Hearted Youtube comments on The Math Sorcerer (@TheMathSorcerer) channel.
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I think elitism is the wrong word, but it's an underlying challenge in maths education (particularly at the early level), where you spend quite a lot of time "learning the language" without really doing anything with it. To take an analogy I read in an excellent book (I believe one of Jordan Ellenberg's books?) - it's like if an English class was focused entirely on things like spelling, grammar, proper sentence structure and so on, but you never read any books or never wrote anything of your own. Or if you had a PE class where you did nothing but drills and conditioning, without ever playing a game.
It's like how people who've stopped studying maths at school often see it as mechanical and rigid, whereas people who go study maths degrees or do further research treat it as an art and see it as something really creative - because they get more chances to play the game, even if they have to do more drills along the way. Rigour in math is important because it allows you to explore more of the landscape and be more creative, just as a wider vocabulary and a stronger understand of grammar can help you become more eloquent and make your writing more impactful. But the way maths is presented as an early level makes rigour feel arbitrary and mysterious, because you stop before you get to the fun stuff - there's no payoff for all that rigour, so to speak.
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I was born in 1965. When I was 5 years old (in 1970) my mother was in hospital giving birth to my sister. My father took me to work with him for the week (he worked in a bank) and he sat me in the computer room (a very cold room, with a huge mainframe) and asked the programmers to look after me.
They had huge stacks of punched cards containing the software they wrote, and one of the programmers was very kind and let me punch holes on spare cards just for fun. I still remember his name: John Moore. He took my cards and fed them into the computer, and told me that my cards had a mistake on them, and the job of a programmer like him was to find mistakes and fix them.
It was so fascinating for me at five years old that I became obsessed with computers and with programming. So much so, that I went on to get a degree, a masters, and a PhD in computer science, worked as programmer for many years, and eventually ran my own software company, before selling it and retiring early. I often think back to those days spent with John Moore and how they very definitely shaped my life, and my career in programming.
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I heard a story (admittedly, it might be an urban legend), when in the beginning of a very first math class, the students were sitting in the classroom waiting to meet a professor, but he seemed to be running very late. After about 15 minutes of waiting, one of the older students started to protest, and loudly ask questions , something like: "Where is this damn professor? how long are we going to sit here for waiting for him ? what kind of professor is that ?" and for the next 5 minutes or so he was saying all sorts of silly things about that professor. Finally, he apparently got fed up, got up, came to the board and said:
"Ok, since there is still no sight of this bloody professor, it is I who will be your professor!"
(turned out, this was actually the real professor)
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As a retired high school math teacher, I've run into students cheating quite a bit.
There are a few measures that a teacher can take to reduce the occurrence.
One is never make any one quiz, project, test, etc worth something like 50% of a student's grade. Keep each individual test, quiz just a small morsel of the overall grade.
Expect students to "cheat" on any kind of take home exam or homework, by using the internet, library etc. Plan accordingly.
Encourage group work for problem sessions.
Stuff like that.
One of the most devious cheating was the "you lost my test" scam.
You give a test, the student knows they will fail and can't answer the questions. They pretend to work on the test and when everyone turns their test in, they don't.
You grade and record the tests and pass them back. They raise their hand and say, "Where's my test? I was here."
Sure enough, the attendance records show they were present, but you don't have their test. Then they claim you lost their exam.
This has even gone so far as to end up in the Principal's office with a pissed off parent and a smug little 9th grader claiming you are an incompetent teacher.
One way out of this, is to number all the tests. If 30 went out, 30 must come back. About 5 minutes before the end of class, you declare the test over and collect them.
If you are short one or two tests. Keep the students in their seats and go through the tests one by one by reading off their name and checking the roster. If you call their name they can go. Eventually you're left by default with the offending student or students.
Usually however, the rest of the class doesn't want to be detained and will start in on the cheater by pointing them out and yelling at them to turn in their test so they can go.
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What I've realized is that your success with math very much depends on your confidence. I have some anxiety issues regarding math that made it harder to learn. I'd end up crying even thinking about doing math. At it's peak when I was younger, I failed pre algebra 4 times. Since you might learn at a slower pace or have trouble with a concept, you come to the conclusion that you're just stupid, and you're not a math person- which in turn makes it more difficult to learn the math because you grow to resent it, because you always feel like an idiot and that really holds you back. I still greatly have trouble with my confidence in myself but once I thought of math as more of a skill to be worked upon then some concrete determination of intelligence, I began to understand concepts way better than previously.
When your mind is clouded with self doubt, it's hard to focus, and you immediately assume you're going to fail because you're "too stupid." A change in mindset and a boost in much needed confidence is the most important thing to becoming better at math in my opinion and it is so depressing our schools fail to ever do this. I think that the kids that feel stupid that observe the kids who excel in math and play a great deal into giving math this elitist idea where only the naturally gifted can enter, and you never will. Math skill is so often tied to the ego and we write it off as some kind of natural ability when in reality that couldnt be farther from the truth. Seeing math as inaccessible for some people by design is an anti intellectual idea for everyone involved and yet our society, parents, and children believe this and the effects are destructive.
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I agree with your point on muscle memory, I'm a highschool drop out and basically failed algebra 1, but now that I am in college, and I chose to be a comp sci major, I am basically relearning math on my own time to prepare for precalc and trig, it feels really nice to go back to pre algebra and instantly solve most of the problems with mental math, and am just getting better, even learned some eye opening concepts that I probably missed in school, I never hated math like most people, I just haven't understood it yet, glad I found this channel and wish me luck in my self studying of math from pre algebra to precalc, I got about 4 months until my next college semester starts lol, hopefully I can learn alot by then
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I knew a Russian at university, who became a physicist to not have to go to the red army. He wasn't good at math so his strategy was to learn a lot of basic math. He learned with every Algebra, Arithmetics, pre-calculus books he was able to get a grip on (even school books) and was then doing tons of simple problems. He always said that the major mistake students do is working on topics before they are ready for it, without building a really strong foundation, getting bad grades, and become frustrated. In his Ph.D. he worked on the Navier-Stokes differential equations and even found a special solution for a problem, which now carries his name. He now works on fluid dynamics and simulations at a university somewhere and is maybe a professor. IDK, sadly I forgot his name.
I think he did exactly what you said, he was overdoing it, that is, in the meaning of dwelling on topics and doing exercises even when he already understood how it worked. Repetition makes permanent.
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Students in undergrad ,should just prepare themselves to make their grad experience less difficult, such as practicing math that is not the text or homework problems, still doing problems from their linear algebra, Calculus , Differential Equation , etc, text even after they have took those courses and gotten an A or whatever grade. The point is, if students want to do well in math at the graduate level, just continue to practice, and read other math books and learn to enjoy math not only for grades while an undergrad, but to understand it better and this will help them in grad school. Don't just ignore your undergrad text after you have taken course. Reread it and practice. Watch a math video (eg Udemy) to learn more and/or get a different perspective even in a math course you have gotten an A+
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This is true. Took me a while to figure it out. You should hope for the best but prepare for the worst. Personal story: a few years ago during a snowstorm, my electricity went out. It was very cold. I called 911, and homeless shelter. None of them would help me. 911 told me they were telling people to shelter in place, but did give me rescue squad number, but they had to have somewhere to take me. The homeless shelter refused me outright. The woman said I had to have a Covid vaccine, then she refused me outright. I sort of got a warm place to go, but the rescue squad didn't answer the phone. I have since then got a kerosene heater in case that happens again. Don't depend on anyone. Don't depend on your family. Don't depend on hospitals, churches, 911, police, or any other organizations. Hope for the best but prepare for the worst.
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I taught English at a community college for decades. Here is my experience with plagiarism, the most common form of cheating in my discipline:
1. As a new professor, I heard some of the more experienced professors laugh about plagiarists and take great joy in finding them, failing them, and reporting them. They took plagiarism personally. I never mocked people or enjoyed the process, but I thought I had to take a zero tolerance approach to plagiarists and either give them a zero for the paper or fail them for the entire class.
2. As I became more experienced and I had conversations with the students who plagiarized, I began to understand why students plagiarized. Some felt overwhelmed or unsure of their own writing. Some felt like they were too busy to complete an assignment. Some were not yet skilled at properly paraphrasing or summarizing sources, even after a few lessons in class.
3. So I began to set up my class to reduce the incidences of plagiarism (as did many of my fellow professors, more or less independently). We started the semester with low-stakes assignments, broke important assignments down into smaller assignments to allow us to pinpoint problems before they became big, and, for my part, I gave students who plagiarized a chance to rewrite their plagiarized paper.
Some students would take that chance and write a great paper, others would take the chance and write a terrible paper, but it was their paper, and if they were doing well enough in the class otherwise, they still might pass, and others would just stop coming and fail the class.
Once I made those changes, I never had to refer anyone to a dean for plagiarism.
PS. We can easily spot plagiarism even without Turnitin.com. The benefit of Turnitin is that it speeds up the process, helps us find evidence, but if you are good enough to plagiarize without getting caught by your professor, you are basically paraphrasing well, so you may as well add the proper citations and not take any risk.
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It's almost 2020, I feel I'm the only one still painstakingly reading through this book, I have spent one and a half year on this book and now at chapter 19 page 389(4th edition). I dropped my high school 18 years ago, so, just as Mr. Spivak said in the preface, this book is my first real encounter with mathematics. I never am a good student, but what I feel from reading it is although calculus/math is said as some of the most difficult things, it is also unable to not understand, when a good written proof come in your sight it will brutally expel doubts and firmly hold their place in your head, then everything around it should be align with it. So if the book is not rigorous and asking for rigorous, people like me with such weak math background won't even went this far. But I'm not a successful reader or even an OK one, the problems behind each chapter has taken too much time. Most of time it is a small misunderstanding impede me for hours even days, some times because I read too slow, the memory of previous chapters becomes thin. Even though, I still feel less weak after each chapter. If anyone is reading this book now, and want to do it's excise together, we may help each other.
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As I've come to see it now, Math itself doesn't have to be hard. It's just hard in general to do any great thing like Math because it requires a lot of work, and it's simply hard to do a lot of work.
And then it's also hard to communicate the product of all of that work, especially if you're trying to distill it for an audience that doesn't have enough experience or familiarity with all of that work.
But all that being said, it's toxic if successful people don't acknowledge how hard they had to work, how often they've had to learn from failure, how often they still make mistakes, how fallible they still are, and how many other people deserve credit for their development and progress. A lot of elitism boils down to that.
Some people are only able to devote so much time and effort to math because, for various reasons, they're social outcasts who don't get as distracted by people. Elitism can occur if they interpret their success as a way of paying back any real or perceived unfairness they experienced from others.
Mathematical maturity is also very powerful, and I'm sure there are ruling class interests that don't want to make it easy for the masses to match or surpass them in this regard. So that's likely a component to elitism, too.
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Calc III is definitely the hardest, no question about that. Thinking about multivariable functions, parametrization, constrained optimization, setting up double/triple integrals, all the vector Calc theorems... no doubt Calc III is the hardest.
But I can see why people say Calc II is the hardest. In Calc I, you are given specific algorithms that never deviate (product rule, chain rule...) and you think about everything in 2 dimensions. When you get to Calc II though, there is no obvious way to evaluate an integral so you have to try U-sub, then parts, then trig, then hyperbolic or weirstrass... it’s just a lot more steps. Plus, I agree, the washer and disk methods are hard to wrap your head around the and infinite series is a struggle also.
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Another idea or two:
1. Make up your own homework problems. I got this idea from a book I read (sorry, I forget which one) and it makes a lot of sense. To make your own problem, instead of finding the answer to someone else's problem, forces you to "work backwards" in a sense, which helps deepen your understanding of what's going on. That's the theory anyway. I'm going to be trying this out in the days and weeks to come.
2. Write a math book. OK, OK... not in the sense of something you would expect to publish, or even show anybody. I just mean, take your notes, and rewrite them as though you were writing a book somebody else was going to use to learn from. See also: make up your own problems. This is just another way to force your mind to think about things from a different perspective, and force you to make sure you really understand. As the old saying goes "you don't really understand a topic until you've taught it."
3. Get problems from other books besides your textbook. For basically any math topic (especially undergrad stuff) there are books out there with titles like "1001 Solved Problems in X" where X can be Algebra, Calculus, Linear Algebra, Analysis, whatever. Hit up Amazon.com or Barnes & Noble and you should be able to find plenty of sources for additional problems.
4. Related to (3) above, if you Google around you can find class websites from where your class / topic has been taught at various institutions. Many of those will post old exams and old homework assignments (sometimes with solutions, sometimes not). In either case, if you want more problems, or maybe slightly different problems from what is in your book, or what your teacher made up, this is an easy way to get problems to work on.
5. I feel like there should be a 5, but I really can't think of anything else. Uhhhh... "try hard"? I dunno.
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I'm 23 y.o., having come from a bad high school we had almost zero math and zero physics (just random problems and equations), for a lot of years I disliked math, but given that I want to become a Game Developer I stumbled upon maths again, curious how I left programming for now and fell in love with math. Right now I'm preparing to go into public college to get a Bachelor in Mathematics, a small step but a step nonetheless. Since my high school was also a public school I have my doubts but I'm taking this opportunity even if it's standards are unstable. I'm halfway to finish the Precalculus course, with a book to go through it again, just to be ready for the admission test and avoid lagging behind too much.
Maths has been always a fascinating language, it amazes me, to see the equations and how they relate with the world in every single way. Right now, there is still a lot that I don't understand and it is like magic to see a calculus equation be solved in minutes but it excites me to think one day I might solve them too. 4 months ago I was oblivious of polar form or trigonometric functions, even word problems, now I understand them or at least I can work with them.
I know this comment is unrelated to the great advice that you are giving and I'm sure will make my journey more bearable, but is this channel among many others that are pushing me to the boundaries of my knowledge.
Thank you very much!
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Thanks for this video! I would like to clarify that this book is not Russian, this is SOVIET. Although in the USSR the majority of the population was Russians, the policy of this state was based on internationalism. The forces of Russian, Ukrainian, Belarusian, Tatar, Armenian, Kahakh, etc. people, collectively called SOVIET, were invested in science, education, production and creativity.
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Another problem, looking at math from a teacher's point of view, is the "I already know this stuff" attitude.
My first job after my master's was teaching an adjunct College Algebra class at a community college. Most students did well on the first test. Several students came to me with that "I'm bored" look, telling me they already know this stuff and the class is too easy.
Second test comes around and mass fails! (No, I didn't make it harder) About half the class dropped. I talked with other instructors and the attitude was, "well that's pretty typical for College Algebra".
Couple of points: After you feel pretty confident, leave it for a day or so, then come back and see if you can do the proofs or workout the problems. If you get stuck on a part, then you really didn't learn it. Refresh yourself and go over the material again.
Second point. No matter what level the class is, you can always learn something, including someone with a PhD. Even in an 8th grade math class the teacher may come up with a technique you haven't seen before.
When I was teaching high school I was constantly learning new tricks and techniques to solve problems from my fellow teachers.
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Depending on the test I take, my scores sit between 140 and 150, and I struggle with mathematics. My institution does a lot of intelligence research, and the STEM faculty participates in quite a few studies for the psychology and neuroscience department. I know for a fact that some of my colleagues who run circles around me with their aggregate experience (read: mathematical intuition) have lower IQ's than I do, by as much as 20 points. Do you need to have a high IQ to reshape the entire world of mathematics? Very likely. Do you need a high IQ to be successful and add to the body of human knowledge? No, definitely not.
I'd like to also add that IQ matters much less than you'd like to believe. We know quite a bit about all the successful genius-level IQ holders in the world. We know much less, via survivorship bias, of all the people with extremely high IQ's that are unsuccessful. The old cut off for "genius" based on IQ was 160 or above. If you take statistics as literalism, then there is roughly 1 person per 10,000 with an IQ in the 160-179 range. In a population of 7.9 billion, that's roughly 790,000 people on Earth. We expect an IQ of 180 or more to be present in 1 in a 1,000,000 people - that gives 7,900 at time. That gives up nearly 800,000 geniuses alive on Earth at any time in 2022.
Again, if we take statistics as literalism, then we are forced to conclude the vast, vast, vast majority of geniuses will live wholly mundane lives. In fact, the likelihood of any one of them achieving "noteworthy" things because of their intelligence must be incredibly low - simply look at the number of "world-changing" intellectuals that are actually doing work in the world, and then subtract and compare.
IQ is much less important than it at first appears.
“I am, somehow, less interested in the weight and convolutions of Einstein’s brain than in the near certainty that people of equal talent have lived and died in cotton fields and sweatshops.” - Stephen Jay Gould.
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One major problem that I have with a lot of math and science books is that they are always so bloody serious.
I mean, sure, of course they should be mathematically rigorous and correct, but this doesn't mean that they have to be incredibly dry and unmotivating with zero sense of humour or energy.
One exception to this apparent rule is David Morin's intermediate-level physics book "Introduction To Classical Mechanics", which was literally written almost as if it were intended for children - you know, that innocent, inviting, sometimes amusing tone that is supposed to make the reader feel curious and interested (one of the lines in that book literally says "that was a neat little trick") - and I actually used that book during my Mechanics 2 course in college, which proves that those kinds of math and science books in fact can work just fine.
Another book that has a similar energy going on is "University Physics With Modern Physics" by Young and Freedman - totally accurate physics and perfectly precise derivations, and fun exercise problems that involve things like dropping eggs on your professor's head and finding out information about Santa Claus from his reflection in a spherical Christmas tree ornament.
Very charming, very entertaining, and totally awesome.
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My advice from different perspective of learning process:
As a person who knows one guy who read plenty of books about programming, and didn't write a single line of code... My main advice: make all exercises! Try to not skip any of those. (skip only if they hard for you) Second advice: don't rush to see the answers. (give it a time to try to solve it yourself) Third advice: don't overuse spatial thinking.(details below)
Third advice is tricky, so I'll describe it in details. I see everywhere today trend to describe solution/proof by some visual representation, most often by some graphics, spatial diagrams like number line with arrows on it etc. It can be helpful to understand if you can't get other explanations, if you for some reason unable to understand solution at this point in time in learning process. But, in my opinion, often those solutions came from other approach, then they were visualized (as some kind of conversion) into graphical representation, which actually misleading way of thinking (way to approach the problem). What are those other ways of thinking? Well... those include analytical, logic, algebraic thinking. If you overuse spatial thinking/reasoning, you'll end up unable to solve/prove/understand many things that is not much understandable graphically, which is big part of abstract mathematics.
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I'm 23, a physics and math major (still in uni finishing it up, right when other friends I know are already finished and moving on to grad school), and I've definitely felt like I've hit rock bottom multiple times trying to get everything right. I still have moments where I doubt myself, doubt my skills and potential. I still have moments where I feel like I'm "behind others". I still have moments where I will feel shame for not being as hard-working as I should've been years before. I've survived academic probation years ago and I've survived many more challenging exams since then. I've also survived bouts of breakdowns. But I still kept on persevering.
Here's my advice: you have time. You have time, more than you can think. You are 19 and you have years of advantage over me because you are younger. Your 20s are not the "make-it-or-break-it" decade of your life. You are subconsciously comparing yourself against other people. Not everyone plays on the same game difficulty. Not everyone plays on the same world map as you do. You meet other players but ultimately, their questlines will be different from yours. Everyone gains EXP points in different rates, but at the end of it all, the only thing that matters is whether or not did you maximize your joys and satisfaction of life. EXP points are still EXP points, regardless of how you gain them.
Life is a single-player game and everyone has their own main questline. Don't get sidetracked by side quests that are not relevant to you, and this includes the age-old trap of comparing yourself to others. Comparison is not just the thief of joy, it's also a time sink. I live by this principle: is this thing helping me? is this thing (or thought) developing me? If you answer "no" to those, then discard it and move on. This is how I stopped my vicious overthinking and confidence crisis.
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For a toxic trait number 4, I'd say not reading ahead. I took one introduction to proofs class, then took Real Analysis. It went poorly, and I ended up going to therapy again during the semester because I wasn't accustomed to being confused all the time, and never being able to trust my mind. That's doing a problem, thinking you're on the right track, and it turns out it's completely wrong. I've had my prof write "what?" on my homework a few times. Worse yet it getting a problem right and thinking you're wrong. After some thinking, I discovered that I had the wrong mentality. I shouldn't have been coming to class to learn, I should have been coming to class to get clarification on what I was suppose to be teaching myself. The further along you go, the more independent students are expected to be. While I didn't fail thanks to the curve, I could have done much better if I'd have went into the class initially with the mentality of it being essentially a review session. Next up, Abstract Algebra!
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To see books in video above, just click on time in blue highlight. Please correct me if I made any error below.
0:29 Calculus by James Stewart
1:23 Physics for Scientists and Engineers by Serway Jewett
2:13 Modern Physics by Paul A Tiplex and Ralph A Llewllyn
2:35 Logic and Proof by Norman, Sherwood and Bar
3:00 A Introduction to Abstract Mathematics by Robert J Bond and William J. keane
3:26 Mathematical Statistics with Applications by Dennis D Wackerly, William Mendenhall III, Richard L. Scheaffer
4:50 Fundamentals of Differential Equations and Boundary Value Problems by Nagle, Saff and Snider
5:32 Discrete Combinatorial Mathematics by Ralph P. Grimaldi and Frank L. Salemann
6:25 Elementary Linear Algebra and Matrices by Richard M. Caron and Frank L. Salemann
7:22 Linear Algebra by Stephen H. Friedberg, Arnold J. Insel, Lawrence E. Sphence
8:26 Partial Differential Equations, An Introduction by Walter A. Strauss
8:55 Fundamentals of Complex Analysis by E. B. Saff and A. D. Snider
10:20 Abstract Algebra, A First Course by Dan Saracino
10:58 Advanced Calculus, A Couse in Mathematical Analysis by Patrick M Fitzpatrick
11:59 Elements of Point Set Topology by John D. Baum.
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I've returned to uni at 29 to study research physics and am currently double majoring in physics and math and computer science. It's absolutely the best decision of my life. I'll probably be over 40 when I finish everything and hopefully phd. It has its challenges not gonna lie, but I wouldn't trade it for anything. Life doesn't have to be linear and the same for everyone. There are many people my age in some of the classes I'm taking, even older. It's not such a taboo and weird thing as it might appear. And even if other people don't approve (many of my friends where not that supportive and thought I was crazy and should just settle down in mu boring unfulfilling life, do a job I hate, have kids and spend the rest of my life miserable) who cares. It's not their life. I would even argue that it's in a way better to be older - you're more mature, more committed, have better time management skills. When I first started uni at 18, I was all over the place. Slightly been pressured by parents to go study 'something useful I could get a good job with' instead of physics, ended up with a CS degree, became depressed, was failing classes, was not able to cope with all the stress, assignments, keep track of time and all I had to do, homeworks, studying...
Now, 15 years later, I'm able to (not always perfectly but more or less) successfully juggle part time job, 2 majors and even have time to have hobbies, go climbing, diving, caving.. during the weekends. It's not easy and can be very stressful, but when you aquire the right mind set, and you fully realise that THIS is something you really want from your life, you can absolutely do it.
The best advice I've read somewhere is - one day you'll be 40 anyway, but you can be 40 with a degree you want and doing something you love, or just be 40.
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There is a quote from the Paper Chase, "This is the unbroken chain, knowledge passed from person to person". When I am lonely, I lean on the idea that I am a part of something larger.
That said, I think there is this strange expectation that Mathematicians can sit down and just knock out difficult questions. It takes a lot to convince my students that unless I am working on something with them, where I have made it through the wall of frustration to some level of understanding, that I am doing the exact same thing as them. I struggle, I'm wrong. a lot. But since no one sees anything other than the polished product, there is this assumption that ideas come to the page fully wrought and ready to roar.
So, I think that is one of those lurking factors contributing to the loneliness factor. I hope I am not alone in this, but when people ask me what I do, I usually say I am a Math Educator, and those people tend to then spend some amount of time loudly proclaiming how much they hate the subject. That certainly tints social interactions a bit.
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Holy cow, I'm honored that you took the time to answer my question with an entire video!!
To give an update -- I sent that question in two semesters ago I believe. Since then, I have already taken college algebra. I was able to pass the course with a great grade, and the book by Blitzer that you recommend was actually a huge help for me. The trick to helping me learn the math was to do all of the practice problems in the Blitzer book; each chapter, there'd be a few pages of practice problems, and I would do them all in addition to my assigned schoolwork. If I didn't have the practice problems I probably would have failed the course.
Another roadblock I stumbled across is trigonometry. It is a new type of math, and it just didn't click for me. I wasn't able to pass trig last semester, unfortunately -- with all my commitments to other classes, I just didn't understand it and I didn't have the time to grind away at it.
I am taking trig again next semester, and I am going to buy your course on trigonometry 1 on udemy. I hope that it will be a good resource for me, and I am committed to passing it this time!!
Thank you so so much for answering my question, and for everyone that is commenting on the video with their advice. I really appreciate it.
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Henri Poincare, a French mathematician, had in sight on understanding mathematics. It was only after deciding to take a rest from his effort to solve a mathematical problem, and go to an exhibit, that Henri arrived at a solution. When his foot touched the step of the uptown bus, he realized the solution to the math problem. He concluded that the subconscious mind has the ability to turn a problem in every conceivable direction in search of a solution. There in lies the reason why stress and intense effort often leads to frustration when trying to learn and understand mathematics. Mathematics is a subject whose concepts were often derived through dreams (Srinivasa Ramanujan) and "Aha Insight" (Archimedes). It is not until we have at least mastered the fundamentals of a sport (basketball) or game of strategy (chess) that it becomes enjoyable. Persistence at play eventually wins. Until one has mastered the fundamentals of mathematics, then it is anything but "fun". Unfortunately, the harder one tries to learn math, in preparation for exams, the further one gets from truly understanding it. Is there a stress free way of learning math? Like wanting to learn to play a game or sport with friends, there must be a valid and practical reason for wanting to learn mathematics. Students who love problem solving will tend to find mathematics a subject to which they can relate. I am 71 years old and concentrate on math word problems to become a better substitute high school instructor and I also study advance mathematics to be able to read and understand articles on high energy and quantum physics. Where there is a will (good reason), there is a way (motivation to succeed).
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These are all great points. However, another point I would like to add into this list is that, if possible, you should be practical and try to pursue something within a niche in which you have less barriers to entry in becoming an expert at. I say this because finances and life situations are very real indicators of how you will be able to pursue your goals and dreams.
In my own life, I went through my undergraduate years passionate about mathematical physics and studied all the way up to algebraic geometry and string theory to prepare for a research career. Sparing all the details about my life story, I came to a point where my situation dictated that it was impossible to get into a phd program. Long story short, I pivoted into a career where I became an expert in a niche subtopic (did everything that was in this video!) that makes use of my mathematical background, and it has been the best decision of my life.
I share this here because I started watching this channel with both joy and trepidation as I graduated from my undergrad math career. 3 years later and I feel like I've made the right choice to pursue my career because, as I continue to further my career and make wise financial decisions, I now have the option to go back to graduate school in the future and continue my paused dreams, or continue on in my career. So to anyone watching, making a decision on what to pursue in the future, please take notes from this video because these are all the steps you really need to become an expert in something, but also try to be practical with the path you choose and be open to opportunities that are not in your immediate sight!
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As someone who's repeating their first year in their math major (and someone who's slowly getting the hang of coming up with proofs) I would say that most of the tips I would've given to myself two years ago are things that you have already said: understand the definitions (this was something important to me, since I thought I understood them at first glance when it wasn't the case), look up previous things that have been mentioned before, such as theorems, propositions and definitions and apply them to your problem and reflect on the solution that are already given (or the one you just came up with.)
Another thing I would have told myself (similar as looking up the solutions to proofs and summarizing them in your own words) is to look up and also summarize the proofs given in the books you're reading. This will give you a feeling on how proofs should be written, when can certain proof techniques be used and also keep your thoughts organized when it comes to a specific problem.
Finally, sometimes the issue I had in not being able to solve a problem is that I wouldn't even understand what the problem was (as in, I didn't understand what exactly it was that I wanted to prove.) What I had to do in order to get over this hurdle was to relearn the habit of writing down what I already knew about the topic of the problem and the goal I wanted to achieve solving this problem (regarding definitions, propositions, etc. Sometimes I write these using the logical quantifiers and symbols to get an overview of the problem.)
This habit now helps me get hints on how to solve a specific problem and it's also something my high school physics teacher was very adamant on so we could solve physics problems easily (these would mostly involve equations and numbers instead of definitions and concepts, but I have to say that in the end the results are similar in regards to developing problem-solving abilities.)
I hope these tips are helpful!!
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You touched on something key:
If someone explains something enough times eventually the explainee will tell the explainer "I understand" even if they don't.
That has to stop.
Students need the courage to say "NO, it's still not sinking in." &
Teachers also need to recognize blank stares and say "I don't think you guys get it. Let's try it a different way."
My Calculus1 teacher was awesome and he was GREAT at this!! He would recognize our blank expressions and do it again differently. Then we would nod and say "oooh NOW we get it" and he knew some of us were lying, we still didn't get it, so he looked to see who had an "a-ha face" and who didn't!!
That great man would ask each student in class, 1 by 1 until we ALL got it:
"Saul, do you get it?"
"Maria, how about you?"
"I know Pete doesn't get it."
"Ali, explain it to Pete."
"Ahmed you explain it to me; repeat what I said. Everyone except Pete & Ali listen to Ahmed!"
After all that he would say: "those of you who still don't get it, its ok, its hard, so see me after class or email me, or work together with eachother, but we have to move on unfortunately."
This was a great teacher and he joked and had a lot of patience and it was a really fun class too... a great group of students. I won't say the teachers name here, but I still remember him; he made that much of an impression on me.
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These are the steps I followed for the past painfully long 4 years, in order to study and learn German (especially German grammar) -- and it's finally paying off (reached B2). Had I not needed to work to stay alive, it would've taken me 1 or 2 years.
Because unlike other languages, German requires you to study it like someone who has to study physics and chemistry textbooks AND actually do the practices, and majors in a STEM field, just to be able to effectively communicate. I'm not great at maths or sciences, so I know how boring they can be, however, learning German made me interested in sciences and maths. (I'm a softwaree developer by trade, so this also applies here too.)
What seems impossible is often achievable through planned, hard work and endless boredom, and that's coming from someone who is passionate about foreign languages.
And I'm far from a genius, just ask my friends and family. People say I'm smart for knowing different languages, but that's unfair, because it shadows over all the pain and hard work and sacrifices I had to make to get there. Work hard, and smart while equipped with curiosity to embrace the grind.
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Two reasons come to my mind, first we (I am from Iran) have a very highly competitive system to enter the universities. You have to compete with a million guys to study in a field that you like. We have no choice but to study very hard. I didn't pass the test, therefore I traveled to U.S. to study Electrical Engineering at University of Illinois @ Chicago Circle. Passing those pressure in Iran, U of I was like a heaven for me. Second reason the material that was arranged for us was huge. In tenth grade we studied Solid Geometry, Trigonometry, Analytic Geometry, Set & logic. In eleventh Statistics, Calculus, art of proof . In twelfth Discrete math (Number Theory, Combinatorics, Graph Theory & Probability), Linear Algebra & Analysis. One thing that I have to say is about the quality of American students. Most of them are excellent & fine plus creative & hard working , but their high school math textbooks are not that great. I suggest you look at India, Iran England & U.S. Math textbooks and compare it yourself.(all of them are available online). I think India's are the best, even their math videos & math video lectures are very fine. I know I am an engineer and should not mess with mathematicians. Wish the best.
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Ha, you are spot on about real analysis. I did my undergraduate work in the 70s in electrical engineering. Back in the day at this University, they basically had three undergraduate tracks in mathematics. One was for engineers (some of this was a lot of plug and chug), one for math majors, and one for Honors College students. So I was in Honors college and math was easy, right? In one of my calc classes, I was getting really hammered. The other engineering classes I was taking were basically applied mathematics. So I was going under in this one math class. I went to talk to the prof about dropping out of his class because I didn’t think I could cut it. He was an exceptional teacher and explained to me his story. He was also an electrical engineering student as an undergrad. When he graduated, he said he really didn’t understand what a derivative was, or an integral. So he went to graduate school and took a year of real analysis. He said it was like Marine boot camp. He got in to it so much, he changed his major to mathematics and became a prof. To make a long story short, I stayed in his class and he really took the time to help me out. I ended up going to graduate school and got a PhD in mathematics, Not! Stayed in electrical engineering. But I always remembered that one math prof. Yes, real analysis is hard for everybody. Have you checked out the book by Jay Cummings, Real Analysis, 2nd Edition? A little slower paced than Rudin and others.
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Honestly, for the calculus test question, my advice would be; pick your battles. Move on and try harder on the final exam.
With the rest of your life, patience is a virtue, do not give up, you've worked so hard up to this point, keep going, we all have ups and downs, it's life, this is how we grow to be better.
As someone who is alone, I would tell you to be grateful for what you have. You have a family and a daughter. You're going for a second degree, that's amazing. Just be grateful, you have a lot more than so many more.
Wishing you all the best.
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After my undergrad algebra sequence, I tried to speed run Lang Algebra, and then Hartshorne Algebraic Geometry chapter 2, 3 (presheaves, sheaves, sheaf cohomology, schemes) over the course of 1.5 years, ended up deep diving into category theory for a year and covered no algebra (I learned a lot of functors, limits, colimits, and presheaves/yoneda things though). Speed running the more analytical topics (calculus, analysis, differential anything) is definitely possible (definitely speed-runned the differential topology, differential forms and exterior algebra sequence), but the algebraic geometry route is such a gigantic rabbit hole that you’re going to get lost when you inevitably have to utilize presheaves and natural transformations. A 2/10 experience
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I don't know if anyone will ever read this, but I think I have to get it off my chest. I resonate with everything you said in this video. Throughout my late teen and early twenties I didn't know what to do, first was illustration, then filmmaking, then psychology, and lastly I ended up in programming. I had no prior experience, unless you consider being fine at maths one. I decided to go to university for either maths or computer science, and ended up failing the entry exams (same exam for both fields). This happened in 2019. Shortly after a "Beginners Python Course" appeared out of nowhere in my YouTube feed, and I decided to try on my own. It didn't take me long to realize that this is what I needed my whole life, coding is extremely fun and solving a problem is such a satisfying feeling, one that I never felt before. However the good times came to an end shortly after. I realized how vast of a topic computer science is, it was, and still is, so overwhelming. The though of me not being good enough crippled in shortly after, "I'll never be as good as those programmers" I thought to myself. I tried my best to keep going but I wouldn't code/study often, and, just like you said, I'd feel horrible about it. Sometimes when I look at my progress I feel ashamed that "this is it", I feel like there's nothing impressive or worthwhile in my "portfolio". I feel like I wasted my time, almost three years of it. I tried getting better at Python (still learning new things) and started (almost finished by now) a C course, but, and this is the part that I feel I can't tell anyone, I almost broke a couple weeks ago... I almost quit programming as a whole... yet I didn't. A couple of days passed and I felt like I couldn't do it, I can't take away something that brings me so my joy. Some days are fine, some are horrible, but I want to keep going. One day I want to make something that I'm proud of; something that others admire just a little bit; something fun. I know your channel is about maths but one of the fields I want to get into is AI/ML so that's why I'm here. I'll keep going, or at least I'll try. Thank you for this video, I think I'll keep coming here ofter.
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Something I recently read suggests that it's essential to end your day in a way that makes the first activity of the next day feel effortless. For example, let's say you were studying integrals and came across the expression of a challenging integral, but you haven't evaluated the limits yet. Instead of diving into even more complex problems, leave the integral without evaluating the limits for the moment. This way, when you start the next day, you'll have something easier to begin with. Otherwise, you might find yourself thinking, "Oh, today's integral is too hard, I'll do it later," and that "later" never comes. This way you'll be hacking the adage "the hardest part is starting".
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For readers wishing to study The Art of Computer Programming seriously, note that the mythical machine architecture MIX has been updated to MMIX, a more modern RISC architecture which is introduced in a supplementary volume titled Volume 1 Fascicle 1. At the moment, Knuth is working on Volume 4C; in particular, Section 7.2.2,3 on Constraint Satisfaction. He regularly posts updated drafts on his webpage, seeking feedback from readers, and he will personally mail you an autographed certificate to express his appreciation if you report any errors in his writing.
Also, Section 1.2 in Volume 1 on Mathematical Preliminaries is rather dense; its mathematics is elaborated more leisurely and fully in Graham, Knuth, and Patashnik, Concrete Mathematics
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1. Repeated, Intermittent learning.
Essentially set aside a certain amount of time a day, or couple days of the week to focus on learning.
Say you set few hours to revise something. Revise for 30mins take 10 mins break, go back for 40mins then 10mins break, go back for 50mins and break. Then repeat another day.
2. Be consistent.
Even if it’s looking over notes and solutions once or twice a day or week simply reminding yourself something multiple times a day then multiple times a week and so on till you’ll naturally remember it when it comes up.
3. Just walk away.
When your in a rut, going in circles and frustrated. Watch a movie, eat some food, play a game. Meet some friends. Then come back later. Refresh your mind.
4. Switch it up.
Try something different for a bit. Solely focusing on one problem/topic will slowly become more tedious especially if your getting frustrated.
5. Try another way.
Maybe try another style of revision, note taking and skimming isn’t always the answer. Doing problems sheets, looking at multiple solutions to the same problem, flashcards, YouTube videos from multiple creators, peer / group study.
You won’t get everything from the beginning stick with the content and problems and it will slowly click. (Take it from someone who’s done an analysis module 🤯)
Final piece of advice, try not to cram last minute it only exacerbates things.
This is what’s worked for me, so hope it helps. 👍
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Math book content is stationary. It generally stays the same throughout time as opposed to books about other subjects that need updates (like books about medicine). Math content is more like a cookbook where nowadays you have 1000 cookbooks, and 1000s of fancy ways to cook the same chicken breasts. As I was walking through the local flea market, a big red book titled The Practical Encyclopedia of Natural Healing caught my eye. I ended up buying it. The brick was $2.00. Back home, while reading through the chapter on heart disease, I stumbled upon a paragraph that spoke about the early clinical trials of chondroitin sulfate in a large hospital in South America. 110 patients who all had heart disease were selected. 50 of those patients received chondroitin sulfate and the other 60 received "conventional" therapy. After six years went by, 14 patients who were receiving conventional therapy died while out of those receiving chondroitin sulfate supplementation only 4 patients passed. Out of the control group 42 coronary incidents were reported while the patient receiving chondroitin sulfate only reported 6. This encyclopedia was printed in 1983, and chondroitin sulfate (and likely also glucosamine chondroitin) was still unavailable to the public in the United States. Today you could walk into Wal-Mart, take a left, your likely in the vitamin isle, squat, extend your arm, and buy a little bottle of chondroitin sulfate for about $12.08. In math, the interesting part is always different for everyone, but throughout time we keep arriving at some of the same formulas that ancients also discovered. It's somewhat similar to finding writing in an old used book like yours. The thought process of the previous owner is somewhat "tattooed" into the book. A book the general population would generally disregard.
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Richard Feynman had Mr. Bader as well.
"When I was in high school, my physics teacher—whose name was Mr. Bader—called me down one day after physics class and said, ‘You look bored; I want to tell you something interesting.’ Then he told me something which I found absolutely fascinating, and have, since then, always found fascinating. Every time the subject comes up, I work on it. In fact, when I began to prepare this lecture I found myself making more analyses on the thing. Instead of worrying about the lecture, I got involved in a new problem. The subject is this—the principle of least action." from "The Feynman Lectures on Physics", Vol.II, Chapter 19.
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I remember when I took the Math GRE in the early '80s. About half of the stuff I had never seen before in my classes. I basically "flat-lined" the test. My graduate advisor told me not to worry, that the universities were aware of the difficulty of the test. (I was going for an MA, not a PhD). Sure enough, I got into all three of my local universities. The ones I actually would go to.
One thing I've noticed on standarized tests, is that a lot of times they will ask questions "backwards" of the way you are used to working problems out. Or they will ask questions that will appear to require an excessive amount of calculations, but can be worked out by reasoning, rather than brute force.
They give you a 6x6 matrix and ask for the determinant. It would take an hour or more to calculate it by hand and then you'd probably get it wrong, but if you notice that one of the columns is a constant multiple of another, you know that the determinant must be zero.
Or they give you the value of a definite integral and ask what was the function.
Better yet, they ask when is a function Riemann integrable. They expect you to know that it's Riemann integrable iff the function is continuous almost everywhere. (ie, except on sets of measure zero). Of course, I never studied Lebegue measure as an undergrad. I don't think a lot of people do.
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This is more of a "soft" potential reason, but I think it's also a very significant one.
I think, in general, the vast majority of people and educational systems in the US (I can't say if this is true of other countries or not, but I'll touch on that in a second) have lost sight of the "spirit" of mathematics a long time ago. I'll illustrate what I mean with an example.
Consider integration, as covered in an introductory calculus course at an American institution. The professor (and the textbook) spend at most a class period or two discussing the logic and construction of the Riemann integral, and might say a few words here and there about its applications. Then, two to three weeks of class time are spent covering techniques and examples of integration in a very abstract and, frankly, arcane matter. Then students go home and have 20-30 problems to work practicing these techniques and "magic tricks" on problems that do nothing more than throw an integral at them and tell them to solve it, with no context or scenario in which the power of integration is shown. Rote, mindless computations. Naturally, the student is frustrated by this massive load of problems thrown at them, to be graded in a week's time when they're taking 12 or more hours of equally challenging and/or time consuming coursework, and they have no clear picture of why they're doing this. As frustration snowballs over the course of the semester, the student becomes more and more detached from the subject of calculus, and likely mathematics as a whole. Then the tests come, and data from final examinations show that half the class failed, particularly on the problems concerning integration. What happened? Didn't I give them more than enough practice problems on this? Maybe they just aren't capable of thinking critically...I'll just have to lower the bar next year.
Why was integration constructed? What problems are solved using integration? And how do I know the theory and techniques I'm using will actually work for the problem I want to solve?
This is the issue I see with the mindset most people (even some mathematicians) in the US have in regards to mathematics education, and mathematics as a whole. Very little focus on logic and application, and too much focus on computation techniques.
Instead of 20-30 shallow computational problems for homework, give 5-10 dense word problems which require a healthy balance (a "diet", if you will) of logic, application, AND computation. Make the students construct the integral, and evaluate it to get a tangible result. In lectures and textbooks, take the time to discuss the applications, historical development, and reasoning behind the mathematics you're teaching. Do more than just throw "magic tricks" at students and expect them to repeat them.
Now, some students will have a natural aptitude and fascination with mathematics, even if it's presented in the high-computation, low-logic/application educational format. These are what most people call "math people". Personally, I don't like it when people have the notion of "Oh, I'm just not a math person." Anyone can be a "math person", but not everyone can be a "straight-A math student". And, usually, that's by no means the fault of the person, but rather the fault of the narrow-minded educational curricula and assessments we have in this country. Why might this system work in other countries? It all boils down to cultural elements that deserve their own, separate discussion. Seemingly endless repetition of computational exercises might make star mathematicians in other countries, but is far less effective here in the US.
To summarize: I think a large part of the problem lies in the fact that, in the US, mathematics is viewed as a meal consisting of an entree of computation, with a couple of side dishes/desserts incorporating application and logic. Instead, the meal needs a balance of all three elements. Set expectations high for your students. If over 70% of the class can't correctly solve most of the problems, then there's something wrong on the institution's side, not the students'.
That is, of course, if your intent is to make the population as a whole aware, appreciative, and comfortable with mathematics (and, in my opinion, uplift a vastly greater number of young mathematicians to be on-par with their international peers). However, if you're content with the status quo, and comfortable with keeping the beauty of mathematics known to a select few elites, then the system is likely fine the way it is.
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Hey Math Sorcerer, Aman, and everyone :D
I definitely feel for Aman here. I am an astrophysics student at my university, and I knocked the first midterm out just fine, but failed the second midterm. After that, I did begin to feel awkward asking questions in class because I "didnt study enough to ask." But in reality, I was staring at Carroll & Ostlie for way too long, and I didn't give my brain a break.
I took two days to myself where I did nothing but play video games, sit with my guinea pigs, and do things around the apartment. I did have moments of saying "oh god you're being so lazy what are you doing?!" but honestly, my motivation came back and it's been back. Now I make sure to take some time in the evenings to play at least one round of Mario Kart :D
Also, for Aman and other students who feel like him: You do not need to compare yourself to your classmates. I used to do this a LOT, and I know that this sounds ridiculous (at least when I first heard it, I had the thought of "but if I am not getting it as well as the top student, then I must be one of the dumb students!"). But you are in the class for yourself to learn. Not to be the best student. If you begin focusing on yourself, or working with classmates to figure something out together, you'll naturally become successful in the class. Preoccupying yourself with how others are doing really clouds your own learning and motivation.
I hope this helps! Thanks Math Sorcerer for all the great advice videos. They've been helping me out quite a bit!
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yes, it does. After 15 years of making daily mistakes in the language hobby, I completely agree. I have persisted, paused, and been patient when needed, and now am confidently proficient up to the European B level standard in all skills for 6 languages and with 2 more in the works for 2022 -- (not counting English). I am trying math again as a hobby in 2022 to test some of these skills from the language hobby. (As the skills for each hobby differ a little and I want to understand them better). I saw your first videos on math as a hobby in early 2021, tried it out, but then got stuck and stopped. I didn't think I would return, but something won't let me just walk that easy. Having a better game plan for 2022, I'm hoping to least to make it up to Diff EQ, at least getting the broad view of things, then diving deep later in the future.
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When it comes to studying, less is often more.
It's like lifting weights: you have to do the work to get the results, but you grow when you rest. If you were doing the same exercises every waking moment of every day, you'd end up weaker, not stronger.
Math is the same. Your brain needs time to digest what you're learning/process it in the background, so if you're doing it every moment of every day, you start to slow your learning. Especially when you lead yourself to burnout - you won't learn a lot of math by setting it up as something that hurts you!
I set boundaries with math. I've scheduled my day so I can do most of the work in the morning and throughout the early afternoon. After 5pm, I'm not allowed to study math anymore, unless I really feel driven to (and not because I "have" to). If it's past 5pm and I'd rather be doing something else, but there's still math to do, I take a look at my time management: something's not right if I haven't hit the day's goals on time.
Something I tell people who come to me for math help: I'd rather see you study 30 minutes every day and keep it up, than study 12 hours a day and eventually stop.
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For the teachers watching this, consider specification grading approach (Nilson). It reduces cheating because a fundamental of it is students get to make repeated tries for each assignment (with some limits, if you like). So, the pressure of only having one chance to make a grade is removed. It can be used in nearly any class, but is particularly applicable to math classes.
Basically, students have relatively lower stakes assignments that they have to do at a high level of quality. They get to resubmit them. They have 'tokens' to use for late submissions and for resubmissions of big assignments. The idea is, much like getting a merit badge in the scouts, you have to accomplish a list of tasks at a high level of quality to earn a letter grade. Once a C is earned, the student can then move on to the 'B-level' assignments and 'A-level' assignments after that. The higher level assignments can be more advanced, deeper exploration, more integrative of concepts, inferential past the bare information, whatever fits the course. I typically make the A-level assignment either a deep dive in a concept or a 'capstone' assignment for the course.
There are many ways, but for my classes students need to make an 80% for an assignment to pass (there are no other percentages, by the way, it's literally checklist based). Each assignment is typically one chapter with homework type quizzing and in-class quizzing. Accumulate the chapters that in my judgement makes a C, and the student makes a C. Then, they often have to do a specific writing assignment that's fairly tightly prescribed for the B, also at the equivalent of a B (some make it a B+ or A- level). For an A they have to do a more capstone or a deep dive into a topic. For my general psychology class they deep dive into mirror neurons and implications for autism and social learning theory. There's a pretty tight rubric for those assignments and they are tough to cheat on. Also, you find a fair number of students are completely happy with their C and the toughest things to grade, papers, are the least submitted assignments.
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No one asked me for this long comment, and I don't think my view is any more important than anyone else's. This video's topic is something I've thought about extensively so I figured I'd share my thoughts and maybe my contribution has use. If long comments are annoying to you, please just scroll past...
Anyone can ultimately contribute mathematical research. Some people will be more prolific, and there may be areas which are inaccessible to those with but the most exceptional knowledge or ability. However it would appear to me that there are far more people with exceptional inborn ability than there are legendary results and field-changing ideas, and there are many who have contributed who did so more through creativity and the requisite knowledge, than through the sheer intensity of their ability. Some people are indeed born further ahead, sometimes much further ahead, in intellectual maturity. This can take many forms, be it social awareness, creativity, entrepreneurial spirit, mathematical intuition, etc. Some people 'switch on' earlier, and others a bit later. Switching on earlier is certainly beneficial (seems unequivocal that the earlier one can begin learning the better) but it just can't be helped if it didn't happen that way and no one should dwell on it. While it would be unrealistic to ignore natural ability in certain contexts, I think commitment is much more deserving of attention when considering an individual's potential. Through commitment we might approach the 'ceiling' that might be set for us, though I think it's important too, to consider that the 'ceiling' can itself be moved, to some degree. No amount of anything could turn me into Euler, but it doesn't mean that I have nothing to give to mathematics, nor does it mean that I derive less enjoyment from it. As a footnote, we know of course, that ability is some combination of which genes are inherited, genetic mutations, neonatal development, experiences and environment (particularly under the age of two), and what a child is taught and what learning environment they are provided, as well as other things. Not only is it both nature and nurture, but each is far more complicated than "genes" and "parents", to be simplistic.
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Study Habits of the Top 1%
The decisions you make today will affect the rest of your life.
That's why it is so important in everything you do that you make the best possible choices and decisions ever.
1. Set Clear Goals.
- Have a clearly defined path for your learning experience.
- Set manageable goals
- Ex. U want to learn all of calculus in a week, it's a great goal but not realistic.
- Small baby steps.
2. Prioritize your Learning Experience
- Prioritize your studies
- Make it your priority and things will be a lot easier
- Prioritization of learning requires sacrifice.
- It is very easy to say I don't have time. Your life is not going to change unless you do something different.
3. Active Learning
- Extremely important.
- Active learning is sitting down and taking notes while reading a book, watching a video, or whatever the situation
calls for.
- Incorporate teaching others. You learn through teaching.
- The reason teachers know so much is because they explain the same thing over and over again.
- Ex. You become a master at teaching calculus because you do it repeatedly. You learn through that explanation.
- You get a deeper understanding of the material through teaching.
- You can apply the knowledge that you learn.
Ex. You tryna learn another language, so you speak that language.
4. Regular Review
- Sit down every other day or so and just go over material that you already know.
- Reviewing what you already know.
- This keeps you fresh and important if a prolonged period has passed.
- Ex. Student in college taking a higher level math class. You forgot some of that basic calculus.
go back and jump into old calculus and start doing some regular review. you will find that it will benefit you with
the new material you learning. for math, the more math you know, the easier it becomes to learn new mathematics.
5. Seek Help
- Don't be afraid to seek help.
- Youtube, etc. There are all kinds of resources you can use for help.
- People in the top 1% use all of their resources, which is precisely why they are in the top 1%.
6. Health Lifestyle Choices
- Huge impact on your performance.
- Sleep enough hours
- Eating enough food and you're eating healthy choices.
- Go outside for exercise.
- Take care of your body and your mind will follow.
7. Persistence and Resilience
- This is what separates you from other people.
- They don't give up. They experience failure but they get back up and try it once again.
- It is extremely important o have persistence and resilience.
- Get better at dealing with failure and learn to accept it and move on from it so that
you do not make the same mistake again.
8. Find your motivation for learning
- It varies from individual to individual.
- Whatever it is, you need to find your motivation so that you can fall back on it when you encounter hurdles.
- The stronger your source of motivation, the more likely you will succeed.
These are my notes, Hope they help someone.
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Ran into a couple of interesting situations on tests. Sometimes in Math you have A implies B, and B implies C, and C implies A. Certain authors may pick A for the definition and others may pick B or C as the definition. Well, on my master's comp there was a question to show that a function "f" was measurable. The info given was the definition of a measurable function in our real analysis book, Royden. There was a full page for the response. I didn't know what to do, so I wrote one line, "f is measurable by definition, see Royden". Got it right!
