Oh, I understand the difference between basic levels of algebra and advanced algebra. At the early levels, I inherently grasped concepts that made sense, and translated them into a "physical" structure without a second thought.
I was even on the math team, and I carried the highest grade in my advanced class (108%). My 7th grade teacher picked me as her student for the "mentor/mentee" program, and she furthered cultivated my interest in primate psychology, moving me from Francine Patterson to Jane Goodall.
But somewhere in high school, it all fell apart. I carried very low math scores, although on math team tasks, I would occasionally perform very well beyond explanation. And although in AP Calculus I carried a D average, I somehow got a 4 on the AP exam.
All this has convinced me that it is a linguistic problem. In math, I ALWAYS had the "show your work" fight, for I could not, although I could arrive at the right answer. And yet, in order to speed the relevant work in science classes, I need to be able to translate those procedures I never grasped.
I recently returned to math classes at a new community college that would not accept my AP credits, and they started me in Algebra. I sat in the back and drew my floor plans, and I felt completely lost, yet somehow I carried the high grade in class. I don't know ANY of that Algebra II level work. I don't know how I manage. Perhaps if I had failed instead of excelled, someone could have caught it?
I feel as though when I succeed at math, I am speaking in tongues . . . I am so often nearly illiterate in advanced maths, but it pours fluently from me?
There are no specialists at my current school.