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- * [[Combinatorial explosion in math]] * [[Video games allow immediate exploration]], whereas [[tinkering in math requires loading the situation into working memory]]482 bytes (58 words) - 00:42, 17 July 2021
- in math, you often deal with impossible situations (such as within a proof by contr471 bytes (61 words) - 00:51, 17 July 2021
- [[What would a vow of silence look like for math?]]350 bytes (53 words) - 01:01, 17 July 2021
- What would a "[[vow of silence]]" look like for math? Maybe we can't take the vow literally, but could instead do a thing where A math game could have a similar thing where everything is just mechanics that get575 bytes (89 words) - 01:00, 17 July 2021
- ...leted in under a minute). Can a series of such small tasks be deployed for math, in a way that leads to deep understanding? [[Tinkering in math requires loading the situation into working memory]]2 KB (319 words) - 04:11, 8 November 2021
- * [[Duolingo for math]]219 bytes (27 words) - 00:46, 17 July 2021
- ...'this Braidness'' into teaching math? One challenge is that [[tinkering in math requires loading the situation into working memory]]. ...ntations of mathematical objects is a blocker for an exploratory medium of math]].908 bytes (133 words) - 00:43, 17 July 2021
- ...a which seems totally out of left field. When such "moves" are possible in math, that means the space of potential moves you could make when trying to solv837 bytes (146 words) - 20:31, 30 March 2021
- The situation is quite different in math, since [[tinkering in math requires loading the situation into working memory]]. * [[Braid for math]]496 bytes (67 words) - 01:02, 17 July 2021
- ...bjects are presented to you and you can immediately interact with them. In math, the objects are ''described'' on a piece of paper, but that description is One problem with "[[Duolingo for math]]" is that in math, if you want to think about a problem or a theorem or whatever, you often n1 KB (232 words) - 00:40, 17 July 2021
- If we want something like a [[Braid for math]], one blocker is that the same mathematical object might have completely d * [[Michael Nielsen]]'s tweet about how a substantial portion of math is about going back and forth between different ways of thinking about an o1 KB (175 words) - 02:27, 28 March 2021
- ...ed repetition helps you not only learn languages, but also any subfield of math, and chemistry, and physics, and on and on. There is nothing about spaced r ...r each thing he wants to explain. The audience doesn't know how to animate math concepts; they are just there to consume. So it's narrow too in that sense.3 KB (512 words) - 19:56, 5 November 2021
- #redirect [[Video games comparison to math]]44 bytes (6 words) - 20:31, 30 March 2021
- #redirect [[Video games comparison to math]]44 bytes (6 words) - 20:32, 30 March 2021
- ...''' or '''Thinking Physics for math''' is a hypothetical book that teaches math in the style of [[Thinking Physics]]. ...on, but i am having trouble articulating why. maybe because [[Tinkering in math requires loading the situation into working memory|you need to introduce a1 KB (221 words) - 04:13, 8 November 2021
- ...hypothesis for math education''' states that when thinking about an ideal math education, there will be various interventions that each add value, instead ...single thing that will dramatically improve people's ability to understand math: you just add in more and more of these things, and they each help, and at1 KB (188 words) - 21:59, 6 May 2021
- #redirect [[Potpourri hypothesis for math education]]53 bytes (6 words) - 21:59, 6 May 2021
- * [[Using Anki for math]]477 bytes (66 words) - 20:00, 10 May 2021
- ...le to abram's probabilities vs likelihoods post. but i should work out the math in the red/blue chips example first.3 KB (568 words) - 01:14, 12 May 2021
- For super easy math problems like most of janich's linear algebra [[multiple choice question]]s402 bytes (71 words) - 19:33, 11 May 2021
