whenever i work on research before heading off to teaching, my lectures become slightly erratic:
one day, it would be a persistent problem with missing negative (-) signs,
another day, it would be forgetting to discuss some arithmetic facts earlier in the lecture -- despite having arranged them carefully in my lecture notes -- and remembering only, in the midst of an example.
maybe my research self and my teaching self cannot co-exist peacefully!
on a related note, the last few mornings have been productive. each day i'm a little closer to proving this one theorem ..
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