Second time was on a midterm. I was stuck on a part of a proof, I couldn't prove. Time was running out, so I wrote, "one can clearly see that the series converges, therefore...." I was the only student in the class to get the question right!
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This is quite a serious comment on such a funny comedy video, but the line "actually learn something from it instead of copying it"
struck me deep, and made me think, its so relatable to our current education system
People who study just for good grades, just for a number, are much like the quantitative values/constants in an equation.
The constants are very limited in their scope of use, they just give you values on the current problem, but dont give you far fetching results, or anything new, just like the people trying to only get good grades.
If a person actually tries to learn, they're like a variable, variables can be used to find solutions to eqautions, and discover even more new values, and maybe even make new equations and discover new things.
Now, solving for/with variables is tougher than just blatantly operating on constants.Also, many times, solving with variables might seem pointless as it might not seem to reach at a clear goal, but keep working variables, there will be a solution eventually.
In contrast to the constants, who are short-term thinkers, who just study for grades, variables have a harder way because they have to solve that equation of true understanding,but the outreach of a variable is much more far fetching than that of the constant.
Also, variables can also represent constats, so it's not like variables dont get good grades, its just not their defining factor.
That is why a variable was introduced to math, the variable has the harder way, but the variable brought math to new levels. Maybe we should learn something from the variable
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"On paper" I do an hour of math a day. I have a Google Calendar reminder and everything, that pops up every single day and says "Do an hour of math study." Now in reality, I don't always do exactly an hour every day. To keep it from becoming too much of a chore and something I start to rebel against, I make it as easy as possible for myself to meet my goal and check the little box that says "done". So I count basically anything as "studying math" - watching Math Sorcerer videos, working problems from a book, writing math related code in Python or Java, whatever. I also allow myself to round pretty aggressively and to "borrow" time from previous days where maybe I went over the hour mark. So really it works out more like "study math for 7 hours a week" than exactly "1 hour a day" but this way just makes it easy for me to keep the streak alive and keep my momentum.
So far this year I think I have a perfect streak to date, and am definitely making progress. I've been mostly focusing on Professor Leonard's Calculus II video series, and likewise his Statistics I video series. Then I mix in some Math Sorcerer stuff, Michael Penn stuff, BlackPenRedPen videos, and other miscellaneous whatever.
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"I'll play league" this moment actually made me stop what I was doing. I was listening to this in the background, but this actually applies to me in the most inverted way you could possibly imagine. I play league in the higher elo scene, and day in and day out, I focus on this game with every ounce of what I'm doing. There are thousands, if not hundreds of thousands of learned concepts and muscle memory acquisitions that I've learned in order to play where I am at, and yet we as players still hit walls. As I had been listening to your little lecture here, I was applying it internally to how I handle league, and over the past few months or so, I had realized that maybe stepping away for a night or so would allow the things that I had learned to compile, but I hadn't quite processed the concept as deeply as you touched upon. I thought it was very funny however, that when you went down your list of recovery tools, you listed league, since video games like league for me are actually not restful to me at all, they are my active work :)
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If you decide to continue doing videos on significant mathematicians in history, 19th century classical analysis is full of amazing people. Cantor, Dedekind, Borel, Hilbert, Riemann, Cauchy, Weierstrass, Poincare, Fourier, Lebesgue... Pretty remarkable period of time.
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I lost my father in March of this year, and I have been incredibly depressed since then. No amount of reflecting on my position as a researcher or a student or the finiteness of my own life - despite it being painfully in my face - helped me break out of the funk I have been in since then. What has helped me improve a bit was recently getting the chance to teach again during this fall semester. Being able to see that my actions can impact others, to help motivate them against failure, to build their confidence in themselves as not just students but young adults and people, has been the only thing that has managed to really pull me up since March.
Sometimes your pride isn't enough to pick you back up. Sometimes a fear of finality can't scare you into motivation. Sometimes trying to find the value in your life doesn't work, because you're not sure you want to live your own life anymore. When you discover yourself in such a position, seek opportunities to give to others. I am living through a period like this, as I have before, and it has never failed to reinvigorate me. Seeing the impact you can create in another person excites a core component of the human condition we often overlook - the need to be accepted and to belong, to pass on of ourselves and provide to a community.
If you find it's not enough to care about yourself, find someone else to care about. Find your pride in their success. Motivate yourself by the change you can make in their life. You don't always have to succeed for yourself, and it's honestly just fine to succeed for someone else until you can learn to want success for you again.
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Definitely keep notes. I like using plain unlined copier/printer paper and binders to keep them in. By using binders you can add pages, remove pages, and move pages around easily. If you have a lot of notes or subjects, you might try researching the John Locke index method. There is an older book called "Writing the Laboratory Notebook" by Howard Kanare which is helpful for methodologies for general scientific notekeeping, but applies to math and other subjects as well, and is an entertaining read. I have heard many suggestions of keeping notes with other methods, i.e. computer, Ipads, tablets, etc., but it isn't the same. Nothing beats real books and real notebooks. They work anywhere, they don't need batteries, and they will outlast you. Good luck on your self-learning endeavors whatever they may be.
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One of the most interesting aspects of a high IQ is the fact that it supposedly cuts the learning curve. Therefore people learning math (and many other subjects...) at different rates may simply be explained by different IQs. Once a Yale physics professor who worked with Ed Witten (I know he's a physicist, but he won the Fields medal so...) said what follows: << My stay was nearly over when one day Ed Witten said to me, "I just learnt a new way to find exact S-matrices in two dimensions invented by Zamolodchikov and I want to extend the ideas to supersymmetric models. You are the S-matrix expert, aren't you? Why don't we work together?" I was delighted. All my years of training in Berkeley gave me a tremendous advantage over Ed— *for an entire week*. >> Of course, Witten's intelligence is off the charts, but still, with the due proportion, it illustrates one key difference about learning between the average Joe and a person with a high IQ: years and years of training vs one week! That being said, most people with average IQs can still learn math (a new language/chess/physics... or anything!) at a high level anyway, even in their adulthood, it just takes a long time and a strong commitment.
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This is helpful advice for any arena of life I feel. As a filmmaker (and YouTuber) I get so worked up, frustrated, anxiety-ridden over every little video that I make, overanalyzing whether it's funny, watchable, entertaining, why it didn't get more views/likes/subscribers, worrying that it sucks horribly and I should've never made it.... when I could just finish the video/film, put it out there, let it exist, and move onto the next film project.
Thankyou, time to finish watching the video lol.
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All the answers to the question: "where should I start with math" have been the same: "it depends what do you want from math; there is a lot of math branches; it depends on the knowledge you have; etc., etc.". Of course, I have some basic knowledge from primary and secondary school, the same as I have some basic knowledge of art, music, physics, or biology. But, if I want to start learning chemistry or IT seriously, I have to start from somewhere, so I should ask someone who is into that, what should I do, where should I start, with no extra sub-questions and sub-answers. So actually that was the meaning of my question. In the same way, I would ask some top master chef, where should I start with learning how to cook.
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Most College Students have limited budgets, therefore owning a couple of those Giant Books is problematic. Of course that is for just Calculus I, II, and III. That gets you to the middle of your Sophomore year. Then comes Differential Equations, Linear Algebra, Real Variables, Complex Variables, Fourier Series, Topology, and Number Theory. That's a total of 8 topics in Math. With three books per topic at $50 each, that's a $1200 Investment. Being a Math Major is HARD on the Pocket Book!!!
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First,there's a hypothesis, and after that, there is an intuition, and then, there is rigorous proving.
I dont know if this is always true, but this is what I try, because I aspire to become a mathematician, and I try to do it like I'm inventing it, which gives me alot of joy!
Reflecting back on my work not only gives me many ideas , it also gives me a revision of what I did, and makes me thorough.
Well said sir, very true!
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So well said, my God, I am so happy I found this channel.
Sir, what you said is also closely related to the Feynman's technique, which drastically improves one's grades, but what I liked more about this video is how you gave more importance to moral elevation, rather than just focusing on a single wordly aspect, be it math in particular, or any subject in general.You emphasized on the fact that being a good person is the most important, all the things like being good at math and stuff, are secondary.
I respect you alot, and I will always include you in my prayers, may God bless you!
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I'm going to share some of my expierence, coming from special lower education. I am now in my 3rd year mechanical engineering BSc, doing hard maths. So coming from the lowest of the lowest of my education system to higher education, I noticed that IQ isnt a huge bonus when it comes to math. Here is why. I was slower in picking up math. I had to practice a lot to understand the concept, but when I do, I know the subject very very well. I know the why of math, not only the how. Hard work beats IQ, believe me. I am slower picking up concepts, but when I work hard and actually study, I know the subject. Intergrals, partial dev eqs or linear algebra, it doesnt matter. Work hard and practice. For me, I enjoy math a lot. Its like a puzzle for me. I enjoy mind puzzles like chess and maths. So fun when I get a hard eqs correct! I love math
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One day I was in the local public library and came across a booklet called "Almanac for Computers". It was published from 1977 to 1991. It had polynomial approximations of the positions of the sun, moon, planets, stars, etc. for the year.
I checked the booklet out and played around with them and sure enough they worked! Problem was, this was way after 1991. No more booklets.
So how did they calculated them?
They had a reference to a book on Chebyschev Polynomials. What in the heck were Chebyshev Polynomials? That started an obsession with Approximation Theory, Chebyschev Polynomials, least squares, Lagrange Interpolation, Singular Value Decomposition, and so on.
I became obsessed with figuring out how they did it. It took me months, but in the end I succeeded. I learned a heck of a lot of math along the way. Math that I never learned in school and applied it. It was great.
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This got me thinking of a question i've had for a while. Maths, and to a lesser extent other STEM subjects, very much builds on itself. To understand one topic you need a firm grasp of the topics that went before it, if you don't then you will struggle. In comparison, in a subject like UK History an understanding of, say, the Tudors may help you understand the Stewarts and the English Civil War but it's by no meansnecessary.
I suspect that this might account for why many people seem to report that they understood maths classes up to a point and then really struggled. The point where the struggle started was where they misunderstood something or missed something so their Jenga Tower of Mathematical understanding is missing a block or two. For me, that was where I changed schools in the middle of a school year (my old school went bankrupt) and my new school seems to have done topics in a different order so I'm sure I missed some, but don't know what.
I was wondering if there is anywhere a 'Map of Mathematics' that would help a student, especially one self studying, get a handle on their study by telling them "To understand this area you need to be familiar with these topics as it builds on them". I suspect that Maths educators probably carry something like this in their heads, possibly without really knowing they do.
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Another one is, "Over confedance will kill you". I saw an interview once with a Caltech professor. One of the problems that Caltech faces, is that their student body is really, really smart. They are used to being the very best at their high schools, always being the top students. Always getting that perfect score. Well, everybody is like that in the Freshman class. So, when they're handed their first C or D, or maybe even an F, it comes as an extreme shock. Some don't or can't recover. They have never received a low grade in their life. For the first time in their lives they have to really work at something.
I believe strongly that a student has to be "matched" with the college or university they attend.
I was matched to Cal State and I got in and on just fine. Had I gone to Caltech or MIT, I probably would have got my head handed to me on a platter.
That is is not to say now that I've already been through the system I can't appriciate and understand their books, papers and lectures, etc. I do. But back when I was 18.....
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You want to know about a real tragedy? The latest editions on this book no longer have a dragon on the cover! The publishers, apparently unaware that this book is universally known as "the dragon book" decided to remove it. Sad.
By the way, I mentioned this book in the comments to one of your recent videos about Automata Theory. It's an important book to me personally because when I was in my younger teens I really wanted to know about how programming languagaes worked. I especially wanted to know how to evaluate mathematical expressions. But this was before the web, before ordinary people had internet access (it was at universities) and my local library didn't have anything helpful. Book stores could order books in, but I'd have to know what books existed, right?
Anyway, when I was around 17 I met a guy I know who was a bit older, had finished universitry and had a copy of this book that he lent me. And it blew my mind that everything I wanted to know was just written down in a book that anyone could buy and learn from. I went on to study computer science and artificial intelligence at university, where the knowlege from this book gave me a head start. I've used these 'compiler' skills in several jobs in my career since. And by the way, since I got more interested in math (now in my late 40s), it similarly blows my mind how much knowlege there is just written down in math books for anyone to pick up and study. That's why I love this channel so much - I've bought many books on recommendation and am making my way through them bit by bit each day.
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To be fair I think its the same reason we can't explain so basic algebra concepts to students.
What we might be able to see as understandable is beyond grasp.
Also there's like 5 different learning styles or something, visual, kinaesthetic, and some other stuff. That being said.
There's no one universal model for learning which is why open resource learning will be the key to the future of learning and education, and should have been from the start of the internet.
Now we get 250$ required textbooxs that explain bollox while the real heroes are going unpaid but because they love maths and love teaching like Math Sorc.
Just throwing out an idea, but I humbly agree Bulldog, the model makes me mad, so I rather get mad at not being able to do maths! :-P
I swear though, that earlier texts like Dover, and papa, are great because the authors actually had the enthusiast in mind, not the 'student' which I think is a big difference.
Since my local bookstore is gone I no longer have access to those texts for pennies on cent's.
I'm incredibly grateful to have a mathematic resource like Math Sorc, when a majority of maths majors are there to make big checks in finance/insurance/buisness.
My dude likes pizza though, and that's all that seemingly matters.
And hopefully some cool surfboards XD
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I cannot reiterate enough what you said, you really do have to practice-practice-practice everyday or almost everyday, but it gets better and is worth the effort. As someone who spends 3-6 hours a day doing physics material from homework to studying, re-doing the same problem I just couldn't quiet get until I got it and using up my professor's office hours after nearly every class (bless my professor for being so kind and patient) it truly is better to do it, like coding or muscle memory. Solving the complex problems with critical thinking takes time to develop the skills and comfortably with them.
Always remember the laws are your guide for the math to follow, diagrams and assumptions are important to draw out and list. If you make a mistake it's easier to see where your train of thought was leading you and where it went wrong. If you can get to a final expression based on the laws then it can be said you understand the physics. The diagrams you create will help you understand the laws at play and what to apply, what forces are where, which direction things work in and they're a great visual aid in problem solving. If you don't know where to begin it's okay to find similar problems or crack open a book/pdf, but start with setting up your diagram. (I originally wanted to be an artist but my family didn't come here for that apparently lol this is my 3rd degree in physical sciences (Atmospheric Physics for this one) and the diagrams are my way of letting that inner child's dream live on).
BOOKS are very helpful, but they're meaningless if you do not apply them, other than the recommended Giancoli book, there is also University Physics With Modern Physics by Young and Freedman, which covers everything from the mechanics, heat, sound course, to Electricity and Magnetism, Light and Optics, and Nuclear, Particle and intro Quantum mechanics. A free series that is well loved by every professor I have had since it is easier on students wallets is the OpenStax University Physics Volumes 1-3, they are free online for anyone and cover the same material.
Cannot stress the importance of math enough, algebra, trigonometry, Calculus (especially integrals, differentials, trigonometric substitution), and everything you can learn with vectors. Its a gradual process and no one is born knowing these things, but with practice and dedication it gets better with time. Just never give up!
If it's a hard problem to solve then it's a good problem, don't be afraid to ask for help or step away to clear your mind. Usually tests are the most important factor for your grade, just try to improve on them each time little by little and focus your study and time for what is weighed the most (i.e. tests) every professor has different formats and expectations so recognizing them as early as you can will benefit you. If you want to learn and are interested in learning then you should come to find most teachers won't stop you from trying to do so, just keep at it.
P.S. Partial credit cannot be given if you don't try, and teachers/aids will be more patient and willing to help if you've at least tried yourself first.
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I am currently going on 21 years old and in a similar situation, not having started my academic journey and sometimes worrying that I am missing my window of opportunity. What has prevented me entering college thus far is the fact that I do not feel ready to take that on psychologically just yet, I want to have a better grip on myself before starting the rest of my life.
I find solace in my times of doubt in the fact that when I do begin school once more, I will be ready, and I will not have rushed into things and cut corners just to proceed through my education with haste. I know that when my time comes, I will be ready and, as such, I will be happy.
Thank you, Professor, for reassuring all of us who may have doubts in our early lives. It is easy, when we are young, to believe that we are running out of time, and it is such a freeing experience to discover all of the time we have left to live and to learn.
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A huge boon to my studying was to make sure to eat regular meals, preferably around the times I study most intensely through the day. Now, everyone’s needs around food are unique to them, but definitely make sure to keep your food intake up.
On that same note, make sure to drink plenty of water throughout the day. One of the symptoms of dehydration is an inability to focus and getting frustrated more easily. Sometimes when you’re really struggling with the material, all you need is a drink of water and a short break.
Finally, make sure to plan for your work to end at some point. No one wants to be working all day, doesn’t matter what it is you’re doing. Even picasso only worked 12 hours a day, that’s 8 to sleep and 4 to’ play with. Give yourself time to sit and think about something other than your work.
This is also kinda related to physiology, the brain is apparently capable of two modes of focus: spotlight focus and diffuse focus. When you’re concentrating on something intensely, you’re using your short term memory to its full capacity; this is spotlight thinking. When you’re relaxing, your short term memory is useful for other things and you have some time to put your experiences in your long term memory. Short term memory is rather limited, apparently most people can reliably hold only up to four different concepts in their short term memory. Say, four different words at a given time. Long term memory is obviously more robust than short term memory and diffuse thinking leverages the increased capacity of long term memory to your advantage; that’s probably why we evolved this ability!
If you’re interested in knowing more, I learned these tips about learning on Coursera, look for “learning how to learn” by Barbara Oakley. It’s completely free, so this isn’t an ad! It genuinely helped me, although some of the advice was hard to take at the start. You’ll see what I mean 😅😂.
Good luck to all those who read this. I’m certainly not perfect, we’re all learning how to learn and getting better at this with time. Don’t give up, just get more creative and don’t be afraid to look for help!
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Having failed calculus II twice over forty years ago, I returned to college and earned a mathematics degree in 2020. Along the way, I tutored college mathematics and physics for five semesters. However, before returning to college, there were three lessons that I had to absorb: (1) never walk into a course with the expectation of learning anything; the trick is to know the material before one hits the door. In other words, one is merely there to be graded on what one knows. As Leo Szilard said, “If you want to succeed in the world, you don't have to be much cleverer than other people; you just have to be one day earlier.” (2) do not overload oneself with courses. For my third—and last—attempt at calculus II, although it was not necessary, it was the only course I took, living a breathing the subject for the entire semester. And (3) focus on composing derivations. Many believe learning formulas is the key, but they are wrong. Learning to derive the formulas, learning the patterns in various states is the key. Reading “Chess Chunking and Skills,” Chapter X: Levels of Description, and Computer Systems, Gödel, Escher, Bach: an Eternal Golden Braid (GEB) by Douglas R. Hofstadter, will convince you. For example, chess grandmasters win by internalizing thousands of board patterns, not by “seeing” many moves ahead. Indeed, in the book, “Outliers,” by Malcolm Gladwell, the author asserts that it takes 10,000 hours (or approximately 10 years) to become an expert. Over that course of time, our would-be expert is internalizing patterns and how to properly respond to them. In many cases, knowing the patterns and how they relate, understanding the architecture, provide inferences on how to respond to novel situations. Having worked as a system software developer for nearly thirty years, having had to reverse engineer operating system changes, I know this to be true. With that in mind, let’s return to the derivation of the quadratic formula and its relevance.
For instance, when working with Calculus II students that are struggling, I will often asked them the derivatives of the trigonometric functions, logarithm, and exponential functions as well. If they hesitate or stumble, I will assign them the task of deriving each one, using the limit definition of the derivative. But the first task I assign is deriving the quadratic formula from the general form of the quadratic equation. And I am generally shocked that so few of my tutees, at that level, even knew it could be done. Of course, I give them other assignments like deriving all the trigonometric formulas, squeeze theorem, integration by parts formula, trigonometric reduction formulas, trigonometric arcus formulas, polar formulas, etc. Once my tutees have researched and struggled to compose these derivation for the first time, I tell them, as practice, to compose these derivation from memory until the can do it from a dead sleep and then keep doing it. Doing this solves to objectives: (1) one never forgets a formula and if one does they can always derive it; and (2) because one is always doing integrations from various stages, knowing formulas, unlike previous math courses, is not good enough, offering one reason why the failure rate is so high for the course. Yes, mathematics, like many other disciplines, is all about pattern recognition and one’s ability to compose derivation of formulas from memory is the key. Finally, composing derivations is also the steppingstone for writing proofs, an essential skill for higher level mathematics.
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An example that most collegiate level math instructors do not know how to write good exams.
An infamous exam was Professor Ribet's Math 1B 2nd midterm, mostly on series. (Yeah, that Ribet.)
Anticipating the difficulty, we all studied our arses off. I remember the night before rehearsing in the shower, 'if looks like this, then do the Ratio test. If it had anything like this, then use the Comparison Test. We knew our stuff.
Normally, he gives one trick problem. But on this midterm every problem was a trick problem. The easiest problem asked us to prove the Mean Value Theorem.
The first problem had us carry out the series to fourteen or fifteen terms before realizing it was a telescoping series where everything cancels except the first term.
Total of 60 points distributed uneven among 6 problems with 1-½ hr to complete the exam.
The highest score was 49.
The next highest score was like 22.
The mean was 19.
The midterm was worth 20% of our grade. The Final was worth 50%.
Not until UCLA did I experience how to write good math examines.
The exam difficulty level should be divided into three parts. First, early problems are straight copy from homework with slight change as in the numbers. That way, do not alienate those who do homework and guarantees them at least a C grade.
The second part are the conceptional problems where ask of the students 'did they get the idea, the ground concepts to learn?' That is for the B students.
The final problem, or third, separate between your A's and B's with an almost Putnam level type problem.
The exam increases in difficulty as the student progresses. Makes for a nice grade distribution. Also easy to diagnose where the student is experiencing difficulty or misunderstanding.
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More than four decades ago, when I, born in Zagreb, the capitol of Republic of Croatia, was student at Zagreb's University, Faculty of machine engineering and naval architecture, I remember than assistant in Mathematics (1 to 4, by first 4 semesters) who was leading exercisings or applied parts of mathematical study. He has had in his hands Schaum's (Outlines of) Theory and Problems of Calculus almost every time he was at green board with his chalk. In those days, Schaum's Series were printed with outstanding one pastelle colour outside. And it was remarkable. By the way, that assistant was than docent, than associate professor, than full regular university professor of mathematics, some years ago retired. Very nice yt work, by the way, my English not so.
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I dropped out of high school after failing all my classes in one year, got my GED, and now I am majoring in aerospace engineering at a pretty good institution. You just have to do the work to catch up to all the people who graduated high school. I had to start from Remedial Math and from there I took College Algebra, Trigonometry, Precalculus, Cal I, Cal II, Cal III and Diff Eq. It's been a long road, but it's very doable if you are dedicated. Generally, if you drop out, the only immediate option available to you is community college- which is what I did. Take community college classes for a year or two and then transfer to a 4-year university. Good luck!
Also, once you are caught up to everyone it feels amazing, and I mean the feeling is genuinely inspiring.
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Undergrad math degrees: Quantitative trading, data science, data analyst, statistician, computing jobs within finance, weather simulation and meteorology, medical diagnosis, etc.
Undergrad CS degrees: Software engineering, IT and/or IS analyst, data science, full-stack developer (or just front/back end), software quality assurance manager, etc.
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I’m extremely thankful for finding your channel. I’m currently in the process of deciding to start the ASU Online Software Engineering (BS). About 13 years ago, I dropped out of HS late freshman year (family problems), but now I’m 29, my 20’s were rough, but I’ve grown a lot I think - I work 25-30 hrs a week at Starbucks as a barista (I don’t want to be in the service industry forever), which is why I’m looking into this class. Majority of my time is making sure my elder pup, Milo (11), is given the best golden years of his life, we take lots of walks and spend a lot of time together. Many Reddit comments I’ve read about the course, are saying that the math can be intense, and it’s good to be fluent in algebra and calculus - which I’m not, but willing to become - and I can dedicate about 2-3 hours a day towards school. Watching your videos has really inspired me to pick up Khan Academy again. I’m starting from the bottom, and working my way back up to algebra and calculus. I’m doing about 30 minute sessions, about 2-3 times a day, and not feeling burnt out - I think it’s quite fun really. But I’m nervous that I won’t be ready for the fall semester. Burning out, and losing too much time for Milo is my greatest fear, especially since his time is much shorter on this earth. I’m honestly starting to think that maybe I should hold off until the spring to start the course. This would give me the rest of the year to prepare, get familiar with java, and even take some of your math courses once I’m to that point. Sorry this is so long, but I don’t have too many people that I can talk this out with, that I trust. I certainly will always avoid these toxic study habits that you’ve just mentioned. I’m looking to make good grades, and to not shortcut my way through life. Thank you for what you do.
P.s I do have my GED, but I feel like I barely passed that almost 10 years ago. 😕
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For 15 years I've been trying to learn programming as a hobby, so I could create cool projects for my project car. I would start, stop, read, read, and read. Buy stuff, read more, and never actually get started. I'm proud to say that over the last month, I've sat down and really started. I've done the most programming ever in just that time period. It's not easy. At times my mind wants to resist because it's "hard". It wants to be comfy. But once I sit down and just try to start something, even just one line of code, things change.
It's not easy, but boy is it worth it. I'm going to try and apply this in all areas of my life. My career, relationships, my own personal well being. I stumbled on your channel a few months ago and boy am I glad. You've helped me realize that as long as I'm alive, things can change for the better. One day and step at a time. Thank you!
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Reading a few of the international replies, it might be that a common trait in the non-US systems is that they differentiate their curricula earlier than we do. Meaning, that if you know by grade 8 or 9 that your goal is math, physics, engineering or some other STEM field, then you are started in high school on a much more rigorous track, so that by the time you begin uni, you step right into rigorous math courses as an undergrad. That system would naturally collect the cream and filter out the chaff, and do it well before undergrad courses begin.
In contrast, I am a teacher in the States and one of our biggest problems and frustrations stems from the fact that in high school they REFUSE, on the whole, to differentiate by level or ability. In our school all 9th graders take "Secondary Math 1", all 10th graders take "Secondary Math 2", all 11th graders take "Secondary Math 3". (This track might be peculiar to my state; I know others follow a more traditional Algebra I, Geometry, Algebra II, Pre-Calc, Calculus track, so the results there may vary.)
There may be a few exceptions to this where some few select students may be accelerated at the behest of their parents, and we often have two tiers, regular and honors (the honors track hopefully ending with Calculus I/AP Calculus by 12th grade), but in no case is anyone ever allowed to repeat the course. Meaning: even if you completely failed Math 1, the next year you are still, nevertheless, going into Math 2. And it's the next year's teacher's problem to try and remediate you. But that usually doesn't happen: you just don't have the foundation for Math 2, so you fail that class as well, and then frequently fail Math 3 after that. (Except by Math 3, our state kindly allows you to finally opt out into a remedial math course to get your required math graduation credit.)
Under this system, not only are you hurt--being forced for two years or more to struggle with math that you aren't ready for--but your teachers also have to dumb-down the class to remediate for you and all the others like you that failed last year but are nevertheless advanced on into this course, but also hurt are all your classmates that could and should be moving on at a more rapid and rigorous pace.
Our US, Horace Mann philosophy of treating students like widgets in a factory--"Every 9th grader is Math 1, every 10th grader is Math 2 . . ." really helps explain what you see where by the time students get to college--unless they were the few that could be accelerated--the US students are, on average, behind their international peers.
That's at least my perspective as a high school math teacher in the States.
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Click on blue-highlighted time to view books below.
0:31
1. Discrete Mathematics with Application by Susanna S. Epp.
2. Discrete Mathematical Structures by Kolman, Busby and Ross.
3. A Transition to Advanced Mathematics by Gary Chartrand, Albert D. Polimeni & Ping Zhang.
4. An Introductory to Abstract Mathematics by Robert J. bond & William J. Keane.
3:36
5. Precalculus by .... (I will return here with author's name)
6. Fearon's Precalculus by (author's name needed)
4:15
7. College Algebra by Jerome E. Kaufmann.
8. College Algebra Essentials by Blitzer (Please check author's name)
4:58
9. A Graphical Approach to Algebra & Trignometry by Hornsby, Lial & Rockswold.
10. Calculus by James Stewart.
11. Calculus by Michael Spivak.
7:46
12. A First Course in Differential Equations with Modelling Applications by Dennis G. Zill
13. Ordinary Differential Equations by Larry C Andrews
8:30.
14. Elementary Linear Algebra by Howard Anton.
15. Linear Algebra by Stephen H. Friedberg. Arnold J. Insel & Lawrence E. Spence.
9:29
16. Mathematical Statistics with Applications by Dennis D. Wackerly, William Mendenhall III & Richard L. Scheaffer.
17. A First Course in Probability by Sheldon Ross.
10:11
18. Fundamentals of Complex Analysis by E. B. Saff & A. D. Snider.
19. Complex Variables and Applications by James Ward Brown and Ruel V. Churchill.
10:46
20. Analysis I by Terence Tao.
21. Analysis II by Terence Tao.
22. Advanced Calculus, A Course in Mathematical Analysis by Patrick M. Fitzpatrick.
23. Principles of Mathematical Analysis by (author's name needed)
11:38
24. Elementary Analysis: The Theory of Calculus by Kenneth A. Ross.
11:55
25. Abstract Algebra, A First Course by Dan Saracino.
26. Contemporary Abstract Algebra by Joseph A. Gallian.
12:25
27. Introduction to Topology by Theodore W. Gamelin and Robert Everist Greene.
12:43
28. Applied Combinatorics by Alan Tucker.
13:04
29. Naive Set Theory by Paul R. Halmos
13:26
30. Introductory Functional Analysis with Applications by Kreyszig.
13:43
31. A Graph Theory by Ronald Gould.
13:59
32. Real Analysis by H. L. Royden.
33. Real and Complex Analysis by Ruden.
14:45
34. Linear Algebra by Serge Lang.
35. Linear Algebra by Kenneth Hoffman and Ray Kunze.
15:19
36 Algebra by Michael Artin.
15:36
37. Calculus Made Easy by Silvanus P. Thompson, F.R.S. and Martin Gardner.
16:09
38. Geometry by Jurgensen Brown King.
16:27
39. Finite-dimensional Vector Basis by Paul R. Halmos.
16:40
40. Linear Algebra by Seymour Lipschutz, Ph.D and Marc Lipson, Ph.D.
16:46
41. Linear Algebra and Its Applications by Gilbert Strang.
I am not finished yet, as I will revise list later.
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Hi Math Sorcerer,
I went to buy the topology book as soon as you mentioned it has solutions to its exercises, only to find that I purchased it a couple of years back; I just never got round to reading it. I don't know why.
By the way, over a year ago now, I commented on one of your videos, saying I was downgraded from a PhD to an MPhil, due to health & financial issues. Well, I have my MPhil now and I start another attempt at a PhD at a different university this October! I'm so happy!
I will be studying group theory again, only, this time, from an algebraic rather than a combinatorial perspective. I have to brush up on my topology too. The only downside is that I don't have a scholarship. I will rely on one of those government doctoral loans they have here in the UK.
Thank you for your amazing videos. There's something relaxing about them and your enthusiasm is palpable.
I'm a huge fan! 😀
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I would recommend that anyone setting out to study QM have a solid background in linear algebra, as a lot of those concepts such as "orthonormal basis", "dual space", "eigenvectors", and matrix operations play an important role. Differential equations and vector analysis (nabla operations) are important as well. Some concepts you just have to "live with" for a time before it becomes clear how they fall into place. And Max Jammer's The Philosophy of Quantum Mechanics is useful for putting the study in a broader context.
For QM textbooks, my favorite was Schiff, though he's not elementary. It has a nice series of graphs showing how tunneling works for finite potentials. Mertzbacher has a full proof of the Heisenberg Uncertainty Principle in an appendix, and it's general enough that you can realize an uncertainty principle exists for any two QM operators that do not commute. Anderson's book is useful for its historical development: before there was QM as we know it today, there was wave mechanics, and then matrix mechanics. I seem to recall that there's an QM text in the Resnick and Halliday series, which is likely to be introductory, but I've never read it.
After obtaining a solid foundation in QM, I'd recommend developing an understanding of the role of symmetry, which means group theory (and group representation theory). I've used Herstein's book for this, but a very good introductory text is Joel Goldstein's Abstract Algebra . Wigner's book on the subject is oriented toward applications in physics, but does not cover topics of interest to mathematicians such as the connection to number theory through the Sylow theorems.
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So glad to see another mathematician recommend speed training for students. I discovered this principle at the beginning of my third year of high school and my results improved dramatically within months. The key was lots of mental drill work with basic skills ... like numerical calculations with integers, fractions, percentages, radicals, indices, logarithms, etc. as well as expanding binomial products and factorising quadratic expressions, completing squares, etc. In fact, there were many skills that I tried to practise mentally so that I could perform most such operations in my head within ten seconds. It paid off in a huge way. In my first state-wide mathematics test, I completed the two hour paper in 40 minutes (including showing all working). As The Math Sorcerer says, I was able to 'redo' the paper a number of times to check each answer.
Tests are a speed trial. No one trains for a track even by simply jogging slowly. All top athletes include pace work and interval work in their training. Good mathematics students will approach their own mental training in the same way.
Listen to this man. He is full of wisdom and practical advice about 'doing' mathematics.
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Stephen Smale and Yitang Zhang are two notable/remarkable mathematicians that have, at some point in their life, had academic troubles but was able to produce notable/remarkable mathematical results.
Stephen Smale performed poorly in graduate school and almost got kicked out. From Smale's Wikipidia page: "Yet again, Smale performed poorly in his first years, earning a C average as a graduate student. When the department chair, Hildebrandt, threatened to kick Smale out, he began to take his studies more seriously. ... In 1958, he astounded the mathematical world with a proof of a sphere eversion. He then cemented his reputation with a proof of the Poincaré conjecture for all dimensions greater than or equal to 5, published in 1961; in 1962 he generalized the ideas in a 107-page paper that established the h-cobordism theorem."
Yitang Zhang had trouble finding an academic job after getting his PhD. There is even a 11-12 year long period in his life where he stopped publish. From Zhang's Wikipedia page: "... Zhang had trouble finding an academic position. ... Zhang said he did not get a job after graduation. ... my advisor [Tzuong-Tsieng Moh] did not write me letters of recommendation. ... Prior to getting back to academia, he worked for several years as an accountant and a delivery worker for a New York City restaurant. He also worked in a motel in Kentucky and in a Subway sandwich shop. ... On April 17, 2013, Zhang announced a proof that states there are infinitely many pairs of prime numbers that differ by 70 million or less. This result implies the existence of an infinitely repeatable prime 2-tuple, thus establishing a theorem akin to the twin prime conjecture. ... The proof was refereed by leading experts in analytic number theory. Zhang's result set off a flurry of activity in the field, such as the Polymath8 project."
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As a math major, I went to an interview once at an aerospace corporation. During the interview the guy, a PhD in math, was looking over my resume. He said, "I see you've taken topology." "Did you like topology?". I said, "Sure". Then he preceded to talk about different aspects of topology and how much he like it, and how useful it was in understanding analysis, etc. He then asked me if I would like to assist in doing research in topology. I thought that was rather strange, but since he was so enthusiastic about it, I said, "Sure".
He then responded, that's really too bad, we're an aerospace company and we don't do topology here." "Perhaps a university or similar institution would be a better choice for you." "Thanks for coming in."
I really felt tricked on that one.
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I do a lot of math, but I also view myself as excessively lazy because most pursuits seem frivolous to me (e.g. buying cars, social media, etc). Very few things can sustain my interest like math and physics. This isn’t to say I won’t take a Tesla or denounce my fame if either befall me, but I don’t have the intrinsic motivation to chase after such things. In a sense, I’m a minimalist. Actually, now that I think about it, my wardrobe repeats the same items of clothing to simplify my life, which is something I haven’t really thought about. I have 6 identical shirts, for instance, in 2 colors (gray and blue) and I always switch from one to the next. If they run out, I then proceed to another set of black shirts. If those run out before I’ve done my laundry, next is a set of (not unique) green shirts I got when I was in college. My girlfriend bought me so many fancy clothebut I don’t wear them because I don’t want to have to maintain a “look”, save her special occasions (I rarely celebrate holidays because it’s too much to think about). I’m a simple guy 🤷🏾♂️. Maybe too simple 😂
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This is amazing: never thought I'd see this book on this channel! The first time I took discrete math as an undergraduate, I was failing it. At the end of that semester, I read this book, and it basically saved my career as a computer science major: it contextualized what I was learning in discrete math so that I was able to better understand and be interested in it the second time I took (and passed!) it. My experience with this book was the first time I had ever encountered the idea that mathematics was anything other than just doing endless sequences of arithmetic/algebraic calculations!
For the uninitiated, theory of computing is that it describes a "computer" in an abstract way, as a "language processing" algorithm built from simple operations over pure mathematical constructs like symbols, sets, functions, and graphs. Depending on how you combine these objects, you can build different types of abstract "computers", each of which capable of recognizing whether or not an arbitrary string is a member of a "grammar". More sophisticated abstract computers can answer this question for more complex classes of grammars.
Learning about this topic was the first time I ever realized that mathematical thinking could be applied to something other than numbers, and it greatly helped me broaden my view of what math was, how creative it could be, and even how beautiful it could be. Have you read this book? I would be interested in what you thought about the concepts in it as someone coming at it from a mathematics perspective rather than a computer science perspective!
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In high school, I didn't really like mathematics because the mathematical ideas that I've learned were not so intuitive to me. Nevertheless, I got into mathematics somewhat due to my interest in philosophy, mainly logic. So, one day, I just stumbled upon an article about the foundation of philosophy that mentions (let me paraphrase) "Logic (FoL, Modal logic, ...) is the core of philosophy". Since that day, I've started studying Propositional logic up to First order logic (did a lot of logic puzzles and read books about logic), but I did not find a book on logic that was intuitive to me. Regardless, later, I have stumbled upon "Book of Proof" (Strongly recommended), by Richard Hammock. Because that book was so suited for beginners (In my opinion), I've intuitively learned some basic naive set theory concepts, FoL, and the 7 common proof methods. After mastering those basics, I just went on and finished the whole book (+exercises). From "Book of Proof", I've acquired basic understanding of counting, set theory, and first-order logic (I skipped calculus). Later on, I just started doing "serious" math to expand my understanding of those basics since I've read that mathematics is a formal science. I have to say that throughout my study of mathematics, I have developed a certain degree of reasoning ability that allows me to grasp many philosophical (including mathematical and scientific) ideas and to analyze any argument extremely quick since mathematics (especially doing the proofs) turned my brain to an open-minded one while keeping my reasoning level to a certain degree.
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I deal with math failures by ... well, more or less accepting my fate. Lol.
Jokes aside, very recently, I was doing a math intensive physics problem from a textbook, and that particular problem has eluded me for 2 years now. I asked teachers, classmates, and it wasn't even a particularly tricky one, but for the past 2 years it seemed like I was the only one that didn't understand it.
Then, I picked it up again, last week, on a whim, and this time, somehow it clicked.
After trying a basic problem for 20 times over 2 years it clicked, and it was the best feeling ever.
So, for me, the need of such small (yet fulfilling) victories keeps me persistent, despite the high number of math failures that I face. Patience, then, would be how I deal with my failures.
Also, I hope you have a great 2022, Mr.Sorcerer (and everyone else too : ) ).
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You are right on track with your explanation, Math Sorcerer! I went to school for Engineering many years ago the "traditional" way by spending a lot of money for 4 years at a private university (and subsequently got my Master's there as well). I know a few co-workers who kids have gone the way of community college (here in NJ) take pre-engineering, math, and science classes, and then quite easily moving onto a larger public or private university to complete their bachelor's degree. I would add one suggestion -- given the cost of community college credits (about $300 per CREDIT HOUR her in NJ + books & supplies) vs the cost of 4 year university (which can upwards of $30,000 per year not including room & board) I would suggest taking AS MANY COURSES as possible at the community college -- not just physics, chemistry, math, but also computer programming and as many humanities and social sciences electives as you can (e.g., Psychology, Sociology, Foreign Language, Accounting, Economics, etc...) Anything to reduce the cost of taking classes at a 4 year university will save a tremendous amount of money.
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This is very true sir.
I am from India, and we have really pressuring math, physics and chemistry from 11th Grade.
We do full blown Calculus in 11th Grade, and we do the concepts that are taught in First year of US colleges.We also cover alot of Thermodynamics, and all other buff topics in Class 11(that are otherwise taught in college).
Then we also have to solve the JEE questions, and many questions from it are so tough that even math majors have trouble solving it.
That does not bother me sir, I love to learn, but unfortunately, because of this, I am not able to spend time on a proof I really like.
The syllabus is really vast and extensive, and the problem is, when I do math, I love to rigorously prove everything, each and every theorem there is(most students just have to mug it up because of the lack of time and the high amount of difficulty due to being exposed to all this stuff so early)
I am stuck on a proof, until it's solved, no matter how hard it is or how time consuming it is.
I struggle with prioritizing time, and this may cost me alot in the coming days.
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Many great people have said, the man who has failed is stronger than a man who has constantly succeded, and it is the men who fail, who know the true value of success.
This is very true, and the majority of the greatest people have failed at least once in life.
Failure generates regrets, be it in math, or in any other thing in life, but we should understand that failure just made us stronger, and a better person. Success would never bring such a significant change in us, but failure, it humbles us, and makes us stronger.
The thing that you regret is a blessing by God himself, because now you will stop yourself from repeating that mistake, and you will improve yourself!
It is my own story, once I failed a math class, and everyone thought I was worthless at math, then I worked hard on math,day and night, and it made me much better.
Ever since then, I got straight A's on my math tests.
Sir, you may think I thank God for my A's more than anything, but the truth is, I thank him for the bad grades in Math much more.
A's did not improve me
My bad grades did.
:)
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Near 100% in my all of my math courses, last class taken Calc 3. I'm not naturally anything special. I just worked my butt off. Here are my tips.
I used a lot of PatrickJMT videos on YouTube and followed a lot of practice midterm/final exams on youtube throughout the course, not just before texts. I like clean looking notes help, but focus as much as you can paying attention to what the professor is explaining. I littleraly had to take pictures of the board (ask your professor first) and leave in blank pages in my notebooks to write out later. I was the slowest note taker in my class. Conversely, when you know your completely lost and dont be afraid to let the professor know. They will be pretty helpful and honest when the actual best thing to do is to just copy notes and ask for help later. Those times can suck, but we all learn at our own pace. Also, you know your doing just fine if you can ask specific questions and are not just saying your lost or you dont understand. Don't be afraid to go over examples again with your professor at office hours. Learning to speak math takes time and if you can clearly communicate, you can get better and faster help. Highly recommend practicing the examples your professor does in class because they will basically be what you should expect on your tests. I also started a 3 people sized study group where we basically did our homework or practiced problems in the study center every day. The best way of learning is through teaching. If you study with others, you learn how to teach each other. The professor who ran the math tutor center also basically became our calculus mother. Also, before tests, I super recommend creating cheat sheets with really simplified and neat information your test will be covering and then practice questions until you can do practice problems comfortably without looking at it. Another thing that comes to mind if you want good math grades, and this will sound a little harsh, is to do as absolutely as best as you can from the beginning of the course. Math is cumulative, you can't just say you'll learn it later. Cuz if you do, what was the lesson before tends to become what is expected to become second nature later. It's OK to be stuck and have difficulty at times, but make sure you stay responsible for getting yourself out of that hole before you get buried and overwhelmed. Also, I took a programming course and if you really enjoy coding, you might find it fun to create programs to do specific types of math questions. That sounds intimidating, but once you get the hang of it, it's kind of fun. Plus it will get you used to typing our your solutions for math because you may have to do homework online and they normally give you limited number of attempts for each problems. It sucks to miss an attempt because you forgot to use a parenthesis. Typing out math problems can also be helpful in looking up problems online so you can follow along.
I would love to go back and start math all over again right where you are going to be starting. Math is so cool and fun and there is so much you're going to get to explore.
I get overwhelmed with the idea of having to earn high grades. Instead, I tell myself that I start class off with 100%. And then its up to be to try my best not to lose too many points.
Best of luck to you. Don't give up. Your going to be incredible. Hope you enjoy the math journey.
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Hello,
There are so many textbooks in mathematical methods like this one. I hope you will make videos about textooks comparison. Let me suggust that you make a video about what subjects mathematics students study in the different universities, then to make comparisons between textbooks in every subject (linear algebra, calculus, analysis...etc) and their pros and cons, I think that will give you thousands of views, and will help students.
For me, I got deceived and bought Stewart Calculus, because I did not know that there is a better one (Larson Calculus) which gives a free online step-by-step solutions manual, and explains every theorem and example in videos online, and it has so many solutions by videos.
If somebody had recommend me to take Larson instead of others, I would be better in this subject.
Thanks
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OK, trying this one more time.
There is a series of books that are in a similar vein as this, that the Math Sorcerer and viewers of this channel might find of interest. They remind me a little bit of the McMullen books, but with a slightly different focus. They are all very introductory and "beginner friendly" thought.
They are by a gentleman named Steve Warner, and the titles include ones like "Pure Mathematics for Beginners", "Pure Mathematics for Pre-Beginners", "Set Theory for Beginners", "Abstract Analysis for Beginners", "Real Analysis for Beginners", etc. He also has a number of titles on test prep, for things like the ACT, SAT, AP Calculus AB, AP Calculus BC, etc.
I would include links, but I suspect that doing that might cause some automated Youtube anti-spam feature to kick in and delete this comment. But they're easy to find on Amazon or wherever fine books are sold. 🙂
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To piggy back off what mr sorcerer said, I too have gone through extended periods where I was dedicating almost all of my time to math, for months at one point I had a 10am-2am schedule where I was on campus studying/working the whole time. While fun, burnout is very real. While being this passionate about math is a wonderful thing, take your mental health seriously! Prolonged periods of time where you are alone and frustrated can take their toll. Make sure you eat right, take care of yourself, keep a healthy social life, and remember that getting help in any way is not weakness, especially in math, it is strength! They say that healthy people are happy people, since mathematicians are people, it is fair, and important to remember in my opinion, that healthy mathematicians make happy mathematicians.
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Im always looking for a calculus book which covers the last third of the book. I try to read whole books and I don't need to review limits, derivatives, integrals or integration techniques. Hopefully the book would cover: parametric equations, hyperbolic functions, integration in polar coordinates, integrating over surfaces, integrating over volumes, curl, divergence, gradient, stokes theorm and green's theorm.
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This is a very important topic honestly. No matter who you are, at some point, you will become hopelessly stuck on something that you can't wrap your head around. This happened to me my last semester in college when I did an independent study in graduate level differential geometry "Differential Geometry via moving frames and exterior differential systems". I really only had real analysis under my belt for a proofs class, and was in complex analysis at the same time as the independent study was going on. The kicker though, is that I had never studied differential geometry! My initial desire for an independent study was tensor calculus, but it was deemed too trivial by my professor(even I didn't think it was) and he picked this as a good option, and I went with it. The lesson I learned is, is that you will be overwhelmed by a topic if you do not have correct prerequisites and have not put in the time prior to solidifying your previous knowledge. It doesn't matter how smart you are, if you try to tackle complex analysis and you have only taken algebra 1 for instance, even though you have the capacity at some point to learn it, you will be hopelessly lost and demoralized. As you said, it is very important to isolate the things that you can understand, and build from there. For instance, take a couple of proofs or worked problems, and take a week or so and engrain the problems, solutions, and methodologies into your mind by repetition and analyzing the problems on a micro level. This mindset you develop each week of doing this will pay off, and definitely helps in not putting yourself in situations that are overwhelming. That's my two cents.
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1) Sometimes I like to verbally explain what I am doing at each step to myself. Out loud. It may sound stupid, but it forces you to process what you’re doing/learning at a higher level. Thoughts can be and often are abstract, but the spoken word is very definite. If something sounds stupid or off when you say it aloud, it’s probably because it is. That’s what you need to review.
Don’t let yourself say “and now I’m going to divide by 2 because ... reasons.” If you don’t remember why, you won’t remember at all.
2) Be honest with yourself. This is hard. It is also important. Admit when you are struggling. If you’re truly honest with yourself, and are consistent about it, you can rely upon your ability to judge when you’ve mastered the topic and can move on. It’ll save you time and stress.
3) Make up problems for yourself. Just pull something out of the blue and try to solve it. Make it hard/long. Even if you can’t solve it at first, keep plugging away. I spent hours doing this in lower math classes (algebra, trig, basic calculus) and it was of great help down the road.
I realize that you won’t have the time/willingness I did to just play with math, but still.
4) If there is a process you have to learn for a specific problem, generalize it. If you can find a specific method that applies for every problem of a type, boom, you’ve mastered it.
5) Only use your notes when ABSOLUTELY necessary. It’s very tempting to fall into that habit of relying on your note-taking ability instead of your problem solving. Soon enough it will be test day and oops, now you’re stuck because you don’t have your notes. Even if you try it once or twice or three times and get it wrong, it’s better than going straight to your notes.
What’s more, it will force your brain into learning more effectively when it’s taught, rather than by studying. That way most things will be review, rather than new, which is much easier.
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Nice video. If I might comment regarding a professor commenting on how hard it was when the professor was in school. In my view, the difficult thing to overcome in the bad old days was the quality of the textbooks compared to contemporary texts. Contemporary texts have far more illustrative and instructive graphics, illustrations, and the like. Contemporary texts are often multicolored to highlight important differences and concepts and to bring out important points in graphs, geometry, topological manifolds, and the like. Contemporary texts cover more ground and often in greater depth than texts used in years gone by. The writing style of contemporary texts is often better and easier to read and comprehend, largely because of book editors at the major publishing houses. There are, however, some absolutely great texts from years gone by, but in the decades gone by, they are now somewhat dated. And, relevant, real world examples are often included in contemporary texts. For example, the number theory text (Burton) I had in graduate school was good, but had few, if any real world applications. Contemporary number theory texts include a wealth of beautiful, relevant, and interesting real world examples. When I took number theory, my committee thought there would be no application for the course. Today, the applications are too numerous to site. Once one starts counting the real world applications of number theory, one would never stop counting. Hardy would be appalled!
Thank you for your many great videos.
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They have an expression in Southeast Asia: "A man lost in the Jungle long enough will beat down paths going everywhere". I was reminded of that yesterday when I was doing the Calculus II section of Volumes of Solids. I was working out of Thomas Calculus 12E and the FIRST problem in the Exercises for that section had the function the square root of X, BUT the Cross Section measurement related to the squareroot of X wasn't the SIDE but the Diagonal, you know, WTF!? But I've been in this Jungle before, right? In Algebra we learn about transposition, that is, moving equalities around on a graph, or scaling equalities into proportional similarities. Who cares whether you do the problem as stated lined up on X and Y Axises, when you can do it conceptually by LEANING it 45 degrees... same answer, right? But Diagonals are long and Sides are short, so what's the less than one coefficient going to be? Trig to the rescue: if your diagonal is 1 then your side will be 1 over the root of 2 (or the root of 2 over 2... approx .7071 (in Electronics that is RMS AC Voltage for a 1 Volt Peak to Peak). So I got an answer and then checked the Student Solutions Manual (how to spend good money for kicks in the azz: buy those Student Solutions Manuals) and the Grad Student who they tricked into righting that thing simply had the Usual Function Work divided by 2... again WTF!? Well, the way we usually approach Calculus is through Algebra and Trig. Most programs never even bother teaching Geometry any more but Geometry used to be a big deal. Now a principle of Geometry is their are two ways to split a square in half: a line half side perpendicular to the half point on the other side, OR diagonally. Now, if you put a point on the midpoint of every side and join those dots with lines to make a smaller square inside the larger square, welll, look at the triangles you created: half of them are inside the smaller square and the other half outside. The smaller square is half as large as the bigger one. In the same way if you use the Diagonal of the first Square as a SIDE to a second larger square, well, guess what? It will be twice as big. SO, I kicked myself for not seeing that Short Cut to the problem, that I could have just did the problem like I misunderstood the instructions, and then just multiply by two when I realized "Oh, they said Diagonal".
My point is that "I've been lost in the Jungle so long that I have beaten paths to almost everywhere". I'm no smarter than I was when I started out.... just more experienced.
