Summer of Math Exposition

The visuals supported your ideas very well and the video is articulated and structured clearly. I am unsure how instrumental the video is, though, as you’d have to have a good understanding of calculus already to follow along. By the point where you know what a derivative is, you pretty much know how to plot graphs. It could serve well as a refresher for people who haven’t done analysis in a while, but your pace might be a little too fast. I think they would have to pause and think a lot to keep up. Also I really like your voice, be sure to speak up a little!

Completion

My first feedback is audio quality. I know it’s not a feedback regarding the video’s content, yet it is still important. I want to be able to hear your math explanation without having to turn my audio volume up to a maximum. If you want to communicate something effectively, the power your voice holds is immense. If the people watching your video can’t hear your voice well, it’s rendered less effective because of that. One thing good math communicators have in common is that they know how to use their voice to effectively communicate math. Others might have a different experience and opinion, but I still find it important to give this audio-related feedback.

As for the video’s content: This video would have definitely helped me out at the time I was still in the Gymnasium (i.e. a German college preparatory high school). In my limited experience, teachers sometimes tend to forget teaching how effective sketching and approximations are to better understand something. This video hasn’t taught me personally anything new, however, thanks to it I’ve remembered why such approximations can be so powerful in better understanding math that initially seemed more or too complex.

I would have also loved to see a real life example of how useful the sketching of functions can be. For example, when it comes to sketching functions as an architect or something similar.

I get where you’re trying to go with this video, but it would be difficult to follow if I didn’t already know how to sketch functions. You’re describing rules to follow, but not giving the intuition behind them. And you jump between difficulty levels (from drawing a line from slope and intercept to computing derivatives to asymptotic approximation). It might help to pick a target audience and walk them through the insights that lead to each rule. Also, the audio is very quiet. I could barely hear it at full volume.

Sorry to say, but I’m not entirely sure what you are explaining in this video? I think it was how a computer knows how to draw a function on a graph? I think I got the idea after the first two or so demonstrations, after that it just seemed to be showing examples of manim animations?

The audio was also extremely quiet, to the point that it was difficult to tell what you were saying at times.

Nice video! The examples are worked through a bit faster than I would’ve liked. I would’ve loved to see you take the list provided in the conclusion and work through one more example, acknowledging each step as you walk through it. Separately, your audio is too quiet for YouTube. But I think this was a very useful video :)

Explaining the difference between computers and humans in sketching graphs was a nice way to motivate the issue.

The video was fairly fast - still followable in real time, but perhaps a bit too fast for concepts to sink in. Important concepts - such as seeking to locate where local minima and maxima lie - were skimmed through pretty quickly. I do not understand why the penultimate example was only addressed for x greater than or equal to approximately zero; is it because the function is an odd function? Similarly, I do not understand why the last example was only addressed for x to the right of the asymptote, and not the left.

I think that for teaching how to sketch graphs, full step-by-step worked examples done by a human with pen/chalk and paper/whiteboard/blackboard should be shown.

From this video it is clear that the creator knows this piece of mathematics quite fluently. Unfortunately though I have trouble rating it any higher for different reasons. The video discusses a topic which is well known and thoroughly discussed online and else where. This means that the creator would have to have extraordinary presentation in order for the video to start out and I do not feel this is the case. It may just be to do with a lack of high quality technology or the creator’s confidence in their presentation neither of which are faults of the creator. Instead I feel the best thing for the creator to do would be to make a video about something more unique with a certain “wow” factor to it i.e. if you feel passionate about a certain topic make a video about that.

I appreciate the brevity of your video, but the animation is too fast. Can students read in time? I think you can make a 10 min video with the same content, it will be clearer. Moreover, insert something original or it will be a sort of frontal lesson with no memorising support.