Difference between revisions of "Braid for math"
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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== | ||
Revision as of 20:06, 27 March 2021
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 challenge is that tinkering in math requires loading the situation into working memory.
Another challenge: Different mental representations of mathematical objects is a blocker for an exploratory medium of math.
