# af/ted2020-1090.xml.gz
# en/ted2020-1090.xml.gz
(src)="1"> Khan Akademie is mees bekend vir die versameling van video 's , so voor ek verder gaan , laat ek jul ' n bietjie van ' n montage wys .
(trg)="1"> Khan Academy is most known for its collection of videos , so before I go any further , let me show you a little bit of a montage .
(src)="2"> ( Video ) Salman Khan : So die skuinssy is nou vyf .
(trg)="2"> ( Video ) Salman Khan : So the hypotenuse is now going to be five .
(src)="3"> Hierdie dier se fossiele is net te vinde in hierdie deel van Suid-Amerika -- ' n mooi skoon band hier -- en in hierdie deel van Afrika .
(trg)="3"> This animal 's fossils are only found in this area of South America -- a nice clean band here -- and this part of Africa .
(src)="4"> Ons kan integreer oor die oppervlak , en die notasie is gewoonlik is ' n kapitaal Sigma .
(trg)="4"> We can integrate over the surface , and the notation usually is a capital sigma .
(src)="5.1"> Nasionale Vergadering : Hulle skep die Komitee van Openbare Veiligheid , wat klink soos ' n baie mooi komitee .
(src)="5.2"> Let op , dit is ' n aldehied ,
(trg)="5"> National Assembly : They create the Committee of Public Safety , which sounds like a very nice committee .
(src)="6"> en dit is ' n alkohol .
(trg)="6"> Notice , this is an aldehyde , and it 's an alcohol .
(src)="7"> Begin onderskeid in effektor en geheue selle .
(trg)="7"> Start differentiating into effector and memory cells .
(src)="8.1"> ' n Sterrestelsel .
(src)="8.2"> Daar is nog ' n sterrestelsel .
(src)="8.3"> Daars ' n ander sterrestelsel .
(trg)="8.1"> A galaxy .
(trg)="8.2"> Hey !
(trg)="8.3"> There 's another galaxy .
(trg)="8.4"> Oh , look !
(trg)="8.5"> There 's another galaxy .
(src)="9"> En vir die dollars is hulle 30 miljoen , plus die 20 miljoen dollars van die Amerikaanse vervaardiger .
(trg)="9"> And for dollars , is their 30 million , plus the 20 million dollars from the American manufacturer .
(src)="10"> As dit nie jou domslaan nie , dan het jy geen emosie nie .
(trg)="10"> If this does not blow your mind , then you have no emotion .
(src)="11"> ( Gelag ) ( Applous ) SK : Ons het nou al ongeveer 2200 videos wat alles dek vanaf basiese optelkunkde tot vektor kalkulus en ' n paar van die dinge wat jy daar gesien het .
(trg)="11"> ( Laughter ) ( Applause ) ( Live ) SK : We now have on the order of 2,200 videos , covering everything from basic arithmetic , all the way to vector calculus , and some of the stuff that you saw up there .
(src)="12"> Ons het ' n miljoen studente ' n maand wat gebruik maak van ons webwerf , waar hul ongeveer ‘ n 100 tot 200,000 video 's per dag kyk .
(trg)="12"> We have a million students a month using the site , watching on the order of 100 to 200,000 videos a day .
(src)="13"> Maar waaroor ons hier wil praat is hoe ons gaan beweeg na die volgende vlak .
(trg)="13"> But what we 're going to talk about in this is how we 're going to the next level .
(src)="14"> Maar voor ek daar begin , wil ek eers ' n bietjie praat oor hoe ek hiermee begin het .
(trg)="14"> But before I do that , I want to talk a little bit about really just how I got started .
(src)="15"> Sommige van julle sal weet , dat sowat vyf jaar gelede was ek ' n ontleder by ' n heining fonds , ek was in Boston , en ek was my neefs se afstand-leermeester in New Orleans .
(trg)="15"> And some of you all might know , about five years ago , I was an analyst at a hedge fund , and I was in Boston , and I was tutoring my cousins in New Orleans , remotely .
(src)="16"> En ek begin toe om die eerste YouTube video 's op te laai regtig net as ' n ietsie extra , net as ' n aanvulling vir my neefs -- iets wat hulle ' n opknappingskursus of iets kon gee .
(trg)="16"> And I started putting the first YouTube videos up , really just as a kind of nice-to-have , just kind of a supplement for my cousins , something that might give them a refresher or something .
(src)="17"> En so gou soos ek daardie eerste YouTube videos opgelaai het , het interessante dinge gebeur --
(trg)="17"> And as soon as I put those first YouTube videos up , something interesting happened .
