I agree with many of these ideas. Much of the "I can't do math" sentiment is largely the product of Howard Gardner's nonsense about multiple intelligences. It removes all responsibility from the learner to engage in subjects that do not come as easily. "I have interpersonal and naturalist intelligence; I'm not capable of engaging in the quantitative." The fact is we have capacities in all of these supposed intelligences, it's just our willingness to find new and creative ways approaching those areas that do not register in our brains as readily.

As a math major who often feels over his head in many subjects, I have found that the slower you go through each concept, the better my understanding ultimately is.

The other point I want to make is that this is precisely the what inspired me to pursue teaching math through compsci. Compsci is ultimately the process of breaking every process into its most basic fundamentals. Moreover, I think translating Jump's ideas into a math-compsci framework would allow for greater scaleability

sounds interesting