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When I was in college in the '70s and '80s the campus newspaper did a survey and had the students vote. Math was ranked the hardest major, with physics second. The easiest major was liberal studies. One of the drawbacks to being a math major was when I got a part-time job teaching at a community college. They had chemistry, biology, physics, engineering teachers, all teaching math classes, in addition to their own subjects, while math teachers only taught math. Plus, at the time, industry was laying off engineers, so a lot of them went into teaching. They were actually given priority in hiring, since they had "real-world" job experience. So, someone who never wanted to be a teacher and didn't even have a degree in math, was given preference to teach math over a real certified credentialed math teacher with a Master's degree in Math!
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Sometimes I feel like people don't understand that they ARE good at something. Even math. EVERYONE is good at some type of math. They may not call it math, they call it budgeting, or perspective drawing, manipulating objects. This is the hill I am willing to die on. I like to make the students I tutor understand their strengths and weaknesses. It just gives you places to work on. My students are always shocked when they see me count on my fingers for simple arithmetic just because I have a bachelor's degree and I'm finishing my master's with a dissertation on Fuchsian groups and rendering them into 3 dimensions. I have to sit down and tell them that I am no smarter than they are. I don't like it when people think I'm super smart. My husband used to tell me I was super smart, until I explained to him that I cannot understand laws and procedures the way he does. He's super good at arithmetic and even geometry, even though he doesn't call it that. Heck, even physics students sometimes like to say they are bad at math, but they can tell me which direction electrons are flowing in a wire if you reverse the charge. Chem students are the same way. I've seen philosophy students just throw their hands up at basic algebra, but if I present them with something out of my modern algebra book, they can form a cogent argument. It all comes down to how math is really approached when students are in their formative years. It isn't always just memorization, it's logic and puzzle solving, it is so many things just under an umbrella called mathematics. Teaching students that math is everywhere gives it less of a daunting/elitest vibe.
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Lots of folks here mentioning the clock is already pushing them and more speed is the last thing they need... Guys, this is exactly why speed is important! If, during practice, you are twice as fast as required to complete the test, then you essentially eliminated time pressure from your test! Speed gives you time.
Some say it's about depth and not about speed. The subject is about depth, but the test is about speed! You won't take a test to determine who's going to be the next Nobel Laureate. You're taking a test to demonstrate you've gained a certain amount of knowledge and insight and are able to apply it with a certain degree of comfort and... Speed! Yes, tests are timed, and they are specifically tailored to students.
Depth gets you to the top of your field, speed gets you to the top of your class!
Also, note the comments saying some high-level mathematicians struggled with tests for exactly this reason... This doesn't counter the point, it perfectly reassures it! If the best mathematicians covered depth to the greatest detail, but not speed, and they didn't do their tests all that well, what does that say..? Yes, speed matters, and you should work on it!
Hope this inspires someone to... Work on their speed!
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I was very very awful in mathematics...back in high school...But on one rainy day, i decided to take leave from the school because i had this mild fever and i wanted to enjoy rain basically.. Suddenly i saw my Green coloured Math book lying on the shelf, challenging me!..I told myself,,,what iffff i could only read it from the first page and learn atleast 5% from it..I started with 1,2,3 literally..and there was this beautiful article about Carl fedrich gauss,,,Man! it got me hooked up... and that day i learned polynomials too...And i Alhamdulillah never looked back...even though i struggle but i love Mathematics
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Thanks for the wisdom. This video made me think about my current ongoing personal experience with fear of mathematics.
Fear is a strange creature. I graduated with a math degree a few years ago, and I always looked at mathematics as a form of art. So I focused on the theoretical side of math in my degree. Suffice to say, I used to love math, and still do! But I feel differently about it now in a way. Last year I spent the first half of the year trying to learn topology from various books (Munkres, Gamelin and Green, Mendelson), but I only got as far as quotient spaces. I'm not sure why I stopped - I think I had to take a week away from it for some reason, but when I came back and opened the book, it was like this weird fear struck me and I couldn't proceed.
I can't really explain it well, but I think that looking at the information in the book gave me anxiety because I had forgotten some of it over that week. I spent a long, difficult month learning that topic and it felt so defeating that I had to go back and read and relearn a lot of it. I know that's standard procedure for learning something, but it's what stopped me personally from proceeding. The book is still open on my desk, on the same page I left off a year ago, in fact. But now it's been so long that I'd have to restart the whole book. I think the fear of giving up again in the future and continually having to restart to fully understand everything is what holds me back from learning it now - almost like, what's the point of doing it now if I'll just give up again?
But ultimately I know the only way to overcome the fear is picking up the book and relearning everything.
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When I was a student, Mir books were much more affordable than most western manuals, and always very good. I have many wonderful physics and mathematics books from Mir, in portuguese, english, spanish and french. They also published many books covering advanced scientific topics targeting a general audience. "Sur la Physique et l'Astrophysique" (V. Ginzburg), "Idées Folles" (I. Radounskaia), "L'Atome de Aà Z" (K. Gladkov), "Au carrefour des Infinis" (E.Parnov), "Au Pays des Quanta" (L. Ponomarev), "Physique Nucléaire Recreative" (C. Moukhine) were a crucial part of my early discovery of particle physics and astrophysics, in high school.
Later, I tried to collect all the volumes of the wonderful series "Theoretical Physics" by Landau and Lifschitz.
My edition of Higher Algebra by A. Kurosh lists the following other books (besides Vygodsky's): Differential and Integral Calculs (N. Piskunov), Problems in Mathematical Analysis (Ed. B. Demidovich), Theory of functions of a Complex Variable (Sveshnikov and Tikhonov), Problems in the Theory of Functions of a Complex Variable (Volkovysky, Lunts, Aramanovich), Lectures in higher Mathematics (A. Myskis), Problems in Higher Algebra (Faddeev, Sominsky).
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Roger Penrose: "I was unbelievably slow. I lived in Canada for a while, for about six years, during the war. When I was 8, sitting in class, we had to do this mental arithmetic very fast, or what seemed to me very fast. I always got lost. And the teacher, who didn’t like me very much, moved me down a class. There was one rather insightful teacher who decided, after I’d done so badly on these tests, that he would have timeless tests. [...] So I was at least twice as slow as anybody else. Eventually I would do very well. You see, if I could do it that way, I would get very high marks."
Source:
https://www.discovermagazine.com/the-sciences/discover-interview-roger-penrose-says-physics-is-wrong-from-string-theory
Love your short videos. Hope you had a wonderful day.
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I started to learned piano at 64 and there's nothing better than a daily schedule. Your tips on learning math is applicable to learning piano or any other discipline. I'm in the beginner-intermediate stage so this means I'm trying to get my hands to work independently, learn 88 notes, music theory, read music, sight read, etc. I'm still developing the process but here's how I broke down your tips for me: 15 minutes or so to warm up and review previous music learned (3-5 pieces); 5-10 minutes sight reading and playing 3-5 pieces in a given key (i.e., G major); and about 45 minutes to learn the new piece, especially the difficult passage I need to nail. Again, thank you. [Final thought: Did you know music and music theory is math? We have to learn 4/4 time, 3/4, 6/8 time, etc.; a measure can be broken up into whole notes, quarter, half, eighth, sixteenth, etc. I'm not a musical expert but I believe each string is measured precisely based on math principles.]
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I can relate a lot.
As a Chemistry student I used to know a lot of people who aced exams but couldn't do anything on their own inside a lab. While I was always getting around 6 out of 10, but I was the one teachers looked for when they needed a student to work on something.
I barely know any chemistry at all, but I do know a lot more than the majority of students in my college that used to ace exams.
It's hard to find some time to read the textbooks, you have a lot of classes, a lot of homework, all at the same time...
But the teacher classes are usually their notes, the summary of a textbook, and their slides are the summary of the summary.
When students think it's enough to just watch videos or attend classes, and to take notes of slides, they're summarizing the summary of the summary, that's why students often don't know anything at all, they're full of incomplete pieces of information, they don't really have any knowledge.
The book is where the complete knowledge is to be found, all the other pieces are there for you to build the knowledge.
If you want to be approved, you can attend classes, but if you want to learn you need to self study and read the textbook or a journal for new fields and recent discoveries.
The problem is that you do need to be approved, and it's hard to balance attending classes and self studying time.
Unfortunately education, at least in my country, are ignoring textbooks more and more, now even teachers don't have complete knowledge about the subjects anymore and actually they're already teaching things wrong in high school. It's a snowball effect in education, my country is already hopeless.
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Bessel functions are where I started to hit a serious "out of depth error state" in my maths courses. (I cobbled together my own BSc - eventually leaning toward computer science, and over the course of it followed the path to maths as far as I could go along it, normally in extra non-diploma courses. Unfortunately I exceeded my limit. I thought you could take as many "NDPs" as you like, but there was a cap on them. Could have kicked myself, because I used up some of that limit on courses just taken to "get used to the workload" again, early on. Did courses and half-courses - none enough to add up to anything - in Spanish, Portuguese, German, and Mandarin - just to induce a certain "level of pain" - a kind of self test of whether I'd be able to follow through. So that's already four maths credits I could've gotten in the end that I wasted. I think four might even have been fairly close to the minimum it takes to major.)
I suppose this is just to be expected when your starting point is just that you don't feel suited - personality-wise to the career you chose by a process of elimination, and that you'd probably be happier doing something "back room", not involving lots of conflict-ful human interaction every day. So something "scientific" - with the initial angle being to maybe become the guy who cleans up the laboratory or something like that. Operator in a chemical plant seemed an option, too. I wasn't aiming high. So what followed happened in quite a piecemeal way.
The initial career choice largely followed from the "fact" that "I can't do maths". Ironic. Anyway, supper.
And one can always do a bit more maths. The only difficulty is in getting certified as having done so (and at a certain point that doesn't matter any more.)
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Great motivational talk.
My 2cents:
Don't believe people when they tell you you're not good at something, especially teachers. Maybe you have a different way of learning, or it's not the right time for you. I was told that I was tone deaf, but now am having singing classes, enjoying it and the teacher said I have a nice voice. But even if you're not good at something, it's ok to do it badly if you enjoy it.
Either we do it to ourselves or other people do it to us, but we end up with labels, like arty, serious, joker etc. It's good to try different interests: if you like football, try a bit of opera. If you're an artist, take a law course. It expands your mind. I'm seen as a language person, but now want to tutor maths to children who are struggling. Actually want to combine it with languages as I want to focus on immigrant children and teach them in their native languages. Suddenly one can combine wildly different areas, maybe you'll end up writing a modern opera about football, or become a legal consultant on on art forgery.
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'Hard work beats talent until talent works hard' - that's a good quote. However i would also add , the goal in studying math should be to enjoy the subject intrinsically for its own sake , kind of like listening to music, because math is beautiful after all - yes, it may ring hollow or sound pretentious to say math is beautiful but the more you study math the more 'oh that's cool' factor starts to appear.
To continue the analogy further between studying math and music , most people would not say listening to music is 'hard work'. But the brain actually does some work when listening to music. The brain organizes themes , makes connections to other previously heard music. The brain is passively working while listening to a new song (or an old song), but it doesn't feel like work because it's all happening 'under the hood' or subconsciously. I can be challenged by a new song, just like i can be challenged by a new theorem.
Precisely because music involves passive mental work which makes it (passively) enjoyable, it is like just the right balance. Perhaps we can learn more about the brain i.e. the science of learning from studying how humans appreciate music, and use this to make studying math more enjoyable (that's the dream).
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I really needed this video, man!
I started this journey into mathematics about two years ago when I was accepted to a university to study. Initially, I was gonna use it so as to get a chance to study psychology at the same university, but I quickly fell in love with everything around mathematics
When I saw my first proof, I knew I had to stick around and learn as much as I could! Once I was settled, the adventure began. Even though it's been hard sometimes, I enjoy each second I can get to think deeply about those little things I didn't see as important before, and I get even more excited if I can manage to do a proper demonstration of anything. However, mainly because I spend time with many people who have more years of study than I do, I get easily frustrated when a particular subject becomes hard to understand (which was my situation when I was introduced to proper algebra for the first time). And with that, comes the imposter syndrome. It's not as bad as it could be, but there are some moments when I feel I should give up and try something else instead, something "easier"
I'm really glad you make these videos! This community you've fostered and you have made this journey less lonely when I'm being too harsh with myself. Thank you all, and I hope you achieve your mathematical goals
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I just found your channel, and I gotta tell you, when you said it's ok to take breaks I almost cried. I feel very guilty and anxious everytime I stop studying. I'm almost graduating in biology and I already started a second undergraduate course on Data Science, which is waaay out of my comfort zone. I always loved maths, physics, chemistry, but it was never comfortable to study them. I'm trying really hard to make this work, I wanna do some conservation work with the help of data science, it's very important to me, and I really want to succeed. Taking breaks always feels wrong, like I'm not trying hard enough, I'm being lazy or something like that. It gives me so much anxiety, I end up doing absolutely nothing. Thank you so much for your videos, it's a really important Service for students. You're important!
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Just join the channel. Listening to your video since I want to restart mathematics at the ground level.
I'm no longer a younger person, still I've always enjoy reading, and learning different subject.
I do agree on all the points you've provided, and from my point of view, the "best" way to learn is... yours. Once you've decided and stick to your decision, and this is the "key point", the "how" is up to you.
Yes, you have to listen, read, practice at the same time ? As you wish, you know that you can do that step by step, for how long you want, in my way of doing is at least 15 mns.
I do courses in languages at least 2 hours per day, learning "how to" learn, computer languages/editor/gnu-linux, on philosophy, history, art etc. Listening to it from beginning to end once, and redone this one, two times more, while noting information, I also do that with videos. Also use different persons and read/listen/watch how they explain the same thing that you're learning. Sometimes the way used by one person is more "listenable" to you than another one.
It's much a matter of (in my case) of constancy than anything else, nothing to prove to anyone, and if I learn, it's a personal pleasure.
Reading, listening to music, inside, outside, while commuting, at the "lunch pause".
Everywhere is the right place.
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Nice video :) I recently discovered the “Art of Problem Solving” books (AoPS) and have been working through the one on pre-algebra. I’m wondering if you have any thoughts on that series of books (specifically in terms of content coverage), if you’ve encountered them; they’re certainly pricey (maybe even a bit, shall we say, “entrepreneurial”), and not for everyone, but I really like their teaching style so far. For instance, in the first few pages of the pre-algebra book, they get the student to “discover” Gauss’s rule for summing a series of integers. For some reason my classmates and I didn’t learn this until a university physics professor told us about it. (While the technique is certainly not university level material, I find it intriguing that virtually no one in my class knew about it.) For reference, I was a physics major in college and stopped just short of real analysis, but I’ve forgotten a lot of things, and some things I never learned particularly well, so I’m taking a year-long tour back through all the math leading up to analysis, and then hopefully beyond, allowing myself to stop and smell the mathematical roses along the way. I found your video interesting, particularly as it aligns with my current studies, but I can’t actually find previews of your books online (i.e., on Amazon), so it’s hard to tell how much overlap there is, or if I’ll be missing much on my current course with AoPS (or, conversely, if I’ll be getting far more out of it). Anyway, I like the channel, keep it up!
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I have to disagree on this one. I don´t take notes for a couple of reasons. Firstly, all my lectures are recorded or have already been recorded in the past. Secondly, I realised that paying attention and asking questions in my head, pausing the videos and trying to answer for my self is much more effective way of learning and understanding proofs. Unlike blindly copying notes from the board, that the teacher copied from his notes, which have been copied from some book and so on :DD. Also, when I watch a lecture I have a basic understanding on the topic, so I usually watch it for a reason - I didn´t understand something in the textbook. So, I usually try to be hyperfocused and try to understand every single implication when it comes to the part where I am lost. I believe this is a better approach. Not that notes would be completely useless, but you can fin all the exact information in a text book. (In the Czech Republic we have type of text books which are called "scripta" and it is usually writen by the lecturer. Thus, it includes all the information you need. (Also you can use other sources, but "scripta" are the best ones, since it matches the course).
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What is the best calculus book? This is all relative and a difficult question to answer. You need to add "best calculus book for what?"
For example, if you have little or no knowledge of calculus, you would want a book that YOU can learn from at your level.
If you already know some calculus, you may want a book that goes into greater and more rigourous detail.
When I was an undergraduate at CSULB I went around to several math professors and asked them what was the absolute best calculus book. The consensious was "Calculus Vol I and II" by Tom M. Apostol from CalTech, so I drove up to their book store in Pasadena and bought both volumes for $100.
Not knowing any calculus at all, and certainly not Caltech undergrad material, the books were absolutely worthless to me to learn calculus
After three semesters of calculus and one semester of Analysis, I went back to Apostol's books and dang those books were really good. I really learned a heck of a lot of math. Filled in a lot of blanks. One of the best book buys ever.
One of the best complex analysis books around is by Levinson and Redheffer. Would I recommend it to someone totally new to complex analysis? No, I would recommend the book by Churchill, 1st Ed, 1948 no less. Easier (in my opinion) to learn from then the later ones with Brown.
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I'm a phd in analysis and I personally would say the following:
1. Don't even try to learn by listening to a lecture. Maths are a rigorous science and therefore are best learnt by reading at your own pace. Get the course book or ask for the lecturer to publish the lecture notes online. If a teacher won't do it, make a written complaint about it to him/her via email. Nowadays no uni teacher will dare not publish their lecture notes.
Sooner or later you will have learn to read math books, so the sooner the better for you.
2. Learn to drink coffee (no joke) because the stimulant called caffeine really helps to stay concentrated for long periods at a time.
3. If your course is say introduction to stochastic analysis, in addition to your course book get also a few of the classics on the same topic. Nowadays it's easy to find out what the classics are by asking from a maths forum or from your teacher. This way if you get stuck on a proof on your course book you may find the solution from one of the additional books. They act as a back up.
4. One chapter at a time, first start by reading all the theorem statements and in-between texts but skip the proofs. This way you get a global sense of what the chapter is about. Write down the theorem statements in your notes either by pen or by latex. Try aleays to memorize the statement, then write it from your memory.
5. Once you've done that go back to the beginning of the chapter and start reading through the proof of each theorem. If there is some step you don't understand, note it for yourself. Try to isolate the step you don't understand and just skip it, so that you don't get stuck. Once you've reached the end of the proof, write it (minus the steps you couldn't follow) in your notes from your memory, using pen or latex. If you don't remember the proof, read it as many times as you have to until you are able to write it from beginning to end without looking at the book. Write out all the intermediary steps for yourself that may be missing in the book.
5. This may seem tedious, but once you do it (especially if you write your notes in latex) the notes will last your entire life. In the end it's not even that slow. You typically won't even have to do much revising for exams, because you had to read it thoroughly and understand the first time.
6. Once you've written all the proofs (minus the steps you couldn't follow), marvel at your notes and one more time go through the theorem statements and think them through. The theorem statements are the most important thing in a chapter. If you plan to become a maths researcher, then also learning the techniques used in the proofs is important. Slowly you'll start noticing the same techniques appearing over and over in proofs. Just like any language, the more you read proofs the easier it becomes. Maths is nothing but using a finite amount of basic building blocks over and over again.
7. Now exploit the lecturer/assistant by asking her to explain to you all the steps in the proofs that you were unable to follow. Remember their job is to help you, so don't accept if they make you feel stupid or try to shame you for asking. Don't give up demanding help until you understand all the missing steps. Add the missing pieces to your notes.
8. Makr sure that you have all the prerequisites before attacking a book. For instance a pretty good starting point for the basics is
Nicholson - Introduction to abstract algebra
Rudin - Principles of mathematical analysis.
Then after that
Rudin - Real and complex analysis.
Once you've studied these the way I explain above, you've basically won mathematics - everything will be easy from then on and you can study pretty much any book you choose to.
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Indeed! It is very important to stay consistent and practice, practice, practice... But if possible try keeping your sanity somewhat intact aswell! Hahahaha. More often than not math/phys/chem guys try to push themselves to the limit every single day. And well, you know, that's not really a wise decision to make.
A few years ago a friend of mine was taking Linear Algebra on his first year of Computer Engineering. A very smart guy to say the least, and one of the most dedicated individuals I had the pleasure to meet in my life. He ended up with a 3.5/10 at the end of the semester. Why? Simple: pushing the boundaries WAY too much, studying way too much, doing way too much problem sets and ending up in a "I don't want to think, just let me finish this POS and head back home" that led him to put (+) instead of (-) and many other silly mistakes throughout the course.
Do study math, physics, chem or whatever you'd like to study, but when you feel that "auto pilot mode" kicking in, STOP. "The tests are coming", "I have this assignment to do", "I must finish this homework" or whatever reason you are concocting inside your mind is simply not worth your mental state and more often than not is exactly what will lead you to a bad grade and sub-optimal performance in whatever science-related task you do. One must think in a way that makes sense in order to do math, because to do math is to make sense!
Oh, by the Sorcerer. Thank your for your videos, specially the ones you review books!
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Wonderful review. Thank you. Around 1970s some of finest Mathematics books were written that remain in existence even today 59 years later : Munkres Topology, Hoffman Kunzr Linear Algebra, Apostol Calculus n Analysis, Rudin books, Artin Algebra, Herstein, Spivak, Buck, Kaplan, Sneddon, ahlfors, Marsden books, Strang...long list.
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I have been asking myself those pessimistic questions "what can I tolerate doing everyday?"
Other questions are "if I found out I have terminal disease, dieing within a year, what would I want to be doing?" and
"If someone told you, the last moment of your life, you would sitting at your desk at your job, (whatever job that might be), then, you slump over and die, on a random day in the distant future, is that the job you want doing?"
Someone on Reddit, told the story of finding his co-worker dead at this work station.
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I am also a believer in giving up (let things go).
Most people do not give up because they haven't cultivated the skill of giving up ego.
When you giving up something you also gain the skill of giving up ego.
Years ago, I struggled getting a job in my research field.
I told my worries to my mentor. He asked me "so are you giving up ? " (sort of indicating, I am gonna be a loser if I give up)
I told him that there is nothing wrong with giving up.
For instance, if Hitler had given up the war, most people would have survived.
After years of unemployment due to my own ego, I came to my senses. I learned my lessons.
I looked jobs for my skills instead of jobs in my field.
As soon as I let my ego go, my brain started functioning better.
However, please understand that giving up is not about "Not trying enough and giving up".
You do your best, but if something is not working, you analyze the situation, make a
decision best for you or/and others in order to move forward.
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As someone who has struggled self learning from books, I think I would be right in saying it is a total no brainer to have worked solutions to all the problems, in fact it is the only way you will learn. Your reasons why they don't have answers are correct, but, alas they are all excuses. First point, learning should be made as easy as possible, banging your head on the wall means there is a failing in understanding, bad thing, you may give up the subject. In easier areas teachers are constantly saying you will not get good grades unless you show full working. That is the beauty of worked solutions it shows you how to lay the problem out. Point two I think is the real reason, teachers want to use the even numbered problems as homework. The solution is easy, the teacher gets their own set of problems to give as home work. Point three it's a lot of work giving worked solutions to the problems. Yes but loads of keener students (for a bit of cash) could do that for you, also if you had a little team on the job then they could cross check the answers. There is another reason. Worked solutions take up a lot of space. In fact you may well need a separate book, something publishers probably don't like, but hell it's worth it!
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IMO, "discrete math" is one of those subjects that, unfortunately, can't be learned from books in quite the same way as more "theoretical" branches like algebra, analysis, or topology. Probably the best advice for the youngster who dreams of achieving greatness as a combinatorist is to work nonstop on contest math problems all throughout high school, while your teachers babble on about history, literature, physics, calculus, or why they're concerned that you're a lazy, isolated underachiever who's in danger of repeating their BS class, yet again.
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Hey respected sir! I hope you will be fine! I'm very weak at Math, but I have a huge respect for it, nobody has more respect for Math than me to be honest. I usually say to my friends that what we've today in our surroundings is all because of Math and its subsidiary subject Physics. Each and every technological as well as most of the time medical thing is move by Math and Physics. From architecting to aircraft take off and landing, from rocket and space sciences to mobile phone and computer, from ECG (Electro Cardio Gram) and blood pressure check up and injecting liquids via syringes to genetic engineering, from shop to home dealings we walk and talk in Maths. By the way, I'm a Muslim and I believe in the One And Only Greatest Allah Who Has Built Up The Sky Since The Time Unknown Without Any Pillar, I can assume that Allah through his mightiest mathematical powers is moving this whole universe or multiverse or I would say the whole system. I've a huge respect for all the mathematicians and physicists to be honest. Sometime mathematicians and physicists turn out atheists or agnostic, but I can say if they use their rational faculty on the existence of Allah without bigotry and stubbornness to the ideas they holds, they can find Allah. Anyway, I usually advise my little brother to understand and learn Math, it's a very great subject, it has numerous applications, if a person understand it, he/she can understand everything easily. Love you from Pakistan❤ Mathematicians and physicists are the most intellectual people on planet Earth! I'm very much impressed of truly! You earned my subscription!
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"I can do this, I can do better, I'm not retarded" I loled.
On a more serious note, I had to take a year and half off from school because of a familial crisis, and when I returned to school to take calculus 1 I failed hard, mainly because I forgot a lot of the algebra, and dropped the class. I felt despondent, dejection, despair and dare I say a little retarded as well. But I, like you, realized I am NOT retarded. I spent the remaining semester studying and reviewing algebra and trigonometry, and come next semester I aced calculus 1 with an A and I'm currently sitting on an A in my calculus 2 class. Also helps that I have a professor that teaches well.
I'll most likely fail some more along the way, but having experienced this has shown me that I can persevere through failure, and that's a more important lesson to learn than always succeeding.
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I once excelled in maths in high school, because it was one of the easiest subjects and I did higher level maths, but not for exams when my concentration rate dwindled suddenly.
Before that, I was always a fast learner. Then, I started to forget things. After school, I chose art over engineering & architecture, much to my parents' disappointment. I was already a self-taught artist before I entered college. After leaving college, I started dabbling in softwares for digital art & animation. Next 3D realism including physics simulations requiring maths. That has rekindled my interest in maths.
So, I am back to learning maths as only a hobby. I am studying that at home and also at work where I do mostly shop minding in the quiet times of trade. I steal free moments for reading and studying. I have also taken up mechanical engineering, programming, electronics, etc. For now, I am treating all of them as hobbies first, before I ever decide to make careers out of them. I am only between a beginner and intermediate. I am learning lots from Youtube, Udemy, etc. I love learning and mental challenges. Sciences are better than crosswords and Candy Crush.
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I got into math before I started school. There was a poster on my wall, and it was my only decoration as a kid for a few years. There were a bunch of things on it that I wanted to understand. Remember this was before kindergarten even. I was like woah! What's the ÷ mean? And the × and and! ^ or a % or the little tiny number on a bigger number? Why does it say 5!=120? What's f(x) supposed to mean? I started kindergarten at 4 years old and I already really wanted to understand notation. Turned out I had a real talent for it, and I also had a not very mathematically intelligent family, so I needed school to teach me stuff before I learned about the internet. In kindergarten or first grade or something, my math teacher was teaching us how to subtract, and she accidently made it something with negative numbers a good bit before we were supposed to know about those. From that point on I had this sort of feeling of superiority for knowing stuff my peers didn't, uh, then I realized after I learned it that kids found it kinda hard, and that reinforced that. My questions got answered until teachers stopped letting me talk, then I felt like being smart wasn't all that great. That was a really humbling experience I think, I stopped feeling any kind of superiority over others, I also decided to tell my mom that I wanted to take my time, no accelerated learning for me. I just want my friends =) and she was okay with that. Then I had a teacher that didn't get mad at me for participating too much once I was in 6th grade, and then I became a try hard again. Then in 7th grade, I became a perfect student for the first time, and I've been there since. Math was my favorite subject in highschool, and it was the subject I was best at. I never liked the sort of novel ways people looked at math. There was a grid and we drew stuff on it based on products or something, boring. But really getting a hang on functions was really fun
And the year I had a class that gave me online homework and all the homework for the quarter the first day was great. I was several months ahead the whole year, and so I could spend class learning the finer details without taking notes, which felt AMAZING. Then I was helping a student in Trig with their final during my study hall before I ever took a second of Trig. Then I got into Calculus 1 and 2 the next year, I was able to test into it with the highest score anyone in my school has ever gotten. My pride was really fed with that, but then I didn't have a math teacher for a year. My pride only grew though, because I did a really good job in a class for college students without any help outside of YouTube. Well I finished Calc 2 with a 100% and that was with Coronavirus popping up at the end of the course. I'll tell you, mathing was the only thing that made me smile during this lockdown. I call fulfillment pride a lot, it is really just fulfillment though.
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Physics graduate here. TI made some of the best calculators! Started with a ti-36 solar that never broke, never needed batteries. Used that all through grade school. I think in 10th grade I upgraded to a TI-83 plus and that was my favorite! Great feel, robust, great battery life. Loved being able to graph and make tables. It also had some nifty features if you knew how to use it. I still have it and use it. In college I kept the 83+ but also got a TI-89 Ti and that thing was a beast. Did so much, very helpful for math and physic classes. Still, features aside, feel wise the 83+ was my favorite! It was so logical and smooth and the buttons were the perfect shape, size, and feel. I used to work as a college physics teacher and sadly we would find calculators and hold on to them for lost and found if it didn't have any name, but sometimes the owner was never found. I've acquired a similar TI84 plus silver and it's close to the 83+, but just feels a little less sturdy all around. They switched to a different plastic on the case / buttons and it just feels a little more hollow. Also acquired an older TI89 and that's cool too, even more study feeling, but the buttons are a little smaller and square shaped, doesn't feel as good. I have great memories using these calculators and I bet newer calculators won't be the same. I'm so glad I got to use them and enjoy them.
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For someone just starting, I'd say if there's something that fascinates you, or otherwise is what you love above all else, that pretty much answers the career choice for you. If you feel you have a calling, follow it. That said, it's probably a good idea to take a critical look at the real life version of this calling, if it's just an idea to you, and not something you already have some experience of. (eg. shadowing/ volunteering). Things don't always turn out the way you imagine they would.
If you don't have that one particular choice that stands out, I think the only cure for this is to live a bit first, and see, later, if it turns up. So in that case, look where the money seems to be in the short term, and aim to make as much money as you can out of what you resign yourself to being not the most satisfying job ever, but choose to make as satisfying as you can by your own choice of attitude.
So if you think you know what you like best, let that make your decision for you, and if you don't, let the money decide. And probably don't completely commit to either of these, even if they coincide. With time things always seem to change.
"He who expects nothing will never be disappointed", is not as bad an attitude as it might seem. Instead of inspiration, cultivate a sense of duty/ responsibility (but don't undermine your own best interests with this).
And then decide that "It's never too late to change". (It can get that way, but it's almost impossible to judge or predict when that situation kicks in. There have even been people who took a big turn in life in their senior years. The 20-something idea that "life is over by 40" is not right, for starters. There are people who start all over again every five years, even.)
It's better to follow interest than money - unless it's money you love above all else - but I don't think everyone has a great unique assigned destiny to discover. It's better to make the most of things as they are right now, set expectations at least to "moderate", but choose to be content, rather than live with the sense that the "mission is not going according to plan". The mission is to breathe and be "normal". That's how most people live. Exist, fit in, be nice to your nearest and don't be needlessly horrible to those beyond the inner circle. If you're doing that, you're managing just fine.
Of course someone following maths videos is following some kind of fascination, so there you go, question answered. Just go where the maths leads.
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The TAs are different here in the UK.
Some scholarships come with a certain quota of teaching per year. That's rare.
Otherwise, graduate students get paid to help out in lectures, seminars, and teaching sessions at a rate of about £16 an hour, for about five to six hours a week (including preparation), per module.
For example, my scholarship at Essex wavered my tuition fees and paid for my living expenses, but I was not required to do any teaching. I did help out in a second-year real analysis course in my second year, and that was paid in addition to my scholarship. I had to apply for it.
At my upcoming university, also in the UK, they have TAs too. You have to apply for them.
I think they're application only because it's not assumed the student knows the undergraduate material. For example, a friend of mine's undergraduate degree was in mathematics and computer science, but her final year dissertation had applications in chemistry, and the university's chemistry department noticed, so offered her a PhD position. She couldn't teach any chemistry at first but she could do TA work for the mathematics and computer science departments.
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In Brazil, we have an national public project, called Cientific Initiation, or IC as we call it. So, basically, what you do in an IC is, during one year, you study at least 3 basic results of an graduate class (for example, my IC is on banach's fixed point theorem and how it applies to ODE, in the picard's theorem). You receive an advisor and have the opportunity to present your material at a congress, in October, called CONIC (I would love to see The Sorcerer watching my presentation haha)
But anyway. It's an good idea, we receive an "financial help" of 80 dollars per month and it's and great step for those looking in some specific direction (unfortunately, an number theorist was not available at my department at the time I started the burocratic process, but an analyst, and great professor, adopted me, so I'm happy)
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I studied philosophy in college. And before I graduated I got a woman & had children. I started working at a lame job with long hard hours that brought little money and a lot of fatigue and exhaustion. Only at that point did I decide to study math seriously on my own, not because I wanted a better job, but because it enriches my experience, it’s nice & amazing. . .and the challenge is ennobling. I bought a lot of cheap used Dover books, then later more expensive books. I think when you truly appreciate the material and love the subject it’s easier to appreciate both the difficulty and the depth of math. Holding that job, coming home & getting a few pages or proofs done on Euclid’s Elements, properties of circles, learning trig, or calculus, was more than enough to keep me fully sated while drifting off to sleep. I was stoked when I found analytic geometry of circles, found analysis, and algebraic number theory, etc. etc. . just been having a good ol time over here! I even bought some of the books from your book reviews and started reading & working through them. I’m completely in agreement that anyone can have little money, little time, and little energy (even little ability) and still find, learn & appreciate all kinds of math. True story.
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TNX, let's watch. Math sorcerer, please, give some advice in video, or somehow about practice use of math in life, i mean some book, where the practical side of use the integral, or smth like this. Appreciate 👍
(Sorry for bad eng, I'm from Ukraine, and here not so many people that believe in life improvement by knowledge, including eng )
Sorry for fairness 🤍🪽
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This person's deterimination and enthusiasm is amazing, however, I think 15 hours a day is a bit overskill. Like the Math Sorcerer said, you can burn out. I love math as well, but even spending 2 hours a day can have me banging my head against the wall (I also have classes and a job right now.) Remember to not overwhelm yourself. It is great you have such a deep passion for math, but burn out is a real thing, I have done the same thing with so many differnet hobbies where I do almost nothing but that hobby and I start to dislike it. It can happen with anything, it has even happened to video games for me, where I did nothing but play video games in my free time for like 2 years in highschool and it started to make gaming less fun.
Remember to take breaks, give your mind some time to rest. Make sure to get adequete sleep every night (you learn better and remember things better if you get good sleep. You need sleep for knowledge to move from short-term to long-term memory!) Don't give up, but I do think that 15 hours might be a bit overkill. I'd say most math students spend about 20ish hours a week on math and it takes 4 years to get an under-grad education (realistically 2 or 2 and a half years without all the other classes you have to take). So doing it 15 hours a day? That is 105 hours a week, assuming you learn at the rate of an average math student (though if you have that determination you're probably also learning faster) then it might take about a year for you to learn "under-grad math." Of course there is more than just under-grad math, you're not gonna be an all-knowing math God in a year, but you could attain the knowledge of a graduating under-grad math student in a year with that kind of time commitement.
Keep going, keep doing what makes you happy and what you're passionate about, however, don't forget that there are other things in life to enjoy! Friendships, games, books (that aren't all math lol), other subjects like Physics, Biology, or even humanities like English and history. It is okay to enjoy multiple subjects and look into them! I am not a physics major, but I still love reading books about physics and even teaching myself some physics here and there. Keep your passion, keep going, you'll be a great mathematician one day, but don't overwork yourself to t he point you start to dread opening a math textbook!
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Well, okay, she was a good mathematician, BUT we need to ask ourselves how DIFFERENT would our Mathematical World have been without her. If it wasn't her System of Algebraic Protocols (just nominalizations, right? But the job still would have gotten done, right?), then it would have been somebody else's protocol (notice we still act like a mule tied up between the Newtonian Notation and the Leibnitz Notation for Calculus and decide between the two depending on whether we have writers cramp or not). So I can't see our World being all that different because of Emmy Noether. But let's go back and look at Maria Agnesi (1718-1799) and how she had a huge sweeping influence on the Mathematics of her day, which we must note exactly preceded the Industrial Revolution and may have had a huge causative influence. What Agnesi did was that she wrote the First Mathematics Textbook including Calculus that went beyond almost incomprehensible abstractions (all that Grad School Stuff that we hear so much complaining about even long after the Students are able WORK with Real World Applications, which would be the important thing if you are contemplating an Industrial Revolution where thousands of Working Engineers on the Ground need to work with this stuff and not just few stuffed shirts in Bonn or the Sorbonne. Her book was a sudden rave and soon translated into every European Language. I heard a British Mathematician took leave from his Chair to go on a years Sabbatical... to learn Italian so he could do his own Translation of Agnesi.
Previously in regards to Mathematics the Academics had conducted themselves like a informal Free Masonry and had intentionally kept their Knowledge in what they must have understood to be a kind of impenetrable code. Madame Maria Agnesi broke that Brotherhood wide open and we can judge on her effect on the World by recognizing that all across Europe, from her time forward, Classical Eduction (Latin and Greek) declined and the Mathematics Departments took off like a rocket. SHE was the engine behind all of that. The Industrial Revolution had been the Agnesi Revolution. But Emma Noether made a few convenient street signs for Algebra.
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I have made the silliest of the silly mistakes, and that's why I never get that 100 in Math
I sometimes dont 9 marks of silly mistakes, sometimes 12, sometimes 7, and they're like..addition errors, misunderstanding my handwriting 😂, and the greatest of the greatest...Rat Puppet's special silly mistakes.
Rat Puppet's special silly mistake include doing things like skipping 1, or 2, and even 3 questions accidentally because you're in such a hurry to finish.
Silly mistakes are a really vital part in my math life😂 I'm glad you made this video, very less people have a video on this topic.
And yes, Matrices were always a killer for me, it had super easy problems, but at the calculation part, I did LOTS of silly mistakes!
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As a student from Russian university, I can elaborate on the question in the following way:
The educational system in Russia built in the way that, when you apply to undergrad - you apply to the particular major, and mostly, can not change it in future. So, for this reason, students from the top Russian universities majoring in math, physics or computer science, start taking math classes that require math rigour and understanding of proof techniques. So, if you are a math major in the top 3-4 Russian university, you start taking the courses with requiring math rigour from the first year. For instance, students of Math faculty of HSE on their first year are taking: Real Analysis(Including Lebegue Integration), Topology, Geometry(On the level of M. Audin's book), Abstract Algebra and Discrete math. And all that is taken mathematically rigour, with proofs of most of the theorems.
Unfortunately, there is a drawback of such a system. If you are not the student that starts the journey into mathematics, physics of CS from the 8'th grade of the high school, taking good places in olympiads and so on, it is very hard for you to be accepted to undergrad in math major in the top universities. And, to be honest, the mathematical education in 2nd tier Russian universities is not so good.
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Thank you for the video, professor... As a human being, who forgets things so easily all the time, your video made me remember that I have heard this advice before from people who are also references in their areas: "Start doing it, and you will get momentum". I had heard a champion phisiculturist once saying that many times in his career he did not want to go to the gym AT ALL. But he said exactly the same thing, "when you feel like that, just start moving, and the will to do the thing you have to do will appear WHILE you are doing it". And I had already put that to test before, and it works like a charm! No matter what you do, if it's directly related to the thing you are procrastinating, just start doing it, and you will eventually end up doing the thing you have to, but don't want to do at that particular moment.
Thanks so much for being such an inspiration for us, math and STEM students. God bles
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So I am a disabled neurodivergent that has worked with people with wide variety of disability and neurodivergences. People often really underestimate there mathematical ability and others overestimate bc math is taught so horribly. People think math ability is just computing in head large numbers time large number or memorizing, but it can be so much more and so many different ways to be mathematically "talented". But even beyond that, if you're not talented, you can still contribute a lot bc maybe you good educator bc you understand struggles, in a spceific application like using math to solve certain problems others have not gotten to yet, etc. bc math is everywhere. However, there are some who truly are not math people and thats okay. What we need is courses and education system where its okay for people to fail, explore, etc. and find out talents later and life and take risks like this. Now people only pursue stuff when its easy at first often or for job or something, so many potentials are missed. Then that pressure can lead to anxiety and hate of math. Secondly, we need to focus on getting people interested in math in courses not just teach, even if course is less "dense" if we get passionate learner they will use it more, practice, and pursue more. Thirdly, we should learn to accommodate and judge less and actually allow more in. Humans are horrible judges of humans as history have seen and all of bigotry can attest too. People naturally to some extent pursue passions and thats most important to have field progress: passion not genius. People who truly do not like math or do not see it will drop out and pursue other stuff often, we do not need as many other fences. Fences should only made for unsafe things or when resources low (and then we should try to make resources better etc.)
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An easy path to failure is just to give up and stop trying... and that's true for everything in life. When you stop pushing, when you stop fighting, you die.
I took classes with a guy who had a photographic memory. He was amazing, scary smart, but he still had to go to class, and he still had to work through problems. Basically, he still had to do the work. But he only had to do it once. It was absolutely true that if he read something once, he could recall it perfectly without looking, without review. He could tell you what the page number whatever item X was on, and which paragraph(s) it was covered in. And it didn't matter how much time had passed since he first looked at it. Needless to say, he was a 4.0 student every semester. I usually don't like competing with other people, because I'm of the mind to just compete with myself and let other people achieve according to their own efforts without my interference, but the photographic memory guy was a different story. He was the guy to beat, the top dog. It was fun to compare myself to him, because if I was matching him in test scores, it meant that I was doing something right. Even if I was one or two mistakes behind him, I was still doing good, I just had a little more work to do. I never got frustrated with my slip ups and I never blamed him for my mistakes. He was a good sport about it. He and I became good friends. Close to 20 years later and we still keep in touch. He's married with a daughter, and he tells me that she's smarter than he ever was. Now that's scary.
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I loved your video. I thought that only I had realized this, I was already paranoid.
Just get a Russian "Calculus" book, for example, from the MIR publisher, and get a typical American Calculus book (Stewart, Thomas, Anton, etc.). I'm not downplaying American books (I even think it's best to start with them, you strengthen your mathematical foundations), but it is a fact that when they tell the joke that in Russia you learn Differential Equations in High School, there is a real background to this.
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There is one tip that is really important to realize!
Teaching mathematics does not exist! A teacher can present the contents, but processing it can only be done by thinking about it yourself!
I have followed many classes in mathematics, where I learned a lot of stuff, so I thought. It took me sometimes decades to go over all of it again, and really understand it. In fact, I discovered that many things that were said to me were outright wrong!
For example, I was taught that group theory is about symmetry. But that is wrong!
Group theory is basically two totally different mathematical fields which happen to satisfy the same axioms.
One is finite group theory, and the other is infinite group theory.
Finite group theory is about permutatiions, and nothing else!
And infinite group theory is about abstractions as such. An invariant of groups of transformations is about finding something that many objects have in common. And that is an invariant of a transformation. If you can turn those transformations into a group, you have a context whereby abstractions can be defined exactly.
For example, the group of affine transformation in the plane forms a context whereby you can give an exact definition of a triangle, a parabola, an ellipse and a hyperbola, and_within that context- they are distinct. But in the more encompassing group of projective transformations, there is no distinction between a triangle and two parallel lines intersected by a third, and ellipses, parabolas and hyperbolas are all the same 'thing' called a quadratic curve.
At exams I just produced that what the examinators wanted to see, without really understanding it! But there was one difference between me and most other students around me.
I knew when I didn't understand something! I think this is because I got my high school diploma by just studying at home for three years, having no contact with any classmates! I wasn't attending any high school! It took me three years to get that diploma.
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I applaud everything you're saying, here, about time. I'm learning math fairly late in life, and so far, I'm just reviewing the stuff I studied during my education and research years. My goal is to master vector calculus using tensors, which I never got to, and maybe a little complex analysis. I discovered Ted Shifrin's video lectures, and they look to be a gold mine. He authored a textbook, too ...
There are so many applications, and fun graphics to play with, that I may never get beyond that, so maybe I'm not really your target audience, the serious math majors. I do like what you have to say about taking a break after having gotten 'stuck'. The worst threat to my study is a busy normal life complicated by becoming distracted by youtube videos. Another kind of self-discipline is required for serious math hobbyists. You should publish some advice for us, too, because only a very few people are going to read this comment.
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I am least lonely when I am doing math, I think. It has a way of consuming me absolutely, and in that I find equanimity, peace. My loneliness is qualitative, not quantitative. I have friends, a partner, pets, but I feel that they merely cover the hole, not fill it. Deep connection is difficult, you have to put yourself out there and be open, and who has time for that? There is math to be done…
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Also, music. That one's tricky though. Sometimes when I'm trying to focus, I really need (near) complete silence. But other times (and I'd say most of the time) it actually helps to have some music or noise going, so long as it's not distracting. Low volume, using headphones, and something that doesn't have lyrics, or screeching guitar riffs, or lots of complex time changes, etc. IOW, music that's quiet, instrumental, not overly complex, and kind of peaceful / boring.
Ambient drone or something works, but depending on the exact mood I'm in, I might listen to chillwave, synthwave, darkwave, dark techno, classical, jazz, etc. What I can't really listen to when trying to do math is something like heavy metal or hip-hop.
Something like this is pretty good: https://www.youtube.com/watch?v=npVellnR6D8
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Dear Math Sorcerer,
My name is Fernando, I am 46 years old and I am a Physicist. Your videos have been such a blessing for me. Due to all the different activities a professor undertakes, it is easy to forget that what brings someone to this career is the love for studying. Although every single day I am reading papers, preparing classes, etc., it sometimes becomes "mechanical" or "automatic". This, of course, affects productivity in a way which is hard to tell. Thanks to your videos I could remember how much I love to read a good math or physics book and to take delight in tackling the exercises and problems! I thank you immensely for your youtube channel. If you allow me, I would like to present you two books in case you don´t know them already. These books were loved by some of my math teachers back when I was in the undergraduate school. They really LOVED these books! Here they are: Linear Algebra and Geometry by Kostrikin and Manin (Gordon and Breach Science Publishers) and Modern Geometry – Methods and Applications by Dubrovin, Fomenko and Novikov (Springer). All the best, Fernando.
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Such a wonderful book. The first time I read it, it seemed to drop straight into my subconscious, and I could barely remember anything in it, but I suddenly got better at solving maths problems. Then I read it again. Unfortunately, I couldn't find a buyable copy and was using my university library's copy. I really should get another copy, and yes, it is applicable to a lot more than just mathematics. BTW, I have a copy of Einstein's "The Meaning of Relativity". A little paperback that you can fit in your back pocket, and I did. The intro by AE is amazing, showing his mind pondering why classical physics is not enough, using simple thought experiments that show that even special relativity is not complete, and then jumping into tensors.
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I think the best part of failure is that you know your weaknesses, for example I have and exam tomorrow of Algebra II and a week before I was like, oh yeah I think it's easy, but when I went to solve some doubts with the teacher, then I discovered that I knew just a bit. After that feeling of failing and think I was wasting time, so the good part was that since tuesday I was studying a lot harder and focusing what I didn't know and well, maybe I will fail tomorrow but at least I worked hard and the solution it's study more and be more efficient. Math Sorcerer, just a question, what's the best form to study maths in general? First going through the theory and understanding all the propositions, theorems, and their demonstrations, and then exercise, or going for exercises first, try them and then study? Or for example make schemes or something like that. Thank you!!
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I need advice on a major! I have to declare in 2 weeks and I'm torn between math and CS. According to US news my University is ranked #13 in the country for CS and #16 for math.
My career goal: I want to go get a Ph.D., work in research, and stay in Academia. My research interests are in the theoretical side of Computer Science, or anything dealing with major honestly!
I feel like I'm more passionate about Math. I'm pretty bad at programming and got into CS because of my love for math. However, I'm still fairly new at doing proofs. My advisors say I can't go wrong with either of these choices and it seems like everyone I talk to is telling me both work. I just can't choose! Both can lead me to my career goal. I'm more interested and excited about math but worry it's not practical enough :/ Can anyone offer me advice on which one to major in? If I choose CS I will JUST be getting a CS degree but if I do math I will minor in CS. I don't have the time to double major.
Courses I'm taking regardless: Programming 1, Programming 2, Calculus (1-3), Linear Algebra, Discrete Math, Cryptography, Numerical Linear Algebra, and Combinatorics.
Courses unique to CS major: Programming 3, Intro to Computer Engineering, Machine Organization, Algorithms, Mobile App Development, Software Engineering.
Courses unique to math major + CS minor: Real Analysis, Abstract Algebra, Elementary Topology.
So yeah, CS requires more classes than the math major + CS minor. There are fewer courses for the math major but I'm worried about how I'll handle those 3 proof heavy math courses. I wish I had more time to decide!
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I feel bad about this, too. Got my bachelor's degree at 25, and I'm 32 now and still don't have a master's degree. I wonder when I'll get that... and when I'll get my PhD! Had life been perfect, I could've started studying something new altogether! But hey, that's life! Maths is not the only thing I love, but it's what I love the most. Nowadays I'm being fascinated by medicine and was wondering if I should apply for an MBBS in the future, after I get my PhD in maths. And I also love language and literature, chemistry and history/archaeology! Life is too short for everything! I think your "it's not too late" advice works if somebody only has one goal in life, but if you are crazy like me and have multiple passions, then a lifetime will most likely not be enough. My advice to him would be to not waste a single second and start autodidacting university mathematics until life becomes smooth and easy. Today with YouTube, you can rapidly learn a lot more than what BSc Maths students learn during their four-year degree programme! So, don't worry and start working!
Sorry for all the negativity, but i just wanted to be frank!
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Happy New Year! Your channel is a breath of fresh air, I thought I was weird for liking to sit down in my free time and pick up a math textbook to work on. I relate to everything you said, and just to add a few things from experience:
What I did by self-study the past few years wasn't necessarily studying something else. I'm in my last year of high school, but since two years ago I made a habit of going ahead of class with my own learning. I'm more of a "see it once and remember" kind of person, and my teacher likes to dive right into the hard stuff from the beginning. So it started as a necessity, but then I got back my passion for Mathematics when I taught myself the basics of a topic and let institutionalized learning take its course.
I've always been this way to some extent, and always wanted to know what the next big thing we're learning about in Math will be, next year or so. That's how I understood the concepts of calculus (not able to solve the problems, but had the logic) before high school.
Now, my next goal is taking up Linear Algebra and Advanced Calculus to make it easier in university.
Wish u the best, sorry for the long comment lol
Edit (I struggle with this too): if you're one of those people who can sit for hours on end and just do math, amazing. But remember to take short breaks every half-hour or so! Helps a lot
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This question and its responses are focusing a little too much on the individual and missing out on the institutional and societal level of what makes mathematics and a lot of the people in it elitist. Also for what is explained, I don't think elitism is the best term either. Oftentimes, you may have the potential to be great at mathematics (or anything really) but the demands of our lives often take a greater precedent over studying mathematics. Being able to sit and study for 1-4 hours on a given day isn't something any regular person in the U.S. can do. Most people can't afford to sit for an hour to just study mathematics let alone 2 or more. The language of the books is mentioned aside. What feeds into the elitism in mathematics is the social standing of the people 'doing' the mathematics.
You're more likely to encounter someone that managed to complete a university degree (B.S) who comes from a middle/upper-middle-class family or higher than someone who is low income. And a lot of the values from people in the middle/upper-middle is the perceived idea of, 'if you work hard enough you'll make it. This is, on one hand, sorta true(barely), but misleading. You can work hard while staying at your parent's place and not worrying over finances while they do that work, meanwhile, someone who isn't middle-class can't afford to do that, and coming home from work to study mathematics is rather exhausting. Often people search for an example of someone who was in that circumstance and made it work ignoring the dozens, if not hundreds of people that it didn't work out. To diminish elitism in this or any field would require more than modifying textbooks.
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Math makes me happy sometimes, and sad sometimes. It can really mess with my confidence, but now and then I'll understand something and it pushes me forward. Right now I'm struggling with learning proofs. It just feels like pushing symbols around to me, and seems kind of pointless. I get that it's not, and it will eventually make sense. I know that when it clicks I'll feel like a wizard.
