First, my mind doesn't work at the speed of that presentation, so I downloaded it in NewPipe and played it back at about 0.7 its original speed in VLC. After th

First, my mind doesn't work at the speed of that presentation, so I downloaded it in NewPipe and played it back at about 0.7 its original speed in VLC. After that it was fine. I can't say I was always good at math as my marks varied all over the place but I never really had problems with calculus. Sure, some of its mechanics were a pain—awkward integrals for instance—but the concepts usually made sense to me. As I've mentioned on HN previously, I'm a strong believer in teaching a simplified calculus to kids at a young age (in primary school). Early familiarization and appreciation of concepts such as limits and rates of change before they enter high school I reckon would greatly ease their burden of learning the subject. This needn't be complicated, introducing calculus to kids with, say, versions of Zeno's dichotomy paradox can be easy and lots of fun for them—especially so when they're asked to solve the seemingly intractable problem of the frog in the center of a pool who never makes it to the bank as each successive jump he makes is only half the distance of the previous one. Kids can clearly see the poor frog never makes it to the bank given those rules but their eyes light up when you tell them there's a 'nice' branch of math that can save him called calculus which says his feet are too big for him to drown. Thus we've introduced calculus as a friendly helpful subject at a young age and not scary frightening subject it's so often portrayed to be. In this example we've introduced them to the concept of infinite series (and infinity), limits and how calculus can solve problems that cannot be solved by simple arithmetic alone.