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I's not just that, in my experience. The great barrier seems
to be the
use of algebra. Even at the third year college level, after
a bunch of
calculus courses, I've had students who rebel at the use of
letter symbols
instead of numbers. While I agree that numerical examples
can oftern be
helpful, the transition to symbolic reasoning seems not to be
sufficiently
accomplished in most math (and physics, and chemistry) courses. That
omission, then leaves the student unable to generalize the
insight that
could be gained from specific numerical examples.