(src)="18"> eintlik het ' n klomp interessante dinge gebeur .
(trg)="18"> Actually , a bunch of interesting things happened .
(src)="19"> Die eerste was die terugvoering van my neefs .
(trg)="19"> The first was the feedback from my cousins .
(src)="20"> Hulle het vir my gesê dat hulle verkies om my op YouTube te kyk , as in persoon self .
(trg)="20"> They told me that they preferred me on YouTube than in person .
(src)="21.1"> ( Gelag ) En sodra mens oor die vandehandse slag daarvan kom , was daar eintlik iets baie diepgaande daar .
(src)="21.2"> Hulle het gesê
(trg)="21"> ( Laughter ) And once you get over the backhanded nature of that , there was actually something very profound there .
(src)="22"> dat hulle verkies eerder die geoutomatiseerde weergawe van hul neef teenoor hul regte neef .
(trg)="22"> They were saying that they preferred the automated version of their cousin to their cousin .
(src)="23"> Aan die begin , lyk dit baie on-intuïtief , maar wanneer jy eintlik dink daaroor uit hulle oogpunt , maak dit heelwat sin .
(trg)="23"> At first it 's very unintuitive , but when you think about it from their point of view , it makes a ton of sense .
(src)="24"> Jy het hierdie situasie waar hulle nou hul neef kan vries en herhaal , sonder om te voel dat hulle my tyd mors .
(trg)="24"> You have this situation where now they can pause and repeat their cousin , without feeling like they 're wasting my time .
(src)="25"> As hulle iets moet hersien wat hulle ‘ n paar weke gelede moes geleer het , of selfs ' n paar jaar gelede , hoef hulle nie skaam te wees om hul neef te vra nie .
(trg)="25"> If they have to review something that they should have learned a couple of weeks ago , or maybe a couple of years ago , they don 't have to be embarrassed and ask their cousin .
(src)="26.1"> Hulle kan net kyk na die video 's .
(src)="26.2"> As hulle verveeld word , kan hulle net voort gaan .
(trg)="26"> They can just watch those videos ; if they 're bored , they can go ahead .
(src)="27.1"> Hulle kan dit kyk op hul eie tyd , teen hul eie tempo .
(src)="27.2"> En waarskynlik die minste waardeerde aspek van hiervan
(trg)="27"> They can watch at their own time and pace .
(src)="28"> is die idee dat vir die heel eerste keer , die heel eerste keer dat jy probeer om jou brein om ' n nuwe konsep te kry , is die heel laaste ding wat jy nodig het ' n ander mens wat sê , " Het jy dit verstaan ? "
(trg)="28"> Probably the least-appreciated aspect of this is the notion that the very first time that you 're trying to get your brain around a new concept , the very last thing you need is another human being saying , " Do you understand this ? "
(src)="29"> En dit is wat gebeur het met die interaksie met my neefs voor dit , en nou kan hulle dit doen in die intimiteit van hul eie kamer .
(trg)="29"> And that 's what was happening with the interaction with my cousins before , and now they can just do it in the intimacy of their own room .
(src)="30"> Die ander ding wat gebeur het is -- ek het die videos op YouTube gelaai -- ek het geen rede gesien om dit privaat te maak nie , so ek laat toe dat ander mense dit kon sien , en mense het begin op die video ’ s afkom , en ek het begin om ' n paar opmerkings en ' n paar briewe en alle tipe terugvoering ontvang van mense van regoor die wêreld .
(trg)="30"> The other thing that happened is -- I put them on YouTube just -- I saw no reason to make it private , so I let other people watch it , and then people started stumbling on it , and I started getting some comments and some letters and all sorts of feedback from random people around the world .
(src)="31"> En dit is net ' n paar .
(trg)="31"> These are just a few .
(src)="32"> Dit is eintlik van een van die oorspronklike kalkulus video 's .
(trg)="32"> This is actually from one of the original calculus videos .
(src)="33"> En iemand het op YouTube geskryf -- dit was die YouTube kommentaar : " Eerste keer dat ek glimlag terwyl ek ' n afgeleiding doen . "
(trg)="33"> Someone wrote it on YouTube , it was a YouTube comment : " First time I smiled doing a derivative . "
(src)="34.1"> ( Gelag ) Laat ons stop hier .
(src)="34.2"> Hierdie persoon het ' n afgeleid gedoen
(trg)="34"> ( Laughter ) Let 's pause here .
(src)="35"> en toe geglimlag .
