I'm Dan and this is my blog. I'm a former high school math teacher and current head of teaching at Desmos. He / him. More here.


  1. If you do end up driving to my house, at least bring some food! But alas, I watched it, so I’m sure you’ll have other houses to visit that are a higher priority :-)

  2. Thanks for posting it here then, as I missed the other two channels.

    It’s beautiful all around, but I’m amazed at how fast some of the 2d-transitions zip by yet manage to remain clear and intelligible. Faster than the shaky-cam fight scenes that have ruined action movies for me, but I felt like I could track every little square and triangle.

    Our brains love watching patterns.

  3. @Andrew
    > Our brains love watching patterns.

    “Music is the pleasure the human soul experiences from counting without being aware that it is counting.”
    – Leibniz or Pascal, depending on whom you ask.

  4. You, sir, need to be checking out the demoscene.

    (Don’t have any recommendations offhand, just poke around, sorry.)

    re: lesson plan. If there’s one that makes good use of the instructional time / learning ratio, sure. Actually doing a 64K demo requires a lot of math prowess, but that’s the sort of thing that would take an entire semester to teach just that one thing.

  5. @Andrew, the creator quoted the project as “thousands of keyframes,” which I find sort of incomprehensible. It’s 100 seconds long. That’s at least ten keyframes per second. At least ten times a second the geometry of the entire piece changes.

    Like you said, that could get disorienting fast, but such as the skill of the artist that it all feels of a piece.

    (For personal comparison, I’m in the middle of an AfterEffects project I’ll post in this space shortly. It’s one of the hardest I’ve ever undertaken and at most I’m doing one keyframe every three seconds.)

  6. I could watch these all day. Nice one. Check out QuartzComposer on the Mac if you haven’t already (free). Seems like QC has a lot of potential for math education in a non-programmy kind of way.