I can relate… If it is worth doing, it must be done 100% right, first try, zero margin for error, no rehearsals, no practise round.
Like rocket science!
(Except I know that’s not how rocket science is done, either, but somehow that thought refuses to sink in)
They want you to show how you kow it was the answer so when you get to more complicated stuff you won’t struggle when it isn’t instantly obvious.
I didn’t really understand that is what they wanted until calculus where a lot of students struggled with applying simple concepts to complex equations.
Right. Basic 2+2 stuff or simple solve for x is easy, but then you start deriving and integrating, working on sets with linear algebra, or going beyond simple calculus to apply it to physics, biology, and chemistry. I was at the point where even some calculus I could do in my head, but when I took quantum I had to write each step down.
Plus, if you don’t get the right answer, if you show your work the professor can show you where you went wrong so you can improve. I had a math teacher explain that in high school, and it was enough for me to take the 30 seconds to jot down the steps.
Even for the simpler stuff, it helps with the teaching process to be able to hone in on where the specific misunderstanding is. Or if mistakes are being made, slowing down a bit to correct the process can help.