American math majors were typically unprepared for analysis, in my experience. Even those who had performed well in the K-12 system, and through Calculus III in college, found that memorize-and-apply curricula didn't serve them well in proof-based work.
It makes you wonder whether a solution is to make math "harder" earlier, perhaps by emphasizing creativity and puzzling rather than rote—and even application. Maybe math majors are a step up, though it's unclear that the wait-until-analysis approach positions this group well for the task the authors lay out.
Last edited by Team3; 08/23/21 07:08 AM.
