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• Different mental representations of mathematical objects is a blocker for an exploratory medium of math
  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 o
  1 KB (175 words) - 02:27, 28 March 2021
• Narrow vs broad cognitive augmentation
  ...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
• Video games vs math
  #redirect [[Video games comparison to math]]
  44 bytes (6 words) - 20:31, 30 March 2021
• Math vs video games
  #redirect [[Video games comparison to math]]
  44 bytes (6 words) - 20:32, 30 March 2021
• Thinking Mathematics
  ...''' 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 a
  1 KB (221 words) - 04:13, 8 November 2021
• Potpourri hypothesis for math education
  ...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 at
  1 KB (188 words) - 21:59, 6 May 2021
• Potpourri hypothesis
  #redirect [[Potpourri hypothesis for math education]]
  53 bytes (6 words) - 21:59, 6 May 2021
• Anki
  * [[Using Anki for math]]
  477 bytes (66 words) - 20:00, 10 May 2021
• Cognitive biases that are opposites of each other
  ...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
• Add easy problems as cards with large graduating interval
  For super easy math problems like most of janich's linear algebra [[multiple choice question]]s
  402 bytes (71 words) - 19:33, 11 May 2021
• Word explanations are already great
  I was recently reading https://math.stackexchange.com/a/498790/35525 and it reminded me that explanations using * [[Potpourri hypothesis for math education]]
  836 bytes (137 words) - 00:49, 16 July 2021
• Explanation science
  ...typology, in such a way that someone who is writing an expository piece in math can use it to make sure they have all four kinds of examples.
  1,009 bytes (159 words) - 11:06, 8 February 2022
• What makes a word explanation good?
  ** For example, when giving a definition in math, explains how people think about it in practice ...on?]] This is actually a problem I see even in many pedagogically-inclined math exposition; [[fake motivation]].
  4 KB (666 words) - 20:46, 9 May 2023
• Big cards can be good for mathematical discovery
  ...putability theory a few years ago (I was just learning how to use Anki for math back then). No surprise then that I kept burying the card because I was lik
  2 KB (287 words) - 02:44, 23 July 2021
• What counts as good motivation?
  There are like two broad things people mean by "motivation" in math. One is like "why should I even care about this topic? what's it useful for
  1 KB (175 words) - 19:36, 20 January 2023
• Fake motivation
  ...go along with it, or just feel confused and think they must not be up for math.
  500 bytes (82 words) - 21:28, 15 August 2021
• Fractally misfit
  ...ome of them form a sub-community, such as the rationalist community or the math nerds community (these groups then have their own sub-communities of misfit ...that nobody but me cares about it" (like my specific way of writing about math). So I need to find some balance that includes some people but not others,
  2 KB (257 words) - 08:04, 24 September 2021
• Deliberate practice for learning proof-based math
  ...eems like a much more difficult problem to talk about. Why exclude contest math? mainly because the problems there seem boring to me.) ==how is math a "highly developed field"?==
  10 KB (1,729 words) - 18:37, 25 October 2021
• Deliberate practice for math
  #REDIRECT [[Deliberate practice for learning proof-based math]]
  63 bytes (7 words) - 00:18, 25 October 2021
• Braid
  I will call this the "[[actually learning actual things]]" test. Math is an actual thing, but many courses don't actually teach it, so you don't
  1 KB (211 words) - 04:06, 9 November 2021
• Comparison of pedagogical scenes
  | Generic pedagogy, say "good" math books like Tao, Axler, Spivak || Text || Yes || Yes (but it's very difficul ...tead, the drive has been to expand to more and more textbooks/subfields of math
  3 KB (487 words) - 19:28, 4 July 2022

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