The need to provide concepts with " aleggino in a vacuum" when you try to transmit their knowledge to the next could (should ) seem almost obvious, in practice it may fail in this, for several reasons: assuming the context (by mistake, to save time ...), yes, but also in an attempt to simplify improper.
I happened recently to have to dealing with an example of the latter, a person (a haunting classical high school) asked me to help revise the program carried out on a physics simulation of the third test, quickly emerged that the teacher had seen fit, I guess also because of little importance that the subject plays in the kind of course, lighten the workload of the class to avoid all demonstrations of the formula (it was more like electromagnetism) that it was necessary to learn.
But you do not know how they were obtained and the assumptions on which it rested, he found the obvious difficulties in understanding and applying the material, then greatly reduced simply taking the time to go back, without undue complications, the intermediate steps.
Cut parts of the program rather than face it superficially, it would obviously be more profitable.
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