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Blackjack, I feel like it's like
absolutely compulsory, right for

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a six-year-old because this 
Edition combinations, 

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unfortunately, like discrete 
math. 

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That's very short shift in the 
math, curriculum, right? 

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You just gently, you forget 
about it for a long time. 

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It's Counting. 
Hello, welcome to data, shatter 

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the podcast on all things data. 
This podcast is a series of 

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conversations with experts and 
Industry leaders in data. 

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And each week. 
We aim to unpack a different 

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compartment of the data 
suitcase. 

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I am your host got the chassis 
that I'm a blogger newspaper, 

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columnist, book author and a 
former. 

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Data and strategy consultant at 
currently head analytics and 

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business intelligence for 
delivery. 

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One of India's largest 
logistics. 

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Companies. 
You can follow me on Twitter at 

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Karthik s that is Kar thi KS and
read my blog at no Intruder.com.

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That is n 0e n t HUD a.com or 
opinions expressed in this 

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podcast. 
Belong to me and my podcast. 

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Yes, and I do not reflect the 
views of any organizations. 

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We Might be Associated. 
Nothing discussing this podcast 

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will be taken as Financial or 
legal advice. 

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There is an ongoing debate on 
when children should be taught 

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to code. 
One group of people say that we 

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should be starting at a very 
early age. 

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The other group says, leave them
kids alone. 

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They learn when they have to the
argument continues on social 

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media and newspapers opinion 
Pages. 

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What about data science and 
analytics? 

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Do is there a right age for 
children to get started? 

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My guest on today's show. 
Argues that means to be in Using

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at least the Core Concepts to 
children, as early as the age of

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six. 
His name is Rahul draggable. 

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He is a multi-city educator and 
founder of Beth school. 

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We to a Montessori School in 
Bangalore, before getting into 

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education. 
The other was in the corporate 

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world, working in Impact 
investing, and then, with Amazon

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over the years traveler, and I 
have had many haiji 

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conversations on various 
subjects, and this one is no 

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different. 
Enjoy. 

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Rahul show you run a Montessori 
school for the benefit of our 

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listeners. 
Can you give a brief 

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introduction to Montessori and 
also into Elementary which which

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I think very few people really 
know about. 

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Yeah, sure. 
So Montessori is a methodology 

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of Education, which was 
introduced by the Italian 

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educator and physician Maria 
Montessori. 

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Maybe I'll give a little bit of 
context about Montessori herself

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so that we can take the 
conversation forward in space. 

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Connections to Montessori was 
Italy's first female doctor. 

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So she was one of those people 
who set her mind to Medicine 

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where we already on there 
weren't many Avenues folklore to

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actually study but she fought 
hard against the establishment 

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of the time and went and got her
medical degree after she did 

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that again, you know, there's a 
problem in finding work at the 

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right place and so on and so 
forth, but she finally ended up 

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as you know, A person who work 
with so called idiot said and 

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that was the formal term at the 
time children who are having 

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some disadvantages, mentally 
speaking, and she started 

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working with them. 
She didn't know much about such 

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children, but she kind of just 
figured out that she could 

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potentially teach them in 
slightly different ways. 

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And she rested upon the work of,
you know, various scientists 

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that came before her and she 
introduced some Allergies that 

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she started testing out on these
children. 

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And because, you know, these 
children were so-called NoHo 

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pause, these experiments were 
allowed that. 

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Nobody really cared about. 
What is this woman doing with 

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these children, you know, go 
ahead and try whatever you want.

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So she tried a bunch of stuff 
and she realize that, hey, some 

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things about about 23 years 
later. 

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He knows people at her, about 
her work and they said, hey, you

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know, we're starting the school 
for children that live in slums.

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It's in an apartment it sir. 
A really decrepit apartment and 

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is still a randomly running 
around, can you come and just 

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run a school for because then 
they'll be occupied and these 

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were so-called normal children, 
right? 

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There is no deficiency of any 
kind. 

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So Montessori said fine, I'll do
it. 

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She went to this apartment. 
She set up her school, and she 

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took the same methods that she 
had developed with these 

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so-called idiots, and started 
deploying them in the school. 

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Right? 
And this school in a year of, so

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became a sensation broken. 
And why was that? 

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Because at that time, it was 
unheard of for any child to be 

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reading at the age. 
Of 52 is really unheard of, for 

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any child to be doing, you know,
math operations, at the age of 

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five, but somehow Montessori 
using these techniques that she 

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involved with deficient children
managed to pull this off and 

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pull this off in a way in a 
school that look totally 

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different from any other school,
right? 

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The teacher seem to be just 
sitting around. 

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The children seem to be doing 
what they wanted. 

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They were no desks per se. 
There was no board children of 

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all ages were together. 
So, just look really weird of 

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looking at it from the outside. 
Put these amazing results 

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started to happen and then she 
went and demonstrated this in 

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different cities and people 
started understanding that 

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perhaps is a new way, which we 
can educate, right? 

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And that started the Montessori 
movement. 

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Globally. 
This was the early 1910s. 

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It's the movement process about 
110 years old and is very 

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popular in India, in particular,
because Montessori, during World

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War Two was actually a captive 
on Indian soil show seen as an 

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enemy alien, because she 
happened to be here and she 

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wasn't allowed to go back. 
And when she was here, she set 

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up a whole number of training 
courses and so on to help build 

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the Montessori method in India, 
and from, that period onwards 

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Matsuri is been around in India.
Tagore was a big fan. 

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Gandhi was a big fan and you 
have, you know, the whole 

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so-called anganwadi system, 
which is, you know, the Indian 

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government's initiative to 
educate preschool. 

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Children across the country is 
basically a mode signal. 

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All of that being said, though. 
Montessori is known primarily in

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India as a preschool method, 
right? 

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And as you pointed out, it's not
really known as something that 

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can help children beyond the age
of six, right? 

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But again, interestingly, it was
in India or well. 

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Montessori was here in 
kodaikanal in the late, 1930s 

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that she really developed the 
Montessori method for children 

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from the ages of 6 to write and 
the Montessori method. 

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Also now exists for children 
from 12 to 18. 

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So globally, there are tons and 
tons of schools that go up to 18

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in India. 
Today. 

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There would be video about 70 to
100 schools, that offer the 

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monastery, Elementary approach 
in a place like Bangalore there 

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about 25, but there's a mini. 
Lotion happening in the last 

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couple of years and we kind of 
see this as the beginning of the

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curve exponentially growing in 
terms of having more and more 

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modest three schools in India, 
right? 

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So that's why we are and if I 
have to kind of summarize, one 

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of the key aspects of the 
approaching, like a simple 

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manner as I can write. 
The first and most important 

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thing is that we want to build 
children who are self-directed 

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learners. 
Conventional School, builds 

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children, who are learning 
because somebody told them to 

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you or was studying to get marks
for was studying to keep their 

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parents happy, who are studying 
things that others told them to 

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study, right? 
Montessori. 

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We try to do completely the 
opposite where we want children 

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to choose for themselves, what 
it is that they're interested in

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and go deep on that topic, 
right? 

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So the philosophy of education 
is diametrically opposite and it

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Leads to a couple of interesting
things. 

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First, it leads to a certain 
sense of concentration that we 

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start building incident, very 
early on right? 

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And you know, you're a 
Montessori parent. 

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You may have seen this that 
children, when they're choosing,

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what they want to do, can spend 
an extraordinary amount of time 

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doing it versus giving them a 
problem set of say, do this math

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question. 
They must like less likely to 

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spend a lot of time on it. 
So the belief The choice based 

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on interest leads to 
concentration is a very deep 

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inside and that's something that
you will see all the time in the

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Montessori environment. 
The second thing is there is no 

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such thing as a period of time. 
And we're all used to in our 

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conventional schools, right 
there. 

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The bell rings, every 45 minutes
and then we switch from math, we

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go to language. 
We go to Hindi, you go to PT. 

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We have a break in Montessori 
schools. 

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We have what is called a three 
year cycle? 

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I'm Rid of my first first-ever 
internship in the middle of 

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undergrad. 
I was two years of engineering. 

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Then I go to this company and I 
start working at 8:30 and I'm 

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the wells, the belly because I 
was completely unused to working

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on one thing for more than 45 
minutes a day. 

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I think that's, that's true for 
most of us know that we're just 

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not used to spending time. 
And I think if we don't spend 

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time, it becomes quite hard to 
solve hard problems that take 

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time and we end up being For 
things to do that only take a 

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small amount of time. 
And so the real world comes as a

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shock to us. 
And so one of the key things in 

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any good Montessori school is 
that they will be what is called

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a three our work cycle. 
Right? 

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And this is a period of time 
with children are free to choose

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what they want to work with and 
work on it for that duration of 

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time. 
Our experience has been that as 

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the children grow older, that 
three are sometimes becomes for 

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out. 
Sometimes becomes fibers and you

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have had to even consider 
extending the school day. 

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Because these guys don't want to
go home the still working, and I

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think that builds in both the 
work ethic and the sense that 

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great work takes time, and it 
just doesn't happen like that. 

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And I think that's a very 
valuable thing for young 

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children to have that sense 
that, you know, great things 

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take time. 
Okay, that's that guy. 

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So that intro now coming to the 
more, to the closer to the topic

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of this podcast. 
So, so how is, let's just take 

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the example of maths, right? 
So how is mad? 

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I sort of thought differently in
Montessori compared to 

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traditional schools. 
Maybe you could talk about both 

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the I don't know what with the 
three to six years and the 

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elementary years. 
Yeah, I think so principally. 

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The Mantra City View is that we 
must first give work to the 

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hands and trust that work to the
hands translates to concept 

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building in the mind. 
Right. 

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And what does that really mean? 
It means that if you want to 

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teach a child math, you've got 
to make them play with math. 

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Using some materials that are 
available versus giving them 

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pencil and paper and asking them
to write the numbers from 1 to 

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100. 
Right? 

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00:11:54,600 --> 00:11:56,400
And which is the way, most 
conventional schools. 

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Even preschool will operated you
start learning one. 

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You write one. 
You learn to you right to and 

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00:12:00,800 --> 00:12:04,400
you go on till whatever number 
you go to Montessori instead 

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00:12:04,400 --> 00:12:07,100
says that. 
Let's have some Thing where the 

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00:12:07,100 --> 00:12:10,200
child can touch and feel one, 
let them touch him. 

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00:12:10,200 --> 00:12:13,100
Feel to get them really 
understand the difference 

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00:12:13,100 --> 00:12:16,800
between one and two. 
Let them sort out numbers in 

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certain orders either ascending 
or descending. 

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Let them sequence it out in 
interesting ways that them truly

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play with the math. 
Don't want to see? 

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We never say Play, we say, work,
what's really happening is that 

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there is informal, exploration 
of math, sensorially, in other 

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words, they using their hands to
actually engage engage with 

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00:12:37,000 --> 00:12:40,100
mathematical Concepts before 
it's translated into the 

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00:12:40,100 --> 00:12:43,200
abstract math that we know of, 
right? 

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00:12:43,200 --> 00:12:45,700
And that turns out to be a 
really, really important step. 

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So for example, in Montessori, 
the early thing that we offer 

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children after we introduce them
to, you know, 129 and so on is 

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the idea of the decimal system, 
right? 

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00:12:57,300 --> 00:12:59,700
And that's a really important 
idea, because if you think of 

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our schooling after nine, we 
just sort of take it on faith, 

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00:13:02,900 --> 00:13:05,400
that 10 comes and we write 10 in
a certain way. 

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00:13:05,400 --> 00:13:08,100
And then you write Levin in a 
And we keep writing. 

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00:13:09,300 --> 00:13:12,700
You ask a child wise 21 written 
as 2 & 1. 

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00:13:13,500 --> 00:13:16,300
Most likely don't have a very 
good answer but it because it's 

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never been offered to them. 
In that sense. 

229
00:13:18,000 --> 00:13:21,100
They do has been told that this 
is what happens after 1920 comes

230
00:13:21,100 --> 00:13:25,300
and then 21 comes instead 
Montessori in words that to say.

231
00:13:25,300 --> 00:13:28,200
Hey, let's actually show the 
child. 

232
00:13:28,200 --> 00:13:33,500
How do we construct a large 
number from these small symbols 

233
00:13:33,500 --> 00:13:37,200
that we have of 0 to 9. 
And that's a tremendous Insight.

234
00:13:37,200 --> 00:13:39,300
That's the inside of the only 
humans, right? 

235
00:13:39,300 --> 00:13:41,900
Who kind of figured out a way in
which you can represent large 

236
00:13:41,900 --> 00:13:46,300
numbers using small symbols. 
And so we introduced very early 

237
00:13:46,300 --> 00:13:49,100
on the decimal system again 
concretely, right? 

238
00:13:49,100 --> 00:13:51,700
So again, if you've gone to the 
Montessori School, you would 

239
00:13:51,700 --> 00:13:55,800
have seen what we call the rod 
of 10, we'd have seen the square

240
00:13:55,800 --> 00:14:00,300
of hundred and the child is then
sort of discovering that 10 rods

241
00:14:00,300 --> 00:14:04,400
of 10, put together becomes the 
square of hundred and similarly 

242
00:14:04,400 --> 00:14:08,400
10 squares of Comes the cube of 
thousand which are actually 

243
00:14:08,400 --> 00:14:10,600
seen. 
You're lifting it and you kind 

244
00:14:10,600 --> 00:14:12,100
of sense. 
Totally feeling. 

245
00:14:12,100 --> 00:14:14,500
Hey man, this thousand cube is 
heavy. 

246
00:14:15,400 --> 00:14:17,200
This hundred square is quite 
light. 