I kind of think of math as a shitty boyfriend. At first you're really unsure whether he even likes you. Then you have a breakthrough and you feel amazing. HE LIKES ME!!! Then you get to harder material, and he ghosts you! And just when you have finally decided to kick him to the curb, he shows up and is all, "Hey babe, I love you!" and you're like, "Oh my God he's so sweet! Maybe I'm the problem!" So you stick it out a while longer, and he bails again! And that just goes on forever.
I'm a math major, but I don't have a deep love of math. I just want to make math my bitch. Then I think I'll love it. And it will love me back.🥰
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WOW!!! like, seriously amazing videos! Bro, you're like my hero, and my hero was Batman! so consider yourself supremely awesome, since Batman beat super man, and you're greater than Batman, then you can beat Superman! LMAO!
Seriously tho, thank you very much, you're videos explain the small subtleties that the book doesn't. Needless to say, you reference back to why such justifications are true to each statement. Which can be taken as something easy, but when reading through a bunch of dry text, letters, symbols and so forth, needless to say attempting to put together a coherent picture from such abstract concepts, it can be very difficult! At least for me. So Thank you for all your hard work! keep it up! 10-4 out! ....Skatooosh!
Math RULES!
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Man, coincidentally or not, I was talking about it with my professor a couple days ago. I do Statistics here in Brazil, and I was talking to her about how being passionate makes all the difference and often I described myself as just an effort guy, but when you said that for just being here watching these videos I'm already quite passionate that made me rethink what passion means, passion perhaps is to keep going forward, struggling with calculus or linear algebra but knowing deep inside that math above all is a language made to describe the world with numbers, why not a kind of poetry, that's why, like poems in general, if you know the language that it's written it doesn't mean you're gonna understand the message; so math has a message and maybe it's up to us to find it out, to feel it, with passion, as you do with a poem.
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1) I skip classes (practicals) and lectures regurally (I sometimes miss half of the particular course). The reason is that I usually don't remember the proofs that are taught during lecture. In order to remember the ideas and key steps I usually have to go through the proofs on my own, make notes on what and why I have to do, draw pictures, explain it to sb (usually myself) etc. This is the way I learn theory and since it takes enormous amount of time, I usually decide to skip class in order to study. When it comes to practicals it often seems useless to be in the classroom because tutors usually work too slow on the easiest examples or spend way too much time on examples that are worth going through theory-wise but are completely irrelevant for the exam. Therefore I rather work through it on my own and if I don't understand something I discuss it with my friends. Furthemore, complete solutions are usually part of the problem sets. The thing that probably hurts my grades the most is not practising ENOUGH, so even though I might know all the typical problems, some of them can be rather tricky (especially the ones that are exam difficulty).
2) I always do homework, but tend to forget what the content was. However, most of the hw that I am assigned is theoretical, and although it is valuable experience for learning how to write proofs, it really is useless prep for exam imo. This is not a rule ofc, sometimes I get hw that consists of content relevent to the exem, but I feel like in most of my classes it is not the case.
3) I always study for tests (prep takes 1-2 weeks). I have never failed an exam, but I have recieved a lot of C's (least possible grade in order to pass).
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I first fast for three days, then bathe and fumigate my hands with holy incense, sprinkle myself with holy water, then I put on a mantilla, kneel down, prostrate three times, then I open the book, ,,,,,👀 and take notes in my vellum roll. Then I realize I’m still not admitted to be an Illuminati , and will apply in 2030 again to join the Illuminati’s.
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I did my PhD at Charles University in Prague, now I am a postdoc. It is interesting that our curriculum was kind of different from the one in USA. In particular, our first year at university everything was already with proofs. The first year involved analysis (1 and 2), linear algebra (1 and 2), discrete mathematics and everything with proofs. So we were really forced to learn how to write proofs in the first year and it was very tough in the beginning, but it paid off. Also during the high school the university organized a distance seminar in mathematics for high school students. The organizers would send out (not only) olympiad-style problems, but we would have roughly one or two months to solve one set of problems, so it was less stressful and one could think about it at home for a long time. This was basically about writing proofs. Also, some problem sets had accompanying text which would introduce a university-level topic (group theory, graph theory, probability, combinatorial geometry, etc).
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well I've read in book "Brief history of humankind" that evolution didn't give us any power to remember numbers, bc 2 mil years of evolution it wasn't about numbers, it was about survival. Only recently (30000 years ago) we started to care about numbers, but all of us had hard time remembering them, that's why we came up with idea of writing them down so that we don't have to remember them. Maybe because of the same reason we started generalizing things, just bc we had hard time working with those numbers. Also don't forget that math is like 3000 years of history and there were many people spending their lifetime on it, and came up with brilliant but yet difficult things to understand. So yeah, math is hard.
One thing I read about 0 in a calculus book (Cambridge university was publisher I guess) that 0 comes from time when people used to calculate numbers with piles of round stones on sand (those stones have specific name which translated to Latin is calculus, but it's a hypothesis) so when the pile was removed, there was nothing left but a round mark on sand which is out 0 (it's also a hypothesis).
PS: my English is terrible, also I haven't done research on what's hypothesis, theory, theorem etc...
One more thing)))) I bought Calculus by Michael Spivak)))))) will be working on it during summer))
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I am still young myself, but my advice would be:
Think of what you want in life, it does not matter what it is, but just think. Even if your answer is to not set a goal right now that would be sufficient, it is just important that you thought it well out in some sense. If you want to learn some sciences, especially math and physics, then try to do your best. You should think of your capabilities and not of the others. Comparing is fine to know where you stand, but when it comes to your goal and accomplishments it's just important that you tried to do everything you can, if that's what you want.
So in short, think, know what you want and do your best, try to be the best you you can be of yourself. And if you don't want to set a specific goal, if you don't want to push your limits, if you don't want to be the best of yourself, that's fine. Just know what you want, or don't, but keep it in mind and think about it. However don't lose yourself too much in thought and still do something you like to do, or even anything for any reason.
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The partial fraction decomposition technique is pretty cool actually!
It's essentially Heaviside's cover up method.
You set up the equation as per usual, A, B, and P in this case. You multiply out all the denominators; on the left only the numerator remains.
Then notice; you multiplied out (x+1) from A / (x+1). Now it's next to B and P.
By setting x = -1, the B and P terms vanish since (x+1) = (-1+1) = 0. Now just do some basic arithmetic to figure out what A is.
Similarly, calculate B by setting x = -2.
From your equation you have after multiplying out the denominators, x = A(...)(...) + B(...)(...) + P(...)(...), just throw the terms involving A and B to the left;
substitute A and B for the values you calculated and multiply out the associated parentheses (this is how he gets the cube terms).
You know P is going to be a polynomial of order 1, so assume (x+1) and (x+2) are factors in the factorisation of the cubic expression in the numerator.
Come up with a third root, cancel out, and you're done!
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I think the advice you gave was pretty good. One topic I would add to this discussion is that the Medical School admissions process is very competitive. When attending community college, prioritizing getting the best grades possible and developing strong study skills should be the priority. The average cumulative GPA for a student that gets accepted into medical school is about 3.75. The MCAT is a big hurdle for many students, it is arguably the toughest standardized test for college aged students. Many students who finish college with a high GPA don't do well on the exam. The average MCAT score for an accepted medical student is about 512 (83rd percentile). On top of needing to maintain these high academic standards, premeds are encouraged (pretty much required) to engage in extracurricular activities that show admissions committees commitment to the field and that reflect their reasons for wanting to become a doctor. Some of these extracurricular activities might be volunteering at a homeless shelter, volunteering at a hospital, working part time in a clinical setting as a scribe or nursing tech, joining a research lab at your undergrad institution, shadowing physicians, etc. Many premed students routinely rack up hundreds, if not thousands of hours in these activities on top of the time they spend studying. Lastly, the process of submitting the application is very involved and EXPENSIVE. You must fill out a primary application that includes your personal statement + ~15 essays. Each school you apply to may send you a secondary application, each with their own essays/questions to fill out. If you were to apply to 25 schools, it would cost approximately 3600 dollars just in application fees, and upwards of 80 essays to write. Preparing for the MCAT alone may cost you multiple thousands of dollars if you are looking to pay for a prep course.
Like you mentioned, this process can be challenging and discouraging. The classes can be hard, the path can be intimidating, but also the pressure of needing to maintain a high GPA while seeking out enriching extracurricular activities and setting time aside to study for the MCAT is very stress inducing. These factors coupled with the financial stress of applying requires a lot of grit to power through.
I would say that this student should follow the path you outlined (finish highschool/GED --> community college --> transfer to four year university --> apply to medical school) while keeping the above information in mind. This student should also relentlessly research this process on their own time and develop a basic plan and a projected year when they might be ready to apply.
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Here is some advice for someone who wants to become an engineer:
Study hard and focus on math and science: Engineering is a field that requires a strong foundation in math and science, so it’s important to do well in these subjects in school. Take advanced courses in calculus, physics, and chemistry if possible.
Get hands-on experience: Engineering is a practical field, so it’s important to get hands-on experience through internships, co-op programs, or research projects. This will help you apply what you’ve learned in the classroom to real-world problems.
Develop problem-solving skills: Engineers are problem solvers, so it’s important to develop strong problem-solving skills. Practice solving complex problems, work on puzzles and brain teasers, and participate in engineering competitions to hone your skills.
Be curious and keep learning: Engineering is a constantly evolving field, so it’s important to stay up to date with the latest developments and technologies. Read industry publications, attend conferences and workshops, and take continuing education courses to keep your knowledge current.
Work well in a team: Engineering projects often involve working in teams, so it’s important to be able to work well with others. Develop strong communication and collaboration skills and be open to feedback and constructive criticism.
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Thank you for covering this topic. I’m 61 years old, with an AS in Physics, getting ready to relearn everything from the beginning. My hobby is weather forecasting, and to really understand the dynamics of meteorology,?you have to be fluent in differential equations. I stopped at Cal 3. The truth, in my opinion, passing college classes is one thing, but true learning with comprehension and mastery takes place in self study. I never really grasped the concept, “e” and purchased a book on Amazon about e but never touched that book. You magically place a video online regarding that subject and want to thank you. Your philosophy, regarding exercise is of crucial importance and has been a lifetime discipline of mine. The scripture states that your body is a temple to be taken care of. I exercise run/ walk on an assault fitness curved treadmill ( new technology, it’s not motorized) for a hour duration and burn at minimum/maximum 600-900 calories in an hour. I’ve engaged in exercising my entire life and purchased this high tech treadmill 15 months ago, to avoid lunatic drivers and the elements. My hope at this age, simply is, if the correct exercise intensity (domain) is placed into the function your age (range) might exceed the average results in life expectancy, God willing. Thank you for your fantastic, tremendous contribution to the World greatest language and opening everyone heart and mind to it. My apologies for the poor grammar, run on sentences, was never my strength or interest.
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Hi Math Sorcerer. Let me start off by saying I am 62 years old and retired from the work force. I worked in a big NYC law firm as a fiduciary accountant, handled taxes, administration and court accountings when I retired. So I always was involved with numbers and enjoyed working with numbers. My favorite subjects were always math related. Loved high school math. At one time I wanted to get a math degree but back in the 1980s colleges did not offer math degrees for night students. I had to work full time to make ends meet. So got my degree in Finance. But before I leave this world, I want to study math specially algebra, geometry, trigonometry, calculus, statistics, and probability. I did take the necessary 4 years in high school and took statistics and probability in college as a non math major (2 courses of each in college). So why am I telling you this, it is because I love your videos and watch them religiously on a daily basis. I agree with basically everything you have said. I started my collection of math books of which I purchased allot of the books you have suggested in your videos. My goal is as a hobby is to study all these great mathematical topics on a daily basis and master them to the point I can teach them on a high school and college level. In closing thank you for giving me the inspiration and passion to follow my lifetime goal of mastering the greatest subject know to man kind, mathematics! My passion for math is alive and well and thank you for giving me the confidence that I can achieve this goal because I have the number 1 ingredient to be successful in math, and that is passion.
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Great advice, especially this one: "The most important math you can do is the math you want to do".
I understand that this video talks about basic math but I'd like to share a story. I was/am fascinated by shapes, curves and surfaces, "rotating objects" and wanted to understand them rigorously. The materials and the books I referred used the language of Lie groups, smooth manifolds and related topics. I'm not a math student, I don't have a math degree, my day job isn't related to geometry but I study mathematics for pure fun. Having fun with math and putting in the hours is my motivation. Also, a few years from now, I want to explain shapes and geometry to my daughter (she's just 1.5 years old now).
I realized that my analysis and topology background were relatively okay, but my abstract algebra was next to horrible. I picked up Gallian and Fraleigh and attempted a lot of problems in group theory. Fast forward to now, I am studying matrix groups and basic Lie theory (books- Matrix groups for undergraduates and Naive Lie Theory). I started this journey a week ago and it has been a joyride so far.
Thanks a lot for this amazing video.
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Could there be a slight inaccuracy in picking the value for delta? If delta=min{1,epsilon/5}, and assuming the case where 1 is the smaller of the two, then delta=1. But then |x+2|<=5 (weak inequality, instead of strong), and we're missing a strong inequality in the chain of transitivity, which leads to the final step of the proof being:
|x^2-4|=|x-2||x+2|<=delta*5<=epsilon/5*5=epsilon
But then we can deduce, at most, that |x^2-4|<=epsilon, while we require < instead of <=.
If my observation is correct, then we should pick something smaller than one, such as delta=min{0.9,epsilon/5} and that would work.
Am I missing something, or is there a tiny gap in the proof as it stands?
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see the famous essay "Notation as a Tool for Thought" by Iverson. the first few paragraphs contain a summary of thoughts of famous thinkers about notation.
notation is trivial because we have decent notation that we're used to, but that notation exists probably because without it, expressing certain ideas was nontrivial. feynman diagrams, vectors, tensors help us package ideas to be more digestible, removing noise. even basic things like the order of operations didn't always exist, isn't strictly necessary, and has a surprisingly powerful simplifying effect on how math is written, allowing us to implicitly chunk parts of equations together.
good notation can better highlight patterns and relationships. powerful notation can alter how we consider ideas and problems and even suggest new understandings.
derivatives are sometimes written as an apostrophe, like f'. roman numerals are sometimes used at higher derivatives, which is a change in notation. that notation then might make you wonder, if integers can be used go indicate derivatives, what about rational numbers? what would fractional derivatives mean? what about derivatives with a complex degree?
note that there's a parallel to exponents, and that we indeed found a use for exponents, even imaginary exponents.
https://en.m.wikipedia.org/wiki/Fractional_calculus
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Yeah! I really appreciate that! Super informative, I'm really excited to eventually start doing real proofs, these bits of notation are so appealing to the eye now that they're not foreign concepts! I'm just about done with Calc 2 and I've gone through all of Calc thus far 100% on the internet, so I was never really given a lesson on HOW to read some of the magical math runes they use in my textbook. I just saw them and was like " ahhhh I'll look up a Kahn academy, black pen red pen, PatrickJMT, or maybe an Organic Chemistry video to figure this one out." Now I think I can just dig into the text book for reals and learn the stuff without too much contamination by the simplifications usually present on a youtube video. Because I'd rather make it simple myself, you know? It's not fun if it's digested for you ahead of time. Well salutations, I am probably gonna binge this series as soon as I finish up my final. The goal is to become fully engrossed in math, and now that I know I won't run out of it... well it looks like I don't have to procrastinate to keep math in my life! I'm gonna be so ready for Uni come August! I'm so friggin hyped to have a REAL instructor! I picked a Calc 3 class at like 7:30 AM on M,W,Th right next to my dorm, and it's just gonna be the best! Ahhh!!! Please COVID-19, don't mess with my studies!
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i feel the guy's pain. i used to dread math and frankly, the people who have good memory do really well early on in life. however, they usually are the ones who don't give a rat's ass about how it's used practically, they just care about the SCORE. from my personal experience, I can say that financially and career-wise I'm doing better than all the peers that I know when I was in school who performed better than me in mathematics. most of them were not very ambitious. i have come to realize that learning mathematics is not just about the grade, but it's about thinking; math teaches you how to think and it requires an enormous about of sacrifice to achieve mastery. i hated mathematics when I was younger because I always found better things to do with my time, but as I grow in my career and gain more nad more skills in programming I realize that everything boils down to problem-solving. it is the most efficient way to add value to a company; to listen and recognize a problem, solve the problem, and to even create your own solutions. i owe a tremendous amount of gratitude towards mathematics because I'm only beginning to understand the value of problem-solving. a lot of the things you learn in school only scratches the surface, but once you start working long enough and you're pensive about it, most people will agree that patterns start to emerge and you can use the training from mathematics to help you overcome problems, invent your own solutions, and ultimately add tremendous value to the world. math is truly beautiful, but the process it takes to learn how to think is not a pleasant one. it's usually arduous and requires a lot of struggling and persistence. in today's age with so much distraction it's even harder. it always pays off in the long because problem-solving is a sarce quality that all businesses need. if you're struggling with grades, don't let it deter you. math can also teach you persistence and grit, I find that this is transferrable to sports like grappling, climbing, and long distance running. it will also make you very successful in your career as well. don't give up. remember to study hard and rest sufficiently before tackling it again.
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Warning: Long comment, I am currently a third year undergrad student in Amsterdam and I’ll go by what was taught to me per semester.
Semester 1:
Introduction to mathematics:
In this course we covered the basics such as: formal proof methods, equivalence relations, elementary number theory, cardinalities of sets, construction of number systems etc. Basically the basics to follow any other math course.
Real analysis: In this course we covered sequences, epsilon delta proofs, bolzano weierstrass, sub sequences, continuity, differentiability, mean value theorem, intermediate value theorem, integrability of functions, equivalence of riemann summs compared to Darboux summs etc.
Linear algebra: matrices and properties, determinants, vectorspaces, linear maps, isomorphism theorems, quotient spaces, dual spaces, eigenvalues and eigenvector, jordan normal form and generalized eigenvectors.
Stochastics 1:
We started off with a “rigorous” treatment of probability spaces, sigma algebras etc. Covered random variables, discrete and continuous, as well as multivariate discreet and continuous random variables, moments and moment generating function and some limit theorems such as law of large numbers, weak law of large numbers.
Then a computational math course, here we learned programming in python, the basics.
Second semester:
Multivariable analysis:
We covered some point set topology in this course, partial derivatives, total derivatives and went up until Taylor polynomials of functions from R^n to R^m, inverse function theorem, implicit function theorem and lagrange multipliers.
Group theory:
Definition examples of groups, subgroups, cyclic groups, cosets, normal subgroups, quotient groups, isomorphism theorems, group actions, burnside lemma, automorphisms and semidirect products, classification of groups, Jordan holder and Sylow theorems.
Introduction to graph theory:
Just the basics, definition of graphs, Euler and hamiltonian graphs, some algorithms, colourability max/min flow algorithms etc.
Introduction to logic:
Just propositional logic and up until completeness and soundness with a small introduction to predicate logic.
Numerical mathematics:
Here we learned some algorithms to find fixpoints of functions linear maps, singular value docomposition, polar value decomposition and dyadic number systems.
And this was just the first year, it was hard but fun!
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I keep failing at everything I do, and even though I enjoy studying math, physics, and chemistry I am still terrible at them, I have to spend more time studying than others do. Will I never escape the vicious cycle of failure, even though I sacrificed many things and really do my best?
I asked this kind of question myself but about another topic 3-4 years ago. My answer was that it doesn't matter whether or not I succeed at pursuing my dreams, they are all that matter to me, so even if I fail in the end, I will have known in the end that I did my best following the most meaningful things to me. But still, unwillingly that question pops up in my mind sometimes.
It is not that I am expecting someone to say " Oh, you will succeed", because it is not going to change much in the end, but I wanted to share that with you, because I like watching your videos.
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Awesome 2nd edition! 😀😀😀 Although my math library is far less comprehensive (my focus is more on physics books), I own quite a few books mentioned here. However, I have some additional suggestions not mentioned already, which I‘d like to share 😊 Perhaps, Math Sorcerer is going to buy some of them…? 😂
Alan Baker, A comprehensive Course in Number Theory (great, but probability not for beginners)
Adams/Goldstein, Introduction to Number Theory
Davenport, The Higher Arithmetic (imho great for beginners)
Burn, A pathway into number theory (written in guided discovery style)
Pommerheim et al, Number Theory (more breadth than depth, but truly a piece of art!)
Bogart, Combinatorics through guided discovery
Shahriari, An Invitation to Combinatorics
Roe, Elementary Geometry
Meyer, Geometry and its Applications
Adams, The Tiling Book (he is the Knot Theory grandmaster, this one is his take on tilings - a beautiful book, the math combined with looots of very pretty pictures :))
Houston, Complex Analysis
Butler, Lectures on Abstract Algebra
Cummings, Proofs
Cummings, Real Analysis
Taboga, Lectures on Probability Theory and Mathematical Statisticas
Riley/Hobson/Bence, Mathematical Methods for Physics and Engineering
Krantz, Differential Equations. Theory, Technique and Practice
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I’m a 26 years old commerce student. Now I’m still not fully qualified in my field yet but I feel that I’m not enjoying my field of work. Now I too wanted to learn math and I started learning trigonometry, partial fractions, remainder theorem, synthetic division, differentiation and integration, inequalities and complex analysis. so far I've enjoyed my study sessions but it takes my time alot. When I decided to study math as a hobby, I thought that I would study only for an hour or two everyday. But what happens is that when I start a topic, I couldn't stop it till I'm really tired, so it takes most of my time, every day I would study like 4-6 hours countinuesly. This math addiction causes lot of trouble in my personal work and my office work. I couldn't concentrate on my work and I couldn't do my household chores, all the time I keep thinking about math problems. Now I don't iron my dress for work. because I don't have the time. I'm also unmarried and my mom wants me to get married. Even I want to get married. But I'm confused whether I should continue my math studies as a hobby or should stop this and concentrate on my office work. and plan to get married or should I just be in the job and enroll into a bachelors math degree. I'm really confused, people please help me make a clear decision.
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Yeah this was the standard for a while, not sure if still is since I think some of the authors have died. I used the 7th edition of this book for fall semester 2005, my first semester in college. This brings back memories, lol. I remember thinking this class was hard when I took it but quickly found out this was nothing compared to what would follow as a physics and math major.
After a year with this and it's corresponding lab we had our modern physics course with "Modern Physics" by Serway for a semester, followed up by a year of E&M using Griffiths "Introduction to Electrodynamics," a year of classical mechanics with "Mechanics" by Symon which was already out of print in the mid 2000's when we used it for our class, a year of quantum with Griffiths "Introduction to Quantum Mechanics," and a semester of thermodynamics with "Classical and Statistical Thermodynamics" by Carter which is also out of print now, and our experimental physics and computational physics labs were one semester each with textbooks made by our physics dept. That was the core that every physics major had to complete, we had physics electives too, I went with a year of astronomy and astrophysics using "Introduction to Modern Astrophysics" by Carrol and Ostile which we called B.O.B. (short for the Big Orange Book), for those that took the "night" lab where we set up with telescopes and did things like measure the angle of separation of suspected n-ary star systems with a bifillar micrometer or setup CCD/CMOS cameras to take pictures of something we had these manuals created by the professor.
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One of the big reasons people fear math, is because schools and colleges use math courses as "Gate Keeper" courses and "Safety Valves" for enrollments. Got too many Med School applications? Throw in a Calculus requirement. Too many businesses majors? Add an intro to Geometry. That'll cut down the admissions.
I was once teaching at the college level, a trigonometry class. I asked the class if the local medical school dropped trig as an admission requirement, how many would drop the class. Every one's hand went up. They all wanted to be doctors, dentists, nurses, physical therapists, etc. College Algebra and Trig was designed to keep their numbers down.
When I was teaching high school, I used to have coaches call me all the time and beg me to pass this or that player getting a D or an F, so they could stay eligible to play sports. Even on occasion the principal. I remember once at lunch, after a loss, I told one of the coaches that I was going to have to restrict a couple of his players from my Algebra I class until they started winning some games. Couldn't have "looser" basketball players in my Algebra class, even if they had good grades! You should have seen the look on the coach's face with the tables turned!
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I have that book as well as Gilbert Strang's. Strang is also a professor at MIT. Strang's book is more humane, plus he has a whole LA course using his book on YouTube.
For myself, I've always found that getting an understanding of concrete examples and computations first, made learning the abstract ideas and proofs easier.
Trying to understand the abstract first is much harder.
One thing I've noticed about H&K. In the Jordan decomposition section they put the generalized eigenvectors is the opposite order of most other books, which causes the order of the Jordan blocks in the Jordan matrix to be different.
Another book on linear algebra I just got, uses n×m matrices, rather than m×n. So, in the SVD A=USV*, you get U as an n×n, S as a n×m and V as a m×m, instead of the other way around.
Stuart's book from 1973, even has the SVD as A=VSU*, which can be really confusing. Here I used S for capital sigma.
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I bought the 4th edition of this book based on your review! It's sooo cool!!
Even though I've only completed Calculus lll, and I'm in Linear Algebra right now. (Btw my copy of Klaus Janich Linear Algebra got delivered yesterday!!) I studied Ch.1 "Logic" of "Transition to Advanced Math" by Smith, Eggen, & St.Andre all on my own, everyday, like the Bible, then I took an "Intro to Logic" Course in the Philosophy Dept actually!!!! (AND I would highly recommend that to anyone who struggles with proof-writing!! Believe it or not.) We used "Intro to Logic & Critical Thinking" by Merilee H Salmon, 6e in there, and, also on my own, I watched EVERY video by Jim Pytel of Columbia George Community College on Logic Gates, Karnaugh Maps, Sum of Products, Products of Sums, and it all stuck. I have no interest in Computer Science or Physics, I worked as a CAD Tech in Industry and as a Draftsman back in 2003. (I was also a music major lol, Bass,) but yeah, I'm in this for the Pure Math experience!!
But you know what frightens me?
Logic and Matrix operations are very easy for me. I want to work on something infinite and curvy (and stretchy maybe,) with NO practical applications in the "real world." That would be awesome!!!! But I suppose I would be happy if I could shed a little light on any branch of Math someday.
P.S. I also got "Differential Equations & Linear Algebra" 4th edition (1book) by Stephen W. Goode & Scott A. Annin.
(I like Matrices, but I miss Derivatives & Integrals) Gotta go, my Zoom class is starting. Bye!
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I think the answer to which is harder, DE or Calc 2, is, that depends. My first impression of Diff EQ was that it is a bag of "tricks" and "guesses" you had to pull out of your hat to solve the equations. To a certain extent this is true. If you knew the trick, you could solve the problem. If you didn't, you were out of luck. When they got into existence theorems and application derivation it got hard. It wasn't until later that I learned that most Diff Eqs can't be solved in closed form, using elementary techniques! Most are solved using sophisticated numerical techniques on a computer, which is another whole subject in itself. So, Calc 2 is harder, until they get into the existence and uniqueness theorems, in my opinion.
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"Life is a journey and we all start somewhere." To the person, take a look in the mirror. You are you. You, though similar, are not your friends. Don't compare yourself to them and think "it sucks". Use them as role models and ask yourself questions like "hmm, how can it improve in calculus? (or whatever X thing you are working on)". Having friends ahead of you should be a motivation, not a burden. As a math teaching major who in fact just finished my first year of university, I agree on a spiritual level that things get tough. I am proud that you found your love and passion for these subjects, so don't lose that joy by comparing yourself to others. The feeling of "being behind and never being able to reach a more advanced point of study" is harsh, I agree. It may feel like it takes away motivation. However, you need to remember that this feeling is temporary. Learning is a process and it doesn't happen overnight. You are already past the hardest step, which is the first step: getting started, so keep going. You will see yourself smiling when you do math and science eventually. Don't stop. This feeling is trying to push you to bring out your best. It is trying to bring change to you. Discipline is key, moving forward (especially self-studying as I will say more about that later). The feeling of "oh I am not good enough when I don't understand something" is something I dealt with all the time, whenever I encountered a new topic. It only stopped less than a year ago. It is common, but not good. You need to be patient with yourself. It will be a tough battle, and you will struggle a lot, but you will get there. When you don't understand something (especially a new topic), it isn't you being "not good". The act of struggling is simply your brain using a lot of power trying to digest the new concept. It isn't a bad thing, it just takes time. For example, I hear about a topic for the first time on Monday (for example, the concept of chain rule). For the first like 6 hours, I may be like "What is this? What do I have to do again? ... ". I read through more examples and discover patterns slowly over time and sometimes, I still have no clue the next day. But there will be a eureka moment, where it just clicks. DON'T TELL YOURSELF YOU'LL NEVER GET THERE. Don't say to yourself things like "I will never achieve X" or "I will never get to X level" in math or anything else. You have the ability to motivate yourself in a way that is unique. Keep going. You got this. The pain of discipline is a lot sweeter than the pain of regret. I got a gift for you. It's a legendary quote that my best friend (and gf) tell each other whenever we are struggling in math and that is: "You are stronger than calculus." Once you start believing in yourself and the good things in life, you will pop off and skyrocket, trust me on that part. :)
Self-studying is a cool thing as I self-studied for AP Calc BC (as my high school didn't offer it). It was a unique experience. I have mixed feelings about it but I'd say in the end it was a worthwhile experience. Don't treat self-studying and studying (like after school) with the same mindset. Self-studying is like a relationship. The key is not intensity, but consistency. The key is not to do a lot in a day, but to do some every day. A concrete example, DO NOT solve 50 problems a day because it will get very tiring, tedious, and frustrating. Instead, do like a small handful (like 10) a day. The numbers I used are just to show the ratio, that's all. You should aim for an amount of daily learning that pushes your limits just slightly. You should feel like you are proud of yourself at the end of the day. This challenges you to become better. I cannot tell you what that amount is because you finding that amount out for yourself is part of the journey. Too little and you'll feel like you did nothing meaningful. Too much and you'll feel burned out. It is a marathon, not a 50-meter sprint.
I could go on for hours about this, but I feel like I have said enough.
In the end, I want to say that I am proud of you. You have the courage to already start, and that courage is admirable. All the best to you. Hope all is well in Montreal. In a few years, you will see yourself looking back at what you've done and saying to yourself "It is time to start another journey".
With care and support from Toronto, o7.
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I guess out there in the world when you see the average person, they have their own skills but if you've done university level math then its likely that you know more math than them, or even that you have a capacity to learn and come up with mathematical ideas which some people would struggle to come up with. And I guess I should be grateful for that to an extent. But its difficult to feel this way when you're in university and surrounded by so many extremely good mathematicians, everywhere you turn there's somebody whose much better than you. You think you have some level of skill, until you step into university and then you realize that you were a fool for thinking this and in many ways your world is thrown upside down and you feel in a state of chaos as you realize that the world is extremely massive and complicated and that maybe you're limited in your capabilities to some extent, maybe you'll never be great or come up with truly great ideas. Maybe your life is destined to be banal, mediocre and boring. It feels really easy to get nihilistic in certain environments. And I know its wrong, I'm relatively young and I should be aspiring towards the future, I should get inspired by seeing the great minds around me, I should feel a drive to move forward, the same drive I see in my successful peers, but instead the more I learn, the more defeated and small I seem to feel. I guess I really need to start changing my mindset.
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As a research science mathematics student, I want to ideally make every assignment, from every chapter, from the particular book given at the particular class. Also the exams are being viewed by me not as self-testing but as a quick method to prove everything I should already know, is being understood, because I studied the complete structures of every and all assignments belonging to the examined questions.
Also I argue that if one is going to write a mathematics book; and one would like to make assignments accordingly, that one should check if he can make those assignments according to the theory one has provided himself. A true mathematician wouldn’t be too lazy to do such thing.
Furthermore, mathematics professors must get rid of their fear. Real mathematics students will want to do complex mathematics by understanding, not by copying without comprehension.
Regarding the "nonsense" about the so called struggle. The only reason here could be that people are just jealous. Because one did so long to comprehend something, one apparently cannot bear that someone else can then with the knowledge provided learn the same thing in significantly shorter time, therefore getting ahead of the one who provided the initial solution in the first place. As long as this poor behaviour exists, it will take years to build bridges.
As they say in the US Seal Teams: “Nothing is done alone.” Therefore as long as answers aren’t provided because some ego issue of the writer of such book, real motivated students wouldn’t be able to study the particular structures of the solutions. Only to test the theory, but that would be half work, therefore a waste of time.
I argue, books should have solutions for all practice exercises, but separate solutions for the exam exercises; only provided to universities to prevent exam answers being spread.
I hereby rest my case. For people who are learning mathematics and are in their starting stages, I strongly advise to study the structures of the solutions, not necessarily the fastest way to the answer, but the way that you yourself can comprehend and therefore makes you able to perform maximally to achieve total mission success in explaining your own solution, while giving the right answer with it.
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I hate all approximation methods in calculus, those burn me out in a single problem, Trapazoidal rule, Simpson's rule, they're all disgusting and I never wanna do them by hand again. Luckily they lend themselves very well to being automated, but I hate cranking them out so much... then the other thing that burns me out is when I can't get a consistent answer to a problem, and it turns out they're all wrong, right? It's such a burn out moment. Uh I had a chain rule problem I was doing when I first was learning it right? I did it over and over and over and over and over and over again on a whiteboard, and it wasn't until I whipped out the ol' pencil and paper that I realized what I was doing wrong. I was very burnt out by then I think, I felt real good about myself after that burning out turned into success though, so I was fine with it. I never stop until I solve that really really hard problem, then I'll take a break after I'm done with it.
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This is how everything in life works...
You only "learn" when you do not know something.
For example, think about times tables in basic multiplication. If I ask "How much is 8 x 7?" you will probably answer 56 without even thinking. That is because you already know it. There is "no learning".
However, think back to the time before you knew how to multiply. You did not know how much 8 x 7 is. You had to memorize the times tables. It took time. It took repetition. You did not understand the underlying concepts.
Given enough time though and enough "usage", you worked through the "frustration" of not knowing and today you cannot learn your times tables because you already know them.
Everyone only learns from their mistakes. That is where learning takes place and not when you already know something.
So, in learning, it is a matter of how many times it takes "you" to learn whatever. IF you don't get it after the first time, second time, third time, for example, and you decide to quit because it is too hard, I don't understand or a myriad of other excuses, then you will never learn it.
Instead, even if you don't get it after the 4th, 5th or however many times and you keep on persevering, you will eventually "get it". You will learn because you keep trying.
A baby keeps trying to "learn" how to walk. That is why everyone can walk. They learned how to do it. If babies quit learning how to walk... think about it... it is no different with math. Keep doing. Keep persevering. Eventually you will get it.
As an aside...
I am 62 years old.... and I am still "learning". I had gotten my college degree in accounting, but, I wished I had gotten a degree in Mathematics because I am passionate about it. So now, at the age of 62, I am still "learning".
Throughout life it never stops until you are dead and in a box.
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@TheMathSorcerer , The advice given by most Youtubers is to study with the intention of working for Goggle and similar companies, so they advice learning Python. I am 62 years of age, not using my age as an excuse, have all the time in the world, and do not gloat about having a job with Google.
Yea, I know, I am studying aimlessly with no goal in mind. Not really. I do intend to support my self study with some courses on Google coursera, so while I self study it will help my progress tremendously when I start taking online courses. That is the strategy I plan, so I will take as long as I need to self study, not just programming, but fundamentals of computer science as well, operating systems, databases, html, SQL, network fundamentals etc.
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This paragraph isn't directly answering the question except in the case of missing something. With either a school where there's a teacher or studying alone, it seems like the goldilocks problem: school goes too fast, self-study goes too slow and as the questioner mentioned, in both cases I wind up forgetting more than I would like. I know this is somewhat to do with my horrible review regimen. But even with a good review schedule, the speed problem seems to still be wrong. My goal is 1 textbook per 6 months, not just 2-3 chapters, but the WHOLE book. Neither schools nor self-study achieves this amount of learning in that time frame.
Couple of additions to what you said already: 1. Maybe not the best way, but I use one book for notes and put the name of the textbook and the date when I start a page. Then all the notes aren't scattered all over the neighborhood. 2. Random selection is fun, but for now, I'm focusing on my weakest area and trying to get through just 1 textbook on that subject to strengthen up those weak spots since I'm tired of seeing the same mistakes or having the same issues with every other subject. Again, just some ideas that maybe are done better by others with more skills than I have.
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Here I come with some rambling nonsense. Discourse always appreciated. If I were to start all over again, I would definitely start with Discrete Math and a little bit of proofwriting! The early introduction to sets and logic is really important imo, and proofs diverge (no pun intended) from the standard “mechanical” problem solving that mathphobes bemoan; the creative side of math is sorely underrepresented in early math education. The basics of sets and propositional logic could be explained to a child, and they will be a great boon in nearly all the math you will study and in the real world.
Multiplication principle and subtraction/addition are both very easy to understand, and they lead naturally into combinatorial proofs which can be delightful (cf Proofs That Really Count). Counting also leads naturally into probability, which answers the “I’ll never use this!” crowd. Bijection proofs introduce functions in a much more intuitive way, imo, than the graphic approach used in high schools, and are much more interesting than the dry linear functions they start you with in precalc.
After that, I would start on elementary number theory for proofs and algebra. I would then take a historical approach to number systems, algebra, and analysis. They are so much easier to motivate in context, and it shows students how math is really done. Call me crazy, but I would also approach category theory from a very very very elementary perspective, again motivated by history. Then perhaps geometry, from Euclid forwards.
Students aren’t interested in a topic when you just throw equations and theorems at them, and then send them right away to problems. They should understand how the mathematics arose and why. Most importantly, I think they should be exposed to the beauty of math as an art
Calculus is interesting and very useful, but the only reason it’s so emphasized (hot take incoming) is the engineering/finance assembly line. I would argue we are doing students a great disservice by shoehorning them into this path.
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This seems more semantic than anything else. Homework is practice of what you have learned, which is often instructive in its own right. There may be practical hurdles you face when attempting to solve a problem, that you did not encounter when studying the material, which allow you understand and do more in particular scenarios where theory alone has not been sufficiently instructive. For instance, when reducing a matrix, you may have an understanding of Gauss-Jordan elimination, but you may need to practice to understand how to reduce in a way that yields a particular parameter in a parametric solution. Or, in physics, you might know to combine a system of equations in order to isolate and solve for a variable, but only by working out the algebra, can you understand that a particular method yields a particular trigonometric identity, which allows you isolate a single variable. This is something you can't understand just from studying the theoretical underpinning. You must work out the problem.
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I used this book to learn Linear Algebra, Vector Calculus, ODEs, PDEs, Compex Analysis and Numerical Methods, both for my Engineering Math courses and for an engineering competitive examination.
In the competitive exam, I had limited time and needed to study 8 or 9 other subjects apart from Math, in a limited time of 10 months. But the exposition and revelations were so exciting that I ended up wasting an extra month on studying Math. Ended up scoring lower than I could. I don't regret it. 😌
Note: for anyone wishing to learn the vector calculus and DEs part, you'll need an introductory course in Calculus (Sequences, Limits, Continuity, Derivatives, Integrals and Multivariate calculus) to start working on this book.
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Thank you for this video. I have a little request:
I studied economics in high school, where the math was really simplistic, I learned some basics of calculus, and analysis of progressions (That's what we call it in our country, I don't know if it is correct); however we have not studied complex analysis and many other interesting math fields.
I am getting my degree these days, and I am looking forward to learn math on my own, I enjoy solving problems and I am ready to do every exercise that I can find, but my main concern is that I may neglect certain fields that are interesting. I am currently trying to study the basics of trigonometry as they were not included in the calculus I learned.
I would be grateful if you were to make a video explaining how would you go about learning math from scratch (well, we'll assume that scratch means we can solve equations and do simple arithmetic), and what are the resources that you would use.
I saw a similar request to mine, I just wanted to share my situation and perhaps make your video a little bit more specific for my case.
Thank you again for your videos, although I do not understand most of them, I am looking forward to the day where I learn enough math to be able to understand everything here.
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Hoomans don't share exotic ideas , atleast they never share anything in straight forward manner.. they will probably give hints.. Because
1) working on something builds multitude of skills and builds character (reaching peak of Himalayas by helicopter vs reaching the peak by climbing with gear facing deadly atmosphere +the adventure experience )
2) they want to filter out lazy impatient , weak ,who are not persistent , have low self-esteem and not confident..( those are traits of one kind of people based on psychology ..*forget it..) ,
the only source to find information is books , articles , scientific papers , lecture notes , for example you read some xx book you got an idea the author in last page gives reference to other source book and author names of that idea sometimes they just write a name and nothing.. (quick tip : if you are going through e book you probably have the opportunity to use key words to search certain things you want or keys words that are closely relate to your need ) you can even use Wolfram database , etc to find more keywords tags .. END...
it's tempting to get a quick solution , if your idea has something to do with your promotion and assuming that you are the only greedy human in your office you share it with your colleagues they might give you a quick fix..
Ideas are like guns they can protect you , when you give it to others entire picture changes and moreover damage is not limited just to you..
With knowledge comes power with power comes responsibility..
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Sir, meditation is great for staying focused. Something that helps is the consumption of honey. In Karnataka there are a certain tribe called Jenukurubas, Jenukurubas means they are honey shepherds. Sometime ago I had the opportunity to live with them for a while. There diet is something like this: First thing in the morning, one bamboo glass (3/4 of a litre) of honey, and that's all for the whole day. After that they go to the forest, in a day they walk at-least 30 to 40 kilometre, and they climb a minimum of 50 trees. They do this for almost the whole day. Their main stable diet for the whole day is honey. Consume honey in warm water (not boiling water and please do not cook honey). Just a glass of warm water mixed with 3 or 4 table spoons of honey in the morning will give a lot of energy.
What I mentioned above works for me, it might for you as well :).
BTW, sir I took Norway Mensa IQ test and got 145 or more, and then I took Finland Mensa IQ test and I got 140 (because of time limit), and then I took Sweden Mensa IQ test and got 145 or more. This really gave me confidence and showed me that I have the potential to learn math. I have decided to start from the basics, work hard and mostly self study.
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memories of my Calculus class. My prof was really difficult to understand. On top of that I had a row of students below me. I student could speak English and the rest could no, so he was translating in their home language. I became very confused and distracted. It was so hard. I should have tried to switch my section. I would recommend this. Because, what killed me was that I lacked confidence in the subject and the inability to understand my prof was my undoing. And now, 40 years later, I still think about how not passing that class affected the course of the rest of my life. So, do try to take another class. Though the suggestion of previewing the material ahead of class would really help you. I still which I switched and took the Dr. Steward class (yes, the textbook dude....he apparently was great). We had tutors, which was exceptional, but with that guy, I don't know the medical condition, but he smelled really bad, and I could not tolerate it. But I do remember it was so packed with students desperate to pass the class. Good luck to you. Get together with a study group. That also will help a lot!
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Here's a very simple tip every math student should follow: Read ahead in the book (going through all the examples in the lesson) before each class. Then make sure you attend class. That way, you can just follow the teacher/professor during class without having to take notes (or minimally so...only when you don't recognize something (s)he said compared to the reading). The result is you get good exposure to it during your read-through, then you get to watch it in action (with little/no note-taking distraction). This is very powerful.
On a more general note, the problem most people have with math is they try to study it the way they study other subjects (memorization, flash cards, etc and they associate a procedure with a given type of problem...then they forget it a week after the test). The way you have to study math is by making sure you really UNDERSTAND it...meaning you could come up with the procedure on your own...without having to look at an example. That requires not just doing the procedure to solve a given problem, but really thinking about WHY that procedure works...go over it in your brain till you really GET each step and why it was done. I'm 58. This is the way I learned math and I've never forgotten it after ~38 years since taking the courses in college and never having used it after graduation. In the past few years, I've tutored my sons in (college) trigonometry, pre-calc, calculus 1, 2, and 3 and was able to do every bit of it like I learned it yesterday. (FWIW, I am a scientist by training, but my actual job has never required the use of calculus...maybe some light algebra here and there, but that's it.)
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Yes, less is more kinda of studying. Lots of goods things comes in small packages too. It was awesome experience. I am not sure if studying grammar is helpful to others. I started doing a few math questions every day in 2019 and ever since because of the book Atomic Habits by James Clear. I wanted to learn maths again because I used to be good at maths at school and college but I didn't really know what my teachers were talking about. I learnt maths for a wrong reason, it was a drill, it wasn't understanding maths conceptually. I used to be able to solve maths questions while not understanding what they were all about. I started studying English Grammar in Dec 2021 - basic, intermediate, advanced because I wanted to write things better. A few years after I first started in Maths. In so far, studying grammar has surprised me when I read maths questions, I can see how it has changed myself when I read questions. My understanding of maths questions have became crisper, clearer and sharper. It has reached to a point on how I love how the questions were written, and I even hand-copy each question, and one day I want to write my own questions.
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I think of all the things I learnt in the earliest days of returning to maths the most "mathematically useful" was transformations of functions. (So how to shift the "basic function" by using f(x-2) to go in the + direction, or f(x+2) to shift it left, and then the way functions scale and stretch, invert, reflect, etc.) The idea of a function as an object that can be handled as a single entity was something it was once important for me to get into my head.
Or let's say that's what seemed more obviously "mathematical" at the time. The idea that trig was the rule of a set of numbers might have had deeper significance.
(I'm digging around in what are now quite old memories, so the impressions are a bit sketchy now, but I think this is how it was.)
Why mention it? I suppose it might be a good direction to send other beginners in.
Trig was hard-ish, but I have a quite good memory (or had; it doesn't work all that well these days), so the memorization aspect wasn't too bad. Among the strategies was to not be too "mathematically fastidious" about how you remember the things you need to have ready to hand when the exam comes up. If some kind of image of a pork pie covered in Rat Salad is what it takes to make some pi-number stick, just use that. Understand why with one half of your mind, and when necessary, remember by tricking the part that could be trained to sit and fetch a stick.
"Don't be too proud to also learn "sit!" and "fetch the ball!" ".
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You know you're a math person when you have multiple books on a subject, e.g. more than one calc book, more than one LA book, more than one DiffEQ book. Much of my personal library is math, languages, physics, chems, bio, biochem, crafting, music, cooking, and baking. And it's dwarfed by my sister's larger-than-some-public-libraries collections on a broader range of scholastic and non-scholastic topics.
Slide rules. Abacuses. Cards. Dice. You name it. All a tiny fraction of my world, but one in which I choose to show my children. And my daughter LOVES math! It's her favorite subject, and she's in second grade!
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Oh, I just got done commenting on somebody’s comment when it occurred
to me that the following might be a good general point to make, that we can go
overboard with taking Self Responsibility and imposing all kinds of
expectations on ourselves. You see, back
in the Seventies while I was pursuing my BA in Philosophy I was into Zen and
Yoga and Trips to India and all that stuff. Well, one time I was in this deep
Meditation that went all the say into a Lucid Dream and I found myself sitting
at the feet of this Celestial Guru and he said to me, mark this, "To be
your own Master you must be your own Slave". Well, OF COURSE, I understood
what he meant and instantly took the advice, not realizing that IT'S NOT REALLY
A SPIRITUAL TRUTH UNLESS IT WRAPS AROUND INTO PARADOX. You see I figured that
it meant it is a GOOD Thing to be a Master even if you victimize yourself along
the way. It took YEARS before I realized that what was meant was that you need
to work with yourself as a Partner, the Ambitious Ego needs to work with the
Body in order to avoid early burnout. Aristotle used to advise Moderation in
All Things. Heck, Swami Vivekananda
didn't make it past 40 years old. Yeah, he did a lot of fine work, but some of
it did seem hurried. The point is that
you don't need to crack the whip on your own azz. Think in terms of rewards and
allurements. Think more in terms of stuff like “If I do this math right now
someday I'll be able to get a car that's a real Chick Magnet”, you know, WIN
WIN. But, yeah, again, remember that you
are only young once. Jeezus, maybe the
video games 8 hours a day can wait until after your first 10 million, right?
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The whole idea of 'inborn talent' has been debunked. Among others by the 10.000 hours rule. We can all do anything, as long as we begin early enough, and put lots of hours in training ourselves, as long as we keep going to our limits!
Ramanujan, although he was a genius, did not understand the game of mathematics. He thought it was about the results. He did not realize, that real mathematicians are not primarily focused on the results, but on the methods needed to reach those results.
The theorems of mathematics are not the important things in mathematics, but the proofs are. They show why the theorems are valid. They often contain a completely counterintuitive method which, nevertheless, is the centerpiece of the proof. Just look at Euclid's theorem that there are an infinite number of primes. Would you come up with the idea to multiply all prime numbers up to the largest, and then just add 1 to this, to produce a contradiction?
I have seen a fragment of a movie about Ramanujan. He sat in class. The teacher asked a question, and Ramanujan walked to the blackboard and just wrote the answer. No explanation whatsoever. The professor was rightfully upset about this! This is not mathematics! This is mathemagicianism!
I learned this when I switched schools. A teacher asked me a question, and asked me to go in from of the class to give it. I did what Ramanujan did. I gave the answer, and the teacher said: 'you don't understand anything! SIT DOWN!
I was so offended! This teacher had as a method that every time he saw a bad student, he asked him again and again. He taught by embarrassing his students. He made them study, motivated by making them avoid this embarrassment. So I knew that he would ask me again. And, indeed, the next time I had a math class, he asked me again. And then I started to prove every point! I filled the blackboard with every detail! At some point I stopped and asked him: 'do I also have to prove that the opposite anges of two crossing lines are equal?'. In almost panic he said: 'nóóó, please stop!'
He never asked me to go to the front of the class again!
If you want to be better than Ramanujan, I suggest, learn theorems and proofs from memory! And, to learn them, do it in three steps.
1: You just look at the theorem, to see if you understand what it says, and scan the proof.
After having done that,
2: You go again through the theorem and the proof, and focus on the nitty-gritty details, and you test whether every statement in the proof has been proved either in the proof itself, or by previous theorems, which, of course, you must understand, too. Including their proofs! While doing this step, write down, copy the theorem and every step of proof on a piece of paper, and write down every step of the proof by hand! Do not just read it!
Why? Because, if you write the theorem and the proof down, it helps you to not overlook anything. Habit makes us blind about our own ignorance. If we see something that appears similar to what we have seen before, we often overlook it. By writing it down, we might discover that it is something new.
And then, after you have seen that you have understood every step, put the book or notes away, and then
3: take a blank piece of paper, and write down the theorem and the proof. I guarantee you, that even if you thought you understood everything, this last step is the real test! You will find that you have forgotten a step, or thought something to be trivial while it wasn't.
I have done this so ofte, that whenever I see a math theorem and its proof, I feel my fingers 'tingling', ready to write! Just like I feel my fingers itching, if I see somebody play the keyboard. (I am also a musician.)
If you have studied many theorems and their proofs, and you can reproduce them, you have acquired a lot of tools with which you can solve new problems. If you don't study the proofs, every time you have a new problem, you have nothing in your tool kit to attack them.
Maybe impressive what Ramanujan did. But he has not helped mathematics much. In my eyes, he was just after showing (off) how clever he was. He was more of a mathematical sportsman. Great achievements in sports do not produce anything that helps humanity. Being able to produce many correct theorems, without showing why they are correct, is only a game showing how good you are, but does not help mathematics progress.
I am focused on the most simple questions of mathematics. Like: what does it mean to say that a set is infinite, if we are not able to imagine anything infinite? Is this genuine understanding? What was exactly the struggle between Hilbert and Brouwer? Do they, maybe, show that there are more ways to understand than just imagination? What is the difference between analytic and synthetic mathematics? And now, after many years, I think I can answer these kinds of questions, and I am writing about my solutions to these kinds of problems, especially because they also have ramifications for fields other than mathematics.
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I'm from malta, we do most of the stuff from calc 1 and 2 and some basic differential equations and linear algebra at A level (which I guess is the last two years of highschool).
We have real analysis as soon as we get into undergrad, tho they spread it out over 4 semesters:
sem1: basic real sets and intro to logic, sem 2: sequences of real and complex numbers, series of real numbers basic topology of R (basically the defn of compact sets and some theorems relating them), sem 3: limits of functions, continuous functions and differentiation, sem 4: The Riemann Integral and series of functions
We start abstract algebra in our seccond semester with a course on groups and vector spaces and follow this with a proof based linear algebra Couse in the 3rd senter. We do a calc 3 like course that's slightly proof based over two semesters in our seccond year and have some other introductory classes on topics like graph Theory and computational math.
