Human learning is much too complex to be this linear. Even if a learner
lacks specific prerequisite knowledge, some will succeed to both learn
the new material AND to fill in the missing knowledge. Also, learners
often report that their understanding escalates when they go to the next
level. [For more on this, search a library catalog for "cognitive
science" or "learning theories"; there are some very interesting things
out there, I am sure.]
How much "understanding" of the prerequisite material is truly needed?
I think this is a difficult question, full of places to let our
assumptions lead us down the wrong path.
In any case, I will never admit that math is "hard" for any student; I
might advise them that they don't appear to be ready to learn this
material.
Jack
--
<<<<<<<<<<<<<<<<<<<< from >>>>>>>>>>>>>>>>>>>>
Jack Rotman phone (517)483-1079
Math Professor ROTMAN@ALPHA.LANSING.CC.MI.US
Lansing Community College Lansing, MI
"Like all art & science, mathematics surrounds us."
<<<<<<<<<<<<<<<< Math Success ! >>>>>>>>>>>>>>>>>
dept web page http://www.lansing.cc.mi.us/sas/mathsci
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