[crispyambulance]

I think that whether or not students do well, there's a common theme in university math curricula for non-math majors. Basically, math gets taught as a kind of "toolbox" of techniques. Unless there's a strong follow-up in subject matter courses (for example in engineering coursework), those math skills effectively evaporate.

Some places use a rigorous "proof-theoretic" approach in math curricula. It's much harder and takes more time, but it's better than merely grinding on hundreds of easy calc-101/diff-eq problems, because students gain an understanding that doesn't erode as easily once they forget "the tricks".

More CS, engineering and science students, IMHO, should dabble in math department courses beyond the the usual "required" sequence for their majors. It can be eye-opening and provide long lasting benefit to take a hardcore real-analysis course, abstract algebra or a number of other courses in math.

[dunefox]

> More CS, engineering and science students, IMHO, should dabble in math department courses beyond the the usual "required" sequence for their majors

That was absolutely not allowed at my faculty (admittely computational linguistics, but I would have massively benefited from math courses). No courses other than the predefined ones, no matter how relevant. Now I have to learn so much afterwards, it's not even funny.

[crispyambulance]

> ...have to learn so much afterwards, it's not even funny.

It's true.

The sad thing is these problems start well before university when high schools pressure students into "advanced" math coursework without demonstrating mastery of previous topics. It builds a shaky foundation and sets the student up for a lot of needless difficulty later on.

Much better to slow down, focus on fundamentals early on and then build breadth in university coursework.