247
00:14:17,400 --> 00:14:19,800
But if I put 10 hundredths 
squares in one hand and I 

248
00:14:19,800 --> 00:14:22,000
compare it with the Cuban, the 
other hand, they weigh the same.

249
00:14:22,500 --> 00:14:27,000
So the getting this really sort 
of Hands-On and truly little 

250
00:14:27,000 --> 00:14:32,400
baby, a sense of what quantities
are actually, right, and that is

251
00:14:32,400 --> 00:14:34,400
really, really important. 
They're not just seeing it on 

252
00:14:34,400 --> 00:14:36,900
paper and writing. 
Different numbers, they're 

253
00:14:36,900 --> 00:14:41,000
actually holding them, you know,
moving them, weighing them, and 

254
00:14:41,000 --> 00:14:43,300
all of these things under 
learning how large quantities, 

255
00:14:43,300 --> 00:14:45,400
get constructed as they grow 
older. 

256
00:14:45,400 --> 00:14:48,200
We follow the same process where
there's actually a, you may not 

257
00:14:48,200 --> 00:14:50,200
have seen this yet. 
There's actually a huge queue 

258
00:14:50,200 --> 00:14:53,000
for 1 million. 
So we take the 1 million where 

259
00:14:53,000 --> 00:14:56,800
it takes for children to lift 
it, right, and we compare it 

260
00:14:56,800 --> 00:15:00,900
with that one bead, which is the
unit and we ask them to reflect 

261
00:15:00,900 --> 00:15:02,200
on it. 
And that's a really powerful 

262
00:15:02,200 --> 00:15:05,000
moment for a child because they 
truly then understand, man. 

263
00:15:05,000 --> 00:15:08,300
What is 1 million? 
Always exist, you know, one 

264
00:15:08,300 --> 00:15:09,600
followed by so many zeros, 
right? 

265
00:15:09,600 --> 00:15:12,500
Who cares when you actually see 
it in front of you like that. 

266
00:15:12,700 --> 00:15:14,200
It makes a tremendous 
difference. 

267
00:15:14,600 --> 00:15:17,400
Right? 
So 326 is all about that. 

268
00:15:17,400 --> 00:15:19,300
It's all about having different 
materials. 

269
00:15:19,300 --> 00:15:23,300
That concretely, represent 
quantities, and allow the child 

270
00:15:23,300 --> 00:15:28,300
to start understanding basic 
numbers, large numbers of 

271
00:15:28,300 --> 00:15:31,300
operations, with these numbers, 
with no addition, subtraction 

272
00:15:31,300 --> 00:15:34,700
multiplication division, and 
that usually sets up fairly 

273
00:15:34,700 --> 00:15:37,500
strong Foundation. 
For what is to come next, which 

274
00:15:37,500 --> 00:15:41,000
is in the element Rios, right? 
Are things that are covered in 

275
00:15:41,000 --> 00:15:43,100
the Montessori. 
The three to six years different

276
00:15:43,100 --> 00:15:46,200
from were discovered is the at 
the same age, another school. 

277
00:15:47,100 --> 00:15:52,600
Yeah, so they are different in 
the sense of I'll give an 

278
00:15:52,600 --> 00:15:57,000
example, right? 
So in the Montessori World, once

279
00:15:57,000 --> 00:16:01,300
the child understands quantity. 
Well, we think that there's no 

280
00:16:01,300 --> 00:16:04,200
reason why they can't add to 4 
digit quantities together. 

281
00:16:05,000 --> 00:16:08,100
In the conventional World, 
literally in, you know, in kg 

282
00:16:08,100 --> 00:16:11,400
to, You'll add two single-digit 
numbers in grade. 

283
00:16:11,400 --> 00:16:13,800
One. 
You'll add two two-digit numbers

284
00:16:13,800 --> 00:16:15,700
in grade 2, you'll add three 
digit numbers. 

285
00:16:16,100 --> 00:16:19,300
And that's how you proceed. 
Right, which is Criminal 

286
00:16:19,300 --> 00:16:21,300
actually. 
Because the concept, relearning 

287
00:16:21,300 --> 00:16:23,500
is addition, whether it's a two 
digit number of four digit 

288
00:16:23,500 --> 00:16:28,100
matter, doesn't matter, right? 
It's absolutely out of question.

289
00:16:28,100 --> 00:16:31,500
So, first thing is, we offer 
more difficult things early on 

290
00:16:31,900 --> 00:16:34,500
focusing, on the concept, not on
the representation of the 

291
00:16:34,600 --> 00:16:36,800
Concept, right? 
And that's a key difference. 

292
00:16:37,100 --> 00:16:38,100
Right? 
Like in the cities. 

293
00:16:38,100 --> 00:16:42,300
For example, that I gave you. 
The other example is in 

294
00:16:42,300 --> 00:16:45,900
Geometry, right? 
So, I think a lot of arithmetic 

295
00:16:45,900 --> 00:16:48,600
when you think of math in 
schools, we don't really think 

296
00:16:48,600 --> 00:16:50,500
of geometry. 
And if you think about your own 

297
00:16:50,500 --> 00:16:53,700
geometry education, basically 
didn't exist till you were in 

298
00:16:53,700 --> 00:16:57,900
grade six or something, and fix.
I remember Euclid's axioms 

299
00:16:58,100 --> 00:17:01,200
coming in late, 2007, and then 
that's where it started off. 

300
00:17:01,200 --> 00:17:03,300
So yeah. 
Yeah, exactly, right. 

301
00:17:03,300 --> 00:17:06,300
So suddenly Things Are Grade 6 
of grade 7 again, which is a 

302
00:17:06,300 --> 00:17:11,500
tremendous waste because if 
you're dealing sense, so really 

303
00:17:11,500 --> 00:17:14,700
with the world, the first thing 
you see around you are shapes, 

304
00:17:14,800 --> 00:17:17,700
you see shapes and you see 
colors, that's literally the 

305
00:17:17,700 --> 00:17:20,400
babies experience of the world. 
Right? 

306
00:17:20,500 --> 00:17:23,700
So it's a tremendous success 
opportunity early on to offer a 

307
00:17:23,708 --> 00:17:26,900
lot of geometry, right? 
And in the 326, it's a lot of 

308
00:17:27,200 --> 00:17:29,300
names that you kind of see 
something here. 

309
00:17:29,300 --> 00:17:30,700
That's a triangle. 
You see something else. 

310
00:17:30,700 --> 00:17:34,900
That's a quadrilateral and the 
326 child is also You know, 

311
00:17:34,900 --> 00:17:37,900
Montessori says they have what 
is called the absorbent mind, 

312
00:17:38,000 --> 00:17:40,300
which is that they just pick up 
things like they learn to walk 

313
00:17:40,300 --> 00:17:42,400
by looking at you and they learn
to talk by looking at you. 

314
00:17:42,800 --> 00:17:45,700
They acquire language incredibly
fast, right? 

315
00:17:45,700 --> 00:17:48,200
So it's an opportunity to offer 
language or various kinds. 

316
00:17:48,200 --> 00:17:50,000
So we offer a lot of geometrical
language. 

317
00:17:50,100 --> 00:17:52,600
Wait, so they'll end up, you 
know, looking at really weird 

318
00:17:52,600 --> 00:17:54,900
shapes and they'll know the 
exact term for it and so on and 

319
00:17:54,900 --> 00:17:56,900
so forth. 
And we introduce all of that to 

320
00:17:56,900 --> 00:17:59,400
set the foundation for what 
comes next, right? 

321
00:17:59,400 --> 00:18:01,400
So, purely from a curriculum 
point of view. 

322
00:18:01,400 --> 00:18:03,300
Yeah. 
It's very concept heavy and it 

323
00:18:03,300 --> 00:18:05,800
goes quite far much. 
The compared to water 

324
00:18:06,000 --> 00:18:09,100
conventional school would go in 
the elementary years now. 

325
00:18:09,100 --> 00:18:10,800
Things are a little bit 
different, right? 

326
00:18:10,800 --> 00:18:12,400
Because the child is no 
different. 

327
00:18:12,900 --> 00:18:17,600
The child, in the elementary 
years is really a strong reason,

328
00:18:17,600 --> 00:18:21,400
or in the younger years. 
They are absorbing things. 

329
00:18:21,400 --> 00:18:22,900
It's putting things in their 
mind. 

330
00:18:22,900 --> 00:18:26,400
They're not perhaps reasoning as
well about them when they're six

331
00:18:26,400 --> 00:18:29,200
and or even five five and a half
six to start saying that they're

332
00:18:29,200 --> 00:18:32,500
asking a lot more intelligent 
questions by putting together 

333
00:18:32,500 --> 00:18:34,000
information. 
They've already acquired in the 

334
00:18:34,000 --> 00:18:36,800
last few years. 
Use and that just multiplies as 

335
00:18:36,800 --> 00:18:38,300
they go into the reasoning 
phase. 

336
00:18:38,900 --> 00:18:41,400
At this time. 
It becomes really important or 

337
00:18:41,400 --> 00:18:45,300
now go deeper into different 
concepts, and it becomes 

338
00:18:45,300 --> 00:18:49,400
important to start 
contextualizing, everything that

339
00:18:49,400 --> 00:18:52,300
the child is learning, right? 
So, for example, I don't know if

340
00:18:52,300 --> 00:18:53,400
you saw the around few months 
ago. 

341
00:18:53,400 --> 00:18:56,400
There was a stick. 
Talk video of, you know, of 

342
00:18:56,700 --> 00:18:59,600
thing, American High School 
student, who is learning math 

343
00:18:59,600 --> 00:19:02,700
and she complained for 10, for 
the 22nd, saying, by Inner 

344
00:19:02,700 --> 00:19:04,400
learning all this, it seems 
useless. 

345
00:19:04,800 --> 00:19:07,400
I became viral and everybody 
made fun of her and things like 

346
00:19:07,400 --> 00:19:11,300
that, but I'll send it to you. 
But the point was that she was 

347
00:19:11,300 --> 00:19:14,000
absolutely right that and even 
if you reflect on our 

348
00:19:14,000 --> 00:19:15,700
experience, why did we learn 
trigonometry? 

349
00:19:16,100 --> 00:19:18,600
Nobody told us why why we are in
jaii. 

350
00:19:18,700 --> 00:19:21,400
So we like to do is there in the
that's the answer right there. 

351
00:19:21,400 --> 00:19:23,500
Is that in jaii, so you better 
study at our table. 

352
00:19:24,800 --> 00:19:27,000
It becomes really, really 
important, especially in a 

353
00:19:27,008 --> 00:19:30,200
philosophy of education, 
bordering on centering on choice

354
00:19:30,200 --> 00:19:33,100
and interest, but we start 
telling children why they're 

355
00:19:33,100 --> 00:19:35,400
doing certain things. 
Right? 

356
00:19:35,700 --> 00:19:38,000
And so we can't just give 
geometry. 

357
00:19:38,000 --> 00:19:40,900
We can't just give arithmetic. 
We need to contextualize it with

358
00:19:40,900 --> 00:19:44,100
the Y, right. 
So, the most important thing 

359
00:19:44,100 --> 00:19:47,800
that we do in elementary is we 
start offering a lot of history.

360
00:19:48,900 --> 00:19:52,900
So history is the super subject 
in elementary and every subject 

361
00:19:52,900 --> 00:19:56,000
comes out of History, which is a
very different way of looking at

362
00:19:56,000 --> 00:19:57,700
curriculums. 
Right? 

363
00:19:58,200 --> 00:20:01,100
So the first thing that we'll do
then each child who enters the 

364
00:20:01,100 --> 00:20:03,900
Elementary classroom is will 
offer what is called the story 

365
00:20:03,900 --> 00:20:06,700
of the universe, right? 
Which is the big bang. 

366
00:20:07,600 --> 00:20:09,800
I drove attending this docket my
daughter to school. 

367
00:20:09,800 --> 00:20:13,200
I think you were also there for 
that talk where I was like, what

368
00:20:13,200 --> 00:20:15,500
is happening? 
What's for a dollar? 

369
00:20:15,500 --> 00:20:18,500
But I think now you're sort of 
putting into X. 

370
00:20:19,200 --> 00:20:22,000
Yeah, so the first thing that we
do is we feel that it's really 

371
00:20:22,000 --> 00:20:24,400
important that children 
understand their place in the 

372
00:20:24,400 --> 00:20:28,800
universe, right? 
So we start with 0, Avi, and how

373
00:20:28,800 --> 00:20:31,800
did we get here? 
And that really starts with the 

374
00:20:31,800 --> 00:20:35,000
big bang, it goes into how the 
stars were formed and how did 

375
00:20:35,000 --> 00:20:37,900
the planets formed and how did 
the Earth get formed into the 

376
00:20:37,900 --> 00:20:41,900
shape and form that it is today 
along with that we start going 

377
00:20:41,900 --> 00:20:43,100
into okay. 
The earth was formed. 

378
00:20:43,100 --> 00:20:45,900
What happened next? 
Oh, life emerged different 

379
00:20:45,900 --> 00:20:47,400
animals. 
Came different plants. 

380
00:20:47,400 --> 00:20:48,600
Came what? 
Next. 

381
00:20:48,600 --> 00:20:50,900
Oh, lot of things happened. 
And you know what? 

382
00:20:50,900 --> 00:20:53,400
The humans came at the very end,
right? 

383
00:20:53,400 --> 00:20:54,600
We didn't come right in the 
beginning. 

384
00:20:54,600 --> 00:20:58,400
We are at literally the last few
likes of this long journey that 

385
00:20:58,400 --> 00:21:01,700
Earth has had. 
But then we say now that humans 

386
00:21:01,700 --> 00:21:03,700
are here. 
We've done a bunch of great 

387
00:21:03,700 --> 00:21:07,400
things right there created this 
thing called fighting and we 

388
00:21:07,400 --> 00:21:09,900
created these things called 
numbers, right. 

