It was probably much better that you did it on your own when you felt like it. My art students tell me that rote learning is what put them off math. I'd rather we found ways to keep those people interested.https://twitter.com/davidmanheim/status/1028945037550407680 …
What produces mastery is not rote repetition or practice, but passionate curiosity. An obsessed student practices extensively, without even noticing that he is doing so. Practice is a by-product of curiosity. The more passionate the curiosity, the more extensive the practice.
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I'm telling you yet again that it's not always sufficient. You can feel free to tell me I lacked passionate curiosity - but you're wrong, and if you really want to investigate, I'll be happy to put you in touch with my professors, or my high school math teachers.
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Nothing, to my knowledge, is always sufficient. I am speaking of what has been typical of great past masters. My purpose is to refute the assertion that rote is always necessary. A single example of mastery attained without school-imposed rote learning suffices for this purpose.
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Mastery may be necessary to become a mathematician, but for the rest, who mostly lack the curiosity, competence is still necessary. Rote learning through gamification makes that possible
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For what purposes is mathematical competence necessary? Vast numbers of persons seem to manage quite well without it. How about musical competence? How about artistic competence? Do you routinely feel a need for "color facts"? How about for "perspective facts"?
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