(trg)="35"> This person did a derivative , and then they smiled .
(src)="36.1"> En dan in ' n reaksie op daardie kommentaar .
(src)="36.2"> Jy kan op YouTube gaan kyk na hierdie kommentaar -- het iemand anders geskryf : " Dieselfde ding hier .
(trg)="36"> ( Laughter ) In response to that same comment -- this is on the thread , you can go on YouTube and look at the comments -- someone else wrote : " Same thing here .
(src)="37.1"> Ek het was sommer op ' n natuurlike hoog en was in ' n goeie bui vir die hele dag .
(src)="37.2"> Vandat ek kan onthou sien ek al hierdie " Matrix ( film ) " teks in die klas , en nou is ek soos , ' Ek ken Kung Fu . ' "
(src)="37.3"> ( Gelag ) En ons kry ' n baie terugvoer soos hierdie ontvang .
(trg)="37.1"> I actually got a natural high and a good mood for the entire day , since I remember seeing all of this matrix text in class , and here I 'm all like , ' I know kung fu . ' "
(trg)="37.2"> ( Laughter ) We get a lot of feedback along those lines .
(src)="38"> Dit was duidelik besig om mense te help .
(trg)="38"> This clearly was helping people .
(src)="39"> Maar toe , soos die kykertal net aanhou groei en aanhou groei het , het ek begin om briewe van mense te ontvang , en dit het begin duidelik geword dat dit eintlik meer as net ' n lekker-om-te-hê was .
(trg)="39"> But then , as the viewership kept growing and kept growing , I started getting letters from people , and it was starting to become clear that it was more than just a nice-to-have .
(src)="40.1"> Dit is net ' n uittreksel uit een van daardie briewe .
(src)="40.2"> " My 12-jarige seun het outisme en het ' n verskriklike tyd met wiskunde .
(trg)="40"> This is just an excerpt from one of those letters : " My 12 year-old son has autism , and has had a terrible time with math .
(src)="41"> Ons het alles probeer , alles gekyk , alles gekoop .
(trg)="41"> We have tried everything , viewed everything , bought everything .
(src)="42"> Ons het op jou video oor desimale afgekom en dit het deurgekom .
(trg)="42"> We stumbled on your video on decimals , and it got through .
(src)="43.1"> Toe het ons aanbeweeg na die gevreesde breuke .
(src)="43.2"> Weereens het hy het dit verstaan .
(trg)="43"> Then we went on to the dreaded fractions .
(src)="44"> Ons kon dit nie glo nie .
(trg)="44"> Again , he got it .
(src)="45"> Hy is so opgewonde . "
(trg)="46"> He is so excited . "
(src)="46.1"> En so kan jy jouself indink , hier was ek ' n ontleder by ' n heining fonds .
(src)="46.2"> Dit was baie vreemds vir my om iets van sosiale waarde te doen .
(trg)="47"> And so you can imagine , here I was , an analyst at a hedge fund -- it was very strange for me to do something of social value .
(src)="47"> ( Gelag ) ( Applous ) Maar ek was opgewonde , so ekt aangehou .
(trg)="48"> ( Laughter ) ( Applause ) But I was excited , so I kept going .
(src)="48.1"> En toe het ' n paar ander dinge op my begin aanbreek .
(src)="48.2"> Dat , nie net sal dit my neefs nou help nie , of hierdie mense wat briefies stuur nie , maar dat die inhoud nooit sal oud raak nie , dat dit hul kinders of hul kleinkinders sou kon help .
(trg)="49"> And then a few other things started to dawn on me ; that not only would it help my cousins right now , or these people who were sending letters , but that this content will never grow old , that it could help their kids or their grandkids .
(src)="49.1"> As Isaac Newton YouTube videos oor kalkulus sou gedoen het , sou ek nie hoef nie .
(src)="49.2"> ( Gelag )
(trg)="50"> If Isaac Newton had done YouTube videos on calculus , I wouldn 't have to .
(src)="50"> Die veronderstelling dat hy goed was .
(trg)="51.1"> ( Laughter ) Assuming he was good .
(trg)="51.2"> We don 't know .
(src)="51.1"> Ons weet nie .
(src)="51.2"> ( Gelag ) Die ander ding wat gebeur het -- en selfs op hierdie punt , het ek gesê , " Goed , miskien is dit ' n goeie aanvulling .
(src)="51.3"> Dit is goed vir gemotiveerde studente .
(trg)="52.1"> ( Laughter ) The other thing that happened -- and even at this point , I said , " OK , maybe it 's a good supplement .
