I'm always torn on this. As someone that thinks they are decent at programming, it can be tempting to think that all of the sloppy ways of programming that I l

I'm always torn on this. As someone that thinks they are decent at programming, it can be tempting to think that all of the sloppy ways of programming that I learned on the way were bad habits that need to be shed. However, I also think that anyone that taught math by jumping straight to the advanced maths would almost certainly find that they lose more than they gain as far as student progress. Note that this is not to say that you should avoid the advanced stuff. Attempts at hiding complexity never seem to pan out to results. Instead, honesty with the students goes a long long way. I would also be interested in knowing about all of the things that were a bit more normal in the early days that people today have likely never seen. Call semantics that are not stack based, as an easy example.