But that is precisely what the Norwegian mathematician Niels Abel proved in the early 1800's. During a typical mathematics lesson at school, the teacher spends 20-30 minutes showing you how to solve a certain type of problem and going through an example or two. This is then followed by students working through similar problems with individual help from the teacher when necessary. This is possible because class sizes are relatively small. University teaching is quite different from this.
Lectures are the main means of disseminating information in the mathematics programme.
Some lectures, especially in the first year, are taken by a couple of hundred students. There is not enough opportunity for feedback during lectures and therefore, these are supplemented by Supervisions and Tutorials which, among other things, provide an opportunity for students to ask questions and to have written work criticised. In order to make the transition from school to university as smooth as possible, the first term of the Analysis module is being taught through structured problem solving in groups of about 30. This initiative is highly commended in the QAA Subject Review Report. Lecturers, tutors and supervisors do their utmost to present the material that you are expected to learn in the most palatable form.