(trg)="52.2"> It 's good for motivated students .
(src)="52.1"> Dit is goed vir miskien tuisskolers . "
(src)="52.2"> Maar ek het nie gedink dit sou iets wees
(trg)="53"> It 's good for maybe home-schoolers . "
(src)="53"> wat op ‘ n manier die klaskamer sou deurdring nie .
(trg)="54"> But I didn 't think it would somehow penetrate the classroom .
(src)="54.1"> Maar toe het ek begin briewe van onderwysers ontvang .
(src)="54.2"> En die onderwysers sou skryf , en sê , " Ons het jou video 's gebruik het om die klaskamer om te swaai .
(trg)="55"> Then I started getting letters from teachers , and the teachers would write , saying , " We 've used your videos to flip the classroom .
(src)="55"> Jy het die lesings gegee , so nou wat ons doen ... " -- en dit kan gebeur in elke klaskamer in Amerika môre -- " ... wat ek doen is ek ken die lesings as huiswerk toe , en wat gebruik was as huiswerk , doen die studente nou in die klaskamer . "
(trg)="56"> You 've given the lectures , so now what we do -- " And this could happen in every classroom in America tomorrow -- " what I do is I assign the lectures for homework , and what used to be homework , I now have the students doing in the classroom . "
(src)="56"> En ek wil onderbreek hier vir -- ( Applous ) Ek wil Stop hier vir ' n sekonde , want daar is ' n paar interessante dinge .
(trg)="57"> And I want to pause here -- ( Applause ) I want to pause here , because there 's a couple of interesting things .
(src)="57.1"> Een , wanneer daardie onderwysers dit doen , is daar die voor hand liggende voordeel -- die voordeel dat nou kan hul studente die video 's geniet in dieselfde manier waarop my neefs dit geniet het .
(src)="57.2"> Hulle kan stop , herhaal teen hulle eie tempo , op hul eie tyd .
(trg)="58"> One , when those teachers are doing that , there 's the obvious benefit -- the benefit that now their students can enjoy the videos in the way that my cousins did , they can pause , repeat at their own pace , at their own time .
(src)="58"> Maar die meer interessante ding is -- en dit is die on-intuïtiewe ding waaroor jy praat as jy oor die tegnologie in die klaskamer praat -- deur die verwydering van die een-grootte-pas-almal-lesing vanuit die klaskamer en toe te laat dat studente teen hul eie tempo lesings by die huis doen , en dan wanneer jy na die klaskamer kom , om hulle te laat werk , met die onderwyser wat rondloop , met die maats in staat om in interaksie te tree met mekaar , het hierdie onderwysers tegnologie gebruik om die klaskamer meer menslik te maak .
(trg)="59"> But the more interesting thing -- and this is the unintuitive thing when you talk about technology in the classroom -- by removing the one-size-fits-all lecture from the classroom , and letting students have a self-paced lecture at home , then when you go to the classroom , letting them do work , having the teacher walk around , having the peers actually be able to interact with each other , these teachers have used technology to humanize the classroom .
(src)="59"> Hulle het ' n fundamentele verontmenslikende ondervinding gevat -- 30 kinders met hulle vingers op hulle lippe , nie toegelaat om met mekaar interaksie te hê nie . ' n Onderwyser , maak nie saak hoe goed ,
(trg)="60"> They took a fundamentally dehumanizing experience -- 30 kids with their fingers on their lips , not allowed to interact with each other .
(src)="60.1"> moet hierdie een-grootte-pas-almal-lesing aan 30 studente oordra -- bleek gesigte , effens antagonisties -- en nou is dit ' n menslike ervaring .
(src)="60.2"> Nou is daar eintlik interaksie met mekaar .
(trg)="61"> A teacher , no matter how good , has to give this one-size-fits-all lecture to 30 students -- blank faces , slightly antagonistic -- and now it 's a human experience , now they 're actually interacting with each other .
(src)="61"> Dus , sodra die Khan Akademie -- Ek het my werk gelos en ons het dit in ' n werklike organisasie omskep -- ons is ' n nie-winsgewend -- is die vraag , hoe neem ons dit na die volgende vlak ?
(trg)="62"> So once the Khan Academy -- I quit my job , and we turned into a real organization -- we 're a not-for-profit -- the question is , how do we take this to the next level ?
(src)="62"> Hoe kan ons wat daardie onderwysers doen vat na die natuurlike gevolgtrekking ?