389
00:21:09,900 --> 00:21:13,100
And we want children to 
understand and appreciate that. 

390
00:21:13,100 --> 00:21:16,500
We are all standing on the 
shoulders of giants, right? 

391
00:21:16,500 --> 00:21:19,600
And we want them to have that 
sense of Gratitude for what came

392
00:21:19,600 --> 00:21:23,000
before and Inspire them to learn
and do more. 

393
00:21:23,600 --> 00:21:25,600
And we feel that's really, 
really important. 

394
00:21:25,600 --> 00:21:27,300
Because otherwise, why am I 
doing all of? 

395
00:21:27,300 --> 00:21:29,900
This is an important question 
that we never answer for 

396
00:21:29,900 --> 00:21:31,500
children. 
So we do all of this 

397
00:21:31,500 --> 00:21:35,000
contextualizing through history 
first let and you know just 

398
00:21:35,000 --> 00:21:37,500
happens in the first couple of 
months as a child enters the 

399
00:21:37,500 --> 00:21:40,800
classroom and now they're ready 
to go deeper into specific 

400
00:21:40,800 --> 00:21:42,000
things. 
Right? 

401
00:21:42,000 --> 00:21:44,800
So if you take anything, right? 
And we can now come to data 

402
00:21:44,800 --> 00:21:47,900
science, for example, right? 
We can ask the question. 

403
00:21:48,300 --> 00:21:52,300
Holy probability a much and will
turn out this wonderful human 

404
00:21:52,300 --> 00:21:55,200
story somewhere, right? 
So I don't know if you know, but

405
00:21:55,200 --> 00:21:58,600
the first formalization of 
probability comes in the 17th 

406
00:21:58,600 --> 00:22:03,100
century because there was a 
gambler, you know, he was losing

407
00:22:03,100 --> 00:22:05,100
a lot of money. 
You want to figure out how to 

408
00:22:05,100 --> 00:22:07,600
make money. 
So he went to Pascal and former 

409
00:22:08,400 --> 00:22:10,900
and he said, you know, I'm 
playing, you know, it's 

410
00:22:10,900 --> 00:22:14,200
something that dice or whatever.
And the question was, if I throw

411
00:22:14,200 --> 00:22:17,600
24 times, how many times for a 
certain pattern emerge not able 

412
00:22:17,600 --> 00:22:18,500
to track this? 
Problem. 

413
00:22:18,500 --> 00:22:19,800
What do I do? 
Right? 

414
00:22:19,800 --> 00:22:22,600
And he doesn't just ask anybody 
goes to Pascal and former, 

415
00:22:23,400 --> 00:22:25,400
right? 
And these two guys get together 

416
00:22:25,400 --> 00:22:28,400
have a solution and then put 
forward the first formal 

417
00:22:28,400 --> 00:22:31,700
Treatise on probability. 
Well, I didn't do to 7/2. 

418
00:22:32,400 --> 00:22:34,400
Yeah, exactly, exactly. 
Right. 

419
00:22:34,400 --> 00:22:38,000
So if you look at basic numbers 
and all its long back, but a 

420
00:22:38,000 --> 00:22:41,800
first formal formulation percent
probability, 16th century, 17th 

421
00:22:41,800 --> 00:22:43,400
century. 
It's very, very late. 

422
00:22:44,600 --> 00:22:47,800
And once children sort of have 
taken time to digest, it, 

423
00:22:47,800 --> 00:22:50,800
they'll make Same observation as
you know, that's not so long 

424
00:22:50,800 --> 00:22:52,700
ago. 
It's just one radius back, 

425
00:22:53,400 --> 00:22:54,500
right? 
And suddenly, it seems more 

426
00:22:54,500 --> 00:22:57,500
accessible to them. 
And then they relate to way. 

427
00:22:57,500 --> 00:22:59,800
This is guy called Pascal order.
3, Pascal Loop. 

428
00:22:59,800 --> 00:23:02,200
Let me go, look them up and 
we'll find Pascal's triangle or 

429
00:23:02,200 --> 00:23:03,600
will find other interesting 
stuff. 

430
00:23:03,800 --> 00:23:06,200
They look at four miles, of 
course, very interesting figure.

431
00:23:07,100 --> 00:23:09,300
They look at Kye. 
What is gambling, right? 

432
00:23:09,300 --> 00:23:11,600
Is again a very interesting 
point and we'll talk a little 

433
00:23:11,600 --> 00:23:16,200
bit about it because and we can 
talk about it now because really

434
00:23:16,200 --> 00:23:19,200
important thing is if you're 
playing with With math, which is

435
00:23:19,200 --> 00:23:21,800
the true Insight of how we 
learn. 

436
00:23:22,600 --> 00:23:25,000
If you learning probability, you
have to play card games. 

437
00:23:25,400 --> 00:23:27,600
You have to play, Blackjack 
Blackjack. 

438
00:23:27,600 --> 00:23:30,100
I feel like it's like absolutely
compulsory, right for a 

439
00:23:30,100 --> 00:23:32,300
six-year-old because this 
Edition combinations and 

440
00:23:32,300 --> 00:23:33,800
understanding our Edition 
combinations. 

441
00:23:33,800 --> 00:23:35,900
Ladder Jack. 
You said, is that capacity for a

442
00:23:35,908 --> 00:23:37,900
six-year-old? 
Yeah. 

443
00:23:38,100 --> 00:23:39,600
Okay. 
It's official kids edition 

444
00:23:39,600 --> 00:23:41,000
combinations at the end of the 
day, right? 

445
00:23:41,000 --> 00:23:43,900
I mean values are also some 
representation that a Jack is 

446
00:23:43,900 --> 00:23:46,700
also a 10. 
Then those exactly exactly. 

447
00:23:46,700 --> 00:23:48,100
Yeah, which is fairly 
straightforward. 

448
00:23:49,000 --> 00:23:52,900
We have six year olds, who 
played it, and who kind of 

449
00:23:52,900 --> 00:23:56,300
played well and it's quite 
straightforward. 

450
00:23:56,300 --> 00:23:59,200
It's not that complex. 
But the sort of path from 

451
00:23:59,200 --> 00:24:04,800
Blackjack, to Poker. 
And in parallel to bridge is 

452
00:24:04,800 --> 00:24:08,500
quite self-evident as a tool for
teaching probability and well, 

453
00:24:08,500 --> 00:24:11,900
of course, not prescribed by 
Montessori per se Montessori 

454
00:24:11,900 --> 00:24:16,100
pedagogical principles demand, 
that it happens, right? 

455
00:24:16,100 --> 00:24:18,000
And it will happen inside. 
Good classroom. 

456
00:24:18,100 --> 00:24:23,300
Oops, I mean that's an aside but
if we come back the idea is we 

457
00:24:23,300 --> 00:24:26,900
have to first contextualize and 
contextualize through stories 

458
00:24:27,500 --> 00:24:30,200
that and you can think of so 
many stories on probability that

459
00:24:30,200 --> 00:24:31,200
you can just sit there for 5 
minutes. 

460
00:24:31,200 --> 00:24:34,300
We'll come up with 20 stories 
that we have, you know, the 

461
00:24:34,300 --> 00:24:36,200
story of the Reverend Thomas 
Bayes. 

462
00:24:36,800 --> 00:24:40,700
We'll have the story of, you 
know, that H Petersburg Paradox.

463
00:24:41,600 --> 00:24:44,400
Absolutely. 
And you'll have passed this one,

464
00:24:44,400 --> 00:24:48,000
the, you know, the game show, 
one with the three. 

465
00:24:49,300 --> 00:24:50,800
What is that? 
That investment Monty Hall 

466
00:24:50,800 --> 00:24:52,900
problem? 
Yeah, the ones the Monty Hall 

467
00:24:52,900 --> 00:24:54,400
problem. 
Yeah, we sting operation 

468
00:24:54,400 --> 00:24:57,400
Investment Banking problem, but 
there's nothing that stops a 

469
00:24:57,400 --> 00:24:59,000
six-year-old, a seven-year-old 
from reasoning. 

470
00:24:59,000 --> 00:25:00,700
It out. 
Right? 

471
00:25:02,200 --> 00:25:04,200
Right, but there's the birthday 
Paradox, right? 

472
00:25:04,200 --> 00:25:07,300
The so many interesting 
questions and stories that 

473
00:25:07,900 --> 00:25:09,600
probability statistics. 
I don't know if, you know, the 

474
00:25:09,600 --> 00:25:12,700
great story of Florence 
Nightingale, you know, the, you 

475
00:25:12,700 --> 00:25:14,100
know, the story of Florence 
night. 

476
00:25:14,100 --> 00:25:18,000
I know that she came up with 
these sort of these. 

477
00:25:18,100 --> 00:25:21,800
Charts, I forget what those 
spirals kind of charts to 

478
00:25:22,000 --> 00:25:23,700
absorb. 
What was the mortality? 

479
00:25:23,700 --> 00:25:25,500
Kind of a think it, I think in 
Crimea itself. 

480
00:25:25,500 --> 00:25:29,300
It was absolutely. 
So Nightingale basically, you 

481
00:25:29,300 --> 00:25:32,000
know, we think of Arizona, but 
actually shows a really strong 

482
00:25:32,000 --> 00:25:35,700
administrator and she started 
looking at why people were dying

483
00:25:35,700 --> 00:25:38,700
under her watch, right? 
And then, she realized that 

484
00:25:38,700 --> 00:25:40,900
people were dying. 
Not because of medical reasons, 

485
00:25:40,900 --> 00:25:44,700
like that was due to war, but 
because of things like 

486
00:25:44,700 --> 00:25:47,900
sanitation is bad, so they 
caught an infection and then 

487
00:25:48,200 --> 00:25:51,100
Struggling to communicate this 
to her Superior. 

488
00:25:51,100 --> 00:25:54,500
So she decided after represented
visually and she came up with a 

489
00:25:54,508 --> 00:25:58,600
new chart which he then showed 
to her superiors and know the 

490
00:25:58,600 --> 00:26:01,500
chart made it very obvious that 
you know, what was happening was

491
00:26:01,500 --> 00:26:03,800
that sanitation and then action 
happened? 

492
00:26:03,900 --> 00:26:07,600
So it's called the Nightingale 
chart and that's an amazing 

493
00:26:07,600 --> 00:26:09,600
story. 
It's, I mean, the chart is 

494
00:26:09,600 --> 00:26:12,000
something that's very easy for 
children to understand, right? 

495
00:26:12,000 --> 00:26:14,900
So much for visual story. 
Similar to the undivided of is 

496
00:26:14,900 --> 00:26:18,000
that London calls? 
Are that the don'ts? 

497
00:26:18,100 --> 00:26:21,300
No, those pile. 
He very did a scatter plot of 

498
00:26:21,300 --> 00:26:24,700
Where the Callback is escape. 
And if you go to is due to these

499
00:26:24,700 --> 00:26:27,800
two water pumps, absolutely 
right? 

500
00:26:28,100 --> 00:26:31,900
I mean, to me that's data 
analysis of the highest order 

501
00:26:32,300 --> 00:26:36,500
and not difficult for a 78 year 
old to understand that you have,

502
00:26:36,500 --> 00:26:38,500
basically, all of Edward tufte 
is like this, right? 

503
00:26:38,500 --> 00:26:41,300
I mean, any of his envisioning, 
you know, the envisioning 

504
00:26:41,300 --> 00:26:44,300
information books, you've seen, 
any of the books. 

505
00:26:44,300 --> 00:26:48,000
I have only read the main one, 
the visual display. 

506
00:26:48,200 --> 00:26:49,900
Visual display of quantitative 
about vision for me. 

507
00:26:49,900 --> 00:26:51,300
See, yeah. 
Yeah. 

508
00:26:51,300 --> 00:26:56,700
So I think so, all of that 
again, first will offer the 

509
00:26:56,700 --> 00:26:59,400
story. 
The story of Napoleon going to 

510
00:26:59,408 --> 00:27:01,500
Russia, after a very famous 
start on it. 

511
00:27:01,700 --> 00:27:03,400
This beautiful sort of a link to
it. 

512
00:27:03,600 --> 00:27:05,500
It's a beautiful job. 
Yeah. 

513
00:27:05,600 --> 00:27:09,900
So Nightingale story, the story 
of Pascal and former write all 

514
00:27:09,900 --> 00:27:12,200
of this. 
It's very important that you do 

515
00:27:12,200 --> 00:27:15,600
that first. 
What age do you tell them at? 

516
00:27:15,600 --> 00:27:18,000
What age do you I know at around
60? 

517
00:27:18,100 --> 00:27:20,200
Start with the history of the 
universe and things like that. 

518
00:27:20,200 --> 00:27:23,800
So, when do you start of 
introduce them to the the guy 

519
00:27:23,900 --> 00:27:27,200
The Gambler going to Pascal, 
enter mind the interviews 

520
00:27:27,200 --> 00:27:29,500
probability? 
And yeah. 

521
00:27:30,100 --> 00:27:32,900
Yeah, so I think there's no 
reason why it can't be done at 

522
00:27:32,900 --> 00:27:36,800
six, right? 
And because you know, it's if 

523
00:27:36,800 --> 00:27:38,900
you're not in the pandemic and 
we all in school together, it 

524
00:27:38,900 --> 00:27:40,800
would happen at six. 
Now, of course, it'll happen a 

525
00:27:40,800 --> 00:27:42,800
little bit later because of 
various constraints that we 

526
00:27:42,800 --> 00:27:45,100
operate under. 
But when you think about 

527
00:27:45,100 --> 00:27:47,600
conceptually, there's nothing 
great here, right? 

