The core principle is that mathematical proficiency constitutes a discovery-based creative discipline requiring learners to formulate proofs and construct new frameworks for unknown problems rather than accumulating procedural knowledge through rote memorization. This domain belongs to cognitive psychology within mathematics education, specifically the sub-theory of problem-solving heuristic transfer applicable across physics, computer science, and engineering. The theoretical mechanism posits that learning is an iterative process characterized by productive discomfort, where failure serves as a necessary condition for developing generalizable skills capable of competing with algorithmic computation.
The core principle is that mathematical proficiency constitutes a discovery-based creative discipline requiring learners to formulate proofs and construct new frameworks for unknown problems rather t…