i've had a problem where i had students compute, you know, in very detailed, structured ways. And that was really the thing we were curious about. We wanted to see these numbers get close to some value. So for the exam, this is way too long, rit soan tim,. i just gave them the sequence of numbers, and i said, tell me, do they get close to something? And the students came to me and said, i've never seen this, fellow. You've never done something like thatand that was, throgh, the eye opening moment. I think the discrepancy bet n what students see as important and what we see as important can be