2.3.3. On the role of “examples” in the lecture process

The historical experience of pedagogy shows that a full-fledged assimilation and solid knowledge of the question for most students is not achieved without a number — this universal model of the world. The numbers appear only in the example illustrating the general and even “understandable” relationship.

Do not complicate the examples. On the contrary, they must be deliberately and extremely simple so that the side numbers and circumstances do not overshadow the main illustrated situation. It is better to have many small examples illustrating individual thoughts than one or two large examples that sum up. The ideal is the combination of both.

It is important to understand that it is numerical examples that are the link between the lecture theory and the practice of engineering.