User contributions
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- 02:32, 28 March 2021 (diff | hist) . . (+19) . . Feynman technique fails when existing explanations are bad
- 02:31, 28 March 2021 (diff | hist) . . (+19) . . Duolingo does repetition at the lesson level
- 02:31, 28 March 2021 (diff | hist) . . (+21) . . Do an empty review of proof cards immediately after adding to prevent backlog
- 02:31, 28 March 2021 (diff | hist) . . (+19) . . Distillation is not enough
- 02:31, 28 March 2021 (diff | hist) . . (+19) . . Discursive texts are difficult to ankify (current)
- 02:30, 28 March 2021 (diff | hist) . . (+19) . . Depictions of learning in The Blue Lagoon are awful (current)
- 02:30, 28 March 2021 (diff | hist) . . (+19) . . Debates shift bystanders' beliefs (current)
- 02:30, 28 March 2021 (diff | hist) . . (+19) . . Corrigibility may be undesirable (current)
- 02:30, 28 March 2021 (diff | hist) . . (+19) . . Card sharing allows less valuable cards to be created
- 02:29, 28 March 2021 (diff | hist) . . (+22) . . Can spaced repetition interfere with internal sense of relevance?
- 02:29, 28 March 2021 (diff | hist) . . (+19) . . Anki reviews are more fun on mobile
- 02:29, 28 March 2021 (diff | hist) . . (+21) . . Add the complete proof on proof cards to reduce friction when reviewing (current)
- 02:29, 28 March 2021 (diff | hist) . . (+2) . . Add all permutations of a card to prevent pattern-matching
- 02:28, 28 March 2021 (diff | hist) . . (+19) . . Add all permutations of a card to prevent pattern-matching
- 02:28, 28 March 2021 (diff | hist) . . (+19) . . AI safety technical pipeline does not teach how to start having novel thoughts (current)
- 02:28, 28 March 2021 (diff | hist) . . (+19) . . AI safety lacks a space to ask stupid or ballsy questions (current)
- 02:28, 28 March 2021 (diff | hist) . . (+19) . . AI safety is not a community (current)
- 02:28, 28 March 2021 (diff | hist) . . (+19) . . AI safety is harder than most things (current)
- 02:27, 28 March 2021 (diff | hist) . . (+19) . . Different mental representations of mathematical objects is a blocker for an exploratory medium of math (current)
- 02:27, 28 March 2021 (diff | hist) . . (+19) . . Tinkering in math requires loading the situation into working memory
- 02:02, 28 March 2021 (diff | hist) . . (+11) . . Duolingo for math
- 02:01, 28 March 2021 (diff | hist) . . (+900) . . Duolingo for math
- 20:06, 27 March 2021 (diff | hist) . . (+129) . . Braid for math
- 20:05, 27 March 2021 (diff | hist) . . (+1,101) . . N Different mental representations of mathematical objects is a blocker for an exploratory medium of math (Created page with "If we want something like a Braid for math, one blocker is that the same mathematical object might have completely different ways of thinking about it (i.e. completely dif...")
- 20:02, 27 March 2021 (diff | hist) . . (+110) . . Video games comparison to math
- 00:50, 27 March 2021 (diff | hist) . . (+31) . . 3Blue1Brown
- 00:50, 27 March 2021 (diff | hist) . . (+247) . . 3Blue1Brown
- 00:47, 27 March 2021 (diff | hist) . . (+99) . . 3Blue1Brown
- 00:46, 27 March 2021 (diff | hist) . . (+4) . . 3Blue1Brown
- 00:45, 27 March 2021 (diff | hist) . . (+405) . . 3Blue1Brown
- 00:24, 27 March 2021 (diff | hist) . . (+23) . . Representing impossibilities
- 00:24, 27 March 2021 (diff | hist) . . (+46) . . Tinkering in math requires loading the situation into working memory (→See also)
- 00:24, 27 March 2021 (diff | hist) . . (+397) . . N Video games allow immediate exploration (Created page with "Video games typically have a one-to-one relationship between the objects that the game is about, and the objects on the screen. This makes exploration immediate, intuitive, an...")
- 00:14, 27 March 2021 (diff | hist) . . (+7) . . Video games comparison to math
- 00:09, 27 March 2021 (diff | hist) . . (+75) . . Video games comparison to math
- 00:08, 27 March 2021 (diff | hist) . . (+23) . . Braid for math
- 00:02, 27 March 2021 (diff | hist) . . (+400) . . Tinkering in math requires loading the situation into working memory
- 00:00, 27 March 2021 (diff | hist) . . (+314) . . Tinkering in math requires loading the situation into working memory
- 00:00, 27 March 2021 (diff | hist) . . (-240) . . Braid for math
- 00:00, 27 March 2021 (diff | hist) . . (-303) . . Duolingo for math
- 23:59, 26 March 2021 (diff | hist) . . (+381) . . Tinkering in math requires loading the situation into working memory
- 23:59, 26 March 2021 (diff | hist) . . (+158) . . N Tinkering in math requires loading the situation into working memory (Created page with "'''Tinkering in math requires loading the situation into working memory'''. ==See also== * Duolingo for math * Braid for math Category:Learning")
- 23:55, 26 March 2021 (diff | hist) . . (+85) . . Combinatorial explosion in math (→See also)
- 23:55, 26 March 2021 (diff | hist) . . (+74) . . Combinatorial explosion in math
- 23:54, 26 March 2021 (diff | hist) . . (+36) . . Spaced proof review as a way to understand key insights in a proof (current)
- 23:52, 26 March 2021 (diff | hist) . . (+557) . . Braid for math
- 22:08, 26 March 2021 (diff | hist) . . (+83) . . Video games comparison to math
- 22:07, 26 March 2021 (diff | hist) . . (+175) . . N Combinatorial explosion in math (Created page with "One of the key difficulties in math, compared to puzzle games, is the combinatorial explosion of ideas. ==See also== Category:Learning")
- 22:05, 26 March 2021 (diff | hist) . . (+377) . . Duolingo for math
- 22:04, 26 March 2021 (diff | hist) . . (+62) . . N Braid for math (Created page with " ==See also== * Duolingo for math Category:Learning")
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