The intention is good, e.g. 1, 2 and 3 can be written in as many strokes as they represent, an S already looks like a cosine-curve (as it's depicted on e.g. syn

The intention is good, e.g. 1, 2 and 3 can be written in as many strokes as they represent, an S already looks like a cosine-curve (as it's depicted on e.g. synthesizer interfaces). But after that it becomes tedious because there is only so much space for entropy in a small area even with printed symbols. Bigger symbols, ie. diagrams are embraced already in many areas. Geometric representations are embeddings of mathematical objects in the real world. Of course improved symbolism had the potential to improve learning. Another way to achieve that is reduction of formalism, structure is much more important to avoid repetition. Mathematical didactic is very much concerned with that, but I see no didactic arguments in the paper, its only stylistic.