I think academic math has a problem where it’s more culturally valorized to be really smart than to teach well
I don’t think that’s the issue exactly. My guess is that academic math has a culture of teaching something quite different from what most applied practitioners actually want. The culture is to focus really hard on how you reliably prove new results, and to get as quickly as possible to the frontier of things that are still a subject of research and aren’t quite “done” just yet. Under this POV, focusing on detailed explanations about existing knowledge, even really effective ones, might just be a waste of time and effort that’s better spent elsewhere!
I don’t think that’s the issue exactly. My guess is that academic math has a culture of teaching something quite different from what most applied practitioners actually want. The culture is to focus really hard on how you reliably prove new results, and to get as quickly as possible to the frontier of things that are still a subject of research and aren’t quite “done” just yet. Under this POV, focusing on detailed explanations about existing knowledge, even really effective ones, might just be a waste of time and effort that’s better spent elsewhere!