If you ever get to test this out on people with dyscalculia but who have much higher verbal than non-verbal intelligence, I want to hear about it.
I also want to test this out more in the other direction of people with higher math skills and lower language skills, like my son.
I sense that there wasn't always such a divide in math and language and art and other skills in the 1800, and a more natural use of them. Or at least an attempt at a more natural combining and use. Some of the books I read give me a glimpse into a less artificial and isolated approach to every subject.
Nature study, geography, and art were also SO integrated into every other subject including math.
Many of the "new" educational ideas are not new. They just are more complicated, expensive, and less effective ways of doing what was done in the 1700 and 1800s. Books were smaller, and teachers knew how to teach and teach and teach from those small volumes. Children narrated, wrote, dramatized, memorized, went outside, and did art about everything. Not just busywork, but sensible assignments that grounded them into their world and made them useful within it.
We cannot just blindly adopt the old ways for all children. The average child did not complete the abastract and isolated knowledge that many people value today. I disagree that rushing into the abstract and isolated is best for all children, but I respect those who choose that route, and know it is needed and pleasurable for some. There is no one size fits all education in our complicated world.
But this is a subject that fascinates me, and that I see as a teaching tool, and knowing the pros and cons, intend to us in MY tutoring in the future as a default. Each student gets an individualized plan, but more and more I'm settling into defaults, getting good at those defaults, and mostly offering what I'm good at, and finding other tutors to send students to that are not appropriate for my defaults.
I started these studies with a little 5th grader who was barely verbal but fully ready for high school level math, way back in the 1990s, and even a little before that when we started a bit of afterschooling. It is a part of ME at this point, and I don't know how to teach any other way.
Watching my exH argue with a business partner over math, knowing that the completion of that project was needed to put food on our table, set the stage for decades of study on combining language arts with math. The math they were arguing about wasn't advanced. The partner didn't fully understand the foundation of our number system despite knowing a LOT of advanced math, didn't know that exH had created and incorrectly borrowed symbols from the standard notation, and they both were unable to communicate about it all. And throw in lots of testosterone and worries about finances, and it was pretty heated.
I stood to the side, as so many homeschooling parents do, and plotted how to make things better for my kid and to break the cycle. It is typical for us to get tunnel visioned on preventing what is going wrong in our own lives.