Abstract
We are all familiar with the complaint of teachers of other subjects, especially physics, that their pupils do not know mathematics, not even the simplest kind of manipulation involving nothing more than the most elementary forms of arithmetic and algebra. If such criticism is unjustified, we should defend ourselves and produce facts to support the competence of our instruction. Often we have been too complacent about this. We have been too content to go serenely along our way assuming a lofty, unconcerned air as if to say, “Are we not experts in the field of mathematics?” or “Isn't it a little presumptuous on the part of teachers in other fields to criticise us?”
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