528
00:27:47,600 --> 00:27:52,600
It's It's just a nice story that
children can understand and 

529
00:27:52,600 --> 00:27:57,700
connect to put that must then be
followed up with actual work. 

530
00:27:58,000 --> 00:28:00,900
Right, which is what can we then
introduced to the child that 

531
00:28:00,900 --> 00:28:03,900
will allow them to take this 
forward on their own right? 

532
00:28:03,900 --> 00:28:07,200
And that comes, you know, that's
a very critical point now and it

533
00:28:07,200 --> 00:28:11,700
links to how we offer all the 
Sciences in Montessori, right? 

534
00:28:12,300 --> 00:28:14,600
If you look at Matsuri 
Elementary, The Sciences are 

535
00:28:14,600 --> 00:28:16,300
again. 
Offered since sorry. 

536
00:28:16,700 --> 00:28:19,100
And what's the sensorial? 
Version of science. 

537
00:28:19,600 --> 00:28:24,000
It's the experiment. 
So every classroom has an as a 

538
00:28:24,008 --> 00:28:26,300
lab inside it. 
And that's basically mandatory 

539
00:28:26,300 --> 00:28:27,900
for a Montessori Elementary 
classroom. 

540
00:28:28,300 --> 00:28:29,800
Right? 
That you need a lab inside which

541
00:28:29,800 --> 00:28:31,600
children can perform different 
experiments. 

542
00:28:32,100 --> 00:28:33,900
Right? 
So, for example, when we give 

543
00:28:33,900 --> 00:28:37,400
the first story, the story of 
the universe one important 

544
00:28:37,400 --> 00:28:40,400
Insight is that when the earth 
forms, you know, the there are 

545
00:28:40,400 --> 00:28:41,900
some things that go to the 
Center of the Earth. 

546
00:28:41,900 --> 00:28:43,800
There are some things that come 
out and it turns out that is 

547
00:28:43,800 --> 00:28:46,700
related to temperature, right? 
That hot things behave in a 

548
00:28:46,700 --> 00:28:49,700
certain way, cold things behave.
Certain different way, but hey, 

549
00:28:49,700 --> 00:28:52,200
don't take my word for it. 
Here's an experiment, you can 

550
00:28:52,200 --> 00:28:54,400
do. 
And then the children actually 

551
00:28:54,400 --> 00:28:55,900
go ahead and try the experiment 
dr. 

552
00:28:56,100 --> 00:28:57,900
Right? 
So the sciences and want to see 

553
00:28:57,900 --> 00:29:01,400
our heavy experimental, right? 
That you do an experiment, You 

554
00:29:01,400 --> 00:29:05,100
observe you hypothesize and you 
come to some conclusions, right?

555
00:29:05,100 --> 00:29:08,000
And then Concepts get built upon
in scaffolded way. 

556
00:29:08,700 --> 00:29:11,500
Now, let's take the same idea 
and bring it to statistics. 

557
00:29:12,400 --> 00:29:15,500
Right? 
What a simple experiments we can

558
00:29:15,500 --> 00:29:17,300
do in probability and 
statistics. 

559
00:29:17,300 --> 00:29:19,800
The most obvious one is the coin
toss. 

560
00:29:19,800 --> 00:29:21,900
Right? 
Right. 

561
00:29:21,900 --> 00:29:27,000
So and it turns out that the 
wrong way of doing probability 

562
00:29:27,000 --> 00:29:29,700
and statistics to Define 
probability upfront, which is 

563
00:29:29,700 --> 00:29:32,700
the textbook way that 
probability is a number of 

564
00:29:32,700 --> 00:29:35,200
positive outcomes by total 
outcomes or sample space. 

565
00:29:35,200 --> 00:29:36,800
What are we going to the 
terminology? 

566
00:29:37,000 --> 00:29:40,400
We get into all of that but we 
don't get a feel of what's 

567
00:29:40,400 --> 00:29:41,900
actually happened when you toss 
the coin. 

568
00:29:43,400 --> 00:29:46,700
And that's the reason why 
playing the card game and 

569
00:29:46,700 --> 00:29:49,500
actually tossing. 
The coin is so important. 

570
00:29:50,000 --> 00:29:51,200
So, this is the way we would do 
it. 

571
00:29:51,200 --> 00:29:53,900
Right? 
We say, hey, um, you know, ten 

572
00:29:53,900 --> 00:29:55,800
of us, whatever 10 kids are 
here. 

573
00:29:56,100 --> 00:29:58,200
Let's toss coins. 
Each of us, take a coin toss it.

574
00:29:58,200 --> 00:30:01,700
10 times before we toss though. 
It's important to have the 

575
00:30:01,700 --> 00:30:03,400
conversation to say. 
Hey, what do you expect? 

576
00:30:03,400 --> 00:30:06,100
Karthik? 
You think will be foreheads, 

577
00:30:06,100 --> 00:30:09,700
two, things is going to be six. 
Things will be 7, so they 

578
00:30:09,700 --> 00:30:12,300
provide a hypothesis, then they 
do. 

579
00:30:12,300 --> 00:30:14,500
Actually, they do the trial. 
They get an outcome. 

580
00:30:15,300 --> 00:30:16,600
May be the same may be 
different. 

581
00:30:16,600 --> 00:30:20,400
They recorded, right? 
And the element region are very 

582
00:30:20,400 --> 00:30:22,200
social children. 
So it's a lot of fun reading. 

583
00:30:22,200 --> 00:30:24,600
Manga will say I got three 
younger they will say, I got 

584
00:30:24,600 --> 00:30:26,300
seven. 
I got six whatever, whatever. 

585
00:30:26,800 --> 00:30:28,600
Right. 
So they start talking right? 

586
00:30:28,600 --> 00:30:31,600
But this is still just one trial
and you haven't yet got to the 

587
00:30:31,600 --> 00:30:34,700
realm of Statistics, but you see
the path that Now lies in front 

588
00:30:34,700 --> 00:30:36,200
of It's a haircut and do it 
again. 

589
00:30:37,800 --> 00:30:39,900
And you do it again. 
I'll get something else. 

590
00:30:40,200 --> 00:30:44,600
We record that also, right and 
suddenly we see now how we kind 

591
00:30:44,600 --> 00:30:46,800
of move away from the science 
experiment. 

592
00:30:46,800 --> 00:30:50,400
The science experiment gives us 
largely the same outcome, right?

593
00:30:50,700 --> 00:30:52,500
If I drop something in water, it
will sink. 

594
00:30:52,700 --> 00:30:53,900
It's always going to sink. 
Right? 

595
00:30:53,900 --> 00:30:56,700
So will behave differently? 
Perfect toss a coin different 

596
00:30:56,700 --> 00:30:58,500
things are happening. 
Right? 

597
00:30:58,500 --> 00:31:02,000
And this is a fantastic way to 
introduce uncertainty because of

598
00:31:02,000 --> 00:31:04,700
use of certainty so far, right? 
Right from three to six things 

599
00:31:04,700 --> 00:31:06,500
happen, or they don't happen, 
right? 

600
00:31:06,500 --> 00:31:09,400
But now in a 220, you can get 
used to little bit of 

601
00:31:09,400 --> 00:31:12,200
uncertainty. 
So we offer this so they do this

602
00:31:12,200 --> 00:31:16,200
trial. 
Let's say they do 20 times, 

603
00:31:16,600 --> 00:31:17,800
right? 
And now they've recorded things 

604
00:31:17,800 --> 00:31:21,500
on their paper, right? 
And then the sharing, but now, 

605
00:31:21,500 --> 00:31:23,000
we have a problem at this stage,
right? 

606
00:31:23,000 --> 00:31:26,400
Because you've done the trial 20
times, you've written something,

607
00:31:26,600 --> 00:31:29,300
but now you have no tools 
however to compile result, 

608
00:31:29,900 --> 00:31:32,000
right? 
And that now sets the stage for 

609
00:31:32,000 --> 00:31:33,400
hey now, let me tell you. 
Okay. 

610
00:31:33,400 --> 00:31:35,700
What is mean? 
What is median? 

611
00:31:36,100 --> 00:31:37,400
What is mold? 
What is rain? 

612
00:31:37,600 --> 00:31:39,900
Change, right? 
And that's great now because 

613
00:31:39,900 --> 00:31:43,000
Kathy can go compared with, you 
know, whoever sonal and say, 

614
00:31:43,000 --> 00:31:48,800
hey, my main is 5.6 heads and 
she'll say my mean is 0.5 x, 

615
00:31:49,300 --> 00:31:50,500
right? 
And so suddenly some 

616
00:31:50,500 --> 00:31:52,800
conversation starts happening, 
right? 

617
00:31:52,800 --> 00:31:56,000
Which is great. 
And it's a very, very natural 

618
00:31:56,000 --> 00:32:00,500
way of a running, an experiment 
be generating your own data and 

619
00:32:00,500 --> 00:32:03,100
see actually analyzing the data 
but tools that we are offering 

620
00:32:04,100 --> 00:32:07,700
Eight. 
And then a lot of interesting 

621
00:32:07,700 --> 00:32:10,000
things can happen when we can 
ask different questions in the 

622
00:32:10,000 --> 00:32:12,300
experiment. 
We may have asked how many heads

623
00:32:12,300 --> 00:32:14,100
do you expect? 
We can now, ask how many 

624
00:32:14,100 --> 00:32:16,000
sequences of two, heads to you 
expected. 

625
00:32:16,400 --> 00:32:18,900
When do you expect the first at,
you know, all of those classic 

626
00:32:19,000 --> 00:32:21,600
probability questions that we 
end up doing on paper, which we 

627
00:32:21,600 --> 00:32:23,400
do at the age of 16. 
Not X6. 

628
00:32:24,000 --> 00:32:25,100
Exactly. 
Right? 

629
00:32:25,100 --> 00:32:27,300
But when you actually perform 
the experiment, you can do it. 

630
00:32:27,300 --> 00:32:29,500
Now, what's the big deal? 
There is no big deal. 

631
00:32:29,900 --> 00:32:32,100
Right, but it's an experimental 
view. 

632
00:32:32,100 --> 00:32:34,800
It's not the theoretical View. 
And that's important to keep in 

633
00:32:34,800 --> 00:32:36,900
mind, they be doing experimental
probability here. 

634
00:32:39,600 --> 00:32:41,600
But now, more interesting things
can happen. 

635
00:32:41,600 --> 00:32:44,400
You can say, hey Karthik 
personally run it 20 times, 

636
00:32:45,100 --> 00:32:47,000
right? 
You have some outcomes. 

637
00:32:47,200 --> 00:32:50,800
Now, let's try to do it a 
hundred times salute hundred 

638
00:32:50,800 --> 00:32:53,400
times in the start seeing the 
convergence, right? 

639
00:32:53,400 --> 00:32:55,000
And they won't know. 
This is the law of large 

640
00:32:55,000 --> 00:32:57,800
numbers. 
Like this is, it doesn't matter 

641
00:32:58,300 --> 00:33:00,300
but very intuitively. 
They'll start understanding 

642
00:33:00,300 --> 00:33:01,800
that. 
I do it more number of times. 

643
00:33:01,800 --> 00:33:03,100
I'll start reaching a common 
answer. 

644
00:33:03,400 --> 00:33:08,100
This is very deep result rate 
and the Same time, it can start 

645
00:33:08,100 --> 00:33:11,100
plotting the histogram of your 
results and this starts the bell

646
00:33:11,100 --> 00:33:13,900
curve come, right? 
They will note. 

647
00:33:14,300 --> 00:33:16,600
It doesn't mean they don't need 
to know the formula of the bell 

648
00:33:16,600 --> 00:33:17,300
curve. 
Right? 

649
00:33:17,400 --> 00:33:19,300
Sudden, used here is something 
called a bell. 

650
00:33:19,300 --> 00:33:21,500
Curve that's coming in. 
Many different experiments that 

651
00:33:21,500 --> 00:33:23,300
I do it. 
What the hell is this? 

652
00:33:23,300 --> 00:33:25,800
Why is this coming? 
That's a great time to do story 

653
00:33:25,800 --> 00:33:27,800
of the bell curve, you know, 
find out more about, you know, 

654
00:33:27,800 --> 00:33:30,000
GAO. 
So, whoever and house has all of

655
00:33:30,000 --> 00:33:34,800
these famous stories about him, 
right in his past what you think

656
00:33:34,800 --> 00:33:37,800
about the konigsberg problem? 
Now, the OnePlus 2 Sleepless for

657
00:33:37,800 --> 00:33:45,300
dinner at one one plus zero 
understood that 1099 to me. 

658
00:33:45,300 --> 00:33:48,000
That's a great Elementary 
question for a 67 year old, 

659
00:33:48,300 --> 00:33:49,900
which is it, which it was, by 
the way. 

660
00:33:49,900 --> 00:33:52,500
That so how goes solid solid 
when he was seven or eight in 

661
00:33:52,508 --> 00:33:54,800
the class. 
It is no reason why a child 

662
00:33:54,800 --> 00:33:57,600
can't crack it. 
But yeah, so all of these 

663
00:33:57,600 --> 00:34:00,200
stories for the children and now
we have the bell curve as well, 

664
00:34:00,200 --> 00:34:03,900
you know, the law of large 
numbers and suddenly you have a 

665
00:34:03,900 --> 00:34:07,000
rich experience of probability. 
You don't know it. 

