I was in fourth grade at the time, not a university. And it was a math test, not a phys-ed test. At no point did anyone in school ever sit me down and teach me what a "single" or a "double" was in baseball. And phys-ed classes never had quizzes or lists of sports terms to memorize, they just told me to get out there in the outfield and wait until it was time to come back in.

My point is to give but one concrete example of some trivial cultural knowledge that was actually required in a real mathematical test, which some people (like you, for example) assume everyone knows the answer to, but that other people (like 9-year-old me, for example) don't, which could cause someone to fail to understand a mathematical question which they were otherwise capable of answering.

I learned a lot about software development from my Gesture Drawing and Rock Carving classes at university (they complemented each other: one was additive, the other subtractive). Gesture Drawing taught me to get something bold and energetic down immediately that captures the overall flow, then iterate quickly and fluidly to incrementally refine it. Rock carving taught me to imagine something hidden deep inside that's solid and tangible, and keep chipping away at it with little nicks and scratches over a long period of time, until it finally reveals itself and becomes smoothly polished.

(And the comment about "scrum" was a joke. Can you imagine a team of rugby players standing up together in front of a dry-erase board before a game, sticking post-it-notes with user stories about tackling and passing scribbled onto them? Isn't that how it works?)