I don't think there's anything wrong with showing kids some videos every now and then. I still have fond memories of watching Bill Nye.
> Should we not teach basic numerical and statistical methods in Python?
No. Those should be done by hand, so kids can develop an intuition for it. The same way we don't allow kids learning multiplication and division to use calculators.
> No. Those should be done by hand, so kids can develop an intuition for it. The same way we don't allow kids learning multiplication and division to use calculators.
I would think that it would make sense to introduce Python in the same way that calculators, and later graphing calculators are introduced, and I believe (just based on hearing random anecdotes) that this is already the case in many places.
I'm a big proponent of the gradual introduction of abstraction, which my early education failed at, and something Factorio and some later schooling did get right, although the intent was rarely communicated effectively.
First, learn what and why a thing exists at a sufficiently primitive level of interaction, then once students have it locked in, introduce a new layer of complexity by making the former primitive steps faster and easier to work with, using tools. It's important that each step serves a useful purpose though. For example, I don't think there's much of a case for writing actual code by hand and grading students on missing a semicolon, but there's probably a case for working out logic and pseudocode by hand.
I don't think there's a case for hand-drawing intricate diagrams and graphs, because it builds a skill and level of intimacy with the drawing aspect that's just silly, and tests someone's drawing capability rather than their understanding of the subject, but I suppose everyone has they're own opinion on that.
That last one kind of crippled me in various classes. I already new better tools and methods existed for doing weather pattern diagrams or topographical maps, but it was so immensely tedious and time-consuming that it totally derailed me to the point where I'd fail Uni labs despite it not being very difficult content, only because the prof wanted to teach it like the 50s.
The problem is that people seem to want to go to extremes. Either go all out on doing everything in tablets or not use any technology in education at all.
its not just work skills, its also a better understanding that is gained from things such as the maths animations you mentioned.
I think the latter is mostly a reaction to the former. I think there is a way to use technology appropriately in theory in many cases, but the administrators making these choices are largely technically illiterate and it's too tempting for the teachers implementing them to just hand control over to the students (and give themselves a break from actually teaching).
And Logo or BASIC >> Python in school context IMO.
I would rather a teacher have to draw a concept on a board than have each student watch an animation on their computer. Obviously, the teacher projecting the animation should be fine, but it seems like some educators and parents can't handle that and it turns into a slippery slope back to kids using devices.
So for most classrooms full of students in grades prior to high school, the answer to your list of (presumably rhetorical) questions is "Yes."
Maybe. Back in the day I had classes where we had to learn the rough shape of a number of basic functions, which built intuition that helped. This involved drawing a lot of them by hand. Initially by calculating points and estimating, and later by being given an arbitrary function and graphing it. Using Desmos too early would've prevented building these skills.
Once the skills are built, using it doesn't seem a major negative.
I think of it like a calculator. Don't let kids learning basic arithmetic to use a 4 function calculator, but once you hit algebra, that's find (but graphing calculators still aren't).
Best might be to mix it up, some with and some without, but no calculator is preferable to always calculator.