666
00:34:07,100 --> 00:34:09,800
The theoretical sense and not 
even thinking about any 

667
00:34:09,800 --> 00:34:12,600
theoretically would have the 
experience of it and that's 

668
00:34:12,600 --> 00:34:15,600
really really valuable. 
And from now, you can start 

669
00:34:15,600 --> 00:34:17,199
doing a lot of interesting 
things ready to get into the 

670
00:34:17,199 --> 00:34:21,100
base, theorem, right? 
You can get into, you know, all 

671
00:34:21,100 --> 00:34:24,800
of these laws of probability and
so on, and then you can get a 

672
00:34:25,000 --> 00:34:28,199
critical definitions, right? 
This is the right way of doing 

673
00:34:28,199 --> 00:34:29,800
it. 
Start with the experience, 

674
00:34:29,900 --> 00:34:32,800
contextualize of the story. 
Once enough experience has 

675
00:34:32,800 --> 00:34:35,800
happened then go to the theorem,
right? 

676
00:34:35,900 --> 00:34:38,699
Just by the way, is exactly the 
To do something like let's say 

677
00:34:38,699 --> 00:34:41,100
divisibility, right? 
I don't know if you remember how

678
00:34:41,100 --> 00:34:43,900
we did with me, the school's, 
right and say okay divisibility 

679
00:34:43,900 --> 00:34:47,500
by 4 and we'll give you a rule. 
You must the rule, more guy 

680
00:34:47,500 --> 00:34:52,300
disability or three by was add 
up the digits and it was 20 

681
00:34:52,300 --> 00:34:53,900
years after that. 
I figured out why the 

682
00:34:53,900 --> 00:34:56,300
divisibility by three words 
lucky exactly. 

683
00:34:56,300 --> 00:35:00,500
But now imagine that you have 
these, you know bead materials 

684
00:35:00,500 --> 00:35:03,900
and you're actually making 
numbers and by manipulating 

685
00:35:03,900 --> 00:35:06,400
these numbers that kind of 
figure out when are some 

686
00:35:06,400 --> 00:35:08,600
numbers. 
Visible by three or not. 

687
00:35:09,200 --> 00:35:12,400
And you rent this copper rule 
for divisibility by 3. 

688
00:35:13,500 --> 00:35:15,400
You never? 
I mean, there's no experience 

689
00:35:15,400 --> 00:35:17,300
quite like it. 
No, you never forget that fool. 

690
00:35:17,500 --> 00:35:21,100
You found it yourself? 
Okay, and that goes to key 

691
00:35:21,100 --> 00:35:23,700
principle of want to see, right?
And she said this of the 

692
00:35:23,700 --> 00:35:27,100
Pythagoras Theorem, which is 
that, if we could recreate the 

693
00:35:27,100 --> 00:35:32,300
conditions that Pythagoras had 
that with all the prerequisites 

694
00:35:32,300 --> 00:35:35,600
that he had. 
And if you offered all of those 

695
00:35:35,600 --> 00:35:37,800
two children, why can't they go 
and discover Pythagoras 

696
00:35:37,800 --> 00:35:42,500
themselves and that same inside 
applies to all streams? 

697
00:35:43,300 --> 00:35:45,200
Of course, datas and wasn't 
there and wants these days. 

698
00:35:45,200 --> 00:35:48,700
So it's been left to us to kind 
of take the work forward and 

699
00:35:48,707 --> 00:35:52,500
apply the same principles, but 
was, that's the key thing. 

700
00:35:53,100 --> 00:35:56,000
How can children discover rules 
instead of rules being offered 

701
00:35:56,000 --> 00:35:59,600
to them, as, you know, given 
from God, right? 

702
00:36:00,500 --> 00:36:02,800
So, yeah, so now we have all of 
these terms. 

703
00:36:02,800 --> 00:36:04,900
You are given to children. 
They've discovered various 

704
00:36:04,900 --> 00:36:07,700
things. 
Now we go into, okay, come now 

705
00:36:07,700 --> 00:36:10,800
mathematically. 
Let's Define probability, right 

706
00:36:10,800 --> 00:36:14,100
and then go and check back with 
all your previous experiments 

707
00:36:14,200 --> 00:36:15,600
and then they'll start seeing 
that. 

708
00:36:15,600 --> 00:36:19,400
He experiment in probability and
Theory doesn't always match. 

709
00:36:19,700 --> 00:36:24,000
And so, which should I trust? 
Sort of broadly start developing

710
00:36:24,000 --> 00:36:26,900
a sense of T value and some that
whenever using those words, 

711
00:36:26,900 --> 00:36:30,200
right? 
But you kind of figure out 

712
00:36:30,200 --> 00:36:33,400
what's happening. 
They getting the inclusion of 

713
00:36:33,400 --> 00:36:37,300
it, which What we like for them 
to have the Adolescent is a 

714
00:36:37,300 --> 00:36:41,700
school is always there to build 
the algebraic formulations if at

715
00:36:41,700 --> 00:36:47,100
all, but the time for intuition 
is 6 to 12 beyond that, it's 

716
00:36:47,800 --> 00:36:51,600
just time wasted right? 
And I feel like so we can take 

717
00:36:51,600 --> 00:36:52,400
any concept. 
Now. 

718
00:36:52,400 --> 00:36:56,600
They literally you can pick a 
concept in math or statistics or

719
00:36:56,600 --> 00:36:58,000
data analysis and we can figure 
out. 

720
00:36:58,000 --> 00:37:01,600
Okay, how do we offer this store
ten-year-old for a nine-year-old

721
00:37:01,600 --> 00:37:03,300
or an eight-year-old and it's 
not that hard. 

722
00:37:06,200 --> 00:37:08,800
Okay, so you introduce the story
of probability using the 

723
00:37:08,800 --> 00:37:14,100
gambling, its own at around 6 or
algae and then like you is soon 

724
00:37:14,100 --> 00:37:15,900
after you start start start 
making them. 

725
00:37:15,900 --> 00:37:19,500
Do these experiments like the 
coin toss and then like sort of 

726
00:37:19,500 --> 00:37:23,700
which gives you the mean median 
which gives you that the sort of

727
00:37:23,700 --> 00:37:25,400
the bell curve and things like 
that. 

728
00:37:25,500 --> 00:37:28,600
And then maybe I guess by our 
own 9 and 10. 

729
00:37:28,600 --> 00:37:33,900
You would be telling them about 
like about the bringing in some 

730
00:37:33,900 --> 00:37:37,700
of the more. 
Some mentions of the formal 

731
00:37:37,700 --> 00:37:39,400
terminology and things like 
that, I guess, right. 

732
00:37:39,600 --> 00:37:41,700
Let's look at the prerequisites.
Now, again, if you think of a 

733
00:37:41,707 --> 00:37:45,800
truly pedagogically, if I have 
to offer formally not 

734
00:37:45,800 --> 00:37:47,600
definitions of probability and 
so on. 

735
00:37:47,700 --> 00:37:50,900
What should the child? 
No child should know, fractions 

736
00:37:50,900 --> 00:37:52,500
really? 
Well, they should. 

737
00:37:52,500 --> 00:37:56,300
It should be quite strong and 
fractions mathematically. 

738
00:37:56,300 --> 00:37:57,800
Right? 
Not just send, so really, but 

739
00:37:57,800 --> 00:38:00,300
they should basically be able to
do the math on fractions pretty 

740
00:38:00,300 --> 00:38:03,700
well, and they should move 
percentages reasonably well for 

741
00:38:03,700 --> 00:38:07,200
them to sort of have the 
language It is not a big leap 

742
00:38:07,200 --> 00:38:08,500
from fraction, but they need to 
know it. 

743
00:38:08,500 --> 00:38:12,300
Well, it's also very helpful for
them to know decimals somewhat. 

744
00:38:12,300 --> 00:38:15,200
Well it because it just helps in
some of the manipulation work 

745
00:38:15,200 --> 00:38:18,900
that will come out. 
Finding a mean of 5.5 to get 5 

746
00:38:18,900 --> 00:38:21,300
.5, L know how to kind of work 
with decimals. 

747
00:38:21,700 --> 00:38:25,200
Right? 
So all of this typically, you 

748
00:38:25,200 --> 00:38:28,300
know, in the Montessori World 
children will know by 99 and a 

749
00:38:28,300 --> 00:38:32,500
half that maybe, right. 
So at that point, the ready? 

750
00:38:32,500 --> 00:38:34,400
Because I have the prerequisites
in place now, they can 

751
00:38:34,400 --> 00:38:36,500
formalize. 
Leti, right. 

752
00:38:38,100 --> 00:38:42,500
And then we get into some of 
these, you know, rules and what 

753
00:38:42,500 --> 00:38:45,500
is the limits of probability? 
What are all the samples? 

754
00:38:45,700 --> 00:38:47,600
All the events, you add up, what
you get. 

755
00:38:47,800 --> 00:38:50,300
Now things like that. 
We can start deriving, and by 

756
00:38:50,300 --> 00:38:52,300
this time children can derive 
these rules. 

757
00:38:52,300 --> 00:38:56,300
They don't need us to spell out 
that, you know, the common 

758
00:38:56,300 --> 00:39:01,600
probability is equal to 1 then 
what intuitively right, right. 

759
00:39:01,600 --> 00:39:07,200
So that's one way of doing it. 
But, if you not take it Forward,

760
00:39:07,200 --> 00:39:12,200
right, I think you can think of 
any area of discrete math, where

761
00:39:12,200 --> 00:39:16,000
discrete math is, let's say we 
working with integers, broadly. 

762
00:39:16,500 --> 00:39:20,400
And if you're working with 
integers broadly, you can count 

763
00:39:20,400 --> 00:39:22,400
them. 
So if you look at, think back to

764
00:39:22,400 --> 00:39:24,400
your permutations and 
combinations of work and school 

765
00:39:24,500 --> 00:39:26,800
with again grade, eight grade 
nine, right? 

766
00:39:27,500 --> 00:39:29,800
Completely theoretical. 
Right? 

767
00:39:29,800 --> 00:39:31,400
You given a condition, you kind 
of apply. 

768
00:39:31,400 --> 00:39:32,800
OK. 
And CR is so much. 

769
00:39:32,800 --> 00:39:34,200
You put it down on paper, get an
answer. 

770
00:39:34,200 --> 00:39:36,700
We move on. 
Now, you can actually count. 

771
00:39:38,400 --> 00:39:40,700
You put those skinny things 
there and see how many ways you 

772
00:39:40,700 --> 00:39:44,500
can get four things, do it. 
Derive a formula. 

773
00:39:46,500 --> 00:39:50,100
Right. 
That's the way we do it, right? 

774
00:39:50,600 --> 00:39:52,500
As opposed to here is the 
formula plate. 

775
00:39:53,700 --> 00:39:56,200
Right? 
And I think and I mean we 

776
00:39:56,200 --> 00:39:59,600
haven't done this yet, but I was
thinking the other day that you 

777
00:39:59,600 --> 00:40:03,400
can do graph Theory. 
No, the same way, it is just a 

778
00:40:03,408 --> 00:40:05,000
bunch of nodes. 
You know, we have a lot of 

779
00:40:05,000 --> 00:40:09,600
geometry material by convey, do 
some basic graph Theory results 

780
00:40:09,700 --> 00:40:13,900
that children can discover 
sensorially, you actually build 

781
00:40:13,900 --> 00:40:16,400
the graph in front of you. 
You can, you can build the 

782
00:40:16,400 --> 00:40:19,000
bridges of königsberg. 
Actually, you can have a scale 

783
00:40:19,000 --> 00:40:22,300
of scale model of that and 
against nuclear energy. 

784
00:40:22,400 --> 00:40:25,500
It's a Lutely, and then you 
cancel them about how you can 

785
00:40:25,500 --> 00:40:27,600
say, okay. 
Now you can see who's friends 

786
00:40:27,600 --> 00:40:29,300
with through. 
Why don't you draw a graph with 

787
00:40:29,300 --> 00:40:31,800
that? 
Now, we are going to plan a 

788
00:40:31,808 --> 00:40:34,500
party, is this going to be a 
good party which these people 

789
00:40:34,500 --> 00:40:38,100
together in textedit? 
Exactly. 

790
00:40:38,500 --> 00:40:41,400
And I think so, unfortunately, 
like discrete math gets very 

791
00:40:41,400 --> 00:40:43,900
short shrift in the math, 
curriculum, right? 

792
00:40:43,900 --> 00:40:46,700
You just gently, you forget 
about it for a long time. 

793
00:40:46,800 --> 00:40:49,800
It's counting. 
Let me forget about counting for

794
00:40:49,800 --> 00:40:52,600
so long, and then we bring it 
back when you're great. 

795
00:40:52,600 --> 00:40:54,900
And suddenly Chow dumb. 
Comes and suddenly like wow, 

796
00:40:54,900 --> 00:40:57,200
like why am I learning about it 
only now, right? 

797
00:40:58,300 --> 00:41:01,300
And there's no reason and think 
about other things read, think 

798
00:41:01,300 --> 00:41:07,100
about number Theory basic modulo
arithmetic for some reason only 

799
00:41:07,100 --> 00:41:10,800
Junta who kind of do Olympia and
prepare for some you know other 

800
00:41:10,800 --> 00:41:13,100
stuff they get to see it. 
Yeah. 

801
00:41:13,100 --> 00:41:15,700
I did come across it in my 
school curriculum at all. 

802
00:41:15,800 --> 00:41:18,200
I only saw it in the Olympia. 
Curriculum and stuff. 

803
00:41:18,300 --> 00:41:20,700
It is simple. 
No reason for you to not be done

804
00:41:20,700 --> 00:41:21,800
in school. 
Yeah. 

805
00:41:22,000 --> 00:41:23,400
Yeah. 
It's very intuitive again. 

806
00:41:23,500 --> 00:41:26,400
Work with your hands can figure 
out these rules. 

