Comments by "Christian Baune" (@programaths) on "How to Count" video.

33:31 As drawn on the brick, we call that a "frog diagram" for pupils in primary school. For example, if the need to multiply by 6, they know they can decompose "x6" in "x2x3". So, instead of doing "x6", they do the simpler two step operation.
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And BTW, it quite ironical that a lot of pupils did function decomposition that way and ZERO teachers I saw leverage it when explaining function (de)composition ^^ Another one I liked to explain when tutoring is how one can draw a quadratic by rewriting it as a(x-b)²+c as b is the abscissa, c the ordinate and a is the vertical stretching factor. Indeed, it's the composition of: f(x)=x-b g(x)=x² h(x)=ax k(x)=x+c q(x)=k∘h∘g∘f=k(h(g(f(x)))) (skipped i and j as those letters usually denote complex and quaternions)
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26:58 So, there are 45 objects 🤣
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I am slowly writing a set of teacher reference (in French) and in each, I have dependents and dependencies. When I will have a few hundred of them, I will collect this data and make a dependency graph. This will be a useful tool, because during the year, a teacher could easily take another path to accommodate to pupils. It will also be something great to introduce students to the material they will see and why in that specific order. When I will be teacher, I'll probably "waste" some hours explaining the usefulness and structure of mathematics, because it shows its beauty! These videos will probably be a good inspiration to make the classes more dynamic. Students are just hyped by physical props, because it's synonymous to a more lighthearted curriculum! (It also helps kinetic students)
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@scialomy In 3 years, for lower secondary school if all goes well ^^
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@patmcgibbon7263 Par inspiration, je voulais dire que si il y a des bonnes idées comme les briques, je reproduirai en classe. Je ne montrerai pas des vidéos ^^
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