the idea that the reward is in being ‘ahead’ of others in the same age group, rather than in the quality of learning and thinking. With a lifetime to learn, this is a shortsighted attitude. By the time they are 25 or 30, they are judged not by precociousness but on the quality of work. It is often a big letdown to precocious students when others who are talented but not so precocious catch up, and they become one among many.
I think it's fair enough to point out that some precocious students do just fine once they reach adulthood and are no longer a "child prodigy" but I can also see the challenge of having to live up to that identify and overcoming/transforming it.