807
00:41:27,000 --> 00:41:29,000
Right? 
What should the remainder be I 

808
00:41:29,008 --> 00:41:32,900
can imagine using decimal beads 
to kind of like do modular 

809
00:41:32,900 --> 00:41:35,700
arithmetic, right? 
So solutely, absolutely, 

810
00:41:36,100 --> 00:41:38,500
absolutely screaming enough 
phase to do it. 

811
00:41:39,800 --> 00:41:43,200
You know, we will do it. 
And I think that so hence, the, 

812
00:41:44,500 --> 00:41:48,400
the learning has been that large
swades of math are offered very 

813
00:41:48,400 --> 00:41:53,300
poorly or at least offered, 
without a sense of experience. 

814
00:41:53,500 --> 00:41:58,700
Oh and the experience makes a 
big difference to Children. 

815
00:41:58,700 --> 00:42:01,000
It actually makes a big 
difference to adults as well 

816
00:42:01,200 --> 00:42:03,200
because when adults go through 
their training, they suddenly 

817
00:42:03,200 --> 00:42:04,900
discover things that they never 
knew. 

818
00:42:06,200 --> 00:42:08,800
Like once I don't know. 
I remember through some of the 

819
00:42:08,800 --> 00:42:13,300
geometry work that we do in 
Montessori and if you work and 

820
00:42:13,300 --> 00:42:15,200
sometimes as adults, we also 
just kind of play around with 

821
00:42:15,200 --> 00:42:16,700
the materials to see what's 
happening. 

822
00:42:17,100 --> 00:42:20,000
It's only struck me once. 
What was that? 

823
00:42:20,000 --> 00:42:22,200
That if you take, I don't know 
if you've seen this. 

824
00:42:22,200 --> 00:42:24,800
What is root 2? 
1.41 something. 

825
00:42:24,800 --> 00:42:28,100
Something something it is part 
of what is Ruby. 7, 3 root 2 is 

826
00:42:28,100 --> 00:42:31,000
point 70. 72 to I know that fair
enough. 

827
00:42:31,000 --> 00:42:34,600
So it is root 3. 1.71 something 
something. 

828
00:42:34,600 --> 00:42:38,300
I'm ugly Tucker. 1.7 1.73 out a 
73k. 

829
00:42:38,300 --> 00:42:40,500
What is what is root 3 plus root
2. 

830
00:42:41,700 --> 00:42:44,600
What root 3 plus 3 over root 2. 
I am going to add it up and say 

831
00:42:44,600 --> 00:42:46,500
it is like, it's something close
to pipe. 

832
00:42:47,400 --> 00:42:48,900
Correct? 
Why is it closed 2 pi? 

833
00:42:49,700 --> 00:42:53,800
It's actually 3.14 on. 
By the way. 1.7, 3, + 1 .4 one. 

834
00:42:53,900 --> 00:42:57,800
Yeah, this department is 3.14. 
Which is just shocking, right? 

835
00:42:57,800 --> 00:42:59,500
I never realized it all through 
his schooling. 

836
00:42:59,800 --> 00:43:03,900
I realized it was about 35. 
I realized it right now in 

837
00:43:03,900 --> 00:43:04,700
second spot. 
Yeah. 

838
00:43:05,100 --> 00:43:09,100
Yeah, exactly, right. 
The hell of a thing. 

839
00:43:09,400 --> 00:43:12,500
In fact, it goes back to Plato. 
Plato predicted the root 2 plus 

840
00:43:12,500 --> 00:43:16,200
root is exactly by that. 
He did some geometry stuff and 

841
00:43:16,200 --> 00:43:18,400
he said, okay man. 
This has to be equal to Pi and 

842
00:43:18,400 --> 00:43:19,900
of course. 
Now, we know it's not exactly 

843
00:43:19,900 --> 00:43:22,300
equal to Pi R. 
It's damn close. 

844
00:43:22,500 --> 00:43:24,400
Yeah. 
I mean if it were exactly equal 

845
00:43:24,400 --> 00:43:26,900
to Pi then of course like you 
would be able to square the 

846
00:43:26,900 --> 00:43:28,900
circle against square, a circle.
Yeah, exactly. 

847
00:43:28,900 --> 00:43:32,800
Right, but the question Still 
Remains, why the hell is it so 

848
00:43:32,800 --> 00:43:35,900
close to pie? 
And what is the geometric 

849
00:43:35,900 --> 00:43:39,800
intuition behind this, right? 
It's you will get if you work 

850
00:43:39,800 --> 00:43:42,500
with the geometry materials 
because we have those circles 

851
00:43:42,500 --> 00:43:45,400
will have the, you know, the 
squares or the triangles with 

852
00:43:45,400 --> 00:43:48,200
the requisite sides, you put 
that together and you see what's

853
00:43:48,200 --> 00:43:50,500
happening. 
And it turns out that you can 

854
00:43:50,600 --> 00:43:54,200
sort of provide an intuitive 
proof with the material just 

855
00:43:54,200 --> 00:43:56,600
aging track a little bit, having
a few minutes back. 

856
00:43:56,600 --> 00:43:59,600
You mentioned about click 
actions and things like that. 

857
00:43:59,800 --> 00:44:02,800
So, I mean I had this joke, I 
might have put it on Twitter 

858
00:44:02,800 --> 00:44:06,400
that the With the Montessori 
education is that the first kind

859
00:44:06,400 --> 00:44:10,100
of visualization that children 
learn is the pie chart because 

860
00:44:10,100 --> 00:44:12,200
that's how they are introduced 
to fractions. 

861
00:44:12,500 --> 00:44:15,100
Even now if my daughter, if 
let's say, I'm reading the 

862
00:44:15,107 --> 00:44:16,400
newspaper. 
My daughter comes in. 

863
00:44:16,600 --> 00:44:18,800
She sees a pie chart. 
She'll be like fractions. 

864
00:44:19,500 --> 00:44:23,300
So so study from Delhi, how do 
you do sort of introduce some 

865
00:44:23,300 --> 00:44:25,700
kind of some kind of 
visualizations? 

866
00:44:25,700 --> 00:44:28,000
Graphs, Etc, are two children 
either. 

867
00:44:29,000 --> 00:44:30,100
So, how do you how do you do 
that? 

868
00:44:30,100 --> 00:44:33,800
What is the, what are the things
that children easily take to and

869
00:44:33,900 --> 00:44:35,900
do there? 
Learn to sort of communicate 

870
00:44:35,900 --> 00:44:40,200
visually and so on. 
Yeah, I think it's like what we 

871
00:44:40,207 --> 00:44:43,400
discussed earlier, right? 
It's helpful to again, offer 

872
00:44:43,400 --> 00:44:47,900
greatness, right? 
So we'll offer Edward tufte or 

873
00:44:47,900 --> 00:44:51,600
will offer Florence Nightingale 
and will say first, let's 

874
00:44:51,600 --> 00:44:55,600
Analyze, This, it becomes quite 
hard to do the opposite there. 

875
00:44:55,600 --> 00:44:58,200
We create artificial data and 
say come, let's make a bar 

876
00:44:58,200 --> 00:45:00,800
graph, right? 
It doesn't have quite the same 

877
00:45:00,800 --> 00:45:03,200
impact. 
So we will. 

878
00:45:03,200 --> 00:45:07,500
Again, take a can Nickel example
will be was story around it. 

879
00:45:08,400 --> 00:45:11,800
We invite the children to 
analyze it with us and then 

880
00:45:11,800 --> 00:45:14,900
we'll say, hey, would you like 
to try something like this with 

881
00:45:14,900 --> 00:45:18,700
some data of your own and that 
of your own is really important 

882
00:45:18,700 --> 00:45:21,100
because they don't have data of 
their own, they can go and 

883
00:45:21,100 --> 00:45:24,100
interview somebody and get data 
like they can go find a sample, 

884
00:45:24,100 --> 00:45:25,500
are some questions, get that 
data. 

885
00:45:25,700 --> 00:45:27,400
And that's a really important 
step. 

886
00:45:27,500 --> 00:45:30,400
We don't want to give them data 
for them to analyze posture. 

887
00:45:30,600 --> 00:45:32,100
We want them to create their own
data. 

888
00:45:32,800 --> 00:45:35,800
Right. 
So first, we're showing them 

889
00:45:35,900 --> 00:45:40,000
interesting representations next
to inviting them to go collect 

890
00:45:40,000 --> 00:45:42,700
some data and then we are 
inviting them to create 

891
00:45:42,700 --> 00:45:47,000
representations of data in any 
way they choose, right? 

892
00:45:47,000 --> 00:45:49,600
And often they'll try to mimic 
what they saw, which is fine. 

893
00:45:49,900 --> 00:45:51,400
Right? 
But that presents an opportunity

894
00:45:51,400 --> 00:45:54,900
for us to say, Hey, you know, I 
have another way in which you 

895
00:45:54,900 --> 00:45:57,000
can represent this data. 
Can I show it to you? 

896
00:45:57,300 --> 00:45:59,500
And that could be the bar graph,
for example, right? 

897
00:45:59,500 --> 00:46:01,200
Or some scatter plot or 
whatever. 

898
00:46:01,600 --> 00:46:02,900
Right? 
And then, we'll show that Them 

899
00:46:02,900 --> 00:46:05,400
and suddenly, you know, the 
other day someday end up with an

900
00:46:05,400 --> 00:46:07,200
exponential corporate, really 
fantastic. 

901
00:46:07,200 --> 00:46:09,200
And then they realize that hates
relative to. 

902
00:46:09,500 --> 00:46:12,500
This is Multiplied to, right? 
So suddenly there is to power 5 

903
00:46:12,500 --> 00:46:14,500
and they're like, oh my hands 
already, 32 is going out of my 

904
00:46:14,500 --> 00:46:16,400
page, what's gonna happen? 
Right. 

905
00:46:16,400 --> 00:46:20,500
So interesting problems and thus
tempting at that moment to start

906
00:46:20,500 --> 00:46:22,400
introducing, you know, logs our 
lives and also. 

907
00:46:22,400 --> 00:46:25,100
Yes. 
Yes, very kind of held off 

908
00:46:25,100 --> 00:46:26,700
rating, fell. 
Okay, that's a bit much right 

909
00:46:26,700 --> 00:46:28,100
now. 
Like some seven and a half year 

910
00:46:28,100 --> 00:46:33,500
old, but, but yeah, I think it 
Comes out of the data. 

911
00:46:33,500 --> 00:46:36,200
And this particular logarithmic 
graph came out of the story that

912
00:46:36,200 --> 00:46:37,700
the child had, right? 
It's famous story. 

913
00:46:37,700 --> 00:46:41,500
Know that in the somebody comes 
and says, you know, put two 

914
00:46:41,500 --> 00:46:44,300
grains of rice. 
Then double it, the chessboard 

915
00:46:44,300 --> 00:46:46,800
story and then they said, okay, 
I'm cutting it another plotted. 

916
00:46:46,800 --> 00:46:48,800
It is built of very quickly. 
It went off. 

917
00:46:49,200 --> 00:46:51,900
Right? 
And that's fantastic, because 

918
00:46:51,900 --> 00:46:53,400
you kind of arriving it 
laughing. 

919
00:46:53,800 --> 00:46:56,600
So seven and a half year old 
person. 

920
00:46:56,600 --> 00:46:59,700
Read the story and decided to 
draw graph to see what it's 

921
00:46:59,700 --> 00:47:02,700
like. 
Yeah, but of conversation, What 

922
00:47:02,700 --> 00:47:05,100
you think will happen, right? 
And you know, I think one of the

923
00:47:05,100 --> 00:47:07,600
questions that somebody posed it
was actually very interesting. 

924
00:47:07,600 --> 00:47:11,900
I'm by the way said, okay, I 
don't want to know what I got on

925
00:47:11,900 --> 00:47:14,200
the 10th day. 
I want to know the total of 

926
00:47:14,200 --> 00:47:15,900
everything I got till the tenth 
day. 

927
00:47:16,900 --> 00:47:18,300
Right? 
Which is the binomial sum, 

928
00:47:18,300 --> 00:47:20,800
right? 
The people are cracking it, 

929
00:47:21,500 --> 00:47:22,700
right? 
And the cracking it because the 

930
00:47:22,700 --> 00:47:24,700
putting the numbers out there 
that actually putting the rice 

931
00:47:24,700 --> 00:47:26,400
grains. 
Somebody actually, put rice 

932
00:47:26,400 --> 00:47:27,800
grains, rice is easy. 
No at home. 

933
00:47:27,800 --> 00:47:29,600
They put the rice gonna put it 
together and said, hey, it's the

934
00:47:29,600 --> 00:47:34,500
same as the next number, right? 
Chisholm a Raising and nobody 

935
00:47:34,500 --> 00:47:37,100
told them what the binomial 
sound right or the binomial 

936
00:47:37,100 --> 00:47:38,900
expansion of think it is 
intuitively. 

937
00:47:38,900 --> 00:47:42,000
Derived it. 
Actually, we did that. 

938
00:47:42,200 --> 00:47:44,000
We did something like that 
recently actually. 

939
00:47:44,700 --> 00:47:47,600
So, of course, my daughter's 
sort of recently, learnt 

940
00:47:47,600 --> 00:47:50,400
addition, and things like that. 
So as try to get her to add 

941
00:47:50,400 --> 00:47:54,200
things using her stamps and the 
decimal beats and so on. 

942
00:47:54,400 --> 00:47:56,300
So I was teaching her the 
Fibonacci series. 

943
00:47:57,700 --> 00:48:02,000
So I quickly take daughter and 
she went up to like some the 200

944
00:48:02,000 --> 00:48:03,400
something. 
I forget the numbers. 

945
00:48:03,500 --> 00:48:07,500
Okay, then she's like, she's 
written them all in a column and

946
00:48:07,500 --> 00:48:09,400
then she tells me now. 
Can you add them up? 

