Oh how I love the ignorance...

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This is true, but it would not have done me any good as a child because I was not regarded as a student with a disability as I was not diagnosed. A lot of teachers thought I had ADD or something though and wanted my parents to put me on meds(but they refused). Usually I just got accused of being lazy, not trying hard enough ect. and they would leave it at that no one really tried to help me at all.

The autistic way is a radical way of learning. I remember taking a trigonometry (triangle-ometry) class and I took notes. While I took notes I jotted down my inventions of a new mathematics called tetrahedronometry (pyramid-ometry) which was based on my newly acquired knowledge. If I desired I could even have expanded the invention to cover 4 dimensional hyper-pyramids

Autistics are like little professors and drive teachers crazy because they know more than the teacher but struggle doing the work.

After I took the class I was slammed with a D grade because I received no extra credit for my inventions probably because someone already invented before me.

First, I think your description of trigonometry has completely failed to support the idea that you actually studied trigonometry at all. Second, I bust a gut when you said four dimensional hyper-pyramids. I can complain at ci all day but that has got to be the greatest load of lies I have ever heard in my entire life. Why don't you actually learn some trigonometry first and then you will actually prove you are any good at anything.


We are both better and worse. We are in a word transcendant. Anyways enough jokes. Let me bring you down to ground zero: You aren't smarter than any of your teachers (most probably) because I am sure none of them would have made up the lie of four-dimensional hyper-pyramids




That is also because you made up something on the spot for absolutely no reason whatsoever except to fulfill your ego (not even for some strange artistic high, although it must be said there is alot of 'art' in the phrase 4 dimensional hyper-pyramid) with no practical application and decided that the best thing you could do was feel bitter about other people because they're NTs because they suck because they're NTs because they suck (ad infinitum petitio principii and some other fancy, pretentious latin words I want to throw in as well).

How do you know androbot made it up? that is a lot of accusation there......and I see nothing in this thread that calls for it. nor any racism.

Most of my teachers did not have a problem with the concept of abstract mathematics such as 4 dimensional space objects because this became acceptable starting with Einstein. What the teachers found offensive was my interest in this subject before I had shown proficiency in basic algebra skills. Also my teachers found my profession of these subjects very misleading because I gave the impression of possessing a knowledge far beyond my actual capabilities.

kind of reminds me of when my first grade teacher did not like me because I already knew how to read before I started school...so she did not like that I did not want to participate in the simple reading lessons and she did not want to acknowledge it was useless for me since I already knew how to read.

Conjecture on possibility isn't learning. Furthermore you failed to actually say what trigonometry was because of the statements afterwards. :/

But conjecture on possibility is the only way to get the creative process going. If one is always burdened by mathematical proofs all the creative hypothetical ideas would get quashed. Of course true mathematical rigor will eventually require a proof but to dismiss an idea just because it has not yet been proven seems foolish.

Concerning 4 dimensional space objects these would be impossible to prove because they would be impossible to construct. But this is true when you draw a 3 dimensional object on a flat piece of paper.

You know that last paragraph shows alot more insight than you usually show. I understand why you feel trapped by the normal process, but the fact stands that you should have a firm foundation to your learning and going off on a tangent is not good for you because then the firm foundation isn't made. And that is important.

The reason why I took the Trigonometry class was so I could master the fundamental basics. In the class I learned that concerning the edges of a triangle that
A squared + B squared = c squared
So I reasoned that if a right pyramid could be constructed that the second powering of the areas of the faces would be
A squared + B squared + C squared = D squared

Now I am being accused by my math teachers of going off on tangents and failing to pay attention to the task at hand.
The simple fact of the matter is that these math teachers are a bunch of control freaks and it drives them crazy that they cannot control the autistic because our brains are wired differently than neurotypicals. So they dismiss us as being mentally ill and slam us with bad grades

Adding another area doesn't make you smart. :/ There was nothing advanced about what you did. You just added another something squared, but pyramids don't work like that. The reason why you did this is because you think you're superior and with this thought you just decided anything half-baked you do is somehow a sign of intelligence.

So now I am a crackpot ? I tell you educators really have it in for autistics.

Or just weird people in general....they did not know I had AS, but many of them did have an issue with me, and made it rather obvious.

Fortunately most of my educators were quite sane people who didn't hate something they couldn't understand. Even a cursory glance at what happened to other people showed that the most educators had was an exasperation over my actions and that was only sometimes. It was the kids who acted like dicks, and it wasn't because I was autistic: it was because I was different. THe fact is though is that your four-dimensional thing isn't scientific at all. it's a completely flawed premise and it shows that you basically think that going off ona tangent is somehow a sign of 'autistic creativity'.

I bet it wasn't like that for a student going to an ancient Greek school of philosophy where mathematics was taught. Since at that time most of the mathematics had no yet been invented, a brilliant autistic student would have been put on a pedestal even if he was a slow learner..

Concerning the fourth dimension, it is a universally accepted concept for any mathematician that has gone to graduate school. However mathematicians who only posses a bachelors degree balk at the concept of the fourth dimension simply because they have never been taught the concept.

This is silly.

In mathematics, there is no such thing as 'the fourth dimension'. A mathematician can work with as many dimensions as s/he chooses. The idea of more than three dimensions is not a secret that is withheld until graduate school.

In physics, people have grown quite accustomed to thinking of time as a fourth dimension (e.g. as in general relativity) and many physicists are pursuing string theory, in which there are 10 or 11 dimensions.