(trg)="63"> How do we take what those teachers were doing to its natural conclusion ?
(src)="63"> So wat ek jul wys hier , dit is werklike oefeninge wat ek begin skryf het vir my neefs .
(trg)="64"> And so , what I 'm showing over here , these are actual exercises that I started writing for my cousins .
(src)="64"> Die enes waarmee ek begin het , was baie meer primitief .
(trg)="65"> The ones I started were much more primitive .
(src)="65"> Dit is ' n meer bevoegde weergawe daavan .
(trg)="66"> This is a more competent version of it .
(src)="66"> Maar die paradigma is hier , ons sal so baie vrae genereer soos jy nodig het totdat jy daardie konsep begryp , totdat jy 10 in ' n ry regkry .
(trg)="67"> But the paradigm here is , we 'll generate as many questions as you need , until you get that concept , until you get 10 in a row .
(src)="67"> En die Khan Akademie video 's is daar .
(trg)="68"> And the Khan Academy videos are there .
(src)="68"> Jy kry wenke , die werklike stappe vir die probleem , as jy nie weet hoe om dit te doen nie .
(trg)="69"> You get hints , the actual steps for that problem , if you don 't know how to do it .
(src)="69"> Maar die paradigma hier , dit lyk dit soos ' n baie eenvoudige ding : 10 in ' n ry , dan beweeg jy aan .
(trg)="70"> The paradigm here seems like a very simple thing : 10 in a row , you move on .
(src)="70"> Maar dit is fundamenteel anders as wat tans in klaskamers gebeur op hierdie oomblik .
(trg)="71"> But it 's fundamentally different than what 's happening in classrooms right now .
(src)="71"> In ' n tradisionele klaskamer , het jy ' n bietjie huiswerk , huiswerk , lesing , huiswerk , lesing , en dan het jy ' n momentopname eksamen .
(trg)="72"> In a traditional classroom , you have homework , lecture , homework , lecture , and then you have a snapshot exam .
(src)="72"> En die eksamen , of jy nou ' n 70 % , ' n 80 % , ' n 90 % of ' n 95 % kry , die klas beweeg aan na die volgende onderwerp .
(trg)="73"> And that exam , whether you get a 70 percent , an 80 percent , a 90 percent or a 95 percent , the class moves on to the next topic .
(src)="73"> En selfs die 95 % student , wat was die 5 % wat hulle nie geweet het nie ?
(trg)="74"> And even that 95 percent student -- what was the five percent they didn 't know ?
(src)="74"> Miskien weet hulle nie wat gebeur wanneer jy iets verhoog tot die krag van nul nie .
(trg)="75"> Maybe they didn 't know what happens when you raise something to the zeroth power .
(src)="75.1"> En dan gaan jy voort en bou op dit in die volgende konsep .
(src)="75.2"> Dit is analogies om te
(trg)="76"> Then you build on that in the next concept .
(src)="76"> verbeel om te leer ' n fiets te ry ,
(trg)="77"> That 's analogous to -- imagine learning to ride a bicycle .
(src)="77.1"> en miskien gee ek jou ' n lesing voor die tyd , en ek gee jou die fiets vir twee weke .
(src)="77.2"> En dan kom ek terug na twee weke , en ek sê , " Wel , laat ons sien .
(src)="77.3"> Dit blyk jy het probleme met draaie na links .
(src)="77.4"> Jy kan nie behootlik stop nie .
(trg)="78.1"> Maybe I give you a lecture ahead of time , and I give you a bicycle for two weeks , then I come back after two weeks , and say , " Well , let 's see .
(trg)="78.2"> You 're having trouble taking left turns .
(src)="78"> Jy is ' n 80 % fietsryer . "
(trg)="79.1"> You can 't quite stop .
(trg)="79.2"> You 're an 80 percent bicyclist . "
(src)="79"> So ek stempel ' n groot C op jou voorkop en dan sê ek , " Hier is ' n eenwielfiets . "
(trg)="80"> So I put a big " C " stamp on your forehead -- ( Laughter ) and then I say , " Here 's a unicycle . "
(src)="80"> Maar net so belaglik soos dit klink , dis presies wat gebeur in ons klaskamers op die oomblik .
(trg)="81"> ( Laughter ) But as ridiculous as that sounds , that 's exactly what 's happening in our classrooms right now .
(src)="81.1"> En die idee is jy vinnig vorentoe en goeie studente begin skielik algebra druip begin skielik kalkulus druip , ten spyte dat hulle slim is , ten spyte dat hulle goeie onderwysers het , en dit is gewoonlik dat hulle het hierdie Switserse kaas gapings wat gehou gebou het regdeur hul fondasie .