947
00:48:09,700 --> 00:48:12,500
He asked me, I don't know what 
her intuition was. 

948
00:48:12,800 --> 00:48:14,500
So I was like, okay fine. 
Let me add it up. 

949
00:48:14,500 --> 00:48:17,000
I'm going to do it. 
The only way I know let me make 

950
00:48:17,000 --> 00:48:20,900
one more column with the right 
cumulative sum running. 

951
00:48:20,900 --> 00:48:23,500
Some. 
Yeah, then I'm like, okay these 

952
00:48:23,500 --> 00:48:28,100
two within bit of a lag there. 
Lucas a nice. 

953
00:48:28,200 --> 00:48:30,800
Now, at the age of 38. 
I'm discovering this. 

954
00:48:31,500 --> 00:48:33,600
Nice that nice. 
It's about prayer. 

955
00:48:34,800 --> 00:48:37,500
Yeah, and now I see where you 
come from, in terms of the 

956
00:48:37,900 --> 00:48:40,700
Montessori children coming up 
with your own things. 

957
00:48:40,700 --> 00:48:44,000
And then, like discovering 
things by themselves and making 

958
00:48:44,000 --> 00:48:45,700
others, discover things as well.
Like. 

959
00:48:45,900 --> 00:48:48,700
Yeah. 
Yeah, and I think that's, I 

960
00:48:48,707 --> 00:48:51,100
mean, that's the inspiring thing
for children, because you'll 

961
00:48:51,100 --> 00:48:54,000
never forget the joy of finding 
that thing out on your own. 

962
00:48:54,000 --> 00:48:56,400
It's that, like sometimes, you 
know, when we're doing puzzles. 

963
00:48:56,600 --> 00:48:58,700
As adults will have that aha 
moment. 

964
00:48:59,700 --> 00:49:02,200
Now, imagine a school day full 
of aha moments. 

965
00:49:03,100 --> 00:49:07,300
That's what they can possibly be
like and then imagine the level 

966
00:49:07,300 --> 00:49:11,700
of understanding conceptually 
that they have what they want 

967
00:49:11,700 --> 00:49:14,700
have is they won't go by your 
timetable that you will want em 

968
00:49:14,700 --> 00:49:16,500
in. 
If as a parent or whoever you 

969
00:49:16,500 --> 00:49:19,000
want your child to know this by 
this day, they miss him are 

970
00:49:19,000 --> 00:49:21,500
interested in data analysis. 
Yeah, I don't do it now. 

971
00:49:21,500 --> 00:49:24,000
I'll come back to two years 
later, right? 

972
00:49:24,000 --> 00:49:26,400
And that's, that's fine. 
That's fine. 

973
00:49:26,500 --> 00:49:28,500
From school point of view, and 
from a parent point of view. 

974
00:49:28,508 --> 00:49:30,300
They have to kind of 
internalized slowly that. 

975
00:49:30,300 --> 00:49:32,800
Hey, it's actually fine. 
They are doing other productive 

976
00:49:32,800 --> 00:49:36,000
things now and they don't want 
to do this cool thing right now.

977
00:49:36,000 --> 00:49:39,100
They'll do it a bit later and 
that works. 

978
00:49:39,100 --> 00:49:41,500
Because if you look at school 
curriculums, and if you go see a

979
00:49:41,500 --> 00:49:44,500
grade 1 to grade 6 textbook, 
literally nothing changes from 

980
00:49:44,500 --> 00:49:47,300
grade. 1 to grade for, right? 
Like I said, no, you had one 

981
00:49:47,300 --> 00:49:48,500
digit. 
Then you had two digits and you 

982
00:49:48,500 --> 00:49:51,100
had three digits, that takes 
three years, right? 

983
00:49:52,200 --> 00:49:55,600
So and many people are now 
discovering this in the context 

984
00:49:55,600 --> 00:49:58,800
of homeschooling. 
You spend one hour per day and 

985
00:49:58,800 --> 00:50:01,100
it's more than enough to kind of
finish the years curriculum 

986
00:50:02,100 --> 00:50:04,700
across subjects, right? 
So there's a lot of slack in the

987
00:50:04,700 --> 00:50:07,100
system, which is actually very 
good, right? 

988
00:50:07,100 --> 00:50:09,500
From grade one to basically know
how much slack. 

989
00:50:09,600 --> 00:50:12,200
So, if you just chill for two 
years and don't do something 

990
00:50:12,200 --> 00:50:15,100
that you're supposed to do. 
You can peacefully catch up 

991
00:50:15,900 --> 00:50:18,700
right? 
Because the system allows you to

992
00:50:18,700 --> 00:50:21,400
do that, but furthermore, you 
can actually do other 

993
00:50:21,400 --> 00:50:24,500
interesting stuff that you like 
in those two years and go very 

994
00:50:24,500 --> 00:50:27,200
deep in that, right, so we'll 
have Have junk, the who are 

995
00:50:27,200 --> 00:50:30,200
like, super deep and I don't 
know you like European history 

996
00:50:30,200 --> 00:50:32,000
and they want to talk about the 
Napoleonic Wars. 

997
00:50:32,300 --> 00:50:35,500
The amount that math yet, right,
they'll come back next year, 

998
00:50:36,400 --> 00:50:38,300
right? 
And suddenly at the end of grade

999
00:50:38,300 --> 00:50:40,800
for, they know enough math, and 
they also know the Napoleonic 

1000
00:50:40,800 --> 00:50:44,400
history really well, right, and 
to us, that's worthwhile, right?

1001
00:50:44,400 --> 00:50:47,600
That's worth having. 
And it takes some time for 

1002
00:50:48,000 --> 00:50:51,700
families to kind of get used to 
that because we're all 

1003
00:50:51,700 --> 00:50:53,100
conditioned by our own 
schooling, right? 

1004
00:50:53,100 --> 00:50:55,500
We like to see things happen in 
a strad. 

1005
00:50:55,700 --> 00:50:58,300
I see that is If all the time, 
as a modest, every parent. 

1006
00:50:58,300 --> 00:51:02,100
I see that all the time. 
Okay, like a changing track 

1007
00:51:02,300 --> 00:51:04,700
again. 
So so I think we will be talking

1008
00:51:04,700 --> 00:51:08,800
about the Montessori method and 
how you end up teaching data 

1009
00:51:08,800 --> 00:51:11,700
analysis and statistics at a 
fairly young age, by starting 

1010
00:51:11,700 --> 00:51:14,800
with story, starting with 
gambling, probability, hit 

1011
00:51:14,800 --> 00:51:17,400
someone. 
Now, I think I'm sure there are 

1012
00:51:17,400 --> 00:51:20,600
plenty of our listeners who, 
who, who are interested in this,

1013
00:51:20,600 --> 00:51:22,900
but like, whose children don't 
go to Montessori schools. 

1014
00:51:23,300 --> 00:51:25,500
So what do you do? 
If you are going to a convention

1015
00:51:25,500 --> 00:51:28,200
school, is there any Way in 
which like, as a parent, you can

1016
00:51:28,200 --> 00:51:31,000
sort of introduce this. 
Is there a nice way to do it. 

1017
00:51:31,000 --> 00:51:33,300
What would you is there 
something that you could 

1018
00:51:33,500 --> 00:51:37,100
recommend on this one? 
Yeah, I think that, I think to 

1019
00:51:37,100 --> 00:51:40,900
start with, I think that, I 
mean, we discuss this but I 

1020
00:51:40,908 --> 00:51:43,700
think card games are just 
absolutely essential in every 

1021
00:51:43,700 --> 00:51:47,900
household, right? 
In the sense that in it, needn't

1022
00:51:47,900 --> 00:51:50,100
be card games, right? 
It could be something like board

1023
00:51:50,100 --> 00:51:53,200
games dies. 
Yeah, I mean, even load. 

1024
00:51:53,200 --> 00:51:54,700
Oh, there are some cool things 
happening. 

1025
00:51:56,500 --> 00:52:00,200
Any kind of board game with any 
element of Randomness or to 

1026
00:52:00,200 --> 00:52:02,900
start becoming good at that game
and to understand the Dynamics 

1027
00:52:02,900 --> 00:52:05,000
of the game and children want to
become good at games, right? 

1028
00:52:05,000 --> 00:52:06,900
They want to win very clear and 
children. 

1029
00:52:07,300 --> 00:52:11,600
So the motivation to figure out 
how to do better is already high

1030
00:52:12,100 --> 00:52:15,100
and that's an opportunity to 
kind of really focus on the 

1031
00:52:15,100 --> 00:52:17,900
mechanics of what's Happening 
below the hood and in to 

1032
00:52:17,900 --> 00:52:20,800
introduce it in some kind of a 
gentle way. 

1033
00:52:21,500 --> 00:52:23,800
The great thing about famous 
card games is that this is 

1034
00:52:23,800 --> 00:52:26,300
already built in, right? 
Like Blackjack is Blackjack. 

1035
00:52:26,500 --> 00:52:29,100
All right, you kind of display 
it and you will get better as 

1036
00:52:29,100 --> 00:52:31,500
you start playing enough times 
without seeing what's happening.

1037
00:52:33,100 --> 00:52:35,800
And then I think that your 
playwrights you start counting, 

1038
00:52:35,800 --> 00:52:37,400
which is great. 
Yeah, exactly, right. 

1039
00:52:37,400 --> 00:52:39,700
Because you want to win you, you
kind of figure out what more you

1040
00:52:39,707 --> 00:52:42,700
need to do. 
And then Complicated by adding 

1041
00:52:42,700 --> 00:52:44,200
two decks. 
There are three decks there. 

1042
00:52:44,600 --> 00:52:47,000
It's even better because I'm 
going to more complex math in 

1043
00:52:47,000 --> 00:52:50,600
your mind. 
Just great poker. 

1044
00:52:50,600 --> 00:52:55,500
I feel is I think, I mean it's 
unfortunately a lot of the you 

1045
00:52:55,500 --> 00:52:58,800
know the good game. 
That sort of Tainted by their 

1046
00:52:58,800 --> 00:53:02,000
close relationship with money 
and things like that, which I 

1047
00:53:02,008 --> 00:53:05,600
think is very unfortunate 
because I mean, to me we haven't

1048
00:53:05,600 --> 00:53:07,500
done it yet. 
But to me, I'm like, you know, 

1049
00:53:07,500 --> 00:53:09,300
10 year old needs to learn to 
play poker. 

1050
00:53:11,600 --> 00:53:13,600
And there's no reason why they 
can't move the rules are fairly 

1051
00:53:13,600 --> 00:53:15,400
straightforward. 
Right? 

1052
00:53:17,300 --> 00:53:21,000
So we play for the fun of it. 
We play just to enjoy ourselves,

1053
00:53:21,000 --> 00:53:24,700
but then obviously everybody 
wants to win, and when they want

1054
00:53:24,700 --> 00:53:26,900
to win, they start really 
thinking about what's happening 

1055
00:53:26,900 --> 00:53:29,200
here. 
And that's the first step to any

1056
00:53:29,200 --> 00:53:31,700
kind of learning right bridge. 
I mean, I'm not a bridge player.

1057
00:53:31,700 --> 00:53:37,200
I know you are, but I'm sure 
there's some, you are sure. 

1058
00:53:37,200 --> 00:53:39,600
There's some, I don't know 
enough about the game, but I'm 

1059
00:53:39,600 --> 00:53:42,300
sure there's enough there. 
You don't let me see him in 

1060
00:53:42,300 --> 00:53:45,500
which film? 
Yeah, what more do we need? 

1061
00:53:46,000 --> 00:53:51,000
So, I feel the mistake that a 
lot of parents met met is that 

1062
00:53:51,400 --> 00:53:54,500
they want to do, you know, the 
conventional stuff. 

1063
00:53:54,500 --> 00:53:57,500
They want to introduce 
probability is p equal to 1 by 2

1064
00:53:58,100 --> 00:54:00,500
or whatever. 
I would strongly say don't do 

1065
00:54:00,500 --> 00:54:03,300
that. 
I would say, tell the stories of

1066
00:54:03,300 --> 00:54:07,500
probably tell the stories of 
this famous story about, you 

1067
00:54:07,500 --> 00:54:10,900
know, how a lot of astronomical 
predictions made in the olden 

1068
00:54:10,900 --> 00:54:13,100
days for I made using 
probability because you couldn't

1069
00:54:13,100 --> 00:54:14,900
observe forever. 
You don't have strong enough 

1070
00:54:14,900 --> 00:54:16,900
telescopes. 
So you would have only small 

1071
00:54:16,900 --> 00:54:19,800
samples and using small samples 
have to make these large 

1072
00:54:19,800 --> 00:54:22,200
predictions. 
So Gauss makes a Supple couple 

1073
00:54:22,200 --> 00:54:23,500
of these predictions back in the
day. 

1074
00:54:23,500 --> 00:54:27,500
Huygens, the Christian Huygens, 
the astronomers another. 

1075
00:54:27,500 --> 00:54:30,200
Fantastic guy to tell stories on
the very rich life. 

1076
00:54:30,200 --> 00:54:35,000
A lot of interesting things so 
stories, I would say do that and

1077
00:54:35,000 --> 00:54:38,800
I would say play a lot of games,
right? 

1078
00:54:38,800 --> 00:54:41,200
And I think that applies for all
fields of math. 

1079
00:54:41,400 --> 00:54:42,900
Need to play with math. 
No, I feel. 

1080
00:54:42,900 --> 00:54:45,600
We don't play with math enough. 
We want to learn math all the 

1081
00:54:45,600 --> 00:54:46,900
time. 
You do it. 