Then in our 3rd year we have to choose a field of math to dive deeply into, usually applied math, graph theory or mathematical analysis/set theory. Regards of what path one takes everyone does a class on metric spaces and complex analysis. (There are a few others but I forget).
Finally we have a fourth year in which there are more classes on the selected stream and a thesis.
Along with all of that we have to take another subject cos we have a double major or nothing system in our faculty atm (some single subjects are offered in science but math isn't one).
One thing to note is you say that everyone who comes from these places are really good, but that's not taking into account the survivors bias, I'd say that every year 50% of the people in the class drop out of the math course (either opting for another major or choosing an entirely different batcholers)
Hope this helps! I find your videos very interesting!
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So I'm sharing what math major students would take in China. Kind of Soviet style I think.
1. How far we go in high school? (We choose between Science and literature, but I heard that it's being changed. I don't know exactly.) For Science student: Pre-Calculus stuff. Derivative, inequality, triangle functions, and so on. But Pre-Linear algebra is not a must.
2. In university, while other science/engineer students are taking their 'Advanced Math' (in fact Calculus), and then linear algebra, we math students spend 400~450 hours on the foundations. Analysis (1 - Differentiation, 2 - Integration, series, 3 - multivariable calculus). Advanced algebra (in lieu of linear algebra: 1 - Determinant, matrix calculation; 2 - eigenvector, orthonormal matrix...). Analytic geometry.
3. After that, math major students may study some modern analysis like ODE, real analysis (Lebesgue measure, Fubini's and something like that), functional analysis (big three for example), abstract algebra ( group theory)... Some of them mentioned above are on master's level. But if the school is not strong at math (for example some engineering-based school), they may not able to teach some much more advanced courses (Poor choice to major math in engineer school.). But in some top schools, things can be very cool. For example, when teaching linear algebra, the professor may tell you that this problem comes from some algebraic geometry's lemma, and I'll give you a simple introduction.
4. What if I want to get a master's degree (math) in China? Well, let's talk about the entrance exam. For most schools, students have to take some competitive exam on mathematical analysis, advanced algebra, and sometimes ODE, real analysis and functional analysis.
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Me (26), was talking to my brother (36) talking about going back to school, the differences between the younger students, and able to deal with abstract concepts without your brain shutting down.
I did late night uni classes, and was always humbled by the older students.
They were the ones getting after it, no matter the time, no matter their schedule,
Willing to talk and converse about problems, most importantly though,
THEY WHERE WILLING TO SHARE WHAT THEY STRUGGLED WITH.
this alone gave hope because even though they were getting after it, they still struggled.
This on top of you mentioning math is hard, even for the 'gifted' students at some point.
That's why I'm choosing a university to transfer to that actually has a LOW transfer of maths (BA/BS),
I want to be in a room where there are not that many people, all struggling on their own quests,
But having that engagement and personality with the professor when it re-opens.
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My theory is observation from early years. Learning how is made our environment trough playing from the childhood. Playing, running, observing animals, birds, insects give teach you maths. No just maths, even physic. You can understand concepts like series, trayectory, speed, similarity, areas, volumes, shapes, variable, amounts, forces, vertical, horizontal, perspective, increase, decreasing, all of them, playing or observing. That behavior is stimulated by the environment an mainly from others that do the same. Maybe a brother, classmates, parents, a film that inspired yourself.
So more naughty you are from you was born and not just naughty in you behavior naughty in your mind your logical and maths skill will be better and better.
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Very wise words expressed in simple words. In my humble opinion Intelligence has various dimensions or aspects. So linguistic intelligence is very different from quant / numeric intelligence is very different from artistic intelligence. None comparable with other. Even mathematical intelligence or abilities vary across subjects areas - measure theory, functional analysis, linear algebra, calculus, ODE, PDE, Graph Theory, Number Theory, Probability, Logic, etc. None can master all. None is bad at all.
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Sir before I loved Math, I was not really obsessed with it.
I mean I would try to be obsessed with it but it would never work out, it would just remain for sometime, and then, the motivation would go away.
My obsession with math came after I started loving math.
For many people, as you mentioned sir, obsession is the cause of them being good at math, and them loving it.
For me,it was the opposite, first I loved math, then became obsessed with it:)
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I remember when I was in 9th grade, that was the time I started to actually understand math lessons. Before that, I was just copying cuz I'm too bored to listen but in 9th grade, there was a circumstance that literally forced me to understand, listen and just take it all in. Our math teacher was a terror, she was so strict, I literally tremble when I'm in her class, no joke. And to make it much worse, we had a sitting arrangement wherein I was the unlucky one who didn't have a partner in my table. All of them were all happy while I was panicked. 'What am I gonma do?' 'Who's gonna help me?' The tables were so far apart and our teacher's eyes were so sharp. So I had no choice but to force myself to understand and study twice as hard, which I never did before. Looking back at it now, I should really thank my terror teacher. There's really a certain situation that will push your brain and actually use it.
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For me any future grades I get matter, any grades I got today and yesterday matter, but all the previous grades do not.
I go to college to learn something. Grades reflect how well I'm doing. However, sometimes teacher shoving you a passing grade and telling you what you all the things you did wrong instantly makes you able to do the thing better and get a way better grade, but sometimes you just don't have a chance at correcting your mistakes. For instance, I'm sick and pressed for time right now, I have to study for a lot of different subjects, and I just got a passing grade for one of my engineering graphics homeworks. I was there where the prof was grading the thing and he told me everything I could've done better. I could probably ace the homework now if I had enough time and energy to do it again, the grade I got isn't a reflection of what I know, but what I knew or assumed was the right way to go about the task.
Another thing is it's easier to get good grades in your chosen subject depending on the teacher and what they require, so it's not only different between schools/unis, but within each school/uni.
Not sure how it goes with employers.
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Your fears hold you back. You say your anxiety holds you back and you claim being smart. Maybe it is a harsh thing to say but.. If you are what you claim to be, simply do not let fear and anxiety hold back. But how? Understand yourself better, your fears and causes of your anxiety as well. Know thyself is the saying. It seems to me you are your worst enemy at the moment. Nice clichés huh? The reason you not to act, basically "I don't do homework.", is that you think ahead of your time. You fear the incoming step where you do your homework but despite of that you still fail once again. So a potential possibility of the future, a bad case scenario holds you back. That fearful future has not yet to come, it can be altered. And that's your not ego. Telling that "it's my ego", is your ego. Which's feeding you lies to console yourself. Your ego is broken, it is hurting you, fix it. Ego should truly take care of one's self. Be what you claim to be. Step outside of this endless loop. And as the Sorcerer says, "just do it" and enjoy your trip.
I am being intentionally harsh because I think you needed this, but I'd like to point out it's not malicious.
I hope you the best Christopher, and good luck.
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I mean... I don't know. I don't believe that most cheating is done by people with nefarious and ill intentions. These people can be competent, or interested in their field. I think it's done by people who feel as though they were given no other choice, just like how you felt you were given no other choice than to give your student a 0.
I don't think they could be consoled out of it, because the truth is when something feels so bad that you can't stop thinking about it, it fills your days with anxiety. You will do whatever you can to cope with it.
I'm someone who didn't cheat in any exams or tests, so there are differences in my experience. Despite this, I still feel failed by my school, which led to me dropping out. The classes that put me on academic probation were not classes I would have performed better in through tests-- it was core public speaking related courses.
Despite these differences, I can understand how thousands of dollars and months or years of your life being on the line can make someone feel as though something has to give. Especially if you have taken on debt through loans to get this education. Imagine the sobering reality that a bad grade on your final would mean you'd have to pay even more money that you don't have. It's all you would think about. Even if you spent the last weeks or months studying, if the idea was planted in your head that you could just bring in an extra note and hide it and rest assured you could answer a problem you struggled with, you might not be able to get that idea out of your head.
That doesn't come from malice. That comes from real, raw desperation. It may seem obvious that cheating will only make the situation worse. I more/less agree. But when people are in situations like this, they are highly motivated towards a positive action (doing something about it). Studying, cramming, or cheating, this same twisted motivation to cope with your stress can make you do them all.
Both professors and students seem to suffer because of how higher learning is designed.
Humans like to live by each other's happiness, and want to see each other succeed. The business side of College really seems to be the source of all this conflict.
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I'm going to say something similar, but word it differently. 1. Do you have the teachers solutions manual or are you going by the odd answers in the back of the book? True story, bought an out of print Calc book I didn't recognize at a yardsale and the very first answer in the first chapter (review of algebra) was WRONG. Pity the student who beats their head trying to come up with that answer! 2.In most math books every chapter starts with "What you will learn: 1,2,3,4. At the end of this chapter you should know or demonstrate knowledge of these things: 1,2,3,4. Go back and read them! As you are looking at each section it may have some things highlighted, in sidebars or whatever. This is what the questions at the end will be about. They assume you learned the previous chapter, so those skills could be needed too, but the excercise will be to show that you grasp THIS section or chapter.
Most math books are organized the same and the chapters even have the same titles. Your bookstore may have previous edition. It will be the same (usuay) as the newest edition, only with different problems and errors that haven't been fixed. If there's 25 problems to solve in one, there will be another 25 in the other, different.
Now you have double the problems to practice with.
One more thing. Unplug your TV and ps5, Nintendo, Xbox, cancel your Netflix, etc. You don't have time for all that nonsense if you want to study math! :)
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Off the subject thought. I wonder with this Coronavirus stuff, if there will be a reduction in international students, particularly from China, in graduate programs at US universities. This would mean a loss of millions in tuition, but it might mean it would be easier for US citizens / instate residents to be admitted to graduate programs, like PhDs.
I remember meeting a grad student from Libya when I was in college back in the '80s. He was on a "free ride" from the Libyan government, as long as he kept his grades up. Everything was paid for up front, in cash. We had lots of international students back then from countries hostil to the US. Countries who hated our guts, but we're sending students here to major in stuff like engineering, math, chemistry, physics, and so on. And of course, we were happy to ablidge.
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@TheMathSorcerer
I personally have a theory. I think mathematics is, at essence, a set of analogies and metaphors. The more you're aware of those particular metaphors/analogies of those particular math subfield, the better and/or faster you would excel in it.
To be aware of those metaphors/analogies, you need to know more ' 'stuff' or deeper. There's basically two ways to that.
1st Method: You think of these analogies/metaphors through personal experience, which may include visiting new unknown places, putting yourself into novice situations that compels you to conjure up new ideas to get through it. Speaking of conjuring up things, Mathematics is an extremely creative field, to excel in it, you basically have to cook up things that's almost totally disjointed from everyday experience like nothingness, unity and infinity (0,1 and ∞).
2nd Method: You get these analogies/metaphors from others, which may include, reading books, listening to others, watching movies/tv shows, listening to music, get to know other cultures and their peculiarities, observing other animals while they do their everyday thing, etc.
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If you don't mind, I'll give you a script, just a suggestion to be a God of Calculus, but this will take 6 hours in total, including the break.
One chapter a day (no less, no more)
Preparations: Get a clean table, with nothing on the table (NOTHING), an empty table, not even dust.
Put only three things on the table: book, pen and a stack of clean sheets of paper (preferably paper without guidelines). Don't put anything else on (no laptop, no cell phone, no rubber, no watch, nothing else).
FIRST TIME (1h30min)
Objective: Read the entire chapter 2 times.
- Reading 1: Do not waste too much time, try to have an overview, understand the central ideas, do not get caught up in details;
- Reading 2: This time read everything again, writing down relevant things and highlighting things that were not clear. Visually follow the examples, step by step and if you don't understand, write it down. A better level of understanding is expected, but doubts are normal.
REST (30min)
Drink water and take a light walk (do not run or gasp);
(Forget TV, Videogames, YouTube etc ...) Just a walk, water and a LIGHT snack.
SECOND TIME (1h30min)
You now have a reasonable understanding of the chapter and have some doubts.
Now, focus on the key concepts and redo all the examples on paper without looking at the book (only look if you get choked). Make sure you understand the items you did not understand previously (write down the things that are still obscure). Don't waste time rereading everything, just focus on remaking examples and try to understand the things you marked in the second reading.
Summarize key concepts using non-technical words, something that even your neighbor would understand.
REST (30min + 30min)
Walk more water in the first 30 minutes. Then, search the Internet for concepts that still have doubts. Eat something energetic.
THIRD TIME (30min)
Make all the easy problems you get within 30 minutes. Do it right on paper. Don't be sloppy.
Then, take an itervalo not less than 5h and not more than 7h.
FOURTH TIME (60min)
Make as many problems as you can.
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Thanks for normalizing not understanding everything in class. It probably sounds dumb, but I never knew that was normal. I guess I was always lucky, or never took a hard class.
I’m taking chem 101a in an 8-week summer course after not having done chemistry in 10 years, and I only understand about 25%-40% of the lecture. Nearly panicked and dropped the class a couple times, but then I remembered I’m learning, and that’s what it’s like to learn something new. I haven’t dropped it, and still have an A in it. I still don’t understand the lectures, and the new material hasn’t gotten easier. However, I can always do last week’s material well, and I’ve gotten better at handling the discomfort and anxiety of not knowing. Even the math sorcerer doesn’t understand everything the first time around, and that’s comforting.
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Iq is a pseudoscience developed in the 19th century inorder to classify races and establish superiority of a particular group. This may sound silly to a lot of people but that's true. A lot of research was done thereafter and till this day, we do nkt haveee a proper unbaised definition of iq. We lack behind a lot in neuroscience, but we are making progress to understand the brain. Till now, if someone asks tk define iq, it will go something like this, "ability to think critically under a given system, with a set of constrains, without prior knowledge of the system, such that, you are able to solve a problem in that system (optimal solution will be great), and any system so to speak".
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To be honest, I rarely read math books. I always do all the exercises relevant to my course, at least once over, and then usually again a couple days later to refresh my memory. Instead of reading the background information about the section, I just take very careful notes during lecture, and often watch multiple lectures on YouTube.
I find that learning from many different perspectives really helps me to understand the subject better, and thus retain the knowledge longer. I also scour the internet for all the practice problems I can find, and compile them into a doc that I reference before exams. I guess I'm more of a hands-on person, because I only actually read the section about 1/10th of the time. Maybe it's an inefficient approach, but it helps me to actually enjoy math, and that's worth the loss in efficiency for me as of now.
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Yesss!! I was looking forward to this video! Thank you very much :)
Recently I have been discovering a bizarre thing happening to me. ( I actually enjoy learning math!!)
I am a student with some learning challenges, but I also have some virtues.
The most important virtue is not to give up, especially in education.
When I was a child, many classmates, teachers, and even family members said about me, "stupid and never would achieve any education."
However, Long story short, here I am, a student at the University of Toronto. This fall semester was my first semester, and I got A/A+ in all my courses. Including math! Where math was something that I didn't want to hear about.
What made this change?
I Stopped believing what was said about me and give myself the freedom to discover knowledge.
Actually, I asked for this video because I have some basics I need to review. Thank you very much, Math Sorcerer!!
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Unfortunately, I've never been able to make the whole "focus on learning, the grades will follow" philosophy work for me. I think the reason is that I'm unusually unproductive. In order to pass a course, you need to produce a minimum amount of work for the instructor to grade. I struggle to do that, despite the fact that teachers and my students are often surprised at my sophistication. On tests/assignments I show up for/complete I'm always at or near the top of the class, but my rate of completing work is abysmal ~60% (up from lower, so at least I'm improving). As a result, I've turned to self-study to supplement my education. Now, my actual knowledge is 4-5 years ahead of the curriculum, and still struggling to pass classes and move on to the next ones. Currently, I'm studying ~second-year(?) grad school topics like Algebraic Geometry, Algebraic Topology, Homological Algebra, and Harmonic-/Functional Analysis--I'm learn these topics (and learnt previous ones) at a standard high enough that I can easily do the problems I'm given years later when I finally take the associated course without reviewing any of the material I learned years earlier. So, I'm left wondering why I even remain in college--the answer is that if I drop out, then I'll actually be a high school drop out, because I went to uni before completing high school! I'm fairly well-off, financially, so I probably won't die young à la Abel, but it's looking more/less impossible for me to get into a good graduate school and pursue the academic track at this point. Who knows, though? Maybe I'll figure it out and turn it around; I don't think it's too late for that yet.
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The matter of sorting is a serious dilemma. My collection is sorted by subject, and secondarily by book title. I feel it makes very little sense to sort math texts by title, for example, where would "A Friendly Introduction to Analysis" go? In the A section? F? I? It seems reasonable to ignore all words in the title before "Analysis", which ends up just leading to a sort by subject. However this presented the challenge of sorting my non-textbook math books. So now among my subjects are "History", "Pi", "Problem Solving", and "General Math". And then what of a book like Infinite Powers? It's about Calculus, so does it go in the Calc section? Or the general math section since it is a pop-math book? Or in the history section as it gives a nice history of the subject? The questions never end with sorting books, but whatever we pick, it's always fun to put a new book in its place!
Awesome books as always, Math Sorcer! I've often had my eye caught by that Artin text on Galois Theory.
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Thanks for the video man! It really made something click in my brain. For me, it was never the computation, but the notation that really confused me. Here's an explanation in hopes it helps someone.
Think of z as a function that takes in 2 arguments, called (x,y), and outputs some number. Given an input (x,y), the symbol dz is itself a new function that takes in two arguments, called (dx,dy), and outputs some number. What that number is is the best "linear approximation" of the difference of z evaluated at the original input (x,y), from z evaluated at the incremented input (x+dz,y+dy).
I would love some feedback and criticisms on this idea if anyone knows more about this than I do.
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In my Uni career I failed just once, at the oral of General Physics 1, I just started bad and when you start badly in an ORAL exam it is really hard to recover because the Professor will start to attack you on that "weak" point, this is how it works in Italy. The Italian university is a bit strange because you have ORAL exams even for STEM majors, it is rare to have quizzes or tests, normally you just attend the course and then at the end you will have a written exam and if you pass you go to the oral one where you get the grade directly at the end of the exam. And it is honestly hard because you have few but BIG subjects, like an average course is about 6-8 hours a week for a whole semester (or even for 2 semesters for the most important exams) so you arrive at the exam with a HUGE load of things to study, for example in Civil Engineering you have one subject called "Scienza delle Costruzioni" (Science of Construction) which is in fact, when compared to American universities, like Strength of Materials, Structural Analysis 1 and Structural Analysis 2 combined. So just imagine you have one exam for all these 3 and you will get it ORAL too, the oral in STEM subjects is on the blackboard because you have to write formulas, demonstrations, etc, while answering the questions, with all the class WATCHING YOU. I will never forget the stress of those days!
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Aigean Thokchom Look up spaced repetition in Youtube and see what that means. Videos on spaced repetition are helpful to those who are forgetful or those with selective memory. In my case, I am forgetful and annoyingly absent-minded.
Everyday, I keep a STUDY DIARY which is IMPORTANT to me, as I am terribly forgetful. I daily use a diary for jotting down titles of video tutorials, those I have watched at Youtube, Udemy, Khan Academy, Facebook, etc.
On left margins of a study diary, I draw eye-catching symbols like stars or write abbreviations TH for "too hard" or TL for "too long." I use a star ⭐️ to mean "good," two stars ⭐️⭐️ "very good," ⭐️⭐️⭐️ "worth watching again."
Days or weeks later, I review earlier pages and see what videos I need re-watching. Relearning them is spaced repetition.
In my study diary, I jot down also the names of online ebooks that I am reading at Open Library or Amazon's Reader Cloud. I read Kindle Unlimited (borrowing up to 10 ebooks for €9 monthly). Open Library is WORTHWHILE VISITING for all students & graduates alike.
In my study diary, I also write the names of vital websites: otherwise I forget them within hours.
To simplify all my studies, I use digital SCRAPBOOKS replete with colourful illustrations, formulas, and notes. Scrapbooks are much tidier and more engaging than messy, colourless, handwritten note nooks. I create scrapbooks with Google Slides which is FREE and easy to use. Like sketchnotes, screenshots act as MEMORY TRIGGERS which hugely help any absent-minded person. I have roughly over 50 scrapbooks, 3 or 4 on mathematics & physics, others on programming, 3D softwares, etc.
In my scrapbooks, I have SCREENSHOTS of tutors' writings on chalkboards, vital webpages like those from Stackoverflow, still images of videos from Youtube. On ALL pages or slides, I attach links to sources.
On tablets, before taking screenshots, I remove icons on paused videos by clicking once anywhere on the video area outside them. I press together home button and power button to take screenshots, which are stored in gallery.
For my scrapbooks, I go to Google Images and type keywords. There I find *LOADS of illustrations, especially colourful ones. Same at Pinterest. At Facebook groups, Quora, and Stackoverflow hubs, I always find great maths questions & answers. Immediately, I take screenshots of them, copy links and store them in scrapbooks.
To edit pages/slides for scrapbooks, I use free open-source art softwares like Inkscape, MyPaint, Krita and Gimp. Honestly, every mathematician SHOULD have Inkscape on computer: a graphic software terribly useful for drawing geometry and writing math fonts. I add animation to slides. At Ezgif, I convert video format MPEG into GIF, trim areas of videos/animation. I screencast parts of videos in Youtube and edit them at Ezgif.
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Wow, looks good! I was dumb at maths at school; I was a kind of middling C person; everything was hard. When I was 25 I got on an electronics ONC course as my school maths was just good enough for me to be accepted. I balked at the maths, though, but I worked at it, and then in my first exam I got 100%. It went like that throughout the ONC, and then I did the HNC, but my maths dipped a bit, as I had so many subjects to learn, but I ended up with a Merit in maths. I always vowed to one day have a real good go at some maths, at leisure, without other subjects to learn, so I'm going to get this book, thanks! I have a hunch I can get my head around it, then maybe, I can start looking at some physics. That would be grand!
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So true. The mood to keep working and not being sad of any fail. Is that, alright, I'm studying what I want, so in every class, let's try to learn something new! That works the most of times, but the bad part is on the exams. Me, an exam in an hour at 16:00 PM of topology, and I'm really relaxed. Cause, alright, I may fail, but I'll do my best, and try even, to have fun in that exam! xD
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I had a group project in AP calculus BC back in HS. There was this german guy( he was a dual citizen who went to german upper level school til 16). He told us that in Germany, by the age of 16 most students who decided to go to university and not adult training school have mastered real analysis 1 and 2. And then by the time they graduate they have already learned and mastered tensor & vector calculus, abstract level linear algebra, Discrete Math, Graph and Number Theory, Abstract Algebra 1 (Rudin's modern algebra) ,Differential Geometry + Topology, manifolds, and last but not least Probability Theory and Measure theory.
Apparently, most EU countries HS finish US undergrad level math by the time they graduate HS, so for them undergrad math in the US is just a review.
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HP calculators are the BEST in the world. I started with TI calculators, but they failed after just a few months. I use HP 50g, HP Prime, and HP 35s calculators now. In the past, I used HP 41C, HP 18, HP 28, and HP 48g calculators. I think calculator use is good to a point, but they should only be allowed for one section of a test, the section with the truly difficult calculations. My last year in engineeriing school was when the HP 35 calculator came out. It cost $395, well out of my range. I used a slide rule through to graduation. One of our professors made us put whether we used calculator or slide rule at the top of the first page of the test. The slide rule students performed better than the calculator students.
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This is indeed a great time to practice math alone, and I'm making some progress in doing so. But I have to tell you that, as a newcomer to mathematics, I find it to be very lonely in general. I'm attracted to math largely because of how much I love playing with ideas, but I also love thinking out loud with people over a meal or while going for a walk. It's hard for me to do that in general right now with math, because no one in my life can really relate to me; they're either so far above or so far below my level that any conversations about math are awkwardly one-sided.
Thankfully, I have a very supportive and curious girlfriend who lives with me and keeps me company while I work on my practice problems! We love reading together, and conversation has always been the glue of our relationship! I'm hoping that as I keep practicing and working though my books, I'll be better prepared to introduce her to this new world I'm discovering so that math can be a bigger part of our love life together. (I've always needed my life partner to also be my thinking partner. That's the foundation for the family I've always dreamed of having, where everyone's able to open up to each other about whatever's on their mind.)
I'm also hoping I can keep growing enough to better understand the mathematical ideas of those who've already far surpassed me in mastering this subject, at least enough so that I can follow their thought processes, ask good questions and maybe even be able to provide input they might find valuable!
Thank you for the work you're doing online! It really helps me stay focused and motivated, it gets me through many of my educational struggles, and it's one of the few things that keeps this early stage of my math journey from feeling too lonely!
- Vince,
Philadelphia
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Having an unquenchable thirst for learning, I have multiple interests, but I cannot afford degrees in them all. Right now, I am self-studying at home and also at my workplace (owned by parents). That is exactly what I am doing everyday, instead of watching TV, reading magazines, doing crosswords, etc.
Presently, I am treating all my studies as strictly hobbies first, before I ever decide to attend universities and acquire degrees, but then I might not bother with college, should my career path ever take different directions. I recall many university dropouts like Bill Gates have established tech corporations. To them, degrees are just papers, while talents are everything. Well, I just see what happens for me in few years time.
Right now, I am amassing knowledge & skills as quickly as possible. I always believe in taking shortcuts in learning subjects and saving time. I am self-studying maths for my other interests like programming, 3D animation, etc.
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That's neat since I actually just got delivered the first 2 of books, except for the Fitzpatrick I got the Advanced Calculus Second Edition, it looks different from your cover but same title and same author.
I took an into proof course in the winter, where we studied on statements, logic, all the different types of proofs (direct, contrapositive, contradiction, cases, induction, etc...), sets and functions.
However, I fear that I might not be as understanding of the material since it's been some months since I took that class.
I plan on taking Real Analysis this upcoming fall quarter, and I have 2.5 months (10 weeks) which is a decent amount of time to go over the material again so I can be prepared. Could you please go over what basics, or knowledge we should have before we take the first Real Analysis class?
Should I go over all of the class material? Are sets and functions necessary? Should I stick to just the logic and proof material (which is 1/2 of the material and not all of it).
I hope you can answer this Math Sorcerer as others may potentially want to get a head start for the most difficult undergraduate math course they'll ever take as a brief text summary and potentially a more in depth video on it's on topic.
Thanks! Have a great rest of the day / night!!
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It was excellent, This video was helpful, I'm in the high school, just one more year and let's go to undergraduation in pure mathematics, I've been studying real analysis, linear algebra, metric spaces, python, number theory, It's pretty cool and beautiful, the part more important for me was: "The test is a just detail", damn, it might be a theorem (LOL), anyway, I was never care about test and my grades are great, so guys, don't do math for good grades, do math because all of you love it!
-A friend from Brazil 👍
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I put in the time, the self confidence, the work ethic and still flunked spectacularly. So I tried to think about what my mistake was, and the scary thing is that it was a mistake I wasn't even aware of doing until failure hit me like a train. I realized that I was doing always the easy stuff. When I found a problem that I couldn't solve I spent some 30 minutes on it and then moved to something else. Sometimes the answer came later, sometimes it didn't and I didn't ask for help, I simply ignored it. Then things start to pile up and it's no surprise that the test asks for those difficult concepts that you let slip by. Only now I think I understand what working hard means, as opposed to merely working for a long time. You have to spend long hours doing hard things and, one day, the magic will happen. I paid a high price for this seemingly obvious lesson, so here I share it with you, hoping to save you some trouble in the future.
I hope this might be as useful for you to read as it was for me to write, good luck random person on the internet.
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This semester I had one mathmatician student on my Quantum Mechanics lessons and was so funny. Every time my physics teacher did some aproximations he said "I must be carefull with the guy, if not he will kill me". Was a very good experience for all of was, and I think Quantum Mechanics is a very good class to get if the mathmaticians are really into to Linear Algebra, the course is basically that, with only some details of physics.
The math sorcerer if you want to do a video talking about your experiences do it, I really want to ear, the classes you got, wich do you liked more, and to talk about the approximations by physics, is allways a funny moment to talk. I have friend taking Physics in the minor of maths, he is taking a lot maths classes and he is starting to be converted to a mathmaticians, he is very precise with the math, and in some classes, like optics he hates, because that class have a lot silly aproximations. And if you want to show your books in phyiscs is incredible.
Continue with your awseome work.
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Good find. Interesting video. From asking AI, I got this:
"Most top universities with strong physics programs, including MIT, Stanford, UC Berkeley, Harvard, University of Cambridge, and University of Tokyo, will offer dedicated courses in atomic physics, separate from their quantum mechanics courses, as atomic physics is often considered a subfield within the broader study of quantum mechanics. "
Also, Augustus Prince has a Wikipedia entry. Says he "developed the standard methodology for the analysis of deformed nuclei." I admit that until now, I did not know what deformed nuclei were.
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Well for me I think there are many factors I will share what came to my mind right now.
- good resources (it's crucial to have a textbooks which don't make gabs, and introduce the ideas gradually not give you challenging problems without their full explanaition and its prerequisites.
- early exposure, as you have said kn the video the earlier you expose to the subject the better.
- knowing the basics in my observation I think the biggest difficulty my partners face is because the prerequisites, they haven't studied algebra well neither trigonometry, so they couldn't understand calculus well, it's the normal corolary.
- big exposure, I remember when I was in 11th grade the first time we studied function, my partner thought that I'm a genius and they aren't smart enough to be like me, but the truth is I just exposed to enormous problems, I remember I finished an entire notebook about 50 pages of big papers, and about 90% of my answers were wrong!!, then I do the problems again, so I got a huge exposure and got the full degree in exam, whereas my partners didn't expose enough and failed the exam, although all the questions were staightforward and very easy.
Actually, big exposure is very important in many other aspects, I heared Steve Kaufmann the language genius talking about the importance of big exposure in language learning.
- the final one I can think about now is the psychological factor, since a long time my mathematical level have deteriorated, this is due to the psychological factors such as anxiety, depression, burnouts ... etc, this psychological factor plays key role in success in every aspect in life, for me I couldn't heal form these mental blicks untill recently, that's because the brilliant book "Psychology of performance" I strongly recommend it for any one who seek better performance.
Well I should say I'm sorry for my bad English, I'm still learning it.
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Man I love your videos. So wholesome, guiding, relaxing and comforting all at the same time for people who are stressed out about their math education.
This one hits home in particular because I used to be an extreme perfectionist as an ex-engineering student, to the point I had to drop out. There were also health problems at play, but the perfectionism played a significant role as well.
Engineering is all about pragmatism; using what’s there from math and the sciences to use for building things, yet I was so focused on where all these results came from that the course, professor and textbooks didn’t go into because it was “too advanced”, to the point that I lost track of the main idea; using that knowledge to actually make stuff. I’d have to simply accept why Stokes’ theorem, a highly nontrivial, useful and not very intuitive result, was true in order to formulate the Maxwell equations in their differential version. Or how to interpret the seemingly “infinitesimal” energy and heat transfers in classical thermodynamics. I didn’t like this at all so I put most of my time really trying to figure out every step of the way building up from formal logic to set theory, both of which I had to learn by myself, to the definition of the number systems in the setting of set theory and building up from there to the actual material I had to study. Now that I’m older, I notice that with becoming an adult comes a more pragmatic mentality, which is a good antidote against perfectionism. I’m sure I’d do better now with this new mindset.
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First of all the following works best in a Math course. Results could vary if it was a social science test or english test.
I think overcoming failure, is not static by solely practicing. Yes it is an important component, do not get me wrong. But to overcome failure you need to reflect and strategize and remain resolute. For instance, if you fail a test i.e <50 than I would suggest to go back to that test and go over what you got wrong and fix those mistakes (of course after crying a bit). This portion is the strategy component and the crying is the reflection. Once you fix those mistakes try to re-create the same condition and do the midterm again on your own with similar conditions and setting and see if you actually learned from your mistakes. If so, it is vital as a midterm knowledge is important for the final. Although it seems like a lot doing this approach prepares for another bigger test or ensure the mind is remaining resilient and active. If a midterm is worth 20% and you fail fix the mistake because forgetting about what you learn means you are decreasing what you know and not holding yourself accountable to what you don't know. Sorry for the ramble, I read a book called "The 5 Elements of Effective Thinking" by Edward B. Burger, Michael Starbird when I was struggling in undergrad once and the points in to really allowed me to bounce back. On Page 80 here a quote from the book "Students often say, “I got an 80% on this homework; that’s good enough and I’m moving on.” Bad idea. By not exploiting this great opportunity to learn from their mistakes, they’re essentially throwing away—on average—20% of their grade on their next exam before they’ve even taken it, and they’re building future work on a cracked foundation. Why not learn from your current missteps today and give yourself a 20% bonus in your future? Mistakes present a great opportunity to learn and improve, but action is required.
Excerpt From: Burger, Edward B. “The 5 Elements of Effective Thinking.”
Sorry for the Length, sometimes we need to fail to succeed✊🏿
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I really liked Martin Isaacs's “Algebra,” which I read on my own after college.
It can be hard finding a math book with the right level of difficulty for oneself. I found Dummit and Foote’s book to be too easy. It was frustrating reading through so many pages more than necessary to explain something, and it was a chore hunting through a long list of trivial problems for something interesting.
Lang’s Algebra book on the other hand was too hard for me. I didn’t get far in that.
Like Goldilocks’s bed, Martin Isaacs's book was (for me) just right. The text was approachable but not overly wordy. And the problems were excellent. He only gave maybe 10 or so a chapter. The hardest might take me a day or so of contemplation before I got them, but they were all do-able, and when I struggled with a problem, it invariably revealed something in the text I’d missed or hadn’t fully appreciated.
I also appreciated the author’s unique introduction to module theory, starting with a chapter on “module theory without rings” which I found to be illuminating.
The main disappointment in the book for me was it didn’t cover linear algebra. Also, perhaps it was on the abstract side, not highlighting applications. But I found it to be excellent, and my favorite algebra text.
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I study in University of Sao paulo here in brazil, the thing in undergrad math in both campus ( there is one in the capital São Paulo and other focused in math/engeering/quimistry/physics in the country side in a city call São Carlos ) they just want to be the best, it translate in a really hard course with the goal of eliminate people that aren't so good, they usually provide us good infrastructure and good professors, but the down side is that in ICMC-USP(the institute where i do applied math) you have like 3 people graduating in my course last semester, and the worse, allot students get mental break down, get depress, things like that. I think i am in average level but i seen some of those crazy guys, i know two people that basically got 10/10 in every classe, those type of people eventually get exchange all pay by the university, and this may be the reason why you see out stand people coming from other countries. I dont know the context of people from other countries, but here in brazil university works basically like: If you have a good education you do a college entrance exam, to go to a public college because they free and the best, you need to choose a course and there is no such thing like major or minor, eventually while in college you can choose one or other elective course.
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I use app Google Slides to simplify all my studies or to help me commit things to memory. Otherwise, I struggle too much and forget studies easily and quickly. Google Slides is convenient for making notebooks, scrapbooks and directory books. I use colourful illustrations & animations so to make them as engaging as possible. Unlike Docs, I can quickly move slides and arrange them in any order. That is why I choose Google Slides over Google Docs. Besides, Slides are convertible to PDF.
For scrapbook pages, I frequently go brainpicking nerds at Stackoverflow, Quora, Twitter, etc. I see TONS OF GEMS there — lovely posts on maths and other subjects. I do the same at Facebook groups. I take screenshots of their worthwhile solutions to tricky problems. Optionally, I attach my notes onto them or write offscreen comments.
In some books via Google Slides, I have screenshots of nerds’ public works, all for study purpose only. I pore over their solutions to problems and study what they did. Some pages have GIF animations. For now, I am studying mostly 3D software Blender which has a terribly STEEP learning curve — very daunting, though addictive. Scrapbooks help me learn Blender and commit difficult steps to memory. Should I forget tutorials, I have only to consult scrapbooks, refer to the screenshots or hit the links attached to pages.
Directory book: “Blender Maths Sites.”
https://docs.google.com/presentation/d/1nwZG828DSm_NysWbaqbUQdEJ8HYcEkPVtvplsbum2KI/mobilepresent?slide=id.g4a4151bc7ea1f461_1
Scrapbook: “Blender Tips, Suggestions, Tricks, etc.” Animation included.
https://docs.google.com/presentation/d/1O7dmAruhtqd0h9HnWdnbBHGD_6bAJ1H-w0TpfGlfDGM/mobilepresent?slide=id.g274a3b9878cf29fe_0
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Wow, that cartoon example was good! Well said sir, you give very positive vibes
Enjoying math is the key for me😊
I'm a person with a low will power, and I dont think my attitude towards life is good, but my attitude is very positive towards things I like, like Math.
Now I'm using Math as an example to change myself, and I'm applying this to my life, I'm enjoying things in life to have a positive attitude towards them.
P.S: you are a motivation, and a god-sent gift for me! Whenever I feel low, or negative, I watch your videos and I'm back on track, and super positive!!!
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Hey man,
Thank you for replying to an earlier comment of mine on another video - however, this video poses another concern I've had considering grad school in math. Since I am an Aero + Math major, will the following courses in math "prepare" me enough for the skills and knowledge I need in grad school? Courses: Linear Algebra I, Abstract Algebra I, Advanced Calculus I, Introduction to Partial Differential Equations, Mathematical Probability and Statistics, and General Relativity and Tensor Calculus.
I ask because most math majors I know entering grad school take the second level (II) courses of Advanced Calculus and Abstract Algebra followed by a 2 semester sequence of Real Analysis (I & II). However, I am a BA in Math (not a BS) so I don't take those higher level courses. Will not having any exposure to those higher levels and real analysis really hinder my chances of success in grad school? How about admissions? I would love to pursue grad school in math if the choice came down to it (instead of engineering), but I feel like my education is slightly short of being remotely prepared. Thanks again.
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In the last few days, I was a little too tired to watch tutorials or read books. My mistake: I lowered my intake on vitamin C snd neglected to take other things like garlics. Now, I am back on them and feeling much better today.
I love maths and I'm still determined to learn it, no matter my limitations. I am making use of my free time while in self-isolation. I sometimes take breaks from maths. During math breaks, I listen to relaxation music while reading books, listening to audiobooks (with blindfold for heightening hearing sense), painting pictures, practising speed of Gregg shorthand, etc. All these things break up monotony of day.
I oftentimes go to Pinterest for mathematics, physics, etc. TONS of inspirational pins & boards are all there.
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Quick question.
What's your opinion on undergraduates taking real analysis I and abstract algebra I at the same time? I've heard many different opinions. A big goal of mine is to read through baby Rudin thoroughly but if I'm in abstract algebra at the same time, I doubt I would be able to accomplish that in a semester time frame.
I have very little exposure to real analysis. Furthest I've gotten to is most of chapter 2 on sequences in Ross's Elementary Analysis. For abstract algebra, I've read most of introductory group theory up to and including some stuff on cosets and Lagrange's theorem. By "I've read", I mean reading, proof reading, and exercises of course.
I have experience with all the basic calc sequence, probability theory, applied combinatorics, basic set theory and proof writing, two linear alegbra courses with abstract vector spaces, and ordinary diff eq. So I have to take the next step up into upper foundations and it seems like my only options are to take both real analysis and abstract alg. at the same time or take one at a time. Any advice is helpful, thank you.
Also, your idea on picking up discrete math is great advice for beginners, I really wish it was more common practice.
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That is very true.
It's not really their fault, I've seen the teachers who teach basic integration in my place, they get started with the rules and formulas, and skip all the basics.
A student does not know, that dx is the width of that rectangle, and that dx has to be very small so that the rectangle has negligible width, hence all the rectangles can fit accurately in the graph.A student also doesn't get the essence of f(x)dx, the integrand.f(x) is just the height, and dx is just the width, and integration is a type of summation, summing all those rectangles of negligible width.Integration is continuous, while summation is discrete.
These stuff might seem really basic, but where I live, 90% of the people who are professionals at integration dont know it.
Sad....
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With immaturity comes youthful vigour, passion, drive, and energy.
An energy drink, I like to think, for older Professors (see Hardy and Ramanujan!!!!!)
With experience comes wisdom.
While I do agree with your mathematical immaturity point.
I feel you're discouraging people who have a drive to answer problems,
from seeking out advisors and professors who can provide a potential path, guideline, and tutelage for them.
To be frank, I've had enough of the STEM elitism BULLSHIT. We are a CO-OPERATIVE FAMILY.
We are nothing without each other, Scientists, Technologists, Engineers, and Mathematicians.
Sorry for, getting mildly emotional/personal Albu, I have limited time on this world left, after being told I can't and never will be able to achieve
is what I interpreted from your words in the comment.
Infinite love, Albu, thanks.
We should be seeking to thrive, not survive. <3
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Hey Math Sorcerer, here's a question about proofs like this (and any others I suppose):
I have no problem following what you did there, but had you asked me to construct his proof from scratch I can tell you one of the big places I would get hung up. And that is know exactly what "things" I can take as given (or "axiomatic" if you prefer) and thus don't need to be proven as part of the proof being constructed.
Example: "for two integers to be multiplied and equal 1, they have to be either 1 and 1 or -1 and -1". I can see intuitively that that's true, but I can't see intuitively whether it's merely intuition, or whether it's something that must be accepted as true.
Also earlier when you said something about "the definition of division"... I don't think I've ever actually seen it written out explicitly anywhere what "the definition of division" is in a formal sense. It's just kinda presented as "here, here's how you divide these two things", but without necessarily saying "and thus you can assume the following definition(s) in future proofs".
So the question is, how do you internalize all those foundational rules and/or know what can simply be assumed to be true without any additional explanation required. I mean, obviously one could start everything from, say, the axioms of Zermelo-Fraenkel set theory, but that doesn't seem to be required for everything. For example, you never had to reference ZFS here.
Any help in this regard is greatly appreciated.
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Well, I am doing well LOL but if I had to write down 5 reasons why most students don't do well.
1. Not reading the book. Going straight to solving problems. Not really understanding the material, definitions, etc. Just memorizing. So when the prof. throws a variation of the problem, they blank.
2. Not doing enough problems/HW correctly. By this, I mean actually solving problems from start to finish without any notes, or examples. (lots of students need to look at a example to solve a problem, so they never learn to do it 100% themselves). Kind of goes back to #1.
3. Not getting help from the prof., other students, etc. when you're stuck, or don't understand something (after trying to teach yourself)
4. Genuinely don't like a topic. I'm a math instructor, but I hate many topics in math including probability, abstract algebra, some topics in linear algebra, etc. This makes me not want to study it.
5. Tired! Not getting enough sleep. Overworking. Etc.
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There are many interpretations of this.
Sir, you gave an example in which you hated graph theory,
But, let's say some person (say Jon) loved Graph theory and was absolutely a master in solving its problems.
That person would resist to new opinions in Graph Theory, and resist alot of the knowledge provided, just because of a superiority complex, which was a gift of being a master at it.
Jon was so good at graph theory, that he never wanted to learn new things from others, he never wanted to attend the classes because he thought he knew everything, and he resisted solving "easy" problems, solely because of his talent.
This gradually would lead to a detoriation in his skills.
Hence, an "open mind" is VERY important for a very intelligent person as well.
Said from person exp😊
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I disagree with the self-learning/teaching being hard. It's the best. And it's real! Self-doubt, for me at least, will only make me more eager to achieve perfection. Also, you don't necessarily have to work really, really hard, you should work smart, and even be creative and come up with things that will build a bridge to make your path more efficient, quick, and better off, and of course, obsess and do work hard! Intelligence helps, but it's not a rule. You can work mindlessly and insanely, minimally if you have a crystal clear goal and a focus, but the best is to work with your internal powers and that working machine inside of you, as well as part consciously. It's really a balance to be able to work like a genius, and to do, make, achieve, solve, and answer.
I'm studying history at the moment, specifically historical and genius figures. Thanks for sharing!
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@thetheoreticalnerd7662 Damn, competition math! I've gone through math olympiad books a few times, and some of those are damn near impossible... and my favorite people are those who are more successful than me at specifically math, so of course I'd give you a positive response.
I sometimes dream about where I'd be if I didn't go to Arizona art schools for 10 out of my 13 years of school... Imagine having family members who went to University... I probably would've been like every math 'genius' I've heard about though, getting hella bored before getting halfway through highschool. But I still wonder where I'd be if I had ambition when I was young. I painted myself in an overly positive light in the original comment btw. I just sat around doing nothing for like 5 years, doing pre-algebra 4 years in a row and then that geometry class... it makes me cringe that I didn't yell at my teachers for that. I'd be doing calc 3 and diffy-Qs at 13 instead of 17 if I just... you DON'T need pre-algebra if you just take a good normal algebra class. I shouldn't even have taken Geometry the year I did, we had 2 teachers in the same year. We only got through like the first 3 chapters in class... Hell, I wouldn't have been bored if I still liked math after all of that, I'm just looking for excuses for why I did what I did. I don't even like people who don't like math... why did I even try to make friends in elementary school or highschool? So many sacrifices for "friends" I was so lazy uuuuuugh. Thank you for reading this chapter of existential crises with Brien. Tune in next week to learn about his experience at art schools, and ending up never liking art. Guess why he did that? He wanted to make FRIENDS... I like 4 people, not worth it.
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Actually Teran, you're on the right track by studying the history of math. Most of the information is given in the forms of resolving proofs, which are hair raising at this time. But, read the text for the " reasons " for people's search for a " method " to solve the problems.
As for Algebra, once you water it down to its most basic element in Ninth grade, it is the use of proportions! Usually, usually, usually you will be given three elements, components, or numbers. You will be asked to solve for the fourth ( the unknown). Just commit " ab=cx" to memory. And, the " x" value is what you're looking for! This will help you to solve at least 75 to 80% of your word problems. Please note, I’m not kidding. Good luck to you.
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Iq is definitely not based on knowledge even if it is a thing. You need knowledge to solve problems in a particular setting. Let's take mathematics. Suppose you are solving differential equations, and you learn about them, you now know how to solve them and classify them on basis of homogeinity, linearity, etc. And only after you learn so much, when you are given a problem, you think about it, you try to solve it based on your previous knowledge. Iq does now have much role over here, since you know the stuff. But if you knew very little about differential equations, and maybe using your previous knowledge of integration, you see that you can integrate the differential equation by a little manipulation and you come up with that process just all by yourself (only with the prior knowledge of integration and critical thinking), then there is a role for intelligence over there. You don't know what variable seperable is, till now. But still you managed to manipulate the equation and apply integration and find the function. Intelligence is that sort of thing (if exists).
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I agree with your idea that math is harder in other coutries in undergrad level and before undergrad level. There are several reasons. I am a chinese. Because of the huge amount of population and fewer high-quality education,we need to study more things in math(also in chemistry, physics and so on) to compete with others before undergrad level. Traditional thought is that education can change people's life, so many parents pay more attention to their children's grade. Most of people want their children go to a offical university or collage. NCEE (like sat) include math. Natural-science-oriented area will give them more choice on choosing the offer (work or graduate level...)when they graduate.
However, the problem in U.S is that there are so many selected credict in undergrad level math program. The requirment are just small like 10-11 classes.(4 calculus,2 real analysis,2 abstract algebra, 1 linear algebra and select senior level) If they do not choose more senior-level math class, compare to chinese's undergrad level math program, there is a huge distance. It is more easy for a student to graduate in undergrad level math program other than engineering program. I think people in U.S think that they do not need math, they can do more jobs in creative area. Even they are not good at nature-science, they can find other jobs in different areas.
If you get AP(Advanced placement), you will have two calculus, but it is too easy to get 4 point and 5 point in AP calculus BC and exchange to calculus 1 &2 in undergraduate level. If you really like math, you can do honor level undergrad math program. However, this is choice, not requirement. It is hard for normal people to know they can have this kind's of choice.(at that time I am young, i do not know what is the plan,which is better, which course i need to choose) And Gre subject test in math do not include more idea other than these 10-11 courses, it seem to be good for you to go graduate level for just these 10-11 courses. if you just take these 10-11 course, it will be very hard when they go to graduate level. Compare to china, some test similiar to gre subject, there will be more choice, it is wider than 10-11 courses.
And also when you ask someone for applying graduate or even work offer, I think they perfer high gra other than more math class than a lower gpa. People will choose some easy course to get 4.0 rather than take senior-level math. (pde, dymicals system, numerical method, complex analysis, fourier analysis and so on)
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Complex numbers are a form of two -dimensional numbers. There are two of them, One sqares to -1, and the other squares to 1.
i = [[0, -1],[1, 0]]
[ [a, -b], [b, a]] and [[a, b], [-b, a]], which are the two complex conjugates.
e^(i t) = cos(t) + i sin(t)
The other two-dimensional number the hyperbolic imaginary number squares to 1= [[1, 0], [0, ]]. The hyperbolic complex number is
h = [[0, 1],[1, 0]]
[[a, b], [ b, a]] with its complex conjugate
[[a, -b], [-b, a]]
e^(h t) = cosh(t) + h sinh(t)
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Sometimes you're a math kid when you're in second grade, you've got a poster filled with stuff you don't understand yet as your only wall decoration, you fall in love with the subject, but then the schools you go to hold you still for a while. And sometimes you figure that you don't want to rush things and get stressed out. But then your life starts to fall apart for a little while, and you lose yourself, you know? You have friends, and they leave, you have treasured instructors, but then they get their PhD and move to Seattle, you like a girl and she says no, but you're not a good enough person to just let it be yet, and sometimes every good member of your family dies in a two year period and your life just gets really bad, and you're like "I don't wanna be who I was for THAT period of time" you identify that one of those things you didn't like about yourself was that you didn't row upstream, and you're like "what the Hell SELF?" And you decide then and there that you're going to take a class you don't have the prerequisites for yet, and then you sit in there with the teacher during lunches and after school and you hit the points you were weak on, then you jump over that prerequisite all together and you never bother taking it, then you take the highest class that was offered by that instructor who left, and you do it in half the time because that's how the lessons were spaced out, and then you do the next semester of the class because that's what you signed up for, and because the school felt guilty for not giving you a teacher, they pay for two semesters of that class for you, and you do incredibly well, and you find your calling, and you decide that you regretted too much of your life, and now you change instead of wallow, and it feels really good.
And sometimes you decide to revisit those channels you knew in your youth, and you see that this magical subject makes perfect sense to you, and you see how much you've grown, and you realize that interacting with a world you can't begin to understand can change your life, and that understanding it suddenly changes your life again. It stops being mindless content that you consume because it's pretty, and it becomes content you interact with because it's beautiful. And then sometimes the entire world shuts down, and you realize that you're very happy you decided to do what you did, because it feels good.
And then you finish that second semester, and then you think "what now?" And you realize that quarantine opens up a world you've always wanted to join. The world of the "self taughts" and you join that world, and you teach yourself the next semester of the course, and you aren't lost in a time the old you would have been lost. Math builds on itself, and it builds on you, it builds up more and more until that subject becomes part of your very identity. It develops into a kind of measurable self confidence. You know that maybe you aren't pretty, maybe nobody loves you, but then also that you made it all up to cover up some void in you, and people start to love you, and you start to be pretty, and you start to be you, because you just did the thing, instead of taking the route of regret, you push yourself off that slide, you decide a mountain climb sounds like a better analogy for your life. And maybe it isn't the snap of a finger, but if it was, the journey wouldn't change you.
Ya know?
(That was certainly a fun writing exercise)
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Everyone can study whatever s/he wants.
However, if you want to embark on a degree program in math at Standford, Harvard, MIT, Cambridge, Oxford, ETH Zurich, or any other top university and, incidentally, you want to keep up with the lectures' pace and have good grades, then you MUST have an IQ of at least 120.
The lower the IQ the higher one struggles with learning.
If you have 100 or 106 and you work like a horse 12 hours per day, you can still make a career but don't expect amazing outcomes.
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Dang now that you mention it 2:21.
After that Calc 2 mid term when I thought it was the end.
I was taking gabatrol some hippie supplement my mom gave me for my mental breakdowns trying to do Calc.
I remember the sensation afterwards of the pure bliss and serenity of that moment after "it doesn't matter"
of course it mattered for my goals and trajectory, but there's no more needed mental torture at that point.
You studied, showed up, attempted, did your best, that's all you can and could've done.
Just gotta roll through the punches afterwards.
In my case its 5 years of multiple minimum wage jobs because I thought I was a failure, when in reality I somehow got in associates in Math after failing Calc 3 and LADQ twice.
Whether that's good or bad, its a story, its something.
