Daniel Willingham, in his book Why Don’t Students Like School:
Sometimes I think that we, as teachers, are so eager to get to the answers that we do not devote sufficient time to developing the question.
Scott Farrar, on my last post on motivating proof:
I think this latches onto the structure of the geometry course: we develop tool (A) to study concept (B). But curriculum can get too wrapped up in tool (A), losing sight of the very reason for its development. So we lay a hook by presenting concept (B) first.