This is why I wouldn’t trust a geography teacher, or an English teacher, to design a math curriculum. They would probably unconsciously import the assumptions valid in their subjects, which would be wrong for math. I would expect them to teach mathematical theorems as arbitrary rules to be memorized, rather than show why they are inevitable given the nature of the mathematical object.
Have you run into this problem actually happening or it just seems likely?
I have an experience with general population that their attitude to math problems is generally: “stop explaining, just tell me the rule so that I can memorize it”, not realizing the problems this predictably causes later. But that is general population, not geography or English teachers specifically.
(And I wouldn’t trust a typical math teacher to design a math curriculum either.)
Have you run into this problem actually happening or it just seems likely?
Just seems likely.
I have an experience with general population that their attitude to math problems is generally: “stop explaining, just tell me the rule so that I can memorize it”, not realizing the problems this predictably causes later. But that is general population, not geography or English teachers specifically.
(And I wouldn’t trust a typical math teacher to design a math curriculum either.)