>Basing a curriculum on the specific to the general is like asking Jack >Nicklaus to work on his game without ever going to the practice tee. And I >wonder how many Super Bowls Joe Montana would've won without ever >practicing >the basics.
It just occured to me that when I teach the junior-level mathematics analysis course here at the University of Kansas things go a lot better if I have students do little projects in which they are forced to grapple with situations underlying difficult concepts *before* the concepts are defined -- after all, that's where the concepts come from.
I suspect that this is true to some extent at every level.
This is not saying that we should always go from s. to g.; just that sometimes it really works.
==================================== Judy Roitman, Mathematics Department Univ. of Kansas, Lawrence, KS 66049 firstname.lastname@example.org =====================================