Difference between revisions of "Braid for math"
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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== | ||
Revision as of 23:40, 30 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.
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.
Looking at instructive concrete examples may be one way to bring a "Braidness" into math.