(src)="81.2"> So ons model
(trg)="82"> And the idea is you fast forward and good students start failing algebra all of the sudden , and start failing calculus all of the sudden , despite being smart , despite having good teachers , and it 's usually because they have these Swiss cheese gaps that kept building throughout their foundation .
(src)="82"> is leer wiskunde die manier waarop jy enige iets anders sou leer , soos die manier waarop jy fietsry sou leer .
(trg)="83"> So our model is : learn math the way you 'd learn anything , like riding a bicycle .
(src)="83.1"> Bly op die fiets .
(src)="83.2"> Val af van die fiets .
(trg)="84.1"> Stay on that bicycle .
(trg)="84.2"> Fall off that bicycle .
(src)="84"> Doen dit so lank as nodig is totdat jy meesterskap bereik .
(trg)="85"> Do it as long as necessary , until you have mastery .
(src)="85"> Die tradisionele model , penaliseer jou vir eksperimentering en mislukking , maar dit verwag nie meesterskap nie .
(trg)="86"> The traditional model , it penalizes you for experimentation and failure , but it does not expect mastery .
(src)="86.1"> Ons moedig jou aan om te eksperimenteer .
(src)="86.2"> Ons moedig jou aan te misluk .
(trg)="87.1"> We encourage you to experiment .
(trg)="87.2"> We encourage you to fail .
(src)="87"> Maar ons verwag meesterskap .
(trg)="88"> But we do expect mastery .
(src)="88.1"> Dit is net nog een van die modules .
(src)="88.2"> Dit is trigonometrie .
(trg)="89"> This is just another one of the modules .
(src)="89"> Dit is die verskuiwing en weerspieëling funksies .
(trg)="91"> This is shifting and reflecting functions .
(src)="90"> En hulle pas almal met mekaar .
(trg)="92"> And they all fit together .
(src)="91"> Ons het sowat 90 van hierdie op die oomblik .
(trg)="93"> We have about 90 of these right now .
(src)="92.1"> En jy kan nou gaan na die webwerf .
(src)="92.2"> Dit is alles gratis .
(src)="92.3"> Probeer nie om enigiets te verkoop nie .
(trg)="94"> You can go to the site right now , it 's all free , not trying to sell anything .
(src)="93"> Maar die algemene idee is dat hulle almal in hierdie kennis kaart pas .
(trg)="95"> But the general idea is that they all fit into this knowledge map .
(src)="94.1"> Dit top nodus net daar , dit is letterlik enkele syfer toevoeging .
(src)="94.2"> Dit is soos een plus een is gelyk aan twee .
(trg)="96"> That top node right there , that 's literally single-digit addition , it 's like one plus one is equal to two .
(src)="95"> En die paradigma is , kry jy 10 in ' n ry op daardie , dit jou stuur na meer en meer gevorderde modules .
(trg)="97"> The paradigm is , once you get 10 in a row on that , it keeps forwarding you to more and more advanced modules .
(src)="96"> So as jy verder af in die kennis kaart hou , beweeg ons na ' n meer gevorderde wiskunde .
(trg)="98"> Further down the knowledge map , we 're getting into more advanced arithmetic .
(src)="97"> Verder af , dan begin jy met voor-algebra en vroeë algebra .
(trg)="99"> Further down , you start getting into pre-algebra and early algebra .
(src)="98"> Verder af , dan begin jy om in algebra een , algebra twee , ' n bietjie voor-kalkulus te delf .
(trg)="100"> Further down , you start getting into algebra one , algebra two , a little bit of precalculus .
(src)="99"> En die idee is , dat vanaf hierdie ons eintlik alles kan onderrig -- oftewel , alles wat in hierdie tipe van ' n raamwerk onderrig kan word .
(trg)="101"> And the idea is , from this we can actually teach everything -- well , everything that can be taught in this type of a framework .
(src)="100"> So jy kan verbeel -- en dit is waarmee ons besig is -- is uit hierdie kennis kaart het jy logika , het jy rekenaarprogrammering , het jy grammatika , het jy genetika , als gebasseer op die basis van daardie kern van , as jy dit weet en dat weet , is jy nou gereed vir die volgende konsep .
(trg)="102"> So you can imagine -- and this is what we are working on -- from this knowledge map , you have logic , you have computer programming , you have grammar , you have genetics , all based off of that core of , if you know this and that , now you 're ready for this next concept .