1082
00:54:47,100 --> 00:54:49,200
It becomes work too early on in 
life. 

1083
00:54:49,200 --> 00:54:51,500
I guess. 
Does it work as a not like, in 

1084
00:54:51,500 --> 00:54:55,700
the conventional sense rate? 
So so you stop sort of playing 

1085
00:54:55,700 --> 00:54:58,800
with it and stuff. 
So yeah, I would also say magic 

1086
00:54:58,800 --> 00:55:02,300
tricks by the way. 
Okay, magic tricks of super 

1087
00:55:02,300 --> 00:55:04,000
interesting for all kinds of 
math. 

1088
00:55:06,400 --> 00:55:08,800
Give me an example. 
I haven't tried it now. 

1089
00:55:08,800 --> 00:55:10,300
I'll wait. 
Let's see, take a three digit 

1090
00:55:10,300 --> 00:55:13,300
number. 
Okay, first and third is it 

1091
00:55:13,300 --> 00:55:14,300
should be different? 
Okay. 

1092
00:55:14,300 --> 00:55:15,000
Okay. 
Yeah. 

1093
00:55:16,100 --> 00:55:17,600
Okay. 
You have the three digit number 

1094
00:55:18,000 --> 00:55:22,900
reverse, the number, okay. 
Subtract the smaller from the 

1095
00:55:22,900 --> 00:55:28,400
larger. 
Just give me a just give me a 

1096
00:55:28,408 --> 00:55:30,000
minute. 
I've got my subtraction is 

1097
00:55:30,000 --> 00:55:32,200
tested but I have have done it. 
Yeah, okay. 

1098
00:55:34,000 --> 00:55:36,400
So you have a difference in your
mind. 

1099
00:55:36,500 --> 00:55:41,300
Yes reverse the difference, add 
the difference with the rivers 

1100
00:55:41,300 --> 00:55:48,900
to difference 1089 1089. 
Yeah, it's always 1080 always 

1101
00:55:48,900 --> 00:55:50,400
fun. 
So yeah. 

1102
00:55:50,600 --> 00:55:52,100
The children. 
I'll do some fancy stuff. 

1103
00:55:52,100 --> 00:55:53,300
Elsa. 
Tell me your date of birth. 

1104
00:55:53,300 --> 00:55:55,000
Tell me that both of you die. 
Like a magician. 

1105
00:55:55,000 --> 00:55:57,900
Normal kind of take them into 
four areas and then we'll just 

1106
00:55:57,900 --> 00:56:00,400
shocked them by showing that, 
you know, I really thought hard 

1107
00:56:00,400 --> 00:56:01,600
thinking about your dad's 
birthday. 

1108
00:56:01,600 --> 00:56:05,000
And this is the answer I have 
and it's 1089 right? 

1109
00:56:05,000 --> 00:56:07,600
And imagine the shock at that 
moment, right? 

1110
00:56:07,600 --> 00:56:09,400
Saying what the hell just 
happened. 

1111
00:56:10,500 --> 00:56:13,900
And then, once they realize that
it's always coming out to be one

1112
00:56:13,900 --> 00:56:16,700
thousand, eight, nine, want to 
find out how this happened and 

1113
00:56:16,700 --> 00:56:19,000
that's great. 
And it's not that trivial note 

1114
00:56:19,000 --> 00:56:21,600
kind of reverse numbers need to 
go quite In the decimal system 

1115
00:56:21,600 --> 00:56:24,100
to make this happen or you can 
get the materials and actually 

1116
00:56:24,100 --> 00:56:26,900
figure out with patchy, 
replacing the materials and then

1117
00:56:26,900 --> 00:56:30,900
doing the difference and adding.
So that's great. 

1118
00:56:31,100 --> 00:56:34,500
Just a small thing is like a 
week of work that a child can, 

1119
00:56:34,500 --> 00:56:36,900
you know, take forward and you 
know, figure out other such 

1120
00:56:36,900 --> 00:56:39,500
examples, it goes into some 
other things of, you know, 

1121
00:56:39,500 --> 00:56:40,700
interesting number Theory, 
stuff. 

1122
00:56:40,700 --> 00:56:41,800
That is somebody's really 
interested. 

1123
00:56:41,800 --> 00:56:44,900
We can get them going there. 
I mean, I learned of something 

1124
00:56:44,900 --> 00:56:47,700
called the root of a number 
apparently, which is called the 

1125
00:56:47,700 --> 00:56:52,000
digital root and of this hole. 
I don't know it well enough, but

1126
00:56:52,000 --> 00:56:55,300
apparently is related to this 
work that we just did, you know,

1127
00:56:55,300 --> 00:56:57,400
we can figure out and we can 
offer that to Children of their 

1128
00:56:57,400 --> 00:56:59,200
interest to take it Forward. 
Right? 

1129
00:56:59,200 --> 00:57:03,300
So there are lots of small 
tricks like this which are 

1130
00:57:03,300 --> 00:57:07,700
interesting which can then 
Inspire them to do more. 

1131
00:57:07,700 --> 00:57:09,000
So again this easy to do at 
home. 

1132
00:57:09,000 --> 00:57:14,000
No doesn't need anything. 
Right and no Martin Gardner's 

1133
00:57:14,000 --> 00:57:15,900
books are full of things like 
this, right? 

1134
00:57:15,900 --> 00:57:17,200
Literally read a book for two 
days. 

1135
00:57:17,200 --> 00:57:18,800
We'll have a hundred tricks to 
do the next day. 

1136
00:57:21,000 --> 00:57:24,800
So, you know, I'd say do that. 
So yeah, it says yeah magic 

1137
00:57:24,800 --> 00:57:29,800
tricks, games stories right. 
Forget about showing this guy, 

1138
00:57:29,800 --> 00:57:33,100
you know, what is p equal to and
so on that's not going to end. 

1139
00:57:33,100 --> 00:57:35,900
Well. 
Forget telling this is the 

1140
00:57:35,900 --> 00:57:38,600
formula for Bayes theorem and 
things like that is never going 

1141
00:57:38,600 --> 00:57:40,200
to work. 
Exactly. 

1142
00:57:40,400 --> 00:57:44,100
Exactly, right? 
Yeah, I think so. 

1143
00:57:44,100 --> 00:57:46,400
That's the way to do. 
It is to always play and we 

1144
00:57:46,408 --> 00:57:48,500
would always ask yourself. 
How can I play with this 

1145
00:57:48,500 --> 00:57:52,400
concept? 
It's not, how do I formally 

1146
00:57:52,400 --> 00:57:54,300
offer it? 
That's always the wrong answer. 

1147
00:57:54,800 --> 00:57:56,300
Okay, that's fascinating. 
Okay. 

1148
00:57:57,000 --> 00:58:00,500
So one last question for you, 
which is like, so I mean, you're

1149
00:58:00,500 --> 00:58:05,000
told us about why we need to 
introduce maths early why, why 

1150
00:58:05,000 --> 00:58:07,200
we can introduce things like 
probabilities early, how we can 

1151
00:58:07,200 --> 00:58:11,200
introduce it and so on. 
So apart from the fact that the 

1152
00:58:11,300 --> 00:58:14,600
mind is sort of receptive to 
these things at that age. 

1153
00:58:15,000 --> 00:58:18,600
Are there any other sort of any 
other sort of benefits that you 

1154
00:58:18,600 --> 00:58:20,600
see by off? 
Things like things are. 

1155
00:58:20,600 --> 00:58:25,100
I would saw broadly call it data
science at the elementary level.

1156
00:58:26,800 --> 00:58:29,200
Sure. 
I think the way we think about 

1157
00:58:29,200 --> 00:58:35,400
it is that at every age of the 
child, we are not offering them 

1158
00:58:35,400 --> 00:58:37,900
curriculum. 
We're trying to offer them 

1159
00:58:37,900 --> 00:58:40,300
various aids to their 
development. 

1160
00:58:40,800 --> 00:58:45,200
The curriculum is only a tool 
that offers an 82 development 

1161
00:58:45,200 --> 00:58:49,500
and we must never mistake it for
development itself, right? 

1162
00:58:50,700 --> 00:58:52,700
To do that. 
We need to understand a little 

1163
00:58:52,700 --> 00:58:54,200
bit. 
If a child is seven or eight 

1164
00:58:54,200 --> 00:58:56,500
years old broadly. 
What are things? 

1165
00:58:57,700 --> 00:59:00,700
That they need or what are those
characteristics that we must 

1166
00:59:00,700 --> 00:59:02,000
promote? 
Right? 

1167
00:59:02,000 --> 00:59:04,100
And what we know today is the 
child. 

1168
00:59:04,200 --> 00:59:08,900
Let's say, between 6, to 12 is 
very, very seasoning. 

1169
00:59:08,900 --> 00:59:13,300
Oriented is very, very 
imaginative and is very, very 

1170
00:59:13,300 --> 00:59:17,800
taken by working with friends, 
in comparison, the child, whose 

1171
00:59:17,800 --> 00:59:23,400
3 to 6 years old is usually a 
lone worker while they like the 

1172
00:59:23,400 --> 00:59:26,400
friends, the like to work alone.
They're very very sensitive. 

1173
00:59:26,500 --> 00:59:29,700
Native to physical order. 
Let's will keep their, you know,

1174
00:59:29,707 --> 00:59:31,500
they've been sort of shown the 
process. 

1175
00:59:31,500 --> 00:59:33,100
They'll want to keep things 
nicely. 

1176
00:59:33,100 --> 00:59:35,200
They'll keep their shoes in the 
proper place. 

1177
00:59:35,900 --> 00:59:39,800
They will follow instructions 
when shown really well. 

1178
00:59:40,100 --> 00:59:43,800
So, that great note to show them
sequencing basic quantities, 

1179
00:59:43,800 --> 00:59:45,300
because can just order it. 
Easily. 

1180
00:59:45,400 --> 00:59:47,700
It comes very naturally to them.
Right? 

1181
00:59:47,900 --> 00:59:50,600
So, by knowing the basic 
characteristics of children at 

1182
00:59:50,600 --> 00:59:53,800
different ages, we can then 
choose to offer different 

1183
00:59:53,800 --> 00:59:56,400
things. 
So, coming back to 6 to 12. 

1184
00:59:56,900 --> 01:00:01,100
Reasoning imagination. 
Working with peers, right? 

1185
01:00:01,100 --> 01:00:05,100
Three big things at that age and
we can now think of various 

1186
01:00:05,100 --> 01:00:07,200
aspects of the curriculum that 
we can now offer. 

1187
01:00:07,200 --> 01:00:09,300
Given that we know these three, 
right? 

1188
01:00:09,300 --> 01:00:12,200
So literally anything that 
involves any kind of reasoning 

1189
01:00:12,500 --> 01:00:16,300
we can offer Right? 
And we should offer with the 

1190
01:00:16,300 --> 01:00:19,200
knowledge that not everything 
will stick of many children will

1191
01:00:19,200 --> 01:00:21,800
not take to data science. 
And that's fine. 

1192
01:00:22,100 --> 01:00:24,200
What is the other thing that I 
wanna offer to them to promote? 

1193
01:00:24,200 --> 01:00:26,100
Their reasoning is a problem, as
a teacher. 

1194
01:00:26,100 --> 01:00:30,500
I have to solve right? 
For somebody could be historical

1195
01:00:30,500 --> 01:00:32,300
reasoning rate. 
We look at reasoning very 

1196
01:00:32,300 --> 01:00:36,600
quantitative way, but there's 
also sort of anecdotal or 

1197
01:00:36,600 --> 01:00:38,800
looking at, you know, the 
sequence of history and why one 

1198
01:00:38,800 --> 01:00:41,300
thing happened after the other, 
and that's more through literary

1199
01:00:41,300 --> 01:00:43,400
analysis. 
That's another way of reasoning 

1200
01:00:43,400 --> 01:00:47,500
and we will For that and that's 
a job for us to do, right? 

1201
01:00:47,900 --> 01:00:52,900
So I'll sort of also quote 
something that you know, we that

1202
01:00:52,900 --> 01:00:54,900
the made a lot of sense when I 
was going through my training 

1203
01:00:54,900 --> 01:01:00,700
few years ago, which is in the 
326 as Educators get trying to 

1204
01:01:00,700 --> 01:01:04,300
understand the child as part of 
our training. 

1205
01:01:05,000 --> 01:01:08,700
When we are in 6 to 12 as 
Educators. 

1206
01:01:08,700 --> 01:01:13,000
We are trying to understand the 
universe because the child wants

1207
01:01:13,000 --> 01:01:16,500
anything and Everything offered 
to them and it's our job to 

1208
01:01:16,500 --> 01:01:19,600
offer anything and everything 
right today data science. 

1209
01:01:19,600 --> 01:01:22,300
Is there 50 years back, there 
was no data sets 50 years later.

1210
01:01:22,300 --> 01:01:23,700
They may not be any data science
again. 

1211
01:01:24,000 --> 01:01:27,500
So things will keep changing but
it's our responsibility to 

1212
01:01:27,500 --> 01:01:31,400
figure out what is it today? 
That builds reasoning in the 

1213
01:01:31,400 --> 01:01:55,400
child. 
Thank you for listening to data 

1214
01:01:55,400 --> 01:01:58,300
shatter. 
If you like this show, please 

1215
01:01:58,300 --> 01:02:01,300
leave a comment, share and 
subscribe to the podcast. 

1216
01:02:01,700 --> 01:02:03,500
You can find this podcast on 
Apple. 

1217
01:02:04,200 --> 01:02:07,800
Spotify or wherever else, you go
to get your podcasts. 

1218
01:02:08,600 --> 01:02:10,800
Once again, this is Karthik 
signing off. 

1219
01:02:11,100 --> 01:02:11,600
Thank you.