Hmm, you’re right. And the audience I was thinking of was people who, like myself, tend to visualise these things (though the diagrams in my head are maddeningly vague when I try to capture them).
My deeper pedagogical problem, though, is that equations—any equations, even “2+2=4” is pushing it—generate ugh fields. This is more than a little problematic when explaining mathematical concepts.
Hmm, you’re right. And the audience I was thinking of was people who, like myself, tend to visualise these things (though the diagrams in my head are maddeningly vague when I try to capture them).
My deeper pedagogical problem, though, is that equations—any equations, even “2+2=4” is pushing it—generate ugh fields. This is more than a little problematic when explaining mathematical concepts.