Don't be me though. Double minimum wage sucks absolute asshole, and just feels like a total waste of my life.
However I don't think I would have the mental maturity and fortitude to tackle abstract classes, like I feel I am now.
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Another aspect to this is that good mathematicians will have such a strong urge to keep going when they get stuck and to persevere. I also want to say that your videos are really encouraging and I go to them when I need motivation to pick myself up when I fall down. Recently I started studying for the Putnam competition before my undergrad starts, which it was obvious to me that it would be difficult, but my studying resource, putnam and beyond, is such a beast. I couldn't solve the first problem of the first chapter, and it felt totally unintuitive and complicated, even for tasks that looked easy, such as this first problem, which I haven't given up on or looked fully at the solution yet, but I know that I'll get through it in time, and your vids have motivated me to keep on struggling with it.
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I just finished taking Adv. Calc at Rutgers for the 2nd semester in a row and Ohhh boy, This class is a doozy. The easiest was right out the gate, Laplace transforms. Simple and straight forward. Then, a deep deep dive into Matrix calculus, far more advanced than the linear algebra class I took (surprisingly) considering linear algebra wasnt a pre-rep for this class. Then, again another straight forward topic Fourier series! Then, Heat, Wave and Laplace equations... Our professor put a 2 spatial 1 time dimension heat equation problem on the final, yea we all just skipped that one. Then, Polar and cylindrical coordinates for those 3 equations... and lastly, Fourier Integrals and Fourier Transforms. Safe to say, least favorite class in my entire degree of engineering.
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Hello Jeff,
I am in the opposite case of yours. I am young (28), I have not finished even my Bachellor (my proffesors suspend me 5 consecutive years the same grade) and I am not a prodigy in no case. BUT, I am still learning mathematics everyday since years ago... My advice to you, if it is legit that a younger person gives an advice to a older person, is that you should run away from institutions, we are on 2022, not in 1980 and definetly not in the begining of XX century, nowadays for a very curious and applicated person (like me) the most powerful tools are Internet and time not universities. For example, I have read 2 different dictionary of mathematics from "a" to "z", one in Spanish (Akal's one) and the other in English (Oxford's one). I have spend a lot of hours in webs like arXiv, Academia or PNAS... (you should choose your level of implication sometimes it will be necesary to pay for the full use of this respositories). If you do not like to read papers "hardmode" or you can not read a full dictionary or encyclopaedia try to read History, it will connect the concepts with the people who did it, I recommed you "Mathematical Thought from Ancient to Modern Times" by Morris Kline or "History of Mathematics" by Boyer (I am at the moment with the second). And if you are interested in mathematics just DO mathematics, write your ideas manually and then rewrite it in the computer, and when you think that you had a good idea show it modestly.
If you are interested in Algebra sreach my paper "On Tetration Theory".
Good Luck.
Juan.
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As a little shortcut, the function that you're integrating is continuous from -a to a (both endpoints included), you're limits of integration are the same number, but opposite signs (i.e., from -a to a), and the function that you're integrating is an even function (i.e., f(x)=f(-x)). So, to make the numbers in this integral easier (and by symmetry), we can integrate this function from 0 to a, and then double it (i.e., multiply the result by 2).
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A mate once asked me why I'm so in maths despite not formally studying it, why do I spend so much time on it? I answered "you know what a 'light bulb moment' is, don't you?" Yeah, he said. "You know how awesome they are? How awesome it feels to finally understand something that you just couldn't understand before? It's such a rush man, it's like magic, there's no other way to put it, and as I keep learning more I feel like I keep getting these glimpses of what's ahead, like I'm starting to see the connections between the different fields and stuff. It's so exciting!"
I was grinning with excitement at this point and proceeded to explain to him how maths is definitely a subculture and maybe even its own culture, and how mathematical thinking can be applied to almost every situation. I even attempted to define mathematical beauty for him, but of course that was doomed from the start! Anyway at the end of my lecture/rant, he said he didn't understand at all, but that I made it sound pretty cool 🤣
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In my opinion, the best way to start learning math is working hard with the following books:
1. Algebra and Trigonometry by Stewart (or by Swokowski or Larson).
2. Geometry by Serge Lang.
3. College Physics by Vuille. That's an elementary treatment. It's important to know a bit of physics as calculus and differential equations emerged as a result of problems in physics. It's almost pointless to study calculus without elementary knowledge of physics in my opinion. School books on math and physics are too dumbed-down and provide mostly rote-learning and template experience. They are far-fetched and detached; it's neither real math, nor physics; it's a very poor HS preparation in math and physics. As a result, most of college students have dire problems with calculus (and with physics too) and other math subjects. Even remedial courses don't solve this problem in my opinion. I'd say that 90% of college students drudge on by means of rote-learning when it comes to calculus.
4. A First Course in Calculus by Lang. Suited for high school students. It's a truncated course. As an alternative, people can start directly from Calculus by Stewart (or by Larson or by Thomas), which is a comprehensive (not really, not even close) classical text but these are large textbooks. I don't want to discourage people and that's why I listed a simpler shorter book by Lang here.
That's the basics. Then the next level courses follow: linear algebra, discrete math, ODE, probability theory, complex variables, abstract algebra, and analysis. It's still the basics (to be studied in college) but it's more comprehensive and advanced. It'll take much more time and effort to study these courses properly (never done except maybe for 1% of students), i.e. gaining understanding instead or rote-learning. The first four items listed above are ten times easier but even they require a lot of time to understand and master properly. If that's not done, you can successfully plod on rote-learning more advanced courses. The result: zero understanding and an illusion of knowledge.
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I’ve written this in comments before. I constantly failed math when I was a kid. I had the worst math anxiety imaginable. Finally, I decided to get a grip on this supposed “failure,” and learn math from the very beginning. I was in my early 50s. I did some research and contacted Jo Boaler, a math education professor from Stanford, for advice on homeschooling curriculum. I’ve stopped and started a few times due to life intervening; I took a year and did nothing but addition/subtraction/multiplication/division of fractions, but I am now 63 and just finishing 5th grade Singapore math. I think the whole “slow down” thing is a bit of a lie, actually. It’s a matter of applying yourself and continuing a pattern of learning for your whole life. I have not “slowed down” mentally at all. If you stop the pattern of learning, yeah, you lose a little bit. But if you NEVER stop learning, you don’t slow down. Seriously. You don’t. Just because of life experience, I realized that I have been doing algebra in one way or another all my life—even though that had been my Waterloo in High School. I watch anything on YouTube having to do with math, even though I don’t understand it yet. Heck, I’ve even watched ALL of the old Numb3rs tv episodes at least once! I love math now! I plan on continuing through calculus, and I KNOW I can do it! :)
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A few notes on the terms used in this book those were not translated properly or not at all.
* Mir ("Мир") is a Russian word for both world and peace.
* Mezhdunarodnaya (ending may vary) is a Russian word for International (adj.)
* Can.Sc. (math) and D.Sc. (math) are Soviet and Russian degrees in science, 3rd and 2nd from the highest. When you complete your University studying, you may be offered to continue your education & scientific researchers on the university basis, becoming so-called Aspirant. Those who successfully defend their Thesis become Candidates of Sciences (Candidate of Physics and Maths Sciences, Candidate of Tech Science, etc), which is an equivalent of PhD grade. Ones who are very successful may attempt to write their Doctor Thesis and then defend it, acquiring second but highest possible rank. Works same as for Candidates, but cooler. And, finally, scientific superstars are invited to the Academy of Sciences of Soviet Union (Russian Federation), gaining a lifetime grade of Academic. This is THE Soviet/Russian (inter)national academy, which is the highest institute in the scientific & educational system, having right & power to disobey the highest level directives (Academic Sakharov, author of the thermonuclear bomb, was publicly banned in late 80s, but his academic status was never retired)
* The first page in Russian is actually an original title page, which is required by Russian standards (always have both original & localized title pages)
P.S.
BTW, this is a very simple book, most of the other Russian university books are WAY worse-written and harder to understand.
P.P.S.
Calculus is a mandatory discipline for any technical university education, including multidimensional integrals. Usually it's a Calculus 2 class (2nd semester of the 1st year)
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😂😂 Imagine a person with an IQ of 300, someone who knows everything about math, physics, and astronomy. Now, imagine this person was born 30,000 years ago. No matter how brilliant their ideas, if they tried to explain them to a caveman, they'd be met with a blank stare. The caveman would say, 'What are you talking about? I need to go catch fish and gather berries.' And the genius would have to agree.
It doesn't matter what era you're born into. If the society you're in is only focused on farming and getting enough food to eat, no one will listen to your advanced thoughts. Even if you're born in a country that values philosophy over science, your ideas will be ignored.
Why am I saying this? Because that's exactly what my country, South Korea, is like. In Korea, people are more interested in arts and humanities than science and math. That's why we don't see many scientific geniuses emerging from South Korea. 😂😂😂😂
.
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@TheMathSorcerer Yes. I hope i don't bore you, but let me explain:
In Spain, in order to enter in university, students usually take 2 years of an education programme called bachillerato (for 16-18 year old students, so I think it is like high school) and also a very big test called EvAU. So, depending on how you do in bachillerato and EvAU, you obtain a rating over 14. In some degrees, universities accept few people, and since in Spain the people who want to do math is increasing, the minimum rating is like around 12. (Let me tell you that the student average rating is 6/14).
I scored 11.17, and just for a few decimal points I was not able to enter at any of the great universities. But my last hope was UNED, which is "Universidad Nacional de Educación a Distancia" (I think you know Spanish well, so you get the idea by the name). The uned does not require more than a 5 to enter and it is also a uni for retired people (so in my class there are people who have my age, around 18, but also people with 60, 70 and even 30 or 50).
Basically, it is like: you buy their textbooks and you are on your own, with an exception that twice a week there is a class (but most of the teachers don't really prepare classes).
We have a lot of subjects: this year we are doing real analysis (1 & 2), linear algebra (1 & 2), discrete mathematics (which are 2 subjects: one for number theory, graph theory and combinatorics and another one for logic, sets, relations and functions a little glimpse of algebraic structures and number fields), physics, vector analysis, statistics and geometry (everything on a definition-proposition-proof based structure unless statistics I guess). They upload some videos online too.
So I am missing the experience of a normal university and I have to work with the resources I have. And thankfully, you are one of those: you are helping me a lot with the advanced calculus playlist and you give me moral support when you do these kind of videos.
I hopefully expect that next year I could move to Lund's University in Sweden.
If you kept reading the comment and made it to get to here, thanks again!
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Cool video. About me, I did online school to finish my high school before enlisting as an infantrymen. Did 4 years active duty with a couple deployments, then I thought I wanted to be a doctor.
I started prepping for pre-med and got into a not so terrible public university. I worked super hard, took 18 credits each semester with all A's miraculously, and realized the only classes I really liked were physics and math and I hated chemistry.
I then decided after some reflection to follow my interests and worry about career paths later. As you said, I just decided to do it for the love of the subject. A bit later I got accepted to one of the best STEM schools in the country, made my transfer, and now I'm a junior majoring in math with 2 minors in machine learning and physics with the full intention of pursuing a PhD for mathematics.
Sometimes I look back and think about what the past me would think of my current self. Personally, when I first started college, I had the impression of myself that I could never be someone who could excel in math or any related field. I thought it just wasn't for me because it was too hard and I wasn't naturally apt for it. Now, I couldn't imagine doing anything else.
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I think you're onto something here. I had a similar experience to that indian kid, but with the english language (I'm portuguese). When I was about 7 an english lady gave me some basic english lessons (colors, alphabet, etc) and about a year later my parents gave me an english course with cartoons and exercises. I couldn't understand them (everything was in english, with no translations) but I still loved watching those cartoons all the time. Over time I caught many words from the context and stuff like that. I also watched lots of Warner Brothers cartoons, and those had subtitles, but I think they also helped my brain assimilate the english language.
Fast forward to the 5th grade and onwards, which is when we start learning english at school here, many of my colleagues had trouble in english classes, while I always had really good grades with very little effort. I just paid some attention in classes, I hardly ever studied for exams. Our grades are from 1 to 5, and I had 4s in english. And the only reason why I didn't have 5s, was because I often skipped homework, I was always talking and playing around in classes, etc.
Meanwhile I was average/struggling in every other class. Especially in Portuguese classes, ironically.
At the same time I think this also made it quite easy for me to learn other languages. I seem to learn them quite easily, and I have no issues with pronunciation whatsoever.
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Oh! I'm doing Udemy! I'm going through Kristen King's Calculus II. Well, I do her Lessons as a start and then I go and do the exercises from the books. There are some things she forgets. Like Steward Calculus in the Irregular Integral section talks about how 1 Over X to the Power of P, well, if P is greater to or equal to 1 then it Converges. That is not only useful for that precise from, 1 over X to the power of P, but it's extrapolatable to any Rational Construction with that kind of Power relationship, and to rational expressions with exponential denominators because you know they have to push to be equivalent or greater than a Power. But, yeah, you can't beat the Textbooks for providing a great many exercises.
Oh, for answers, well, you can't beat having a good Graphing Calculator. I thought TI-84s were okay but when you start running graphs comprised of a number of functions, you know, F5(F1-((F2/F3)^F4) my old pre-2012 TI-84f would slow to a crawl, so I got one of the new TI Nspires. Those things are fantastic but the learning curve is steep. You need to use hours a day and in a month you'll finally start getting used to the menus and you'll just be wacking in the numbers of the menus instead of scrolling. Oh, KEEP your receipt and don't try to fix the calculator yourself if something goes wrong. Just go to their webpage and the Nice Lady will ask a few screening questions (You didn't screw it up yourself, did you? ) and then she'll give you a Return Authorization Number and the Address and you'll get a new one in the mail. Unfortunately it is probably true what some Reviewere said about all the TI Calculators, that if you are in School and taking Tests a lot you need TWO Calculators so you always have a spare.
But, yeah, with a Graphing Calculator you always have the Answer. And it is good to see what you're doing anyway.
For instance: you know that all the progress in Math in Europe came almost immediately after Descartes developed the Cartesian X and Y Graph. Newton and Leibnitz could not have developed their Calculus without the ability to visualize that the Cartesian Graph gave them.
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TO BE HAPPY, avoid toxic people as much as possible. I do that always, as I live by the motto that was once imparted to me years ago: "Trust few, pal your kind, be friendly to all." Living with toxic people requires a great deal of thick skin, patience and tolerance.
The worst of toxic people are often the pessimists who pull others down and make them feel their inferiority complex, and they make you feel small.
When toxic people persist in asking what you are doing, it mostly means they are jealous of everything that you do, even right down to the smallest and most trivial things. With people so like that, it is always best to be politely evasive and give them no information; make excuses to exit. Less said is best.
What else makes people happy? Chocolate perhaps. Chocoholic people seem to be the happiest-go-lucky lot. I eat chocolates everyday, unfailingly. I sometimes drink chocolate drinks. Since the coronavirus, I drink Ovaltine Light with salt and chocolatey syrup: this beats gargling salted water.
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Sorry for disturbing again.
This video makes me remember when I was at school, I am not sure about the age I was, but I can remember when I heard the the teacher spoke about commutative operations.
I really didn't understand that thing.
For me she was speaking an alien language.
The word commutative didn't means anything to me even the word operations.
My mind had focused in recess time, run, climb the walls, play football, jump gates, just joy the life.
In my opinion, what society do with childrens, force them to learn things with meanless, just create more problems.
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Well said sir
This comment is really long, so you can just skip to its last line to get what I'm trying to convey, or you can just continue reading
I cannot count the number of times I've been stuck on tricky problems, getting demotivated miserably.Also, what's really demotivating is when you take a really long time to do a subjectively difficult problem, but then another person does it in a minute. It has happened so many times to me that I start to think I'm not good enough to do Math.
But regardless, what makes me carry on is my love for the subject.
I am no math pro who can solve any problem in seconds, I take time to do it, and I am sometimes, actually many a times, taken aback, but what motivates me to go on is my aptitude, the love for math within me. Learning those new theories,coming up with some on your own,solving questions, and pushing the limits of human thinking, that is what I enjoy, and according to me, that is what math is!
I'll elaborate this a bit more
I'm not "naturally" good at math, but I am naturally good at physics.
I am able to solve Physics questions very fast, I get the highest grades and get the 1st rank on my Physics papers, and I dont really stumble in Physics like I do in Math.Physics is extremely easy and interesting for me, but physics is not my favourite subject
I dont get nearly as good grades in math,nor am I able to always solve Math questions, but Math is my favourite
I guess that is what has given me perseverance to continue doing math..."love"
as I am not able to do other
difficult tasks for long.
So summarising in one line:-
For me, Math generates the perseverance needed to do Math.
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What academics define as applied mathematics is what you do in university as applied mathematics. So it's no wonder that you find very academic material in these courses and not as much say computation and complexity, algorithms, statistics etc. For example there is a field called stochastic analysis/calculus, which is cool to exist don't get me wrong, but aside from few and questionable uses in finance, nobody uses it yet there are many academics specializing at it, worse yet many finance and mathematics interdisciplinary students consider it peak intellectual field(largely because they can't understand it).
As far as physics go the foundations are great, everyone should know them, the problem is later on when you are presented many questionable theories, among them some QM aspects, as well founded and undeniable. In general physics needs more testing and replication, fewer abstract reformulations.
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EVERY(!) A.E.M. Text is indeed a treasure trove.
I own a huge pile & read random chapters for fun sometimes.
A unique observation with 'older' editions is the hidden gems of solution techniques that existed then.
Hence, I recommend these authors who have stood the TEST of time & their 'tome's' have updated versions:
*Wylie (& Barrett), 6th Ed., 1995 - 1300+pgs with odd-numbered answers
*Kreyszig, 10th Ed., 2011 - 1200+pgs with odd-numbered answers + reference appendices
*Zill, 6th Ed., 2018 - 1000+pgs with odd-numbered answers + reference appendices
However, my ALL time favorite has got to be:
*Stroud, 6th Ed., 2020 - 1200+pgs self paced 'tutorial' style work /reference text
& it's E.M. prequel companion > 8th Ed., 1100+pgs same 'teach yourself'
(Highly recommend BOTH for beginners to Eng Math, PDE /ODEs, etc)
There's also a large pool of Indian & English Authored Texts which are on par, but might be more $$.
They also cover a bigger spectrum of topics & usually exceed 1400+pgs...FUN STUFF!!
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Mohammad, how do you know if someone, another math student for example, is smart? Because they perform well, do their homework faster, get better grades? If so, then the belief that they are smart or smarter is a tautology. I know they're smart because they perform well, and they perform well so they must be smart. Ergo, people who perform well are people who perform well. It means nothing, i.e. you can never know if people do better than you because they're smart or because they work hard. And you know that if you work hard(er), you will do well (better). Of course, working harder has its limits. On more than one occasion I've been surprised by how well I can complete a challenging task if I take a break for some social activity or other.
Another point: I think that if you come from a background engaged in a particular line of work, or with similar experiences as those in which you are engaged, you grew up in a culture formed by an adaptation to those activities and requirements. That's why sons and daughters of say, politicians, often enter politics and succeed as well as their parents. George Bush and his son George W. Bush, or early 20th C. POTUS William Howard Taft and his son Robert Taft, an important mid-century American senator. I imagine the same must be true of mathematical families, and that's one reason Sorcerer's friend was able to do so well in math classes.
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I study math in Germany. This are my undergraduate math courses in every semester:
1) real analysis 1, linear algebra 1
2) real analysis 2, linear algebra 2
3) integration and measure theory, probability theory 1, numerical analysis 1
4) introduction to abstract algebra and number theory, function theory, prob. theory 2, num. analysis 2
5) abstract algebra and galois theory, functional analysis, geometry and topology
6) algebraic topology, geometric group theory, functional analysis 2
7) Lie algebra, partial differential equations, Modular Forms and elliptic curves
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I haven't studied maths since GCSE's, that's exams in the UK when you're age 16, I'm currently in my early 20's, and wouldn't mind spending the next 4-5 years at catching up. I want to learn maths, go into PDE, statistics, probability, Brownian motion, for options trading. I've seen your ' learn maths from start to finish', and I'm ready to give it a go! Would love to hear your feedback on whether I'm stupid to think I could self teach myself graduate level maths, or not
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Here is my thoughts on the matter. In general: Is a math degree worth the sacrifice? Yes, it is very rewarding and you'll view things differently and it does give you skills to work in several different industries such as tech, finance, etc.
However, in this guy's specific position: A bachelors in math? It really, really depends. Like Math Sorcerer said, learn what you want to do first. A degree, even a 2 year long master's, is a big commitment in terms of both time and money. So before you blindly jump into math, even though I personally love it and would recommend studying it to anyone, figure out what exactly type of job you want to learn. Afterall you can learn math in your free time if it is just a passion thing but you don't want to work with math.
Once you have decided what job you want, ask yourself if a bachelor's or a master's makes more sense. In my opinion, a master's would probably make more sense with most jobs since you already have a bachelor's degree. Whether you want a master's in math, computer science, engineering, etc, even though it might be harder to get into than a bachelors, the time (and probably money) commitment are both less and you have a higher earning potential. Jumping from cell biology to math or CS might be challenging, but it is doable. A lot of universities will say "Requires a bachelor's of math or related fields", I think for most STEM degrees cell biology would probably be covered under "related field", however even if not, what they really want is for you to demonstrate you have the fundamental skills required. You can take online courses, see what courses that school teaches and try to teach yourself some, take one or two community college classes here and there to get the basics, etc. In the current world we live in, you have access to all the information you could possibly need.
Tl;dr: For this guy's position follow these steps: Learn what type of job you want, determine whether you want a bachelor's or masters in that field, if you choose master's then take some time to learn the pre-reqs online or at a community college, get the degree for the job you want, profit
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In my opinion, first your should find something (a subject, skill, trade, etc) that you are or that you could be passionate about, if you don't already have one. Then, if you can learn something about it before you finish highschool, try to do so. Sometimes this make a take a year or two, because what you though might have liked didn't really pan out after all and something else replaced it.
This will be easier and cheaper to accomplish when you are living comfortably in your parent's home and have little responsibilities and other demands on your time and resources.
Seriously, after you have moved out you will have to shop, cook, clean (etc) for yourself and this requires good time and money management. If you also work to put yourself through school, this will require even better time management.
Maybe that should also be a pre-requisite.....Learn how to cook, when you still live at home, even just few nutritious staples (such as chilli, some curry dishes, stews, soups, pizza, roast chicken or beef, or whatever else you like to eat).
I went back to university to do another post grad degree (I lived in residence for the first time) and I was surprised at how few of the students actually knew how to cook....and these were all post grad people (youngest about 22-23 years old, so they were adults, but had no clue how to look after themselves. They spent about 4 times what I did that year (or actually their parents were spending so much, whereas I was spending my own money so I was much more careful about it.))
That's my two cents worth, from someone with 4 uni degrees.
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I always have Plan A, Plan B, Plan C and so on. I do all at once. If Plan A fails, then there's Plan B. If that fails, then I try Plan C. After that, Plan D. If all fails, I always have art to fall upon. Paintings are for my raining days. My family takes my paintings and prints them in giftwares and magnets, as business is not in my blood.
My rule of thumb: I do NOT tell people (not even my family) about my goals, job interviews, ambitions, etc, unless I have achieved them. Otherwise, if I fail, others will remember what I'd told them beforehand and some of them could ridicule my failures. Best keep an air of mystery and be modest about goals & ambitions.
As to planning, I do most of that at workplace where I am right now doing mostly shop-sitting. The weather here is very bad. Storm is here, so that keeps customers at bay. I don't mind, as I love the quietest times of trade, the time when I get to do my own things like reading books, watching video tutorials, practising Gregg shorthand, etc.
Sometimes, I plan mentally during walks or in restaurants. Walking always jogs the thoughts and helps spur on ideas.
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I like what you say that if someone cheated their professors will know. What most people don't realise if they cheat and get away with it, is future employers will also be able to tell they didn't learn anything during a technical interview. My observations as an engineer with a PhD who's looking to hire technical people for his team is I personally don't care about the reputation of the school a candidate went, I don't care about their academic records, I don't care whether they cheated or not in one of the modules they studied. All I care about is if the person I'm talking to during the interview knows what on earth they are talking about, do they have a sound practical and theoretical approach towards an engineering problem, what is their level of knowledge and experience and is it appropriate for the career grade they are seeking? Are they a junior needing a lot of hand-holding and on the job training, which is also fine, are they really interested in the subject and motivated to learn what they don't know, or are they completely disengaged, and they'd rather be somewhere else? If the candidate falls in that last category, they probably held the same attitude while in school and they probably cheated their way out of school without learning anything. If the candidate falls in the former category, they were probably a decent student, did a lot of interesting projects in and outside of school, and this will show in the interview.
Edit: I'd like to add I do understand why students cheat. There are students who want to pursue higher degrees because they are genuinely interested in the subjects. Entry to such degrees however is very commonly gated by grades in previous degrees and modules. It is entirely possible for a student to not be interested in all modules offered but they may not have a choice but to take some of those modules. Such a scenario could lead to cheating hoping they won't hurt their average.
Another scenario is with students who are great at processing information, but can't remember what they had for breakfast even if their life depended on it.
Both of these scenarios are fixable and it's up to the schools to implement appropriate measures. Giving students greater choice to structure what they study and having open book tests would definitively help reduce cheating in the above scenarios. Can't do much for the ones who don't really want to be there though..
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When you pick up a math book for the first time, what things are you looking for immediately? length, difficulty, table of contents, prerequisites, rare topics, similar books, past readings, books with similar contents, math programming language, examples, answers in the back/online, images, word/equation ratio, text "readability", author, notation, color/black and white? Feel free to turn this question into a video. (no reference needed).
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@TheMathSorcerer Whoa! Wait! I'm very outgoing (social anxiety pumps me up instead of the other way around, and SO I would ask questions, but I am also very observant, and the professors would give speedy answers and look at their watches, and then by the end of the class they would be congratulating themselves on being able to finish their lesson plans. The Big Message is that they Lesson Plan for a tight packed class. Some days they do fall behind which means that they need to take up the slack later. I learned to rein myself in. And I'm not a kid. I'm older than most of my Professors and so I could commiserate with them and the Work A Day struggles. If I really did have a compelling question I would take it to the Office Hours which was more fun, again, at my age, it's more fun to chat with a professor and have a few laughs. Oh, all my Math Professors were polite and stuck with social cueing to limit the amount of interruptions, but my Psychology Professor got snarky about it... I guess he needs to see a Psychologist, because why on earth would he be provoking towards somebody who obviously won't major in his Department, you know, have nothing to lose by trashing him on his Course Evaluation. Oh, his Dean was also surveying and sending auditors to his Lectures which meant I knew that Professor already had a target on his back, and the Dean asked me into his Office once (they make a fuss over students in their Senior Program) and we had a great talk and so if the Dean wanted that Professor's head on a platter, heck, I'd give it to him. I found a lot of excuses. but the Math Faculty was great.
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It matters big time. You have to "click", so to speak, with the teacher. Not every teacher for every student. One of the best math professors I had in grad school, was not liked by everyone. I found him fantastic. I took several classes from him. I learned a heck of a lot of math. One of my friends couldn't stand him. To each his/her own.
When I was in grad school, we had the Rudins (as in Principles of Mathematical Analysis) as guest speakers. Walter Rudin lectured on Analysis of Several Complex Variables. I could hardly understand anything. The lecture was lost on me. Later, his wife, Mary Ellen Rudin, lectured on something called the "box topology". She was so different. I really got the feeling I learned something. She was almost like an elementary school teacher talking to a group of sixth graders, but she was talking PhD research material and it was understandable!
Also, your motivation has a lot to do with it. As a teacher, you have to convince the students that high school algebra, a required class, is relivent to them. A college instructor, probably doesn't have to convince his complex analysis class of anything. They probably know why they are there. That is, unless some guidance counselor put them in the wrong class.
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@adamdameron7853 You could try doing every exercise in Tom Apostol's Calculus Volumes 1 and 2 (skim the book, too, and review as necessary), physically writing the solutions down (either in a physical notebook, or on overleaf, but it's a good idea to keep your solutions to look over them later). This should be a great test of your knowledge since this is material you should know (including calculus, linear algebra, and differential equations), presented with an eye towards the more proof-based style. If you can do this, you're ready for undergrad math. Why every problem? The only way to learn math is by doing problems for mere mortals--it's said, in legends, that Galois could master mathematical texts by just reading them like a novel, but I don't believe it; he was probably doing a lot of problems in his head at a very quick pace so as to appear to be merely reading the text through.
Beyond that, if you're insanely ambitious, learn Aluffi's "Algebra: Chapter 0," Munkres' "Topology," and Rudin's "Real and Complex Analysis." That means doing/attempting every exercise. Even suggesting that you do this may sound crazy to others. However, if you learn these 3 books then you will have the technical chops to move into any area in grad school. You may need to study other easier books before these. That's fine--there are a million ways to do this. However, if your goal is to completely prepare yourself for PhD-level math as soon as possible, then this would be the fastest possible way to do it, I think.
If you care about problem solving, read Zeitz's book with a private tutor if you can afford one. Also, work problems from various repositories. Project Euler is one particularly fun source which isn't mentioned in Zeitz.
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I'm pursuing a mathematics degree, studying part time. I suppose I make a halfway decent living at my job, enough to provide for myself, pay for my education, and have a bit left over, through being careful of my spending. I'm not doing it expecting any great direct material benefit. I love mathematics, what little I understand of it, and I feel compelled to learn more. I have noticed that the more I learn, the more I think, and the more carries over to my day to day life, both creatively and through problem solving. It's amazing.
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I am happy when other people do maths, so that I can do brain-picking them and learn much from their maths. I sometimes answer math puzzles (better than crosswords). That too makes me happy. I follow my favourite mathematicians online, those at Stackoverflow, Quora, Twitter, Facebook groups, YouTube, etc.
Whatever online maths that I find very interesting, I take screenshots of them and store them inside scrapbooks via Google Slides. Taking screenshots is way QUICKER than notetaking by hand. Later, in Google Slides, I annotate brief notes on screenshots or write offscreen comments. On plus side, screenshots act as memory triggers and they are a BIG HELP, as I am usually VERY FORGETFUL.
Mathematics is not the only thing that makes me happy. I always have other hobbies so to break up monotony of day. Examples such as art & animation, 3D modelling, Gregg shorthand, readings at Open Library or Internet Archives, creative writing, vocabulary building, programming, etc.
I always have a variety of interests. If I find maths too difficult, I give it a break and do something else. After maths, I often go to Open Library online and I read works by exemplary writers of academic English & technical English, also authors of math books. I take note of their diction and styles. I love reading scholarly theses, though I'm not gifted at thesis writing, as I suffer from bouts of Writer's Block.
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This has been one of the single most dominant themes in my life, dating back something like 4 decades. "Learn some math. Don't use the math every day. Forget the math. Have to re-learn the math. Don't use the math every day. Forget the math. Have to ..." lather, rinse, repeat.
It's only just recently that I decided to make a determined effort to keep the stuff I learn in my head, by using Spaced Repetition[1] via the Anki[2] program.
Done diligently, SR effectively allows for infinite recall![3]
So yeah, as I write this, I'm literally just taking a break from creating Anki cards for some math topics I am focusing on right now. I'm looking forward to using this to truly commit to memory all the tedious, boring, mechanical rules and formulas from basic Algebra, Trig, etc., so I can feel confident about moving on to the higher level stuff. I'm expecting this route to be a real game-changer for me, as long as I stay committed to reviewing my decks frequently enough.
[1]: https://en.wikipedia.org/wiki/Spaced_repetition
[2]: https://apps.ankiweb.net/
[3]: https://www.efavdb.com/memory%20recall
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It is not the calculus part that is hard, but it is all of the other concepts, not just the algebra, that makes calculus hard. You first have to learn to understand the questions, and prepare everything as good as you can, before making the differentiation or the integration.
If you integrate by partial fractions, for example, you first have to make the partial fractions, which is the hard part. And then, if you have done that, the integration is mostly just applying some standard integrals.
Or, if you do multiple integrals, you first have to define the parts of the integration domains, and split them up in the best way, including knowing in what order to integrate. If you have done those preparations, the integration(s) is (are) not the hard part.
The same with partial differentiation of functions of Rm to Rn. You first have to figure out the vectors; what goes to what exactly. Once figured out, the rest is fairly easy.
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2 easy rules to master common Greek letters in 2minutes!!
μ, ν, ξ, π, φ, χ, ψ (rule#1 these all rhyme with "free")
me, nee, ksee, pee, fee, hee, psee (is how they are pronounced, respectively)
β, ζ, η, θ (rule#2 these all rhyme with "cheetah")
veetah, zeetah, eetah, theetah, (is how they are pronounced, respectively)
θ = theetah, and has soft "th" like "thoughts" or "theatre"
that's it! (I heard your comment @ 2:39 you've helped me so much, no I can halp you!)
Greek is my 1st language, even though I was born in the states, so it's all legit. : - )
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Start with Geometry since it is visual and tactile: pencil, straightedge, compass.
Discrete Math is another good place since it usually isn't taught in high school. Topology might be a fun place to start as well.
"Man, I hated High School Topology!", said no one ever.
Exersizing one's mind keeps you sharp at any age, but especially as we get older. Thirty years ago when I was in grad school, and older gentleman, Lee M., would attend Physics courses to stay sharp.
I'm 55+ (well ... closer to 60-) and a new assignment at work motivated me to brush-up on Complex Analysis, and Electromagnetism. (I'm glad I kept my books!) The stakes are still high, since this is work-related, but a combination of work experience, maturity, and the absence of the "school grind" makes revisiting these topics easier.
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Everything you say is true, but you still can run into professors who are vendictive and petty. When I was an undergrad I was taking a history of math class. I knew a lot "about" mathematics, but no more than your average bear "of" mathematics. I had read and knew a lot of the history of mathematics and mathematicians, but I was no better or worse at working out problems or doing proofs than anyone else in the class.
The first day of class the professor asked "What is the mathematician's favorite fairy tail?" For me the answer was easy, "Alice in Wonderland", because the author was Lewis Carroll (Charles Lutwidge Dodgson) a very talented mathematician. I popped off with the answer and the professor was NOT amused. I had "stole his thunder" and wrecked his lecture on how state university students were a bunch of ignorant dummies. Needless to say, he zeroed in on me the following weeks forcing me to drop the class and take it again with another professor. He was constantly calling on me and asking obscure math history questions and if I didn't know the answer, he would give me that "you're not so smart as you think you are look". Anyway, I'd say, he had a problem, not me.
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First: I'm posting under my real name, so you can verify (e.g. via my LinkedIn profile), that all informations regarding my education and employment are correct.
I also had the dream landing a permanent job in academia (in my case, in theoretical physics) in my early 20s. At the time, I had learned a trade but was very unsatisfied with my job and I self studied physics and math in my spare time. So, finally, I entered university at the age of 25 and did my undergrad degree in physics. I was not top of class, but I did reasonably well and started graduate school afterwards. However, although I got my PhD in theoretical pyhsics, I realized during my time as a graduate student, that research and academia are not for me. All that stuff you're supposed to do as postdoc like writing huge amounts of papers, attending conferences, writing grant proposals, ... I realized, that was not what I wanted to do for the rest of my life. Furthermore, although being a quite decent probleme solver, I really had a hard time coming up with new an original research ideas. However, I had the oppurtunity to work as teaching assistant during my time as a graduate student and I realized, that I like teaching very much, and so I kept looking for opportunities to shift my career in that direction. When my contract at university ended, I had to get a job really quickly, and found something as a software engineer. That was interesting, but not my dream job - so I kept looking for opportunities to get into teaching. That needed some patience (almost 3 years), but when that opportunity finally knocked at my door, I didn't hesitate a second, quit my job in industry and started as part-time math teacher in secondary education, while simultaneously attending university again to obtain my teaching degree in physics and math. Doing so, was one of the best decisions of my life! After I got my teaching degree, I was employed full-time by my school, and I'm still working there. I still think, that my job as math teacher is awesome, and the most satisfactory part of it is, that I can use my knowledge to help other people achieving their goals🙂
So, although circumstances changed at the time I got my PhD, I kept thinking of other opportunities - and my decision to get into teaching was truly one of my better ones 😉 I hope, this can serve as a motivation to consider other opportunities in life - maybe these turn out to be much better than what you dreamt of in the first place. As Math Sorcerer would say: Take care! 🙂
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I believe that Lang's graduate algebra book, like his other books written at the graduate level (e.g. Differential Geometry, etc.) don't have answers or hints for problems. This is true in general for other authors of graduate books. Although universities may, for grading purposes or to develop the mathematical intuition of their graduate students, encourage this practice, I think it should be left upto the student whether to peek at the answer. I have found that finding the answer can correct a general misunderstanding of a concept or a calculational technique and is an important teaching tool. I wanted to make an unrelated comment on something I just (duh moment) realised. When self studying a math, physics or other topic, it often helps to have an early edition of a textbook. It may have more typos and even occasionally major error, but the presentation is often simpler and briefer and makes the task at hand much less daunting. It's like hiking. If you look too much at the steep trail ahead, it can be very discouraging and make you want to quit. If you can hike with someone else, you can be pleasantly distracted and not think about what you can't do. That's why working with others, in graduate school, but if possible also while self studying, the task of learning is made much easier. Please excuse my worldliness, but its good for me at my advanced age to express myself.
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Thank you for solving a problem. I just found it funny how you used 2 full pages to complete 1 question and then cut back to showing the book that is called Basic Mathematics xD
I loved math when I was a kid, even throughout most of high school..... but I went through a tough time (depression due to a heart problem) in my last 2 years of high school. I stopped doing my homework and just didn't care about anything. My math teacher was one of few who noticed my grades slipping. I just passed it off as me just not paying attention but It was a real focusing problem that I just couldn't control.
I passed the class with a D+, just did the bare minimum to not fail the class. I just vaguely remember always feeling distracted all the time, even got called by my teacher during class and didn't realize I had been called to answer the question on the board.... 3 times, but I'd always play it off as me thinking they were talking to the other person with the same name as me.... It was pretty bad (depression), I just never told anyone due to not wanting pity. Never went to college after graduating. Don't regret not going, especially me remembering how bad my focusing was during those times... but now I'm really wanting to start going to college.
I never got help but I did get better on my own, It just felt like it was a very long "thought" that lasted for years. I don't regret not getting help, it wasn't even something I thought I could get. just felt hopeless and had no idea I could even get help. A bit ago, I started walking a mile a day, slowly turning it into, several miles a day, and now I'm walking 10 miles a day. I have made this daily a walk a necessary constant that I need in my life. My cousin had a kid and he introduced me to her and wow have I never been happier to be alive. Finally feels refreshing in my head to be able to focus again. I commented this because I've been watching your vids for quite some time and truly appreciate the effort you put into teaching. Thanks again for showing us how to improve on our math.
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I bought several books on Differential Geometry to learn it on my own.
[The Best]
Elementary Differential Geometry, by Pressley
Schaum's Differential Geometry.
[Good but more difficult]
Differential Geometry of Curves and Surfaces, do Carmo
Differential Geometry and it's Applications, Oprea
Differential Geometry, A Geometric Introduction, Henderson
Differential Geometry of Curves and Surfaces, Banchoff & Lovett
[Easy but not great coverage]
Elementary Geometry of Differential Curves, An Undergraduate Introduction, Gibson
Curved Spaces, from Classical Geometries to Elementary Differential Geometry, Wilson
[I didn't get very far with these]
A First Course in Geometric Topology and Differential Geometry, Bloch
Discrete Differential Geometry, Bobenko
Differential Geometry of Manifolds, Lovett
[Has computer code]
Modern Differential Geometry of Curves and Surfaces, Gray
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Everyone has their own path. Echoing the Math Sourcerer’s advice, at 19 you are still so young. But regardless, irrespective of age, if you want it, go for it. Also, self study shows that you are serious about the subject and that (and enjoying it) is the key to longevity. I decided I loved math many moons ago when I was an undergrad - finished Calc 3 over a summer my senior year. Little did I know that I would still be going decades later. The vast majority of the students in that class stopped there - they were 2-3 years younger than I was at the time, but in the end things have a way of evening out. Lastly, if it is something you have the financial ability to do, take the classes formally while still in school. If you can’t for other reasons no big deal, lots of wonderful places online to guide you, but if you aren’t due to insecurity about where you’d start, reconsider. Focus on you, and do what you enjoy - life is too short to worry about others’ progress. Best of luck and enjoy the journey.
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To me it all depends on what part s of mathematics you're exposed ( time and concept s ) to first .This might not be the best analogy,, and I humbly accept any criticism. My grade schools ( K to 12th ) ,mathematics was just taught as just procedure ( mechanical), without thought of why im doing it this way ? ,no mention logic and proof. If you saw a mathematical problem, just apply mathematical techniques to solve the problem .But , later in higher mathematics where logic and proofs are needed, problems arise .So my analogy is like a tree .I'm taught leaves are part of a tree .But I'm not taught why leaved are important to a tree .The proving why leaves are important to a tree is missing .Some of my colleagues could do a difficult calculus problem with learned repetitive procedure, a mechanical flow .But,they can't prove the steps they just did nor explain what's going on as they do their mechanical steps. I believe that logic math should be taught along with beginning math to help later with advanced courses. Thank you
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I agree with quite a few of the things that you said, but it really feels like you are making the point for: Grades are good, because we use them, which defeats the purpose. I am not proposing this (necessairily), however in all of the circumstances you mentioned they can be replaced with a ''pass'', making it a question about how can we prove that one is proficient in a subject, or find a metric (perhaps similar to grades) that always does justice for the person.
I live in Greece and it's customary (with education free) to sometimes 'cut' ourselves if we don't like the grade (mind you, we are not paying for the courses or revisions of which), and that results in you actually taking it again (on your own probably) studying more and actually learning it very well, if you put the hours in, so having said that, i would much prefer something like a provisional grade, you can always take the test again while in your degree and enhance your grade, which is actually reflective of your proficiency - and in this easy way you would take a lot of pressure from a lot of people, since when courses are starting to mount it feels kind of bad to actually have to study for past courses that you ''cut''-.
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Worst thing a math teacher can do is punishing someone for a wrong answer and leaving the student helpless. When doing algebraic calculations, I (may be wrong) see that there are on one side rules that are of the identity type which of course follow from operator definitions and operand properties, on the other side there are examples, cases of an equality which are taken as already "known" things: 2+2=4, 2*2*2=(2*2)*2=(2+2)+(2+2)=8, 5*3=(5+5+5)=15=3*5=(3+3+3+3+3)=10+5 etc. - same number with different structures! And such, with no particular order, yet the upwriting suggests a logic, time-ordered cause-effect relation that are connected to apply identities which are in turn properties of an operation. The more we think about them, the dirtier and harder they become, especially when all is laying on paper. Math teachers who fail at syncing the attention of the student to the course of the solution, be that an expansion or isolation or simplification or conceptual switch (for example converting integers into fractions, factoring numbers, etc.) wrongly test for mechanistic walkthroughs on a particular algorithm rather than testong for understanding of the concepts. That kind of work literally eats time and is useless as a rock. However in an information theory sense and even in the learning sense these redundancies have deep meanings too, which are required to get one used to the "known" truths for which math exist as a compression and generalization. The problem is that most math teachers expect the student to try what they wouldn't try again for the n-th time as they already know the result. But in order for one to learn, encountering the same thing many times and also counterexamples are essential.
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People are right in asking help to solve their problems! Because problem solving skills are unfortunately uncommon and people are often poor in that. So you might lack the domain knowledge, but the meta-skill of problem-solving is valuable for everyone. For example, a person who is used to solve math problems is able to hold focus on a problem patiently for a long time. Also resilience, super logical mind, good symbolic working memory, analysis, and simply logic! . This doesn't mean you should waste your time on every request, but just saying there is some truth in that image.
There are counterproductive skills as well, such as inability to see uncertain and fuzzy solutions, narrowing down, and other pitfalls of strictly logical thinking.
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@johnclever8813 Stochastic analysis is becoming exceedingly popular in the biological sciences and in epidemiology traditionally. Traditionally, though there may be differential equations or sets of differential equations describing evolution of systems, it was eventually appreciated that perfection is not the norm and thus the popularization of stochastic sets concerning differential equations.
For instance, at an instant in time, instead of supposing that the population of a sample will grow to this level due to the previous set of instances as described by an exponential growth, we may instead allow sets of values with appropriate probabilities associated.
As an immediate suggestion, for an appropriate discretization e, there is a greater than 0 probability that the population at (t + e) will be equal to the population at t - that is, no growth.
Otherwise, stochastic precesses is increasingly becoming overwhelmingly popular in neurobiology and cellular biology due to the classical description of brownian motion. It is perfectly natural to consider biological systems from the perspective of brownian motion.
Biology will only see progress with increasingly advanced applications of mathematics and even more so than physics - that the level of mathematics a theoretical biologist should possess is complicated than that of the theoretical physicist.
Indeed, mathematical physics saw much more development as opposed to mathematical biology historically because biological systems are much more difficult to comprehend.
Therefore, though stochastic processes and stochastic analysis will very likely become ubiquitous in biology, I suspect so will a great diversity of mathematical subfields from harmonic analysis to tensor analysis to functional analysis to algebraic subfields as in group theory, and further in topology, geometry, graph theory, computability and complexity, and so on and on.
We simply do not live in an era where progress can be made without collaborations, the biologist, the chemist, the physicist, the mathematician, and the computer scientist will all have to collaborate to see any glimmer of light at the end of the tunnel.
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Yeah, Wizzard, you really rang a bell when you said you can't write notes at a lecture and listen at the same time. I made an enemy of the Professor who teaches Psych 101 because he actually taught about all the mechanism involving attention, short term memory, retention to long term memory, and there is No Such Thing as "split attention". Attention is a Zero Sum Game. But I told him that from the Math Department (then it was Algebra and Trig, and Intro Stats) that the professors were providing us with Objective Sheets every class telling us exactly what skills we would be tested on (even the problems were similar... 'similar' in the mathematical sense that just the scaling and constants were different enough so that remembering just the answer would not be enough). I said without such material we did not have the information to 100% his tests, which should be easy if given the resources because it was just BS... no skills involved. The only way to impede a good student would be to restrict information which was what he was doing (I was in the Military and when we TEACH, we are not Gate Keeping, Winnowing, Filtering and Selecting People, no, we try to maximize each learners intake. So you can imagine how much I hate a System that is designed to fail people and short change Society). He argued that everything was either in the book or in the Lectures. That is where I brought up your point and even showed him the page in his book, and the notes I had from his Lecture on it, that he should know that Lectures are inherently incomplete, that he give his lectures from notes, the same lectures each year, that they should be written out by now, and they can be provided through the Universities On Line Media and Material Site to save paper. Then this was charming what he said: "I we do that then what do you need me for?" And he smirked. "Yes, Doctor, exactly, your job is inherently make work, you are not really necessary at all, your TA's are already grading the tests. and so the University might as well be tossing $80,000 out of the window each year. On your evaluation I will make sure the Dean knows that using better more efficient teaching strategies a Full Professor could be replaced by some Adjunct and the students would be even happier than they are now, not having to fight through your hurdle making and obstructionism. Yeah, we were great buddies. (Oh, I am in the Universities Senior program and already have a BA Degree from an Almost Ivy League School, and just took Psych 101 to see if anything had changed in 40 years (some, but those Psych Departments Cultists still worship Freud who never conducted a real study in his entire life... it was all Sci Fi and speculation, and we even know that much of it is wrong, but it's taught anyway, out of a sense of quasi-religious fervor). But, yeah, I could make noise that no 18 year old kid could make. Also I noticed that a Dean Team was auditing his lectures and asking questions, which meant that it was himself that was on the hot seat within his own department and so he very well couldn't make waves by causing any more trouble by confronting me.
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The hard part is actually knowing what I want, because since when did anyone have a clue as to what they want
I'll elaborate on this
99% of the topics in Math that I initially found super hard, and extremely tedious, ended up becoming my absolute favourite after practice.
But this will be the case till I finish school, after that, I cannot do everything and get a taste for it.
For example, I have great interest in Physics and Computers as well, and I'm always confused as to what will be my major, but I cannot do 3 majors, and then choose.
Now in the math example given by me, I could do everything, and then choose, but now, I have to choose almost randomly, because every subject is vast, and I cannot spend time learning about all topics and then choosing
So it's almost like I'm choosing randomly
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Ahhh I'm so conflicted!! Everything on this channel makes me feel like following my dreams might be a really good idea! I really, super, very much want to be a math major. I picked engineering, because I mean, I'll like it, quite a lot at that, but I won't be a mathematician at the end of it. Engineering gets me money though, it gets me jobs. It MIGHT get me that lovely work flow I've dreamt of where I work with spreadsheets, with a blackboard with some high quality chalk, a wheelly chair that I rocket from my board to a table, but I don't see all of that happening. I'll feel fulfilled, I know I will, I just don't knoooow! I'm about to finish Calc 2 with 100% in the course, and I'm in my senior year of highschool. In this one year, getting through Calc 1 and 2, and letting that be my main focus has lead to me being happier than I've been in years, and I was pretty happy after I got into physics. That's WITHOUT a teacher, completely taught by YouTube and my stubborn persistence. Online is hella easy, not gonna lie, you get infinite tries and it tells you the correct answer after 3 attempts, then there is a step by step guide on how to do every problem. But at the same time, I've not had a TEACHER, it's so wonky. But I've finally gotten to the REALLY fun stuff, and I wanna keep going. I wanna drop every other subject and just focus on mathematics the rest of my life. What do I do guys?
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I was mostly caught in the limbo between showing all the steps - and running out of time - and speeding through test problems by not writing down steps, skipping those I felt were obvious. Results: On the one hand I ran out of time and didn't finish the test, so marks off the score for that, and on the other, marks off for not showing enough work. Never did get a handle on what was considered the right amount of "shown work." So I accepted that there was a fair chance of not finishing any particular test. So I did (and re-did) all the graded homework to hand in and all extra-credit problems that were given and had a crack at any projects offered, almost all of which could be done in my own time. I also learned straight away to visit the Mathematics offices. I found almost all of the professors willing to help explain things, if they had the time, even some of the senior professors that taught courses that I had no clue what the courses even were. It was a fun time, working on problems that sometimes puzzled us all, a few students and a few professors around the table. All that said, I did get good grades because I tried and tried and never gave up, just like The Math Sorcerer says. There were a few profs I avoided since, as a "non-traditional student" I had a low tolerance for unnecessary BS and, on occasion, said so. . .
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Amazing!
Most people don't even begin writing a book. Although they have an important life story to share, and have found and mastered a method, their personal method, to overcome hardships in life.
Yet, there is something that holds people back from writing a book.
One of those things is hard work. You have to put in some serious effort to keep doing what you want, keep writing a book, even if other things are far more enjoyable at the very moment.
Collecting ideas and making a map (like for example a mind map) is just one of those things, which, at the beginning seem to be very easy.
Your brain is overflowing with ideas at first. You probably start making a mind map, which only grows bigger in size.
But then, the hard work really begins. You have to work through your ideas to put them into a book.
Obviously there should be a logic way how you order your ideas.
You have to decide how to build up the knowledge you share, for the reader to follow your thoughts.
I've failed writing a book. Granted, it was ment to be a fictional story and I was still just 12 or 13 at the time of writing it in my summer holiday.
I wrote 3 or 4 chapters and then stopped.
Now, as the time of writing this comment it's the 9th of January 2025 and I'm 32 years old.
My perspective on writing a book is the following one:
If I would write a book, I'd like it to be a book which solves a problem. A book which gives readers an explanation about how to understand or overcome a specific problem. A book which shines light from multiple angles in hopes that one of those angles is the explaination the reader has searched for.
The closest I've gotten so far was a presentation I've made for a group which was like a course, but a course for finding work.
Everybody had to make a presentation about anything they liked.
I chose to teach them how to do a curve discussion.
I wanted the audience to start from nothing and learn how to do a curve discussion (which is the hardest part on the A-level exam for math. After that exam, you can attend university).
(For example: You are given an easy polynomial function of 4th grade f(x)= ax^4+bx^3+cx^2+dx+e )
a,b,c,d,e are some random given values (mostly whole positive numbers Z )
Find the 3 or 4 derivatives, the zeros, the maximum, minimum, describe the curve. Make a tangent line and so on.
The first coordinate of a point is given (for example (3;y). find the "y" value.
