What you’re talking about makes sense in the context you’ve given—you know people are paying attention when they ask “how to test for what goes on inside a function…”. Focusing on the understanding rather than a stream of words that aren’t necessarily going to go in people’s heads might be something that isn’t done as much (or maybe it depends on where you are) because the student to teacher ratio is so high (and students only have “1 teacher” per subject, at a time).
I think if you ask people hard enough questions, and they solve them by themselves, then misinformation might not be necessary. (‘Solve the quadratic equation’, instead of ‘here is the solution to the quadratic equation’.)
What you’re talking about makes sense in the context you’ve given—you know people are paying attention when they ask “how to test for what goes on inside a function…”. Focusing on the understanding rather than a stream of words that aren’t necessarily going to go in people’s heads might be something that isn’t done as much (or maybe it depends on where you are) because the student to teacher ratio is so high (and students only have “1 teacher” per subject, at a time).
I think if you ask people hard enough questions, and they solve them by themselves, then misinformation might not be necessary. (‘Solve the quadratic equation’, instead of ‘here is the solution to the quadratic equation’.)