Braid for math - Revision history

Issa at 00:43, 17 July 2021

2021-07-17T00:43:05Z

2021-04-13T20:09:04Z

‎See also

2021-03-30T23:40:06Z

2021-03-29T17:50:08Z

2021-03-27T20:06:33Z

2021-03-27T00:08:52Z

2021-03-27T00:00:41Z

2021-03-26T23:52:15Z

2021-03-26T22:04:59Z

Created page with " ==See also== * Duolingo for math Category:Learning"

New page

==See also==

* [[Duolingo for math]]

[[Category:Learning]]

← Older revision		Revision as of 23:40, 30 March 2021
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	Many of these problems don't apply to [[broad augmentation]]. But of course, if we limit ourselves to broad augmentation, we miss out on some of the magic contained in Braid.		Many of these problems don't apply to [[broad augmentation]]. But of course, if we limit ourselves to broad augmentation, we miss out on some of the magic contained in Braid.
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		+	Looking at instructive concrete examples may be one way to bring a "Braidness" into math.

	==See also==		==See also==

← Older revision		Revision as of 17:50, 29 March 2021
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	Another challenge: [[Different mental representations of mathematical objects is a blocker for an exploratory medium of math]].		Another challenge: [[Different mental representations of mathematical objects is a blocker for an exploratory medium of math]].
		+
		+	Many of these problems don't apply to [[broad augmentation]]. But of course, if we limit ourselves to broad augmentation, we miss out on some of the magic contained in Braid.

	==See also==		==See also==

← Older revision		Revision as of 20:06, 27 March 2021
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	How can I bring ''this Braidness'' into teaching math? One challenge is that [[tinkering in math requires loading the situation into working memory]].		How can I bring ''this Braidness'' into teaching math? One challenge is that [[tinkering in math requires loading the situation into working memory]].
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		+	Another challenge: [[Different mental representations of mathematical objects is a blocker for an exploratory medium of math]].

	==See also==		==See also==

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 The amazing thing about [[Braid]] is you can immediately and intuitively understand and appreciate it. No need to read a manual or look at statistics or whatever. You just play -- explore.
-How can I bring ''this Braidness'' into teaching math? [[Tinkering in math requires loading the situation into working memory]]
+How can I bring ''this Braidness'' into teaching math? One challenge is that [[tinkering in math requires loading the situation into working memory]].
 ==See also==

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 * [[Duolingo for math]]
 * [[Thinking Mathematics]]
 [[Category:Learning]]

← Older revision		Revision as of 23:52, 26 March 2021
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		+	The amazing thing about [[Braid]] is you can immediately and intuitively understand and appreciate it. No need to read a manual or look at statistics or whatever. You just play -- explore.

		+	How can I bring ''this Braidness'' into teaching math? One thing is that once you "load" a problem into working memory, you can tinker with it like a game. It's just the translation from written to cognitive medium -- the "downloading into your brain" process -- that takes verbal effort. Can we present the intimate "cognitive medium stuff" as a computer simulation?

	==See also==		==See also==