It’s also about motivation. During the first years, you just study all the boring stuff nobody cares about. It takes years to get to the cool stuff, but by that time most students are already completely fed up with maths.
The problems in the books were extra dry, so I prefered to come up with my own problems and solutions. Like, one day I was wondering how long it would take for a super fast train to go from one side of the planet to another. What if you accelerated half the way at 1 g, and then decelerated at -1g. How long would it take? What would be the maximum velocity? I had so many questions, and that’s why I had plenty of motivation to figure it all out. That’s how I learn weird and random stuff.
Exactly, so many things would be more motivating with visuals, I think something like blender to represent math expressions/formulas with visuals could end up being a valuable classroom tool
It’s also about motivation. During the first years, you just study all the boring stuff nobody cares about. It takes years to get to the cool stuff, but by that time most students are already completely fed up with maths.
The problems in the books were extra dry, so I prefered to come up with my own problems and solutions. Like, one day I was wondering how long it would take for a super fast train to go from one side of the planet to another. What if you accelerated half the way at 1 g, and then decelerated at -1g. How long would it take? What would be the maximum velocity? I had so many questions, and that’s why I had plenty of motivation to figure it all out. That’s how I learn weird and random stuff.
Exactly, so many things would be more motivating with visuals, I think something like blender to represent math expressions/formulas with visuals could end up being a valuable classroom tool