In other words: if you introduce the solution (in this case, a new kind of math) before introducing the kind of problems that it’s meant to solve, the solution is likely to come across as pointless and arbitrary. But if you first let students try to tackle these problems with the math they already understand, they’re likely to come away with a kind of intellectual “headache” – and, therefore, to better understand the purpose of the “aspirin” you’re trying to sell.