Both factual knowledge and thinking skills are essential for students to be able to solve meaningful problems. Imparting both to students is difficult, there is no doubt. Unfortunately, we keep taking on this problem in the same ineffectual way. We address half of it, later despair of the other half, and then ignore what we were getting right in our rush to correct what was undone. Put this baldly, it seems incredible. Yet that has been the pattern.
