/sci/ - Science & Math

>>15743707

>>10983418
Well... I'd IDENTIFY myself as a TIME-LENGTH-COMPRESSION TEACHER and then choose the concept of PROCESS first and foremost as a fidelity baseline.

1. Show child how to eat random thing by performing it in front of them.
2. Identify optimizations to the child as they come (farming/hunting/better cooking)
3. Remind child that for this instance you were just a little hungry (so an apple sufficed, but also reinforcing the memory that all the other optimization possibilities still hold TRUE).
4. Repeat + Allow Input Variance IFF PROCESS ELSE 'PROCESS' = 1

I would then teach the child the idea of the 'number one', meaning a point of agreement/boundary/representation/pivot. Linguistically we only care about '1' in order to describe the extrema of a thing, because why else would we share equations with others? This would be a dynamic conversation but I'd most likely keep a tuple of definitions that can be historically verified as the longest standing or the least changed since inception (etymology).

I'd then teach the child about variables and give them the first variable of i (Euler). I wouldn't give them the math yet though, I'd just tell them that 'i' is a self-reference and tells the rest of the world to pay attention to you. I would say, "I am Teacher!" Then I would show the child to say, "I am Student!" IFF they just repeated me I would then say to them, "You just taught me that I have to say more things! See, a Teacher ALWAYS talks to a STUDENT, no matter the dimensionality."
>Child heads explode because dimensionality is a big word. Over-load their neuron with polysyllabic expressions and obfuscate the source teaching with big words they won't get until they understand other things.