Can progressives be convinced that genetics matters?

I do have an anecdotal conter-example to your theory.

In my country, highschool last three years. The first year, i was living in the dorms with some of my classmates. One, let's call him M, was fairly dissipated and, while everyone would rather play and discuss than study, and had shitty grades in everything but biology. Math was his weakest, with grade ranging from E- to D+ (i try to convert grades here, my grades wer in the A range and the average was B-), and English/spanish were not a lot better.

At the time, at the end of the first year, we had to choose specialities and which kind of diploma we could do. the "general" kind, with to specialities, economics/humanities or science, or the "technological" one, with three (electric, mechanic, civil). He realized at the end of the year that the only thing he wanted to do was biology, but as this subject was only available in the science speciality, he was fucked. Impossible to get to the "general"branch with his grade. He struck a deal with the school administration: 4 hour a week added to his curriculum, one hour every night after eating and before going in our dorms to make sure he worked. The year, in math, did not start well. He had a F/F- as his first grade (the average was D+, top of the class was B), but our professor was exceptionnal. we had 3 math illiterate in our class, and while the notation was pretty harsh on them, he took time to help everyone understand with interesting examples, stories and exercises. He even took hours of his own time for supplementary lessons. Our class relation was special too, we were only 20, and spent a lot of time together, even after college. Last time i talked to M he was doing a Master in marine biology, and aimed for a doctorate

End of the 3rd year, we have to get the national test. Our class ended up with an average grade of A-, M had a B+ and wasn't the lowest scorer in math (of our class). Miles ahead of the nationnal average (C+/B- that year). It was a public technological highscool in a rural area. The other close HS was one dedicated to farming. Culturally, we did not start at an advantage compared to the average kid of our country, i'd say we were at a disadvantage. But great teachers and small, but close class can help you emancipate from some of your determinations.

There’s no onus on either of us to do anything. We are just strangers posting on the internet without pay or other compensation. Your experience and knowledge about teaching help me to decide the merits of your beliefs. It appears from my perspective that you know quite little about what you are posting. I know slightly more by having a lot of anecdotal evidence but this certainly doesn’t imply that I’m more likely to be right.

As stated in my original comment I’m quite liberal. In education we talk a lot about social conditions and their effects on education. It’s why teachers’ unions strongly support universal healthcare, school lunch programs, etc.

After 20 years on the job I’ve come to the conclusion that some can’t learn it. This isn’t controversial in some sense since we know retarded people can’t learn algebra. So what level of capability is necessary to learn it? I don’t know but I suspect it’s well above being mentally retarded.

I could be completely wrong but given your lack of experience in the topic my experience ought to at least make you pause a bit. In another comment you wrote about me:

… you're more likely ignoring the real-life circumstances your students find themselves in, and your colleagues are not.

Talk about making an assertion with no evidence! At least I waited 20 years before stating my absurd assertion.

> Do I need experience teaching calculus in order to suggest that it's got more to do with environment and situation than it does intellectual capability?

To suggest it? No. To be taken seriously though?

To take a step back for a moment, what is it you think I'm saying that's so objectionable?

Here's some food for thought on "further study":

* What percentage of your students hate math?

* How do you differentiate between someone who doesn't get it because it's beyond their mental skill level versus someone who doesn't get it because they'd rather be doing literally anything else?

* When you say "mentally disabled", what exactly does that mean in the context of a spectrum of ability levels across the species?

* There are a lot of reasons people might fail your class. What are they? What's the percentage breakdown?

* What are the dangers of thinking that not all people can learn math? What are the dangers of not thinking that?