The Joy of Reclaiming Children’s Inner Simulator — How Early “Video-Based Pattern Play” Restores Natural Mathematical Cognition and Minimizes Cognitive Load —

Contemporary education often suppresses children’s innate “inner video” (dynamic simulation) capabilities, turning mathematics into a high-load source of pain. Drawing on the author’s personal cognitive style—strong alignment between video-like processing in modern language arts and mathematical imagery—this paper proposes an “insight-first → pattern play → self-created formula” educational approach within the framework of Load Minimization Theory (LMT). Supported by cognitive science (Hadamard, Kosslyn, Sfard) and historical evidence from genius thinkers, it demonstrates how this method naturally fulfills L = U + F + E, restoring An-soku (inner peace in learning). Concrete elementary-school examples and cross-disciplinary connections between language arts and mathematics are provided.