Another function (a line g(x)) is given by 2 different points. [for example [6;12][5;13]] Make the line equation (g(x)= kx+d) and find the point of intersection between the 4th grade polynomial function and the line only by calculation.
Sketch the curve f(x) and draw this line g(x).
Last but not least, an intervall is given. Find the area under the curve between 2 specific given x values [val1,val2].
I learned by doing that presentation, which I thought was going to be around 30min, that the audience needs time to process new information.
We had 2 breaks during this presentation.
And it wasn't just 30min long. It felt like being 30 min long for me.
But it actually was over 2 hours long.
I didn't realize that, until the course instructor pointed it out to me that the course is just until 1pm and I'm way over the time of 30min, which was the reference time for each presentation.
It's amazing how time flies when you're really interested in something.
Writing a book or even a math book is very very challenging.
I'm proud of you that you've accomplished it!
I'd like to know if you'd like to tell us more about the process of writing your first and now your 2nd book.
What were your thoughts before starting to write those 2 books?
Which difficulties did you overcome and how did you overcome them?
Did you experience a learning curve and was it easier for you to start writing your 2nd book compared to your first one?
What were your thoughts and feelings when actually starting those 2 books (The first sentence, how did you start)?
How much did you write when starting (was it a whole chapter, or even 2? or did you make a Mind Map or something similar at first to prepare before starting to write?)
If you want, you could share some insights about your experience of writing those 2 books.
Congratulations!
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In my little experience of student, this book looks intimidating! Took a course last year based on "basic algebra 1" by nathan jacobson and that was hard to digest, if there wasn't professor to explain the concepts i doubt i would have understood anything from the text only. This textbook reminds me of that: dense as hell, and few excercises to work with.
A suggestion: I took another course of abstract algebra, and the book we used was "algebra e matematica discreta" (algebra and discrete matematics for engineers, mathematicians ecc.ecc), sorry it's writte in italian (i don't know anything about the eventual existence of other versions in foreign languages) but in that book there's a LOT of exercises, step by step solutions, and so on. I found it tricky by the first time i approched it, some years ago now, but i keep coming back to that book, soon or later, to check some basic results, and i find it super super clear. More than that i personally approve the choice of arguments that are contained, some other results like sylows groups may be difficult for a beginner
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Just did my Final for Calc 2 with a 100% overall in the course! And that was today, so my biggest Math accomplishment? I'll tell you my biggest failure, I spent 3 years in a row acing pre-algebra. I sorta failed myself by not complaining and pursuing something new when I was younger. I'm 17 now though, and a senior in highschool, I finished the highest level course my school is really allowed to send us to. Uh I got the highest score on the readiness for calculus test they administer that anyone has EVER gotten in my school. That was without taking trig/pre-calc. Maybe one of my calculator programs, deriving the quadratic when I was really young? That was pretty fun. Ooh! When I was in my freshman year in chess club, my school's math teacher (singular because my school sucks) was showing someone how to evaluate a derivative the stupid way. And they said something like it was basically deciding by zero, which is kinda BS, but I won't judge. I was able to do that after watching the math teacher do it, and that felt pretty awesome. Teaching a 14 year old math was pretty fun too. He's only 14, but because I tutored him since we were in the same class 5 years ago, he's currently also doing Calc 2. He attributes that success to me, that was a pretty big accomplishment. I finished my Algebra Final last year with the only 100 percent, and I was also the first to finish, even before the ones who just BS the whole test. Getting a perfect score on the placement test into MAT 221 (The Calc 1 Analytical Geometry class at the college I'm taking it from) felt pretty good. I have a lot of accomplishments actually. I did a couple math Olympiad problems in a book once. I got em all right, I felt pretty damn good after that. I think my biggest math accomplishment was...
Subscribing to The Math Sorcerer! Peace!
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Decisions, decisions: Yes, doing nothing is an option, but there are other elder care options for calculus texts: 1) have the book rebound by a local or regional printing firm, 2) remove the cover boards, punch binder holes in the pages, and store them in a three (ore more) ring binder, perhaps with a zip-to-close cover, 3) divide the book into per-chapter segments, and store them in manila folders together with worked solutions in adjacent manila folders in hanging folders in a filing cabinet, 4) recognize the image of Darth Vader's helmet in the cover, then erect a cremation pyre, and hold a math friends funeral party to dance around the burning pyre while chanting and singing. (Watching Star Wars 4-5-6 in advance is recommended.)
Alternatively, one could donate the item to a local book pound, and adopt a newer, younger book with similar material as a companion for a longer life.
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There are few things in this world that you should be obsessed with, luckily my obsession is one of them XD
There was a time when I simply liked math, I never really understood any of the content I consumed, but I was like "woah, these people can figure that stuff out with their heads?!" Then I hit that point in Mathematics, that point where everything comes together and you have to THINK to solve a problem. There was a point right before then where I was very very sad, and I decided to stop interacting with people for a little bit, I basically just zoned out all class doing physics problems (We did math online that year and so I was done with everything 2 months before we got the next group of assignments), sorta ignoring the lectures and my classmates, and that made me so unbelievably happy and unconcerned about everything around me. I took Physics 111 that year, I finally understood what the heck a unit circle was, the trig functions made sense, I got to do vector math, it all just felt really good. So Physics was the moment I became obsessed with math. Not even explicitly a math class, just a very math-centric science. I never liked the labs, but the equations were so fun and cool to work with. Now that I'm chugging through Calculus, I'm having a really good time with understanding all of those formulas in terms of the calculus they were derived from. I decided to go through all the Calc 3 lectures from a YouTube channel, so I'll get to understand more vector stuff and other stuff. Pretty excited, not gonna lie. I've been hyped about 3D math since I was in SIXTH GRADE! Welp, peace!
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*From someone familiar with both the German and US university systems:*
In Germany, the most important classes for mathematics students in their first year are:
- Real Analysis I (same as in the US)
- Linear Algebra I (rigorous, but same content as a first linear algebra course in the US)
- Real Analysis II (a rigorous multivariable calc course) and
- Linear Algebra II (akin to Axler's Linear Algebra Done Right).
You jump right into rigorous math. But you build everything from the ground up, starting with the reals, so there are no prerequisites. Introduction to basic set theory and proofs are built into these first few classes, so there's no need for a separate course on proofs, common at many US institutions.
It's hard. In fact, retention rates lie below 50% for the first year.
(Note: the calculus that foreigners learn in high school only provides intuition and familiarity, but it doesn't explain why foreign math students outpace their US counterparts at the university level. After all, many Americans learn calculus in high school, too.)
This sounds strange, if you're used to the US undergrad model where you decide on your major in your first few semesters. But outside the US, you typically enroll directly into your major. Hence, you can immediately plunge wholeheartedly into mathematics.
Don't get me wrong, though. There are a lot of downsides to this system. And the American undergrad experience has many advantages. But this explains how foreign university students leapfrog their US counterparts to higher levels of mathematical sophistication.
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Become an expert
1. Find your passion/good at/interesting thing to do
2. Set realistic goals/achievable goals, break them down clearly
3. Find a mentor/coach/expert in that field to walk you the journey
4. Dedicate time and effort-spend most of your energy and hours in it
5. Never give up to persue what you're doing/set out to do, whether you meet challenges and failure or not, grow in the passion
6. Practice regularly - keep trying again and again, find new ways and methods of accomplishing what you're doing
7. Get feedback to improve; tests, assessment, evaluation, from experts, those close to you, your admirers, customers etc
8. Reflect on your accomplishments - go through what you've achieved so far and rate yourself, teach someone or be a coach so as to grow/be well grounded in that field.
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On Sundays and Mondays, I always go out to scenic places where there are trees, rivers, birds, dragonflies, etc. I go there where I can air my lungs and declutter my mind. Walking in scenic places is therapeutic. Truthfully, walking often jogs thoughts as it does for me. After walking, I return home with new ideas for painting or new plans for living my life.
Sometimes, I take my readings out of doors. At home, I sit out in the back garden, having tea with my books.
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It seemed more intuitive to me to solve for a and b s.t. f(x1) =a(f(x2)) + b(f(x3)). So for the last set f(x1) = x, f(x2)= x-1 and f(x3) = x+9, then 1x+0x^0 = (a+b)x + (-a+9b)x^0, so we solve for a + b = 1 and -a +9b = 0, where b =1/10 and a = 9/10. So, then these are linearly dependent.
Further, the previous example show a contradiction when solving for a and b, for 0x^0 + 1x + 0x^2 = a(7+x) +b(x^2) we notice that we get the contradiction from 0x^0 = 7a(x^0) or a=0 AND 1x = ax, here indicating that a=1, since a can't be both 1 and 0, then it is impossible to create a linear combination such that f(x1) =a(f(x2)) + b(f(x3)) so the functions are linearly independent.
I'm in a first semester ODE class and I appreciate you're taking the time to show how linear dependence and independence relates to the content explicitly in a concrete fashion. I am having trouble intuitively understanding just what I'm doing in the class and while in the past I might have been happy with a grade as I approach higher level topics I sense that my ceiling for what I can do will depend much more on understanding the qualitative analysis of the problems when they have applied purposes. So, again thanks.
I just glanced at your linear algebra content. My understanding of linear algebra is near zero. Yes, I learned the procedures (and forgot them), but I didn't develop a means to "see" what I was doing. Hope that your content might help there. I see your emphasis on some proofs, so perhaps it might help bridge a portion of my lack of qualitative sense for linear algebra.
If you receive it, God bless you sir.
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Magnus Carlsen GOAT ....nope!....
First, people in other developed countries (ie Europe, Canada, Australia, NZ, etc.) are not "fighting hard" to get to "America" because they have a higher standard of living in their own countries!
Second, the education system in those countries, particularly European ones, is at a much higher level than the USA system. For example, just to be able to enter university, in the UK, students must pass their A-Level subjects with a particularly high grade. In the mathematics subject, this would cover off about 2-3 year's worth of what an American university Mathematics major would learn in their degree course.
So, UK students basically start university at the 3rd or 4th year level! This is also true for other European countries.
They simply learn more material before they begin university.
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i always tell this to my brothers/sisters in highschool. life is going to nothing short of doing tons of things you don't like. you're gonna have to wake up early when you don't want to, listen when you don't want to, learn skills or subjects you don't want to, etc. this is innate part of our world, to function in society you need to provide to get things in return. with that being said, regardless of whether or not you even choose to go to school, you're going to get a job doing something that demands the exact same things, there is no escaping it. Grades are invaluable in this sense because they imbue these skills into you, because to get good grades you need to be up early , study, learn, etc. all the time and 90% of the time you're not going to like it. but the ability to push through those things is a highly valuable trait that you can improve, and hence why it's often a measure for a professionals ability to function in their position. on the bright side remember university is awesome because you chose the thing that resonated with you the most. be proud of the skillset you embarked on to learn, you're going to be part of a group of individuals that are very good at your subject and only your subject. that's just cool dood
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I don't like so much to see videos to learn math, because, I never found math videos so rigorous or they're just real classes, then, I prefer to read books. I think is ok to do the problems yourself but, not the central theorems of a theory or the part of a theory (Because, I think that it could happen that you never get to the proof in your life) that doesn't mean that you can't do it, that means that probably you couldn't do it most of the time because you first need to feel confortable with the theory if you're new. (With try to prove the central theorems, I mean, prove all the central theorems, maybe you can prove some yourself after seeing some proofs of other central theorems)
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I recently graduated with a BSc in Maths. For three years and counting into my masters, it genuinely feels like every different subfield within Maths has a very loud yet justifiable need to be as important if not perhaps more important than a closely related yet potentially entirely different subfield. I felt this through the similar mathematical language used across everything I use, yet how the language is used can vary massively. I had a module on percolation theory, one on PDEs, and another on mathematical biology, as an example. One uses ridiculously abstract concepts to justify solutions, another uses even more abstract concepts to prove statistical results. And while these subfields can all agree on many things including the methods and language used, they are on their own entirely unique fields.
Yet, as obvious as it might seem, each field adopts the language so similarly yet quite differently, and in many cases being proficient in one more than the other can make it seem like the former is better or more higher potential if potentially less people are able to grasp it properly. When properly exposed to multiple fields within Maths as all maths under/post-grads, PhDs etc do, I don't think we mathematicians are elitist to each other (at my level at least, in a Masters course), but may understandably seem otherworldly and potentially 'elitist' when we lose the interest of attention of someone who may not have delved into Maths as much as we have. After all, Maths definitely isn't easy, as many have pointed out, and it is certainly difficult to share our love of this mysterious language the way we understand it to someone who have not seen it the way we have.
P.S. To make sure the last part is conveyed properly, it certainly isn't the fact that we think non-mathematicians aren't capable of understanding what mathematicians do, but the methodology of the effort mathematicians put in to understand is definitely fairly unique but is certainly achievable with the right mindset, attitude and right amount of hardwork, as all mathematicians are willing to invest into throughout their academic careers.
P.P.S. definitely a personal opinion based on what I have experienced at least in a European academic setting. Certainly I cannot speak for the rest of the academic community of Maths, as Im sure the amalgamation of different nationalities, cultures, people at different academic settings all around the world will produce different perspectives and undertones of how mathematicians are perceived.
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I really think that almost surely, math majors are not the type of people who liked math in school, since school level math is extremely different from college level math. I actually started a biology degree, but since I passed the math and physics requirements during the summer before starting the degree, I had a lot of free time in my first semester so I wanted to try other classes. One day while studying for my physics exempt exam, I told my father who is a physicist that I think that the motion equation in physics with constant acceleration looks a lot like a sum of derivatives at a point with coefficients relating to the order of derivative. Little did I know that I recognized that this is a Taylor series with a constant 2nd derivative. My father noticed that I could recognize mathematical patterns and told me to try a math class for mathematicians. That semester, I took calculus 1 and linear algebra 1 alongside my biology classes and I immediately fell in love with the math classes while being bored to death with the biology classes. Eventually I tried to get into the math major program but my high school grades were not good enough. So I did a math degree at a community college. After graduation, I did my msc in mathematics, with a thesis in ergodic theory. Now I'm doing a PhD in ergodic theory, specifically homogeneous dynamics, at another university. So it's been a long road getting here
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The reason we use degrees, rather than hours, is because 360 hours are meant to denote not a full rotation of the Earth, but rather, a half-period of the lunar cycle. 360 hours are 15 intervals of 24 hours, which is half a lunar month. As such, one hour is 15°, which is trigonometrically a very important and fundamental constant.
With all of that being said, I have learned that thinking of degrees as a unit of measurement of angles is not the conceptually appropriate way to think of them, if only because, a ratio of two quantities with the same dimensionality is dimensionless, and thus, is numerically independent of the units it is measured in: there should not exist such a thing as different units for a dimensionless quantity, mathematically speaking. So what is actually going on instead? Well, what is going on is that degrees are a scale factor for the trigonometric functions. Writing sin(1°) is the same thing as writing sin(π/180). In other words, sin(x°) = sin(π/180·x). So when you change from degrees to radians, you are not changing units of measurements. What you are doing instead is rescaling the trigonometric functions.
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I'm an engineer student on my last year and what i always found out interesting about cheating is that is a pretty self-regulated thing. If you haven't studied enoguh, it really dosen't matter if you can look up the formulas since you're not going to know how to apliied them since the joke in a lot of exams is that they're a bit different from the problems you know.
The most common form of cheating here is having a cheet sheet of formulas. It dobles up as a good way to finish the study process, condensing everything into a single sheet of paper and can take the edge off if you forget something critial on the test. Even so, if the formulas we have to use are a bit too dense, the professor always writes it on the whiteboard.
interestingly enough i had a test on friday (2 days ago) that was pretty much the most cheatable test i think i ever had. The questions were kinda like "what is pasive and active control of a wind turbine and name each one". That kind of question is asking to be look up.
Also, this is in Argentina, where university are free, and there is no curve grading or reporting of cheating with permament damage to your record and shit like that. The few times i've seen a professor full-caught a student, they let them continue with the test and only once i've seen a professor take someone's exams. If the cheating fails, at most, you are just wasting your time since you're going to have to take the exam, or the entire class, again.
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Heck, a few days ago I made a weird decision that seems to be playing out well. I had been homeschooling on Calculus Two material and had just gotten past all the different methods of Integration and was now headed into all the Applications, you know, word problems. It occurred to me that it's really been a while since I did word problems. In Calculus One there was Related Rates, and I took that at the local University. I had home schooled myself on Differentiation, but hadn't looked over the section on Related Rates, and never really understood the importance of the Implicit Integration angle it. I got by with the course by mechanically figuring out how to do the problems to get the right answer, but recently took the time to go back and do the chapter with my eyes wide open. But then I thought about all those old Algebra and Trip Word Problems, where one has to read the givens and then set everything up. The Text my local university uses for Algebra and Trig and Pre-Calculus is Swokowski's 13E, and I recently found that Stewart, famous for Calculus Textbooks, did a Algebra and Trig 4E (a BIG book) and I bought it and wondered why. But, yeah, I decided to just take some time and go back and get used to Word Problems again doing operations that SHOULD BE second nature by now. You know, to get back into the form of drawing diagrams and assigning variables and all that. Oh, it does remind one of how useful Calculus can be. Yesterday a problem gave me a certain length of fencing material and property up against a river bank and asked me the area depending on certain ratios of length to width. But, yeah, it was easy enough to turn it into an optimization problem. Going through the Swokowski (I had to buy a new copy... the copy I homestudied from for 4 years was discolored and in tatters... I used to work in Dry Erase which got on my fingers and so the pages darkened over time, and I didn't keep pencils around and so marginal notes were in pen, and some of them REALLY Stupid (long ago, far away). But it was fun going through problems that I remember having spent HOURS on (how we take for granted the algebraic axiom that if we have two things that come to a Total, and that the first thing is related to A and the second thing related to B then we can express A*X and B(Total -X).
So yeah, not all decisions involve moving forward. Review is something we all gotta do too, right?
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I would love more videos on self-study, and in particular, self-studying efficiently. For example, in my experience, one of the most difficult things is balancing what one reads and the problems one attempts. After all, if we attempt every problem in some proof-based books, a whole problem set would take hours, and even days to complete. So most of your time is spent on problems rather than learning new material. But again, problems are still necessary to master the material. The question is how to balance these two so I'm studying efficiently but also effectively. You probably have much more experience than me self-studying, so I just want to know what tips you have in this particular area, mainly of balancing your time and having efficient self-study. Do you do every problem? Do you read future sections and attempt unsolved problems from previous sections every day? Do you write down your solutions when you self-study and save them for future reference? I would love to know your input. After all, efficient learning means more learning.
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Hi, I am new to your channel, while I am not a genius I think I'm very good at what I do. Sometimes, just starting something can be very difficult I am in the process of drawing a visual representation of netstat in a web browser. I'm using SVG. It took me weeks of procrastinating l, but I started, wasn't easy and it took me a couple hours just to get the basics of what I wanted to do, a correct design, then some of the code and math behind it. While I am very far from completing, I think a well thought out plan, and a good visual design, would be better to do first, for a complex topic like this
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As a grokking comp sci student lacking in the math department, I decided to take abstract algebra this semester to improve my understanding of math, proofs and grasp abstraction better. Since teacher is superb, and the subject matter is hard(for me), not only do I not dare to miss a class(don't want to fall behind), I look forward to attending them because they are fun(a good challenge is always fun), and as a consequence, I have adapted most of these habits.. Naturally, a good teacher can(and will) have that impact, especially when they demand more from their students, which can really reinforce these habits..
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If you really want an outstanding book on Complex Analysis checkout "Complex Variables" by Norman Levinson and Raymond M. Redheffer.
It was originally published in 1970 by Holden-Day, and as far as I know, only one edition with a couple of corrected reprints.
It's only available used. I think I paid $8.00 for my copy.
He uses star domains, rather than apealing directly to the Jordan Curve Theorem. This allows you to do complete proofs. The Jordan Curve Theorem is not really mentioned until chapter 4.
An unusual aspect of the book is that it gives a complete discussion of Residues at Infinity, along with several examples of its usage.
Also, a nice treatment of the Principle of the Argument for finding zeros of a polynomial in a particular quadrant of the complex plane.
Add "Lecture Notes on Complex Analysis" by Ivan Francis Wilde, Imperial College Press 2006, that also does proofs in star domains as side-by-side reading. They complement each other nicely, and you have a winning combination.
Levinson/Redheffer is like being on a road trip through complex analysis, with plenty of side trips and roadside attractions in the form of exercises and supplimental material, but you really don't have to stop along the way, unless you want to.
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Oh wow! I really needed to hear this, thank you so much for taking the time to share this. I have realized that I am also one of those exceptionally slow thinkers. I often find myself taking hours at a time to solve just one or two problems. I often get them right and really do get a lot out of this deep search for understanding, but it just always happens that I take really long to flesh out, like you mention, a delta-epsilon proof or other problems from, say, Real Analysis.
Often, I find myself thinking that I’m probably not good enough, because tests aren’t usually very well suited to this style of thinking, but I am trying hard at the moment to find the balance. It’s a constant struggle, and I’m known for producing proofs and solutions which take up many pages, but I think it’s worth it in the end. I still always find that I love Mathematics in the end, even after a really tough test in Analysis with like 10 questions, and my inspiration comes, in no small part, from your videos. So, I thank you, once again and wish you luck in your further voyages in the beautiful realm of Mathematics.
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I don't know, I think there are certain aspects of videos that are greatly superior to books. Let's isolate Prof. Leonard for instance. In my calc class, everyone praises him for the level of depth he goes into in his video lectures. But that's 3 hours, O don't need to spend 3 hours of my life learning about contours and gradients, ya feel? Sometimes stuff is really straightforward, and there are a lot of extra words in places there doesn't need to be. I spent maybe half an hour BSing a definition that made sense to me, and it worked fine, now I'll be the first to admit that I wasn't RIGHT when I BS-ed a definition for the stuff, but the understanding did eventually come. I made connections, and the thing was, I knew my connections weren't founded on the subtlest of grounds, so once I got a working knowledge, I got an intimate knowledge.
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One difference between SICP and other programming books is that a lot of their problems involve implementing the innards of numerical methods you'd just use as a library under, say, Python. That might give you another topic related to the book for some future video, one day. (I forget the details. At the time I worked with it, a lot of that stuff was a bit beyond me or intimidating.)
There's another book I'll have to go and see if I can find, deliberately written as a kind of "SICP-Lite" by a very engaging UC Berkeley prof, whose name I would've remembered not many years ago, complete with a set of video lectures. It gets more directly into the idea behind LISP (function composition, basically - hence its popularity with more mathematical minded programmers) and is carefully kept accessible - where Sussman et al are content with being lucid, and can sometimes leave noobs high and dry. That said, their lectures are real gems.)
I'll post links as a reply if I find it.
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Depending on the institution, going up the chain is often so, SO much worse than handling it at the classroom level. One year I was a GTA, the department sent out a memo coming from the University at large that all instances of cheating (including plagiarism) was to be reported to the academic discipline board for lack of a better term.
The situation played out in a very typical way. Student was dealing with a lot of personal and emotional stress that semester, compound with a tight school schedule, and they needed the grade so they plagiarized. We caught them, brought them in and talked to them about it. Both myself and the instructor of record were of the mind that "OK they understand that what they did was wrong, they wont do it again, and this has been a good meeting", and we even offered (given the circumstances the student gave as to why they did it) to help get them in touch with the on campus mental health services since they really were struggling. All in all, what we could consider a "best case" for correcting this behavior. BUT, we told them we still had to report it.
Fast forward a couple weeks, I go to the academic hearing for this case. I recounted as best as I could everything we talked about and that both the Instructor of Record and myself agreed that the (standard) un-removable zero on the assignment and the talk we had with the student was fruitful and we felt that the punishment threshold had already been reached. They thanked me for my candor, and I left so they could deliberate.
They Suspended the student for 2 semesters.
Now at the start of every semester I practically beg the students not to plagiarize because the people who deal with this above me are not nearly as kind as I am
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@TheMathSorcerer Oookay. I decided to take the plunge. I gave myself about an hour to finish this. As I said before, I could finish this in 10min without work, but with work ...
Anyway, here goes: [For reference, S = sigma, D = derivative, L= Limit as n→inf]
1) a: 0; b: 0; c: DNE (infinity); d: 0; e: 0
2) -210: Sum of geometric series a*b^-n=a/(b-1). Plug and chug.
3) Diverges by Integral Test. Let f(x)= 1/(xln(x)ln(ln(x)))
a_n > 0 for n>e<3 because all x, ln(x) and ln(lnx)>0 for x>e
f'(x) < 0 for all x in domain because D(x^-1) != 0 for all 3<x<infinity and D(x^-1)|3<0 → D(x^-1)<0 for all x in domain. D(lnx) >0 for x in domain → f'(x) <0 for x→ f is decreasing.
Therefore S converges iff f*(x)|(3,inf) converges.
f*(x)= ln(ln(ln(x)) → integral diverges→ sum diverges ■
4) Converges by cancellation. S(ln(1+1/n)) telescopes to -ln1 which is finite. ■
5) (-1)^n / n converges conditionally.
6) 6/(5-3x) @ x=2 → S(2*(-3)^(1+n)(x-2)^n); IoC: (5/3,7/3]
let u = x-2 → x=u+2;
f(u) = 6/(5-3(u+2))=6/(-1-3u)
let v= 3u → f(v) = -6/(1+v) → [definition] f(v) = 6*S((-v)^n)
Expand and Simplify: f(v) → f(x) = S(2(-3)^(1+n)(x-2)^n
IoC: 3|x-2|<=1→ x<=2(+-)1/3 → (5/3,7/3); 5/3 is an asymptote, but 7/3 is fine.→ IoC: (5/3,7/3] ■
7) Converges by root test. L(|a_n^1/n|) = 3/7 <1 ■
8) Converges by DCT. |a_n| < n^-2 → conv. by PST → conv. by DCT■
9) Converges by Root test. L(|a_n^1/n|) = exp(-n)|inf =0<1 → conv. ■
10) {(-1)^n}
Oops. I thought the SERIES had to converge/diverge. If so, cot(.5n\pi)/n diverges. cot(n\pi)/(2n) converges Though such would also suffice for the stated problem.
11) S((-1)^nx^(4n+1)/(2n!))
let u= x^2
xcos(u) = x*S((-1)^n*u^2n/(2n)! → xcos(x^2)= Above. ■
12) IoC: (0,2]
let u = n+1 → Sum = S(-1)^u(x-1)^u/u
Definition of ln x centered at x=1 which has a RoC of 1. Testing points yields IoC: (0,2]. ■
13) Converges. Note S(x^n/n!) :=e^x. → S(a_n) = e^e which is finite. ■
14) Converges by LCT. The relative rate of a_n is equivalent to the relative rate of 1/n^2, which converges by PST → converges by LCT. ■
15) Diverges by DT. L(a_n) DNE → div. by DT. ■
16) Diverges by DCT. Note n^1/5 >= 1 for n=1.
Thus n^.2+1<n^.2+n^.2-2n^.2 → a_n>7/2(n)^.2 → div by PST → div. by DCT. ■
17) S(5*(-1)^n((x+1)^3-1)^n); IoC: (-1,2^1/3-1]
let u = (x+1)^3-1 → f(u) = 5/(1+u) → 5S((-1)^nu^n → f(x) = Shown.
IoC: |(x+1)^3-1|<=1 → x= (-1, 2^1/3-1). Test points: x=-1 diverges, other is fine. ■
18) S((-2)^-n(x-2)^n). Definition of Taylor series @x=a: f(x) = S(D^n(f(x))|a(x-a)^n/n!
D^n(f(x)|a={1,-1,2/4,-6/8...n!*(-2)^-n} → Shown ■
19) FFTTTTFFTFFF
I think it took longer to type this than to do the test.
I doubt you'll read this, but thanks for making it to the bottom!
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1) There's no "finish" to mathematics, unless you're only trying to learn "just enough" to do something outside of mathematics. Anyone telling you there is a point where you learned "all the math" is selling you the equivalent of oceanfront property in Nebraska.
2) Having a book on Cryptography (not math) while having zero books on Differential Geometry (a fundamental subfield of mathematics) is definitely...a choice. Good luck learning Physics with Cryptography, but no Differential Geometry. Good luck having even the most intuitive of understandings of Perelman's proof of the Poincare Conjecture (which was completely dependent on Ricci Curvature/Flow...which itself is completely dependent on Differential Geometry).
I read the list of books, didn't see a single book on Differential Geometry, and immediately turned the video off.
For those who care to actually be as complete as possible in their study of mathematics (and its applications to other sciences), check out the following for a start:
Elementary Differential Geometry, 2nd Revised Edition (O'Neill) [any edition is fine, but the Rev 2nd Ed is best]
Geometry From A Differentiable Viewpoint (McCleary) [does a good job of building DiffGeom up from Classical Geometry]
Introduction to Smooth Manifolds (Lee) [essentially an intro to Graduate level DiffGeom]
Study from Lee's book should wait until after study from one (or, better yet, both) of the other two books. These books are the absolute minimum for studying DiffGeom, IMO.
I get that this video (and maybe this channel in general?) is more aimed towards people doing self-study or who are using mathematics in fields outside of mathematics, but omitting any true Differential Geometry text from a list claiming to help people learn math from "start to finish" is sort of a slap to the face of every Differential Geometer, and very disappointing.
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Two comments on foundations:
(1) In a sense, math does not (yet) have a foundation, since research is ongoing into the foundations of mathematics and the jury is still out. E.g., are sets foundational? is logic foundational? Categories? If it's turtles all the way down, there is no turtle that is the foundation.
One might think a foundation is a beginning point; like Euclid's postulates, you start with the postulates, and make progress by deriving results from them. Yet Bertrand Russell wryly observed that if he were identifying all the assumptions implicit and unstated in Euclid, he would have come up with more than the five Euclid came up with. Maybe there is no beginning point. Maybe there are only starting points.
(2) If physics is mathematical, shouldn't the foundations of physics and mathematics be the same? Yet the foundations of mathematics look like abstract concepts, while the foundations of physics looks like quantum field theory, or something like it. So, to quote John Wheeler, how do we get "it" from "bit", the physical universe from information?
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Thank you very much for the great video!
I'd like to share my personal experience as a non-mathematician programmer, it might shed some light for programmers who are looking for learning math*. For the last 2 years, I really wanted to learn deep math because I knew that math is the key to improve my coding (from basic algorithms to data analysis, DSP, and so on...) but I was really struggling in picking the right subjects, it was kind of like picking drill-bits without knowing the type of materials that you'll have to drill in. I've found out that any math subject that is oriented towards *Machine-Learning is extremely useful for improving your programming in general. So if you are a programmer here are some subjects that I think you'll find to be very useful: Fundamental-Algarbra(this should be obvious), Functions and graphs, basic Calculus, mastering derivatives, limits, integrals, Vectors and Matrices, and Statistics (there are more, but this is the general direction). The learning curve is pretty slow (in fact I'm studying for quite some time now and still have a lot more to cover), so be patient, constantly try to implement your learning in your code (To me it's very useful) and other than picking up books and courses, also watch YouTube channels like this one! because it really feeds the inspiration!
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I think I can say something interesting about the difficulty of learning mathematics.
There exists a barrier that any person has to take to do mathematics. This barrier is the real problem with mathematics! That is why even arithmetic, the simplest mathematics, is difficult for most people.
When people investigated how they could teach monkeys language, they found out the reason why this was virtually impossible.
Animals connect specific events in reality with specific sounds. We, on the other hand, look at reality and then make a combination of sounds, which then, as a whole, refers to reality.
The two sentences: 'John walks to Mary', and 'Mary walks to John' consist of the exact same sounds, but their meaning is different. This allows us, with a fairly limited amount of words, to express the entire complexity of our existence, through sounds!
We are using here the power of combinatorics!
The number of words we need to express anything differs from language to language. In some languages, there are fewer words, but a more complicated grammar. English for example, needs about 2000 words to have active control over speech. The rest of the meaning is in grammar. With Dutch and German, it is about 3000 words, and the rest is in grammar. in French, it is only 750 words, and the rest is in grammar.
But, to be able to use a combinatorial system of 2000 to 3000 words combined with grammar, there was a time in our past, whereby we had to sever the direct link between existence and our sounds! And that was the difficulty in trying to teach monkeys language.
You see, to be able to construct combinations of sounds to express meaning through grammar, the sounds had to be freed from this direct link. If an animal cannot sever this link, it cannot learn language. Therefore we were only in a few occasions successful to learn monkeys language.
This is a barrier that has to be taken to learn language.
There is a similar barrier for us to learn mathematics.
With writing we have learned to capture sounds in a combinatorial system. With just 26 letters we are able to capture the sounds of lots of different languages. Again, the power of combinatorics applied to something that already was a combinatorial system.
All written languages work through making tokens for sounds first, and then, through reading, that what is said is generated in our head in the languages we have learned. Even Chinese works like this. The idea, that Chinese characters stand for ideas directly, is a myth. That is why in Japanese, for example, Chinese tokens are also used. But the sounds in Japanese refer to different things than those in Chinese.
So, written language always works like this: Reality -> Spoken sentences = Combinations of words ordered by grammar, expressing some language -> A combinatorial system which is a 1-1 mapping of those sentences to written tokens. No matter how picturesque a language looks (Egyptian Hieroglyphs, Mayan language, Chinese), the symbols represent a sound of a language, You must be able to speak the language to decipher the written text. That is why we have not been able to decipher the language of Easter Island, for example. Nobody knows the language.
There is one exception to this rule: numbers! Numbers stand for amounts wich are directly observed in reality. The development of the number system in such a way that you could calculate in it, required removing the in-between step of spoken language.
To show this, German, English, French, Dutch, Italian, Spanish, ..., you name it. All use the decimal system of numbers, at least in the present. If we learn arithmetic, we might speak out the numbers differently, but when the numbers are written down, most people in any language understand what 25 means when they read it. An English person might say: twenty-five, and a German person 'Funfundzwanzig', and a Dutch person 'vijfentwintig', but if any of them read 25, he knows what it means. And that is because the in-between step of sound is eliminated in numbers.
Numbers work like this: Reality -> written numbers -> spoken sounds. The order in numbers is therefore reversed!
The difficulty facing us to learn mathematics, in general, is the same difficulty a monkey has to learn language. The connection between reality and sounds by combining words with grammar has to be severed! Only then we can learn to translate reality directly into mathematical symbols, which then can be transformed into sounds.
A mathematical text might be written in English or German, but only the German words must be translated. The symbols are just as clear for a mathematician as the numbers are for persons having learned arithmetic.
Mathematics in general works like this:
Realty -> Mathematical symbols -> Spoken sounds. A field in mathematical English is Ein Körper in German and Een lichaam in Dutch. But the axioms, written down, have mostly the same symbols.
Only if somebody has removed this mental barrier, he can make use of the full power of mathematical thinking.
And what is it, that makes mathematical thinking more powerful than language?
It is combinatorics!
Adding symbols increases the power linearly. But combining symbols increases the power exponentially. Just look at our number system. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, these are the 'letters' of the grammar of numbers. The simple placing these numbers in an order makes, that we can express with 1 symbol 10 different amounts. with 2 symbols 100 different amounts (0 .. 99) with 3 symbols 1000 different amounts, and, in general, with n symbols 10^n amounts. In other words, the combinatorial system of symbols of which all mathematics consists makes each form of mathematics a system that can make far more distinctions than is possible with language alone. And with greater precision comes the power to be far more detailed and, at the same time, more universal.
But to learn mathematics, you have to sever the link between any language and reality! And, indeed, those who succeed on making this transition, are also the people who make the big breakthroughs, both in mathematics and physics.
It began with Descartes, who came up with the idea to attach letters to numbers, instead of words, and who also came up with the idea of attaching pairs of numbers to points in the plane. He was one of the first who had made a more thorough severing of the link between reality and spoken language. It is also no coincidence, for example, that Einstein could only develop his general theory of relativity after he came up with the idea of the Einstein convention of writing tensors! The same applies with Feynman, who expressed approximations of the Dirac equation of quantum mechanics through the diagrams now having his name: the Feynman diagrams. These diagrams are graphics, each of which represents a mathematical formula that is part of a whole system. It is, in essence, a generalization of Dirac's method to express approximations to the solution of the Schrödinger equation through creation and annihilation operators.
This, by the way, shows what a proper order is to learn mathematics. A thing you also said in one of your videos.
First learn arithmetic.
Then learn plane geometry. This teaches logical thinking.
Then learn algebra, and learn how to connect this to geometry, so that you can make the transition between pictures and algebraic equations.
Then learn combinatorics! Learn to write combinatorial proofs. This teaches you to think explicitly about the exponential power of combinatorics, and therefore the essence of the power of mathematics.
And then learn the rest of mathematics!
I hope you found this interesting!
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I'm at UC Santa Cruz doing a pure math major and here's what it requires:
-Calc 1 (differentiation)
-Calc 2 (integration)
-Vector calc 1 (differentiation)
-Vector calc 2 (integration, stokes thrm, differential forms)
-Linear algebra (vector spaces and the basics)
-Diff eq (solving 1st and 2nd order eq, systems of diff eq, series solutions)
-Proofs (set theory)
-Number theory (congruence, primes, totient, order, continued fractions, pells equation)
-Algebra (groups, dihedral groups, rings, fields, galois theory)
-Complex analysis
-Real Analysis (point set topology, sequences and series, differentiation, mean value theorems)
-Topology (surfaces, classification theorem, euler char and cell complexes, path homotopy, fundamental group, SVK thrm)
-Algebraic geometry (curves, bezouts thrm, hilbert's nullstellensatz, affine and projective varieties)
-Advanced linear algebra (dual spaces, bilinear forms, normal forms, tensor products, exterior algebras)
Lmk if that's easy for undergrad idk!
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0:03 - 0:12 You would need to specify what ring you are working in. In the trivial ring, 0 = 1 is true. For the sake of this video, then, I suppose we should assume we are working in a non-trivial ring, so that the proof could be conceivably incorrect.
0:32 - 0:43 This is not actually necessary, nor does it add more correctness to the proof. The restraint that x is nonzero ends up being irrelevant.
2:50 - 3:12 It should be noted that a^2 – b^2 = (a – b)·(a + b) is only true if a and b commute, which is to say, if a·b = b·a. Since x = y, x·y = y·x is indeed true, but this should be stated.
4:10 - 4:11 At this stage in the proof, we most definitely have a 0 = 0 situation. Specifically, since x = y, it follows that x – y = 0, and so (x – y)·(x + y) = 0·(x + y), while y·(x – y) = y·0 = 0·y, and so we have 0·(x + y) = 0·y.
4:12 - 4:41 This is where the proof went wrong. As I noted in my previous paragraph, the equation (x – y)·(x + y) = (x – y)·y is equivalent to 0·(x + y) = 0·y, since x = y implies x – y = 0. What the video is thus effectively doing is declaring that 0·(x + y) = 0·y implies x + y = y, which is not true. This is because, even when a is not equal to b, 0·a = 0·b = 0, and this is true in all rings. This is equivalent to just saying that 0·2 = 0·1 implies 2 = 1, which is obviously not the case.
5:13 - 5:29 This means x is idempotent with respect to addition, and since this is a ring, it implies x = 0. This contradicts the fact that x is arbitrary, though.
5:39 - 5:45 This extra restriction is not necessary, all you need is for x to be arbitrary
6:18 - 6:21 Even if it were true, it would not show the universe will end.
9:04 - 9:08 It is not that you are "not allowed to divide by 0." Rather, it is that, since we are working in a ring, as is required for distributivity to apply, and addition, subtraction, and multiplication to be well-defined, it must be the case that 0·x = y·0 = 0 for all x, y, and so 0 is not cancellable, which means that even if a is not equal to b, 0·a = 0·b.
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I felt as if Calc II was the easiest, in the Calculus sequence (I had a really good professor for it, though). Integration is not as clear-cut as Differentiation is, but Sequences and Series are not that difficult, until getting to Taylor and Maclaurin Series, which can be a little tricky. I thought that Calc III was the hardest, among the three, and even then, there was a couple of concepts that were not so much hard, as much as they were tricky (i.e., the more difficult concepts in Calc III would be setting up certain double and triple integrals (In some cases, also converting to polar/cylindrical or spherical coordinates), Stokes' Theorem, and Surface Integrals).
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This may seem trivial, but its not. When you have to write a proof, for example, there is no formula to follow, so that later you can feel confident, because you followed the formula correctly. What you have to do is come up with an argument, and them comunicate that argument in a coherent way. So you have to say "the statement is true, and here is the reason why". And that, my friends, feeling confident in your own reasoning, its what believing in yourself is all about. I have lots of friends that tell me "i think this is right, but i dont know, maybe im wrong?" Or stuff like that. And the answe is always the same: believe in yourself
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The Schaum's Outline series of books from McGraw-Hill has many relevant titles at relatively inexpensive prices, and some with videos, too.
Two good introductory books on computer science are: 1) Code: The Hidden Language of Computer Hardware and Software, by Charles Petzold, and 2) Introduction to Computing Systems, by Patt and Patel. Number 1) is a good read for almost everyone, and number 2) is a textbook. I used the 2nd edition not so long ago; I noticed there is a 3rd edition newly available that I have not seen. These two books will get one up to the need for the Python and C programming languages, both of which are recommended, in that order. Beyond them, study data structures and algorithms, and how they interact. By then you will be well on your way.
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Careful reading is the one that's only working for me, but it takes so much time. Whenever I've tried to skip something or get rid of it, it always stayed back waiting for me on the next chapter. Whatever you skip or not fully understand will be waiting for you in the future. I have no problem with staying focused and studying all day if needed, but it's annoying that even though I am studying every single day I am not able to follow the pace of classes. I feel that professors just go way too much through the theorems and proofs, rather than forcing (and helping) us to actually understand why something gonna work. I mean, you can't prove something if you don't know what you want to prove. So when I was just trying to go over things, it was horrible, I couldn't even pass the exam. Nowadays, when I am actually trying to visualize things, thinking about what I am reading, how it can be applicable in daily life, what's the best analogy, what's so important about that, what's our goal in the proof, why are we taking those exactly values while proving it, I am either going to get excellent grade or nothing.
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I embrace positive thinking as is my habit always. I banish two words failure and fear from my mind; otherwise, they deter my ambitions and dreams. I tell myself many things, but I (almost) never tell them to others, not my family or friends.
My rule of thumb, I never openly talk about my goals or ambitions, lest they invite ridicules or disdain. I can talk about them, only once when I have achieved them, but never before then.
By habit, I always hold positive images inside my mind and shun negative ones. I think of even the smallest positive things too. For example, I never envision a dirty sink inside my head. Instead of imagining a dirty sink laden with towering heaps of unwashed dishes, I always hold a vision of a sparkling clean sink, all squeaky clean dishes being put away, surroundings all clean and spotless. I always visualise the end results first. Like that, I think of end results such as success, achievements, wealth, etc.
Positive images in your mind's eye always gives you brimful energy for doing many things, whereas negative images drain you and leave you with headaches, exhaustion or depression.
Everyday when I leave house and walk on foot to work, I always forget the old infamous placename of my home, while I think of paintings, Gregg shorthand, math books, etc. It has a second placename so not to deter property buyers and it has sunny tones. In mornings, I pass by neighbours' houses with gardens, their flowers & trees always filling my head of imaginary paintings. That is always a habit for me. After work, I head home oftentimes alone in the dark. Toward my home, it is then I remember its old dreary placename: Gallows Hill. That never deters me from positive thinking. Up the steep hill, I think happy thoughts or positive images which unfailingly give me great energy to speed up my walks. Then I forget the steepness of hill. During walks, I think of books that I want to read before going to sleep. Mostly math books. When I reach home on Gallows Hill, I am glad for home comforts.
As a daydreamer, I hold this future image of me rapidly handwriting numerous articles and theses in Gregg shorthand, though that is only imaginary. I imagine the future me who is never tired of writing Gregg shorthand at least 90 wpm, writing articles for magazines within few hours, churning out 1 or 2 theses every week. Right now, I am only writing prompts while struggling to overcome my Writer's Block. I am not fast enough a shorthand writer, at least not yet.
My other dreams of future: My mental galleries of artworks, 2D & 3D animation; my own collection of written works. Of maths, I imagine the future me having read hundreds of great many books by maths professors. Can I ever get there?
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Thanks for this video. This tells me that I don’t need to feel bad about taking 2x the amount of lecture time to go over each lecture. I would like to do all these things, but time management is the biggest struggle since I work, have ADHD, and am trying to balance things like getting exercise and looking after my family’s health, but I guess I just have to accept that I can’t do my best. I wanted to see what your thoughts are on remote classes. My school is remote to begin with (I chose it for flexibility since we are a military family, but the instruction quality is top notch) but I know a lot of people are probably having trouble with remote instruction. Since I’m always in the same room, whether lecture, office hours, or studying alone, it feels like the memory encoding is just not as strong as it was during my first attempt at university. It’s also a challenge to make friends and form study groups when I and the other students have different, busy schedules.
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@TheMathSorcerer Times have changed and the amount of material taught in Calculus courses has greatly increased. Furthermore, publishing technology now allows easy inclusion of graphs and other instructive illustrations into mathematics texts. I have found that these illustrations are helpful in clarifying concepts and in avoiding misconceptions. The two volume Courant calculus texts were delightful reads in their day. [I am referring to the first English edition, not the far more massive second edition with Fritz John. There may have been an earlier version in German, as was the case with Hilbert and Courant's Mathematical Physics two volume set.] Another delightful read was Higher Mathematics for Students of Chemistry and Physics by Mellor. I read this book in my mid-teens and could hardly put it down. Some of the notation has since changed and a more contemporary version of Mellor's approach was published in the UK about 30 years ago, but it lacked the magic of Mellor. By contemporary standards, I'd have to recommend standards such as Thomas' text or Bruce Edwards' text because of the many thousands of illustrations. These tomes are about 1200 pages each. I also can recommend the three volume calculus set by Jerry Marsden. There is also a three volume set on solutions to the problems, making it a six volume set. [Jerry Marsden passed away in 2010, and CalTech, where he taught, made his text available for free online. Jerry was a great mathematician, a genuinely nice person, and very generous in sending out reprints during the snail mail era.] Gilbert Strang's three Volume calculus book is also worthwhile. At a more challenging level, Paul Bamberg and Shlomo Sternberg's two volume set, Mathematics for Students of Physics and Engineering, is worth considering, but not intended to be a relaxing read, but rather a challenging read, but a worthwhile tome for your library. There are many other worthwhile texts, and this is but a few that come to mind. There are others that are also worthwhile.
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I'm not a Magic the Gathering fan, but I did do the table top role playing game thing starting back in the mid 80s and ending in the early 90s. My friends and I played Advanced Dungeons & Dragons 1st edition, and the Teenage Mutant Ninja Turtles RPG to an extent. I used to have all of the 1st edition AD&D books and seeing what really good copies go for today online, I've kicked myself on more than one occasion for selling mine back in the 90s. Hindsight's 20/20, but back in the day, I moved to a different state and no ever played where I was, and I couldn't convince anyone to try, so at the first chance, I sold the books for less than what I paid for them. It made me really sad. I kept my dice though, and added to the collection over the years as I've found sets of RPG dice that I thought looked cool. That's my guilty pleasure: RPG dice. I've got bags and bags of them all over the place.
Anyway, thanks for the suggestion on the compiler book. I definitely will look into it.
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I am glad you are coming to books on each shelf. That book on Introduction to Quantum Mechanics looks interesting. Other books on same shelf are interesting too. I hope you will do shelf to shelf of books.
Bad news, I am a book hoarder and I have 4 or 5 homebuilt bookcases. My parents despair when they see books coming in the post. They quiz how much money I spend on them and they would have arguments with me for days. Most books on shelves are on art, comics, literature, creative writing, Gregg shorthand, programming languages, etc. I have only 3 or 4 books on maths. Too many books at home, I now buy mostly digital books.
My eyesight not so good, I will soon have got to buy myself a bean bag for sitting in front of a new large TV screen (not mine) and read ebooks from Open Library, Internet Archive, Amazon Cloud, etc.
This week I have been watching your videos on a new large TV screen and it was crazy experience. The other day, I have watched all your playlist of over 50 videos on books, all on a big TV screen.
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I just got my final grade back for my Calculus I class, it was a 79. I'm disappointed that I was so close to getting a B. I had 24/25 quiz average, but I did bad on the midterm and just ok on the final. The thing is, when I compute my grades by hand, the result I get is an 80. The weighted grades were 16 +24+17+18+5 out of a possible 100. I am thinking about asking my professor for a grade break down to understand what's happening. For reference I went into the midterm with a 100 class average so this is a lot to process.
I am being open about this because this is a popular channel, that has helped me understand a lot of mathematics, and because other students going through something similar may benefit from learning about my experience. I put in a ton of work, I have gotten A's in all my other classes, including precalculus, but this course was just overwhelming in the volume of material and I completely panicked during the exams because of the pressure. I still love math and I'm actually considering changing my major to Discrete Math, so this is a hard hit.
No matter if this is correct or not I am going to do my best to process this in a healthy way and grow from the experience. I am already studying the disk and shell so I can crush the first Cacl 2 test :)
Also, I was recommended to practice doing math under time pressure to train for the exams. Anyway, this is getting long so I'll wrap this up with a question.
Do you think it is worth it to reach out to my professor to ask about my grade or would that work against me?
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I think I'll do this before long. But I still think it's gonna be tough for me. Yeah as you said no need to worry about the future (https://www.youtube.com/watch?v=ghMYOKe2E_8), but I just cannot stop thinking that my applying would be tough AF.
Continuing my math study in China is the poorest choice (at least for me). I want to study abroad for pure math, becoming an international student if you say so.
I'm not coming from some top math school that many professors in the world know, like PKU (absolutely the best math department), FDU, ZJU. I didn't survive Gaokao (college entrance exam, toughest in the world). My school ranks ~100 in China I think. And I'm afraid you cannot find its name on the first 10 page of any world rank list. I have no undergrad school background advantage.
Will my GPA be convincing? I'm afraid not. Yeah I finished my second year in math, and I got all my math courses (except one) an A. But does that work? I'm studying in an engineer-based school (I transferred from engineer major to math after one semester), and math department is poorly treated. Many advanced undergrad math courses were replaced by computer science courses (but I'm not a fan of it). It's highly possible that I will miss some courses that grad schools require me to take. For example, how could I prove that I'm good at geometry & topology when there is even no grade of set-point topology on my transcript? Yeah there is even no set-point topology course in our undergrad school. Some Euro schools have strict requirements on the courses to be taken BEFORE applying.
I need to prove I have some required academic ability. But my GPA won't work very well. Should I expect that I get some kickass recommendation letter from a legendary mathematician? That would be great but focusing on that expectation is not a feasible plan. I hope I could get some chance to 'talk' with application officers but that would happen only if my application material survive from elimination. Yeah I can give a talk about Lebesgue measure on different level, or complex analysis stuff like global Cauchy theorem, the Big Three in functional analysis on F-space or even TVS level, some Banach space technique and how/why to use it in differential geometry. I'm not afraid to do hard analysis or calculation with patience. However I need a lot of effort to get that chance.
Good luck to me anyway. When thinking about giving up pure math, it feels like every single parts of my body are saying no. I have to get there no matter what.
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In my robust 71st year, I have the Covid Apocalypse and the Internet to thank for my new and still progressing mathematics education. I learned the platinum value of solitude by working every problem in an old Algebra 1 textbook. Then I joined an on-line math and science instructional website for Algebra 2. Now, 10 months after that step, I'm finishing up its in-depth pre-calculus course with a thorough education in Trigonometry. I'm 🤏"this close"🤏 to beginning Calculus 1, and thanks to thorough preparation it's going to be, "just another math course," on my way through Calculus 2, 3, and differential equations. After that, I'll begin my study of "the real stuff," more advanced math courses at the same website. There ARE NO SHORTCUTS, so it's a fabulous longtime retirement hobby! 😎🖖
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@TheMathSorcerer i recently read Oscar Zariski's biography. Apparently, he when he was writing his book on Algebraic Surfaces, he said he even forgot what the proper definition of what a ring is. He had to relearned and reviewed the basics by going through Van der Warden's two volume Modern Algebra text. I was so upset after i learned of that. I highly doubt any students or even any of the faculties are going to be like Zariski. He had experience applying what he learned as he was learning them. We as new students don't, especially if it is the entire course and most of it is all proofs. The type of questions only focus on whether we understood the theorems. I have no idea why the rush in cramping so much theory at such an early time while most students at second year don't have experiences in applying the materials to other courses. Why do i say this? Vector calculus boiled down to the professor telling the class how things are doing after learning the proof of generalized stokes theorem. The way we did it was we had to learn tensor products, tangent spaces, tangent budles, geometry of forms, chains, complexes, line integrals, homotopy, integrations on manifolds and forms, etc etc. After much machinery build up, we proved that theorem. One year's final exam had a question about exact sequences having to do with de Rham complexes as in relation to the beginning of de Rhan cohomology. If there are computational questions on tests or exams, many students struggle with them. Let's be honest getting good with computation in vector calculus/analysis is not something you can do in an evening. That is why there is a separate course in it.
