Ok I have to say something about learning and teaching for a sec #iteachmath. The thing is that if somebody is trying to learn how to do something, or how to take hold of an idea with their mind, we don't really know ahead of time what is going to achieve that. It might be 1/
When you're aiming at a mass market, and can't meticulously redesign your product to accommodate the peculiarities of each potential customer, you must be guided by statistical data. The question isn't what works for everyone -- nothing will -- but what works best for most.
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Japanese master teachers of elementary mathematics depend upon statistical data on student responses to diverse pedagogical stimuli obtained by classroom observations undertaken by all their colleagues nationwide. These data guide a never-ending process of successive refinement.
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Similarly, teams of experimental psychologists observe in painstaking detail the moment-by-moment responses of playtesters to various preliminary versions of games. These data likewise guide a systematic process of successive refinement, which optimizes for depth of engagement.
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