| Pronouns | She/Her |
| Pronouns | She/Her |
But I guess I can see the conundrum for the educators here. You obviously want to come into new material gently with a curve. And starting with edge-case exercises that undermine the obvious shortcut is somewhat at odds with that priority.
Turns out teaching is hard. Funny that!
My brain always seeks out lower-effort ways of doing things, which means I've always butted my head against math education.
Like I used to get a lot of math homework that took the form of "solve these problems to get the cipher key for this encrypted message and fill in the message"
So I got pretty good at solving *just enough* of the problems that i could figure out the rest of the message (especially when they were substitution ciphers and not one-time pads), and then just backfill the rest of the answers.
It drove my teachers up the wall because I showed my work on the ones i actually solved, but not on the backfill.
Okay, so I'm coming to understand that a large part of my difficulty with Limits in calculus has been that I was getting too far ahead of myself.
My instinct has always been "soooooo we can't just plug the desired limit into the polynomial....but we basically *do* end up basically plugging the desired limit into the polynomial"
But it's a matter of accounting for the edge cases and I've always bristled against being taught math in a way that says "oh there's edge cases that mean the obvious method for solving these simple problems won't always work but we're not going to talk about the edge cases until later so you can't think about the obvious method at all"