Originally Posted by master of none
Very bad.


YES, this. We've only seldom had this be an issue once into secondary, but when it is... WHOAHHHHH, is this a doozy. It's particularly bad in STEM.

DD has found ways to work around it using perspective-taking in the social sciences and humanities, and we chalk it up to "she's learning something, even if it's different from what the course intends," but in STEM, it's bad, bad, BAD news.

Haven't had it in math in recent years (not since algebra I), but in biology, it was brutal. I bit my tongue a LOT that year re: the teacher's simply wrong statements and grading practices based upon them.

Schrödinger's cat walks into a bar. And doesn't.