Q&A #2: WMC, chunking subskills in LTM, writing down work, using/applying vs deriving/proving

Understanding working memory capacity. Scaffolding new skills by chunking subskills into long-term memory. Why it's beneficial to write down your work. Why solving problems is necessary. Using/applying mathematical tools vs deriving/proving them. What's good vs inefficient in the standard math curriculum.

Cross-posted from here.

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