Students not used to prolonged thinking on a single problem start off well. However, soon they find motivation and inspiration leaving them, and they start dreading working on the problem as failure would lead them to question something they (by now) crucially identify with: “smartness”. Procrastination kicks in, and soon the student is busy in a diverse set of academic (but non-research!) activities to hide the reality of not working, like writing complicated scripts to automate their soon-to-be-coming publication phase, optimizing their daily vitamin B12 intake, getting heavily involved with political and religious movements and so on.
So not only are most kids utterly confused by this pedantry— nothing is more mystifying than a proof of the obvious— but even those few whose intuition remains intact must then retranslate their excellent, beautiful ideas back into this absurd hieroglyphic framework in order for their teacher to call it “correct.” The teacher then flatters himself that he is somehow sharpening his students’ minds. Mathematics is not about erecting barriers between ourselves and our intuition, and making simple things complicated. No mathematician works this way. Mathematics is about removing obstacles to our intuition, and keeping simple things simple.
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As an aside, if I quote someone that does not mean I agree with everything that person has ever said. If I quote some a passage it just means I found it interesting or noteworthy.
Also, did you know that wordpress.com supports ? The previous text was generated by the code $latex \LaTeX&bg=ffcccc&fg=cc00ff&s=4$.