Math

Mathematics is a system of quantifying time and space. As language allows the transfer of imagery of events from one mind to the next, mathematics allows for quantifiable description of images of objects in space and time. So math is dependent on the individual’s ability to image objects in space and time. Plane geometry is the measure of space in two dimensions (circles, squares, triangles, etc.). Euclidian geometry is the measure of space in three dimensions (spheres, cubes, pyramids, etc.). Algebra is a measurement system that allows the fourth dimension of time to be described as objects move through space over time.

Imagery is the thinking tool that humans use to remember past events and to predict future events, and math allows for the quantification of those images which makes predictive imagery more accurate. In order to master mathematics, and individual must be able to use visual thinking and produce good imagery. When an individual experiences delays in visual motor and visual thinking development , they are unable to understand math’s relationship to space and time.

These delays also cause deflected thinking patterns when learning arithmetic and cause math facts to be learned in a deflected non-visual way. Typically, these individuals compute the answers by counting on their fingers or verbalizing in sequence. It’s common for them to get the right answers if they are given enough time, but they fail on timed tests. The following diagram illustrates this deflected pattern.

Many individuals who struggle with math compute or count up the basic math facts. This manner of computation is often supported in schools and learning centers using such strategies as "touch-point math". A much more efficient method of processing and remembering these math facts is to use visual memory, and individuals that are good at math remember "the look" of the equations. This deflection occurs when the task of learning math is introduced before the individual is visually competent enough to perform it accurately.