Abstract
Many of the things we read now, be it in the professional journals, the methods books, or the manuals for textbooks, put pressure on teachers to upgrade and modernize their instruction. They are admonished to do things in ways they have never seen in operation. They must learn to recognize ways of thinking foreign to their own experience in the grades and frequently foreign to their adult experience as well. And, in particular, they must learn to recognize patterns and make generalizations, some of which never before occurred to them, and try to transmit some of this to their students.
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