The old way worked for them (and most mathematicians, I imagine) so they are not the ones who promote change. Why would they? 2/2
If you and your students aren't grappling with these issues, then you're not engaged in teaching and learning an art.
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That's important. But it has rather little to do with art. It enables artistic practice, but does very little to stimulate or inform it.
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It's interesting that you presume so much about my knowledge of math and my teaching practices. And disappointing.
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Most likely you're engaged in technical practice: scales, trills, and arpeggios. Learning grammar & vocabulary, rather than writing stories.
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