Having been on the other side of this (teaching undergrads), I do get why courses would be structured like this. If you actually try explaining multiple things, lots of students freeze up and absorb nothing. Certainly there’s a few motivated and curious students who are three lectures ahead of you, but if you design the class for them, 60% of students will just fail.
So I get why a professor wouldn’t jump in with maps and folds. First, you need to make students solve a simple problem, then another. At the third problem, they might start to notice a pattern - that’s when you say gee your right there must be a better way to do this, and introduce maps and folds. The top 10% of the class will have been rolling their eyes the whole time, thinking well duh this is so boring. But most students seem to need their hand held through this whole process. And today, of course, most students are probably just having LLMs do their homework and REALLY learn nothing
So I get why a professor wouldn’t jump in with maps and folds. First, you need to make students solve a simple problem, then another. At the third problem, they might start to notice a pattern - that’s when you say gee your right there must be a better way to do this, and introduce maps and folds. The top 10% of the class will have been rolling their eyes the whole time, thinking well duh this is so boring. But most students seem to need their hand held through this whole process. And today, of course, most students are probably just having LLMs do their homework and REALLY learn nothing