This is why (and I know I badly explained my thought here) I refer to gameinstitute here.
You can make someone understand maths by demonstrating cases where you would actually need maths (here, gamedev) but it doesn't refrain them from going deeper and dive into details, which would achieve their understanding of mathematical concepts.
The first step is to get the global idea (and I give you the point for setosa) but even getting imaginative wouldn't permit you to fully use these concepts if you didn't apprehended deeper points on those.
It may also whet the appetite for more deliberate study of the mathematics involved. I have always been one to struggle a bit with math concepts if they are too abstract. Tie them into somthing I have real-world interest in, and it's much easier to engage and stay motivated to learn.
When I was going through undergrad engineering we were taught linear algebra in first year but didn't really have a lot of the other background for the different applications.
As a grad student, I had a friend of mine who was teaching that same linear algebra course. I provided her with a lot of materials (similar to this) to help her students better understand different aspects of the material. There's a reason why the different introductory topics are taught, but often you don't really understand the topic until you get deeper into the applied material in 3rd and 4th year.