Also, in physics, guess what, they you are expected to be proficient in vector analysis. The math students who had taken this calculus on manifolds course has this snotty attitude that when they learn tensor products of fields, their way of doing tensors are correct while holding their nose up at the way physics students does tensor analysis or anything that is not coordinate free approach in differential geometry. They have this attitude that theory is the be all and end all. Guess what, give the Joseph Edward's Theory of Integral Calculus and see how well they do with volume two of that text. Another example is when we had our first abstract algebra course using Dummitt and Foote, the prof assigned homework exercises that had to do with computations of specific type of groups. The prof had to tell the students that working with concrete examples is a different way of understanding.
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Kinda depends on the teacher. You'd certainly see something like this in your first Proof Writing class, but the proof would be a little more "wordy" and formal. I feel like problems that say "show" or "verify" instead of "prove" are to ease students into thinking logically about the steps in a proof without getting too caught up in formality, and just focus on showing your work. So you might possibly see this in "Linear Algebra," but most likely, teachers would put it off until "Proof Writing" where you would still do everything the same as he did here but maybe write down a few of the explanations he said out loud during the video.
It usually goes: Calc 1, 2, 3,
Linear Algebra,
Differential Equations,
Proof Writing,
(and after that, Math kinda branches out)
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hello, these are my recommendations for maths for dummies who have to teach themselves:
-A Course in Mathematical Analysis Volume I, Introduction to Analysis by
Joseph A. Haaser, Norman B. / La Salle, Joseph P. / Sullivan is an old book but has something the news ones doesn't have an ALPHABET OF SYMBOLS TO KNOW HOW TO READ this shit....explainings like a child but effective like a mathematician ....
-Elements of the differential and integral calculus by Granville , smith , longley its too old then you need request to print in amazon, don't buy the kindle version is like Stewart shit, never understand any word from that book #sorrynotsorry fuck you stewie ....
-essential algebra without effort by Manuel Sanchez Sordo, step by step 1000 exercises.... like wolfram for boomers, the sad part .... is only available in Spanish ......sorry shaw series work like that but this book takes you to step by step, LIKE the levels in videogames from beginners to little complex algebra, not by subject or properties.... from scratch to master, not by subject... the problem is the translation,but c'mon this is America anything is possible....for the right price, so hire some freelancer bounty translator...
i recommend these like an autistic Asperger (not all aspies are beautiful mind fuckers) person who never understood completely a single class in high school....the teachers speak like Arabic to me... even when they answering my questions never really understood shit ...i have several problems to understand ambiguous shit like functions without interesting applications for my self subjects... so basically never understood all questions in an exam....I always felt like a dump outcast in this education system... but these books make me understand like a puzzle for kindergarten..... sorry almost forget that the statistic part was brilliant short but gold thank you great video..... fuck schools and rise MATHS
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On the topic of notes:
I always take notes and have had the same level of success as Ethan as a math tutor and major. The reason I point this out is because I do not think personal experience is a good way to reason here. Yes some students take no notes and are very successful and some take tons of notes and fail. But I would wager that most students take some notes and for the average student, Math Sorcerer's views are going to be more helpful. Personally, notes are a good idea in math because it opens up space in your mind for reasoning. That is, in a lecture, I don't want to keep precise things in my mind, I want to write down precise things so that I can focus on the feeling of what we are doing and begin to understand how everything fits together.
On the topic of teaching:
For me, it is completely true that if I can't explain something then I don't understand it. However, I have professors who, very obviously understand the content, but can't explain things well (unless you count a very formal explanation that only other mathematicians can understand). This is also true for peers of mine, who are absolute rockstars but couldn't explain something clearly if their life depended on it. Teaching, in my opinion, is a separate skill. It requires its own education and takes practice to get good at. So, some people may understand stuff well and just be poor teachers/explainers because they haven't yet learned how to explain and teach.
Great video!
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I watched this entire video attentively, and I would like a cookie now. Yes, it's possible to end up with two copies in whatever edition with a few inadvertent unchecked clicks of a button, possibly in inebriated or underslept state of brain. Not relating personally to the experience, but not judging either. Yes, also, probably at least 70% of math book owners have at this point applied at least one layer of duct tape to preserve the wholeness of their repeatedly reviewed and annotated books. In fact, math textbook annotating is my love language, and whoever consumes these books carefully opening them to no more than 89.9 degrees, never having a pen in the vicinity, or dear God forbid, any liquids or food substances, is suspect as a deviant psycho in my book, no pun intended. I happen to know one such person in fact, and my suspicion is confirmed by this case. Cool presentation, and I believe I speak for a very small village of math nerds as well. My discrete math book was expunged from a bookstore down the street of my first big city life walk-up studio. I have only shown the first 3 chapters my devotion so far.
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I can sooo relate with this.... I'm always tense about the job I'm gonna get because of the competitiveness, and the general situation of the world these days.
Choosing Maths/Science requires many years of study..and it can be very demotivating.
Recently I've been doubting myself, because I dont know when my studies will be over and when I'll get a job to support my family.
I had also been thinking if I made a wrong decision, and I should have taken business studies, a subject I have 0 interest in, just because getting a job is "easier", or I dare say "simpler", in that field.
The competitiveness in the world, how fast it is moving, can do crazy things to you! I became way too stressed.
Thank you Math Sorcerer, I needed this video.
P.S: I just turned 16, and reading the comments, I feel lighthearted 😂
I admit, my age is less, but when you're living in an overpopulated country with tons of competition, there's alot of pressure....
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Just a humble suggestion. I've noticed that you have a lot of books on math. Would be great if you can classify your books by subject and topics in order of difficulty and quality. It would be some sort of an inventory so you can share your lists or simply show your books in systematic videos. This could simply be amazing since we could use this channel as an initial database.
For example, Calculus, Calculus 2, Calculus 3, Vector analysis, Vector calculus, Tensor analysis, Tensor calculus, Real Analysis 1, Real Analysis 2, Elementary Differential Geometry, Advanced Differential Geometry and so on. This will be great for us viewers and of course for you.
A section of solved problem books would be great too. I know these exists too.
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Coffee gives me Anxiety. I have largely switched to tea. There is a substance naturally occurring in tea leaves called L-Theanine which can reduce anxiety. I find it is especially useful to have L-Theanine supplements with coffee. Also, I have found that I feel much less jittery and stressed if I have some food with my coffee, specifically it is best to have something with healthy fats in it like grass-fed butter or coconut oil. Fat slows down the metabolization of caffeine and it makes it a little easier on you. I am linking an article on using L-Theanine for stress and anxiety, sometimes just being calm can help me focus better. They sell it at my local drug store in the section with the vitamins, but it is also available online without a prescription, and it is not habit forming. Also, you can just have some tea, but there is only about 10mg of L-theanine in a cup of tea and about 200 mg in the capsules. A healthy meal, some caffeine, and maybe some L-theanine are my go to for having a calm and productive session of studying in a calm, distraction-free environment. Also, remember to drink plenty of water, exercise regularly, and get plenty of sleep.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6836118/
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I get worried when I hear someone studying this much per day. I realize that these hours are not all active, and must include breaks, still this is too much in my view. When you are young you dont realize that burnout is a real risk. I have first hand experience of going through a real horrid time after burning out. Recovery can take years. - That said I believe you can study pretty darn hard without burning out, especially if you have never burned out before or when you are young. - Study up on the most common study techniques, pomodoro is a must. - I suggest an obligatory walk or run most days, or some thing totally different to perhaps cut your days into parts. If you went for a run and are sleepy afterwards, you ran too fast, dont do that. - I suggest watching some series that intrest you or some movies after your day is done, to clear your mind or kind of give yourself a mental reset. Trust me this is obligatory. - Sleep as much as you can, but try to keep your sleeping hours constant. Sleep is your foundation. - Gradually figure out what food works best for you. Some food will make you sluggish. I suggest low carb, non processed food. - I suggest to you only around study 10 hours, or less. But do make an effort of keeping the study intense, and concentrated. So when you are working you are focused on work. And when you are not working, practice relaxing your mind. Being able to relax and turn your mind off becomes very important as you age and you get more responsibilities and stress in your life. - Im forgetting lots of things for sure, but Im sure you will figure out your own way. - Remember you must rest to allow your brain to internalize what you have studied.
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If you're snagged in mathematics it's like entanglement in an insane thorn patch grown [& groan] over an abyss and a great failure to recognise why ABSTRACT FALSE IDENTITIES stick in the mind like pestiferous alien burrs. The "laws" of identity, non-contradiction, tertium exclusi, sufficient reason etc are links in MIND-FORG'D MANACLES = chains voluntarily worn to ratify mortality & to fasten the spirit as a FALLEN ENTITY. It would be insane for a deep-sea diver to identify with his suit & not to know that by ascending one steps forth weightless in comparison & free, whereas the mathematician is burdened by SPURIOUS INFINITIES & the incompletions of finitudes & infinitudes. As a boy super-genius I was outed by UK Mil Intel as equal to WJ Sidis IQ 250-300 & created Non-Cantorian set theory, infinite sentences & transfinite fractions - see the YouTube BBC film The Lost Genius, tho' the maths contribution was cut as uninteresting - and won a scholarship in the foundations of mathematics, with testimonials from 10 top academics. Mathematics is like a demonic maze which calls on its proponents to exit its confines by finding TRANSFIGURATIONAL CODES - i.e. - by knowing the requisite DEIFIC FORMULAE as trans-migratory from mortal to immortal. I have occupied the past 50 years by writing the largest illustrated book since Leonardo & I live as an artist in Italy [see Dolcedo Art of the Thunderbolt Ground-floor & Mezzanine] & the ongoing volume contains advanced views on mathematics, logic, philosophy, theology, art, literature etc. I did a large painting several years ago called THE MADNESS OF MATHEMATICS, featuring Cantor, Frege, Goedel, von Neumann et al. Some of my stuff can be read at Academic.edu & there are various films on the net. Wake O sleeper & rise from the dead & Christ will give you [INCREATE] LIGHT.
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The wording of the email itself is very worrying. First of all, why is the goal to answer "all IMO questions" and to get to an "undergraduate level"? The truth is that both these goals are ill-defined and possibly ill-conceived. Mathematics is a subject that is vast and forever growing. As someone who has gotten to an "undergraduate level" and is doing graduate level work, I now know that there is no such thing as an "end" in mathematics. Even when studying mathematical physics, there is always more levels of abstraction, always more complexity to be revealed. In other words, there is no end to what we can learn. The IMO and Putnam are good exercises for problem solving techniques and applying abstract mathematical notions, but they should not be seen as "end-goals". These are just competitions, and math is not about competition, but rather LANGUAGE. To spend 15 hours a day studying only mathematics will only LIMIT one's growth, as much of mathematical intuition comes from exploration and the application of mathematical ideas to one's everyday mode of thinking. Indeed, one could spend hours learning theorems but not know how to apply the theory to a novel situation. Math should be learned gradually with a focus on mastery rather than on "how fast can I learn this". What I fear for Abdullah is that he will speed through much of mathematics before reaching a level of complexity that requires utter mastery of all concepts that came before, and he will realize then that he must relearn all those things he rushed through before.
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Almost no mathematician learns every field of mathematics, so your scope is much smaller. Thankfully the foundations of physics is about half a dozen well chosen books, granted you have the mathematical background.
So in particular for physics purposes as a mathematician you have to know probability and random processes, you may or may not want to delve into measure theory for this. Combinatorics you need very little, one of the multiple thin books out there on it are enough, maybe figuring out an inverse image relation once in a blue moon. Don't even bother with most statistics, it's a behemoth of a subject, in the context of physics you can afford to keep it simple such as taylor's book on errors. You will also need manifolds and differential geometry, you can keep it in Rn with something like do carmo's books. Algebra and linear algebra you need rather little, but make sure it's rigorous because it's the foundation of much of the mathematics mentioned above. Set theory is good, but you're way too inexperienced to appreciate it's nuance, such as choosing between set theories vs decidable aleph set theories or even categories etc, so the "high level axioms" such as the ones you find in say, apostol or lang, for mathematics are perfectly satisfactory. Basic calculus you need to be up a good standard, but if you know how to do calculus on normed linear spaces and what the bochner integral is, you're beyond the essentials point.
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Here in Sweden we have 5 math courses, from 1 up to 3 you have a different course content for example math1A math2A math 3A and math1B math2B math3B and math1C math2C math3C, these are the high school math courses.
The A courses are the easiest they are best suited for someone who is not seeking further education after high school.
The B is courses are aimed at economics and business programs.
And the C is for natural sciences and math majors of course.
These courses vary in both content and the way the exercises are, for example linear optimization is a tool used mostly by companies to optimize the products etc, that is only taught in math3B not 3C in 3C you have instead trigonometry.
The first calc course is in math 3 (all a, b and c) and it's a very cute overview of calculus you will only differentiate using the power rule.
Then you study math 4 (after math 3 the math courses are not specialized, meaning no a, b and c anyone) which goes through the rest of the derivation rules and volume integration and some proofs and complex numbers.
You then have two optional courses (which are not required for any uni program) namely math 5 and math specialization, in math 5 you learn about set theory, graph theory, proof by induction and infinite series, and an introduction to differential equations. In math specialization you take diff equations and linear algebra in depth.
And that's all for high school math, i think that they do a great job because for example in math 4 they do explain what a differential equation is, its only a section in the derivative chapter, they sort of show you what's out there but they don't introduce it at a great depth, and this method of teaching is also the method in physics and chemistry, they will go through alot of advanced stuff in physics 1 (the first physics course) but they don't go through the math, or they will just have a single equation in the whole chapter.
Uff, that was a long one.
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Robert Morrison Btw, I checked your channel because of your age, as I am always encouraging my nieces and nephews to take interest in maths and other sciences by showing them channels by those of your age group.
If you are ever creating more videos, check out FREE open source softwares that you can download from their official websites.
Consider Inkscape (free) for vector graphics, text works, geometry drawing, presentation slides, etc. Best Inkscape tutorials for beginners by Derek Banas. When you want more fonts, there is the Google Fonts. OBS (free) for screencasting your works on monitor. MyPaint (free) for handwriting on full screen (you can toggle off interface). Ezgif (website) for trimming photos & videos, compressing images, etc. Pinterest for video presentation ideas.
For videos and thumbnails, your screen size should always be 1920 x 1080 pixels.
If you lack a pen tablet for drawing and handwriting, consider Huion which are 3 or 4 times cheaper than Wacom.
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To add on to the ending there, keep in mind that beginners, intermediates, and advanced lifters do things completely different for a variety of reasons. As a beginner, one doesn't have to work very hard at all to gain results. Going to muscle failure or even a few reps shy of it will work wonders. As an intermediate, you're at a point where your muscle growth is slow in coming. You can still do the same old thing and do fine, though you probably want to hit failure on each exercise to keep up a good pace. Go beyond failure using techniques such as negatives, drop sets, etc. from time to time. As an advanced lifter, you're going to have to really tighten up your routine. You're going to have to milk every ounce of technique and skill you've developed to come away with some form of growth. At this point you'll barely notice improvement outside of your workout journal. And remember, if your routine is working for you, there's no reason to change it up unless boredom is an issue that threatens your consistency.
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really excellent advice and I appreciate you helping remind us what it means to want something. I also do want to add, It's important not to beat yourself up when you fail or struggle. Much of my issue with adhering to my schedule and goals is hands down the fear of failure. I didn't even recognize it was fear of failure until I really assessed what was actually stopping me from wanting to start modules, assignments, reading, etc. I inflected and came to the conclusion that I didn't want to get stuck on problems and have it suck up all of my time, or struggle and feel "stupid". It's challenging, there is no other way to say it. It's not for everyone because it requires a lot of dedication, time and commitment to get good at it. this of course applies to every hard science/mathematics course, you're trying to ingest and understand the knowledge of some of the brightest humans that have ever lived in mere semesters. so yeah, just take it one step at a time, if you get stuck than look forward to getting good enough to destroy the problems you used to struggle with, it's very satisfying
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You ask how many courses one would need to understand the questions in this book; essentially, one should have taken courses required for a BSEE degree. Courses would include: calculus through differential equations; functions of a complex variable (series, poles, zeros, residues, contour integration); matrices and transformations; electromagnetic field theory, including transmission lines, waves, and antennas; DC and AC circuit analysis; linear systems analysis (Fourier series, Fourier transforms, Laplace transforms, state-space analysis, discrete-time signal processing); analog and digital electronics (easily THREE courses); control systems analysis (feedback, stability); power systems (single- and multi-phase AC systems, transformers, switches, relays); electrical measurements and instruments. There's also a few physics courses, such as mechanics, thermodynamics, optics, quantum physics. As you might expect, the BSEE curriculum changes over time to maintain "freshness".
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There's a BIG difference too between "Math study time" and "Math fun time,"
e.g. doing homework problems from "the chapter you're on" is never as fun as doing problems, (you choose to do,) from "the chapter you 'wish' you were on." LOL. The homework is almost never as exciting as the YouTube videos we watch, where there's N dimensions of space & coffee cups turn into doughnuts and Hotels have an infinite number of people committing adultery. 😂
So, first, I think it's important to make that distinction between "this is fun but it will also be on your test" and "this will not be on your test, it's just fun!!" 😀
Second, be honest with yourself. Do you feel like studying or nah? If not then enjoy the video with none of rhe guilt. But if you need to study and you're not motivated then you need to address that.
So, the way that I get motivated :
I start looking ahead at the stuff that looks interesting, like the doughnut & the Mobius strip or a Topology video from YouTube, or I attempt a problem beyond my comprehension and when I see that I can't solve Jack-$**t... I remember: "hey, I just recently passed Calculus III... if I wanna be on that level, then I better go back to chapter 15 and really master those line integrals and surface integrals if I wanna have "fun" ..and thats what pushes me to work towards that. "I better know simple connected paths, I should recite Green's Theorem, & Squeeze Theorem, and M.V.T every time I brush my teeth jic. I better be able to comprehend ε , δ definitions, and neighborhoods if I ever expect to drink my coffee out of a doughnut like a real Mathematician!! 😬 I gotta do more than just put a half-twist in my belt if I wanna be taken seriously.
Basically the idea of doing "advanced trippy 'fun' stuff" motivates me to do "less fun stuff," and it helps me to be reminded that I'm getting closer to reaching that goal and that all of it is part of the same thing. It helps me appreciate the little things. Even cumbersome things like reducing a fraction take on more meaning when you do it after a long integration by parts and you're about to wrap it all up, because before you know it you'll be looking back thinking 🤔 "wow! 1year ago feels like yesterday, and I didn't know what a limit was, or a vertical asymptote, or a vector field, and now I do. Just think of what I'll know tomorrow.😀
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It might be much cheaper for American students to move to some European countries and other countries for overseas degrees, provided that foreign universities are recognised by US employers. Some EU countries grant free university education to students and some don't. In my country, university education is free to mature students.
Here in Ireland, university education is a lot cheaper than that in USA. Many American students are moving to this country for that reason. Some move to Scotland, Holland, Germany, etc. Some stay with their European relations, while attending universities: therefore, that makes it cost-effective for them. The most sensible ones are avoiding overly liberalised universities like Evergreen College where meritocracy is wholly lost and need-based degrees, therefore devalued. They choose meritocracy for good reasons.
Meritocracy in educational system adds values to degrees. Those who strongly disagree with meritocracy are only fooling themselves. After graduation, they realise too late when their need-based degrees are only WORTHLESS TOILET PAPERS. Need-based degrees make graduates unemployable and leave them straddled with debts for great many years, while merit-based degrees always have high values.
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Nice video!
One of the coolest-looking math books I ever saw was an excellent textbook on numerical analysis by Forman S. Acton called NUMERICAL METHODS THAT WORK. When you first glance at the original hardcover edition, you see a red cover with silver lettering that says NUMERICAL METHODS THAT WORK. However, when you hold the cover in a raking light, you see that the word USUALLY has been sneakily embossed into the cover (but not silvered) between "THAT" and "WORK".
That is, the actual title is NUMERICAL METHODS THAT USUALLY WORK!
This is to emphasize a main theme of the book, namely that every numerical method has its pitfalls, and without an awareness of them, one can obtain disastrous results---sometimes without being aware of the disaster. As you might guess from the cover, the presentation is friendly and engaging, and I thought it was very well written. I never studied it systematically, but I always checked it out of the library when I had a problem that needed some numerical treatment.
I found a picture of it here:
https://nhigham.com/2015/05/21/numerical-methods-that-usually-work/
Hopefully it will stay up for a while.
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I have this book, the 2nd printing ... not the 2nd edition! ;-) and it is not signed. This was back in the 1980s, when the Apple Macintosh came out and when KaiFu Lee was developing Sphinx [the 'ancient' predecessor to Siri], and we were using LISP Machines to use Common Lisp, etc. to develop more structured forms of ELIZA, SHRDLU, and other classics of AI, and wrote self-writing programs that became the basis of viruses, Trojan horses, etc. [Not for hacking purposes, at the time]. But, we also wrote programs that could self-diagnose, that were applied to networking, and to cars and to planes.
After programming in FORTRAN since 1973, I felt freed to be more creative when LISP environments emerged. Once I understood how to convert recursion to more structured [complex] iterations from Sussman's book, developing and integrated AI flowed easily. Two things that we developed, which were integrated into larger systems, were a program to analyze and debug compiled programs for semantic bugs, effectively an automated Help Desk, and a program to analyze complex spectroscopic data and spectra. Without LISP's structures and capabilities, those programs would not have been possible with the computers at that time. Obviously, programming environments and computers have changed in the last 50 years. ;-)
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Here's my tip for self-study (depending on the topic): when selecting a book, make sure there's a rich supply of problems, with at least a partial answer key (the odds, for example). I think it's so valuable to get instant feedback to find out if you're solving correctly.
Also look out for worked-out solutions to example problems within the text, such as: "Example 3: Blah Blah Blah." followed by "Solution: blah blah blah (step by step)" What I look for is whether the "Example" is properly posed such that anyone could solve it as a stand-alone problem. There are some math books out there which introduce a lot of new material in the body of the worked-out solution, which wasn't given beforehand. That's one style of writing a textbook, but it's frustrating if you're expecting the "example" to be doable without the "solution." Just a pet-peeve of mine!
If you're studying any field of math up through differential calculus, please consider Khan Academy, as the math problems ALL have step-by-step worked-out solutions available, not just the answer. You can click 'get a hint" and it will step you through each problem, giving you the opportunity to solve the problem at any stage. Sometimes all you need is a shove in the right direction. 🙂 And it's free.
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My problem, I think, was that I was over-thinking it.
Algebra I was a disaster because my homeroom teacher didn't believe eight-graders should be learning algebra. So I was stranded in 8th grade math, learning principles I had learned in 4th grade and in summer school before that, along with the juvenile delinquents of my class "Hey, Teach, what does 'poipendictla' mean? Haw, haw, haw" It was only the woodcuts and snippets from Alice, Through the Lookin Glass in my math book that got me through that.
When I got to Algebra I it was with those same juvenile delinquents who had our old teacher so cowered she had the principal sit at the front of the class a few days to maintain some semblance of order.
In Algebra II I was puzzled how the star students could give instant answers when the teacher asked "What are the factors of 6 here?" "-3 and -2!" Really? Why not -2 and -3 or 2 and 3 or 6 and 1 or -1 and -6? I could come up with a dozen different ways to solve any equation, a few of which were reasonable. How did they know the exact answer instantly?
When I went to the teacher for help I told her I didn't understand factoring.
She said that was nonsense, I couldn't have possibly have come this far without understanding factoring. "Stop wasting my time!" I failed that class.
It wasn't my study kills that were wanting (well, some), I just needed a few things explained to me.
In college I took remedial Algebra, then a lower remedial Algebra that split the previous class into two, then a lower remedial Algebra class that split each of those higher two classes into four so we could go over the material more carefully. I made it through those, trying hard to not overthink it and I even passed trig.
Then I switched to Arts college which had no math requirement at all, and then bailed from the university to go to the trade school to learn computers where the math requirements involved binary and other number bases (which I had played with extensively on my own in 8th grade) and set theory and matrix operations (which all reminded me of stuff I had done in New Math in elementary school).
That was forty to forty-five years ago but it still bothers me.
I let my computers do the math now, if I can find the right formulas for them to calculate. They are excellent calculators. I'm not so much.
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The big problem in math is, simply, you never get thought how to think, same with english, whatever other subject, concept. You need to think like an mathematician to be good at math. Sure, the most worst mathematicians like me know WHEN (key word ) to apply pythagoras theorem. And know it , cause its simple and makes sense. Math is problematic cause it forces you to think in a certain way. The "right way" which is the only way to solve problems. Sure, there are problems and steps you can take to give an accurate answer or lead up somewhere that is correct, but some people cant simply understand it. And its no wonder people say "yeah, you are born to be good at math", kids that are good at math are by pure luck ( everyone thinks diffrently, and the way they think is right when it comes to math.) So pure luck. So you have math,physics, chemistry people and you have geography, history, biology, english people like me.
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Passion differentiates mere work with art. At least as I see it, we work everyday in many things, be it either our daily chores or our responsibilities; when passion is the drive and not simple duty, it's then when we do things with interest, with curiosity, with awe. Even though I'm still in the early game of maths, and I find a lot of things amazing, the way math describes the world around us, from the simplest logic and the humblest proofs to the titans which were built upon bricks of ever increasing concepts of abstraction; I doubt I will stop getting surprised until my departure from this world.
If latin is the language with which I pray, maths is the language with which I hope to ponder. And even if I face a problem that I recognize but can't solve, I'm grateful, because one day, I will look back at that problem and then the next one that was harder, and so on, a reward in confidence and a healthy laugh.
Thank you Math Sorcerer, you and many others continue to inspire me, and I'm sure many more will be in the years to come.
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It highly depends on the class and context in which the grade is distributed, at least in terms of learning. I'm an English undergrad who self-studies math. I had to take a literary theory class, and at the end of the class we had to give a presentation. My partner and I had the best grade on the project, despite the other projects being better composed and more engaging overall. This is mainly because we looked at the syllabus for the project, and optimized our time to hit all the points that our professor wanted to see. But we didn't spend that much time on making the project, rushed out something that was relatively incoherent, and still managed to get an A. The other groups, on the other hand, obviously had spent more time in structuring the project in order to give a good presentation. The problem is, they didn't account for time or hit on all the philosophers that needed to be covered in the project. Their presentations were more engaging, and when they did hit on the philosophers, they went into much more detail in describing their theory than our project did. They seemed to have presented and represented a better understanding of the class than our project did, yet they got a lower grade.
So grades don't necessarily translate well to skill in the working world, I would think. At least when it comes to the humanities, where skill doesn't always closely match the professor's expectations. I've had professors that grade papers based on the writing style and persuasiveness of the essay, those were some of my best profs. I've had professors that grade papers based on how well you're able to replicate their line of thinking in the essay, those were some of my worst profs. In math and science, I think grades tend to reflect skill level better than in the humanities. Usually grading criteria over there is more objective. When I took calculus, I usually ended up with B's and C's on assignments and exams, and my study habits tended not to be as good or dedicated as people who consistently got A's. But were they smarter than me? It's hard to say--some of them were obviously more dedicated to the subject than I was, and some were definitely more intelligent, because they had grasped the material much more easily than some of the people who got A's. But a lot of the people who got A's at first didn't study as hard as the more dedicated people, and their grades took a noise dive down to my level, sometimes even below my level. They were smarter than me, I could tell when I talked to them, there's just that spark and vivaciousness to really intelligent people that you can sometimes recognize. But when it comes to getting good grades, at least in math, it seems intelligence won't get you that far--dedication matters much more.
The reason why I didn't pursue math further in uni is probably because I realize I just didn't have the dedication to keep doing it, at least within the context of the university. I have a friend who's a math major, and he spends a lot of time studying and he just seems to really enjoy it. For me, I liked math, but not that much to dedicate so much time to it within a short time-frame. I enjoyed writing essays and reading about philosophy much more, so I decided to do English with a specialization in theory and rhetoric. My friend gets B's on exams most of the time (but he's taking a proof-based linear algebra course, and this is his first exposure to linear algebra), but he just enjoys math to an extent that I'll never enjoy it, so that was the right choice for him.
As for how grading reflects anything, it depends on a multitude of factors: it reflects innate intelligence (to an extent), it reflects dedication, it reflects passion for the subject. That's when it comes to math. When it comes to writing essays, things get more mucky really quick. To be assured, though, if you're consistently getting C's in English, you're probably a pretty bad writer (English profs tend not to want to fail their students in this day and age, and I've looked at C papers--I would've thought they had failed the assignment had they not told me otherwise). But just like in math, you can improve your abilities as a writer. When I first started upper-division literature courses, I consistently got B's. Now I usually get A's. And when I look back on my old papers, it's easy to say that I've improved. So I'd recommend this to anyone: look over old exams and/or papers, not just to revise, but also to see how far you've gotten. It can really boost your self-esteem to see that you're perfecting your craft.
Do grades translate into a good job? Hardly at all. I have a friend who's studying Computer Engineering and his grades are C level, but he got a job through his uncle. On the other hand, I've met people on the internet who studied computer science with all A's in uni and were unable to land a job. It depends on luck (nepotism), work experience, and to a small degree, grades. I have a copy-editing job right now that I only got because my aunt does the same thing. Before asking her for job recs, I tried applying around for these types of jobs to no avail. Despite a strong writing portfolio and editing experience for the school newspaper, I got no calls back. So landing a job nowadays requires you, overall, to be lucky. That's not to say that it's impossible without connections, it's just really really hard. Especially in the humanities. I'm sure things are easier for computer and engineering grads, but it's still tough out there.
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I think it also makes sense to place the books according to their subject areas, e.g. probability theory, linear algebra, abstract algebra, topology, elementary algebra, elementary geometry, complex variables, number theory, physics, chemistry and ochem, astronomy and astrophysics, coding and CS. If there are hundreds of math books I would also place them according to the level, which means I divide mathematical books into elementary math (precalculus, elementary geometry, trigonometry), intermediate math (calculus, analytic geometry, etc.), advanced math (ODE, probability theory, number theory), and very advanced math (topology, PDE, functional analysis, etc). For example, Schaum's books won't all go on the same shelf but will be spread around depending on the subject area. Elsgolts will definitely be next to Boyce DiPrima and next Schaum's ODE. I gotta admit though my math books are placed in a very, very messy way right now :) I need to sort out my mess.
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Haha I just now managed to understand that for every line there is a circle of its equivalent diameter, and that if you look at a circle from the side in 3-d Space, it will just look like a straight line whose length is equal to the diameter of the circle, even though what you are actually looking at is half the radius of the circle. All the points of 'Half the radius of the circle X' is a set with more coordinate points than the diameter of the same 'circle X', I guess?
So because of this, I wondered;If I am in 3-d space and I am looking at a circle from an angle such that the only part of the circle that I can see is half of its radius, which from this angle looks like a straight line that appears to be the same length as the diameter of the circle, what can I do to figure out whether the line that I am looking at from this angle in 3d space is a circle or a line ?
I geniunely don't know if you can answer the question if you impose a constraint of neither rotating the circle nor changing the angle from which you are looking at the circle (or line haha, Since I don't yet know how to know which of the two it is, I guess)
I don't know any math, I just do linguistics so i dont know what I am talking about tbh. I was confused for a while because It had at one point seemed to me that 'for every line in a 2-d plane, there is another equivalent and equal line occupying the same coordinates in that same 2-d plane', but now I am wondering instead 'is this notion of two lines occupying the same space in a 2-d plane just an illusion, or is that what happens when you collapse a circle that exists in a 3-d plane, into a 2-d plane'?
Now I am also wondering if the number-line that contains all the real numbers is itself a collapsation of a number of axes into a single axis? Donno if that makes sense
If anybody read that, thank you!
If nobody read that! Well I wrote it for myself to see if I can communicate my thoughts to others. I can communicate them in a way that is clear to myself though, at the very least.
If anyone managed to read up to here, and you are feeling so inclined, may I ask for you to specify what part of what I am saying doesn't make sense?
TY :)!
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During my formative years while I was younger, I was really lacking in any positive role models because of my own ignorance while living a sheltered life and because of my narrow and ignorant mom who hardly ever had a job during our lives together because she had been sick for as long as I could remember and who also had been abusive towards me and so she wasn't really any kind of a role model for me. But, during my later years, I've been developing a solid list of role models from history. My mathematical role models from history are Pierre de Fermat, Leonhard Euler (the greatest mathematician in history), Carl Friedrich Gauss, Srinivasa Ramanujan (whom you referenced in your remarkably awesome video) because he developed his intellect and acumen from scratch and was even elected to the Royal Society of London, Paul Erdos because he was obsessed by math to the point that he ate, drank, breathed and slept it (though I don't really care too much that he was a wandering and roving mathematician and seemed to mooch off of his colleagues at whose homes he'd crash for a night or two or more), and Andrew Wiles who solved Fermat's Last Theorem. However, there is one role model in my life whom I've known personally since the 7th Grade. She is Gretchen Ehlers of West Valley College in San Jose, California. She's a math teacher there and every now and again we exchange letters and emails in which I tell her what new mathematical concepts I've learned as well as to share any mathematical discoveries I've made on my own without any help from a book or the outside world.
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Your comments about not being able to appreciate the beauty of math while you have a variety of pressures weighing down on you is spot on, and applies to fields other than math. I studied chemical engineering in college, and for most chem-e majors, thermodynamics is a killer because the concepts are new and almost entirely foreign, yet you have to get through the bulk of the textbook in 1 or 2 semesters while taking 3 or 4 other classes. I did well enough to pass (barely), but didn't feel like I really had much grasp of the subject. Years later, when I was studying for the professional engineering exam, I decided to go back through my thermo text book and just read it as if it were a novel, without pressure to work many problems or meet any deadlines (other than the exam date, which was many months off). I actually found the subject incredibly interesting when approached this way, and I picked up on concepts that I never fully grasped, or had missed entirely, my first time through the material.
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Suppose there is a person with great genetics and he is a bodybuilder. He just started working out a year ago. But he got great results. He did a lot of hard work but he got even better results if we compare it to the amount of work he did. Let's say it's genetics! If his genetics is good we can say his dad had good genetics. But does it mean his grandad had great genetics? Behind every successful genetic story, there are several unsuccessful genetic stories. If you see a genetic success of a man/woman, that doesn't mean they had good genetics 1000 years ago, 2000 years ago, 3000 years ago, etc. You train your body, you train your mind, to get there. Even if you don't, that hardwork pushes you and brings a tremendous change in your genes that you'll pass onto. If your child works harder, the genetics will get better. And this process continues until you get a masterpiece.
If a man with good genetics does not work hard, then 3 or 4 generations down the line you'll see the result. Humans are here to evolve. Hardwork accelerates that.
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I simplify all my studies by using digital scrapbooks and notebooks made with Google Slides. I take screenshots of notes on chalkboards. I use scrapbooks for brainpicking nerds' works. I screenshot their works in not only Youtube, also Facebook groups, Stackoverflow, etc. After that, I pore over screenshots and study techniques.
I also collect pins of maths notes and formulae in Pinterest. They inspire me to learn maths. At Pinterest, I look up keywords like quaternion, matrix, differentiation & integrals, etc. I have pinboards on not only maths, also on physics, mechanical engineering, programming, electronics, etc. Colourful illustrations are more engaging for learning.
I use too Lionit, a free open source site where you can make pinboards for all your notes and studies.
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I think part of getting to "real focus" point , may be BASED a question (or two), Do i want or need to learn (this) something? Am i ready to TRY, REALLY TRY?. We can trick ourselves and hide the phone for a few minutes. shut off the TV ect. But if you're not wanting to learn something - then it will be more challenging, especially if your not ready?. Being open to failure leads to those "AHA" moments which if (1) you've never had , are a real good feeling when you "get it". But wanting to learn something hard (math - for me) has always been a challenge. I get distracted if the problem becomes too complex, or long. i lose focus and interest! The curiosity or wanting to learn more things requires you put in some effort- try, (maybe fail) TRY AGAIN! I talk myself up into that- IT WILL MAKE ME BETTER, mentally stronger, more confident in my abilities to understand more technical subjects that interest me. My focus comes from telling my self i will study, learn read whatever for some period of time and feel good about myself for accomplishing that. IT's been a good start to help me move forward.
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I just failed this year in choosing a college... I did my country admission test last year, and I did well. I was able to choose any career that I wanted. I got in shock at that moment. You just have 3 days to finally choose your degree with your admission test results, I didn't know what to select. I was just ending choosing the degree that seemed future-proof for work and that I thought had some topics I would like (Telcom and CS degree). After six months of studying, I have to say that I have just fu***d up my opportunity. I have loved the programming and math topics. Actually, I think I enjoy math much more than I did in high-school, indeed. But I just failed at choosing my college. It doesn't make any sense that I have the same number of topics related to my degree as "integral formation ones like history, communication, and physical education. I can't get through it. I can't believe that I have just failed. Now, looking back at the time when I had to choose, I just found that I could have opted for a free scholarship at the best university in my country [...] but I can't apply anymore, is over I think. I'm sure that I will switch from college, I just can't make up my mind to do half of the degree in topics that are not related to it. For me, it doesn't seem reasonable. I just wish I could come back in time to fix the error I made. Looking for some advice :(
Thanks for your videos, btw _;)
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I’ve been meaning to write this ever since I watched your video 3 minutes after it was released on YouTube. :’)
I spent most of my elementary, middle, and high school years not really carrying too much about school. Well when college rolled around I started off in a class called “intermediate and elementary algebra”, at the time I thought that there was a ton of homework in class, and around the second week of college I got into my moms car and I started to cry... I said, “I don’t think that I’m meant to go to college...” blah blah blah, my mom ends up telling me to go to the free tutoring center at my college. I end up going there and getting help when I needed it, but what was most impactful about going to the tutoring center was the environment (bright lights, quite, etc) and the people (tutors, etc). I ended up forming a study group(s) for the class and on tests days (sometimes normal class days) I would go down to our classroom 30 minutes early and start writing a review of the topics we were studying on the board with my white board markers. A lot of my other classmates would also show up early because they knew about my little reviews and they would take part in it and ask questions on topics that they didn’t understand or wanted to bounce ideas off of me or our other peers. I ended up getting an A in that class.
*Note: The reason why I did these reviews was because I didn’t have a job at the time but I knew that most of the class did, and the course load was a lot so I thought that I could make it my “job” to help get as many of my peers as I could to pass the class.
Next was College Algebra and I organized study groups where most of the time we would meet at our local public library on weekends. *Unrelated Side Note: I stoped going to the public library to study on weekends after some really creepy dude tried to convince me to follow him to his car and told me something like, “don’t worry, I’m not going to hurt you. I’m not a creep.” Yep... that happened and I think that is a tamer version of the words he used. Thankfully this was after my college algebra class ended so I didn’t feel like I had to go there for any reason.
I went a bit on a tangent, eeek... Ok so my college algebra class ended up going great, the study group meetings helped us all out, and we all passed the class with either A’s or B’s (I got an A). My professor also was (and still is) an amazing person and would spend 20 minutes after class had ended going over questions we had.
I ended up being offered a job at my colleges tutoring center as a peer tutor because they saw all of the study groups I had formed (since we mostly met at the tutoring center on weekdays). I have an unproven theory that I may have been hired because I was like a competing business (albeit a free, student led one), but that’s just a funny idea in the back of my head.
Then I took “Trigonometry and Precalculus” (a combination of the two put into a single class), the Calculus 1, and now I’m currently in Calculus 2 with a 95%, 94% on my first two exams. *Note: Still tutoring at my colleges tutoring center.
And all of this started with an 18 year old guy crying in his moms car. 😆😅
I tell a shorter version of this story to people that I’ve met that tell me that they’re feeling doubtful about their capabilities. I have ADD, I’m not special (Although... I’ll accept any compliments stating otherwise ;) ), I’m not innately “smart”, I’m just a hard worker... That’s all.
*Side Note: I only get about 2 hours to myself (i.e. not working or studying) every day or so, and I’ll usually spend that time on YouTube. I use to play video games but I don’t have the time anymore so I haven’t played any for about 7 months, and I’m glad I haven’t.
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I wonder what egotistical professors do when they meet rare students who may be years ahead of them or even few decades ahead. I have met a RARE few students so like that and I always find them in (open-source) 3D software communities where they have hobbies. They most use Blender (best FREE open-source software) for art, animation, mechanical engineering, robotics, physics simulations, etc. They are the rare ones who could really write badass maths for physics simulations for 3D realism like rainfall, thunder, fire, explosion, cloth behaviour, etc. I often wonder what their professors think of them. They are not just math geniuses, but math wizards. They include youth prodigies, the rare ones who think and write like 30 - 60 year olds, their academic English highbrow, their academic standards exceptionally high and exacting. For example, in Facebook groups for 3D software Blender, we have this one teenage prodigy from Egypt who is way ahead of his engineering professors. Highly prolific with his contributions in groups, he seems limitless and matchless in what he does in maths for 3D realism. He writes his maths in scripting & programming languages and also maths in node compositing inside 3D softwares. I have bulging scrapbooks of his works, of course with his consent. His works are gems. For brainpicking and study purpose only, I collect thousands of screenshots of creators' works for my scrapbooks which I freely share with the public. Credits and links to creators given, of course.
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The trick to becoming great in mathematics is discipline. People should not try to jump ahead without first making certain to possess the prerequisites. Prior to even enrolling in the mathematics program, I studied College Algebra, Plane Geometry, Analytical Geometry, and Trigonometry on my own. When I took the SAT, I scored very high on the mathematics portion of the test. I was then enrolled, and I immediately tested out of College Algebra/Trigonometry. Finally, I took all of the Calculus Courses all the way through to the advanced levels, which also included courses such as Linear Algebra, and Differential Equations. I was an erudite student because I prepared myself. I can't stress preparation enough. If a person barely passes algebra with a D or C grade, then he/she is not ready to sign up for a course in Calculus. That's just common sense, and I think it is unfair for people who do not have the background to visit a professor who is discussing Calculus and try to evaluate that person. The first semester in Calculus really just demands good algebra skills. The second semester is going to require one to really know those trigonometric identities because if he/she does not, they're not going to understand what's going on. I see it a lot. People who try to jump ahead and go into the more advanced courses without having a strong foundation. Finally, Multivariate Calculus requires all of the previous prerequisites and also a very good foundation in Analytical Geometry too. If that person doesn't have those under his or her belt, then that is just a recipe for disaster.
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Hi Garrett, Yeah, I retired and decided to take up a second career as a Math Teacher. I had been in a Technical Job where I learned Electronics related Math and so I knew I like Math but I had forgotten most of what I learned back in High School and had never taken Calculus. I went to the local University and got a bunch of Math Textbooks. I started going through a Algebra and Trigonometry Book but didn't understand the explanations. Thank God I had gotten a Developmental Mathematics Book because it had a chapter in Geometry, but it proved to be exactly what I needed to get me into the Big Book. It turns out that the Developmental Math book was what the University used for its M085 Course, a Remedial Math Course (any course number below 101 doesn't really count but if you don't pass the Math Screening Test at your College then you need to do a M085 Course or something like that. I just checked with Abebooks and they have plenty of titles "Developmental Math" by various authors, but the one I had, which I loved, published by Cengage Learning, a publishing house I really respect, well, you can get it used cheap. It is searchable as Developmental Mathematics
Johnston, C. L. Published by Brooks/Cole (1994) ISBN 10: 0534945007 ISBN 13: 9780534945008 If you go to Abebooks you can search just by using the ISBN number but they don't tell you what format they mean. The mean just use the ISBN 13: number but JUST the number and leave out the ISBN 13: part. For instance, to search up the book I mentioned, just put in " 9780534945008 " without the quote marks. They had copies for less than $7.
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As much as i have respect to you as an educator i hate the motivational side; cheating, exam depression, failing ed system, "procrastination" just to name a few, are tough subjects to tackle - there are various perspectives and takes on it - but i'll share mine even unsolicitedly. First and foremost, i don't believe people are destined to do X (insert languages, math etc, apply everywhere).
Since some time i struggle with motivation, but am disciplined enough to work my subjects. What's the point of studying since a) college doesn't guarantee a job? b) you get a fancy degree on which HRs don't even look at? c) you can cheat your way through d) standarized tests are bs since those test only memory not comprehension.
You don't need a teacher/ guide since all of the information is scattered on the internet.
Just to note - i love my degree, i love math but hate how people celebrate insignificant stuff. College =/= education =/= wisdom.
Motivation + passion + discipline + luck = success, not a fancy degree.
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Hi Wizard, Hi Everybody, well, I got back into Math at 61 years old. I was partially crippled with Osteoarthritis of the Hips for about 4 years which gave me that time for home study. And, NO, I still don't know what the Wizard sees in Discrete Math of Proof Based BS. It just seems so much like BS. but what everybody needs, at least while calculations are important is Algebra, Algebra and more Algebra. Trig is also one of those things that keep coming up. Yeah, I bought a book on Geometry and there one has to play the game of citing axioms to justify decisions, fine. But I don't see the point in taking people down that Advance Math Rabbit Hole when they still need to get through College Algebra, Trig and then through Calculus I and Calculus II.
Oh, I really had no formal math since I had been in high school, though I made myself understand a lot of Math in order to do Programming to automate my own Work Stations when I was doing Test and Measurement Calibrations. So, I found that I needed to do a Developmental Math Book, such as what the local University used from their Remedial Math Program, a 085 Level Course that didn't count for college credits. But, yeah, that Developmental Math book was able to get me Conversant in Math so I could then go to a College Algebra Book and not get lost.
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So many variables here: good/bad days, the intersection of preferences with what the test requires (you may enjoy factoring, I don't, etc.), the human brain being so complex and diverse it's impossible for science to adequately comprehend its several functions which gives rise to the fact of varying retention rates. A quote from Dune gets to my point: "For the others, we can say that Muad'Dib learned rapidly, because his first training was in how to learn."
Figuring out what causes both memory and retention on a personal level is way more important than I have ever heard anyone in school explaining to any degree. Schools seem to do well on helping us with memorization, but not at all with retention, say 5-10 years after school. Brushing this off as "the student's responsibility" is both obvious and insufficient given today's major educational decline in nearly every field. So, find out what makes you both remember and retain (not always the same thing given longer time periods) and you still may not be smart, I know I'm not, but you should see some type of improvement. Since everyone's rates of both learning, hearing, remembering, and retaining are very different, making comparisons will yield less fruit than targeting your own weaknesses and acknowledging & shoring up your strengths.
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Neat. Note that once you have the identities for cos(x + y) and sin(x + y), you do not actually need to go back to the exponential function again because you can just replace y by −y, and then use the oddness of the sine function and the evenness of the cosine function as you did there.
Another neat derivation for these that I learned from my professor in Linear Algebra and can remember better because I can do it in my head, is to use 2D rotation matrices
R(φ) = [(cos(φ), −sin(φ)), (sin(φ), cos(φ))].
Their matrix multiplication is additive with respect to the parameter φ, and commutative, which is obvious if you consider how rotations work:
R(x + y) = R(y) R(x) = R(x) R(y).
Then you can identify the corresponding components. For example,
R₁₁(x + y)
= cos(x + y)
= R₁₁(x) R₁₁(y) + R₁₂(x) R₂₁(y)
= cos(x) cos(y) − sin(x) sin(y).
These two approaches combined show that multiplication of a vector by exp(𝚤 φ) is equivalent to a counter-clockwise rotation of it by φ around the axis perpendicular to the plane in which φ is measured, which helps to describe rotations in classical and quantum mechanics.
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Oh, about reason 3, that people will think you are smart. Well, I haven't gotten that about MATH yet, but when I was still working for a living before I got into Math, I would put my spare time into learning foreign languages, BUT although I enjoyed trying, I was terrible at it. What I would do was get all the dictionaries, first the language to language dictionaries but the dictionaries also for the languages I was studying. I was trying to focus on French and so I got French to Everything Else Dictionaries. I was juggling French, German, and Spanish at the same time. My method was to get the same book in all four languages (I'm a native English Speaker) and I would go through them at the same time, and each translator would use different colloquialisms (the most conscientious translators are the Germans), and I would create slews of 3 by 5 flash cards for words and phrases, and you would never see me walking around without me flipping through cards. Sounds great, huh? But really all that studying really just bounced off brain. I was a HORRIBLE linguist! BUT just because I was doing it, well, trying it, everybody thought I was smart. Anyway, if you want people to think you're smart, screw Math.... tell them you're studying six languages and they'll think you're a genius.... just hope they don't ask you to say anything.
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This book came along after I could have used it, so I took a few glances at it and recoiled in horror. Something (I know not what) went wrong in my second-year Algebra class, which pretty much doomed me in Calculus. It dogged me all the way through graduate school; I may have been the only student to earn a PhD in Chemistry from UCSC without taking a quantum mechanics course, which I just managed to weasel out of. I don't see what would be particularly impressive about taking Chemistry and Calculus during the same semester; I took Chemistry, German, English, Calculus, and Physics (all 1A) during my first semester--it was common. Since I enjoyed Chemistry, and particularly Organic Chemistry, I enjoyed it and did well, although I did notice that significant numbers of other students did not, particularly after the new teaching methods came into vogue in the late 1960's. I avoided the Life Sciences like the plague until I was in graduate school and needed them for a redirection when the PhD chemist job market went into the toilet in the early 1970's. And then got flushed. I ended up doing all right with jobs that were "inappropriate" for a PhD. I attribute my success in and enjoyment of Organic Chemistry to the fact that I happened to learn it first from one of the last professors to teach it in the old way (descriptive) and then from others in the new way (with reaction mechanisms). The new way discarded generations of valuable pedagogy, and year after year as a teaching assistant I had to rescue students who were overwhelmed by professors who didn't know any better. No matter how strange it seems to me (!), I suppose it shouldn't be surprising that there are people who can groove on mathematics. I remember with fascination encountering people who clearly understood the Tao of mathematics, just as I could (and can even after all these years) envision the interactions of atoms, molecules, ions, polarity, polarizability, charge, electron clouds, and energy maps. Cheers! And congratulations.
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I believe your comment about there being an understatement as far as the book being designed for average students, but with some more difficult problems. The series itself as I remember looking at them today and purchasing the first three pace themselves to be more basic in the earlier volumes, yet, by the 6th volume the series anticipates that these problems in general will be more difficult.
The text you referred to including the text that follows explains:
"The majority of the material is aimed at the student of average ability but there are some more challenging problems. By working through the books, the student will gain a deeper understanding of the fundamental concepts involved, and practice in the formulation, and so solution, of other algebraic problems. **Later books in the series cover material at a more advanced level than the earlier titles, although each is, within its own limits, self-contained."**
The statement following the * describes why the problems in your edition felt like there were more than a fair share of difficult problems. ... Or so it seems to me :)
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For best results, I always watch videos twice or three times. First time, I give my attention to tutorial, NO notetaking, NO pausing or rewinding the video. Just my intense attention. Tea break. Second time, I repeat watching the video and pay attention, sometimes no notetaking, no pausing, no rewinding. Tea break. Third time, I watch video again and do notetaking, while pausing or skipping parts of video.
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My teachers always say that after practicing and doing 1000 exercises you begin to understand it better hahaha
It's a matter of dedicating the necessary time
On Monday I had an exam, I was the night before and that same day explaining certain concepts to my classmates, everything was very clear at the time of explaining to others how all this works, later in the exam, I did that problem wrong, I don't know what happened, but at that moment I didn't think correctly and made a silly mistake lmao
However, my explanation was correct, and my classmates did it well, being able to explain and teach concepts to others, helps a lot in addition to knowing the theory and practice
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I just stumbled upon you channel. Holy cow where were you my whole life? I'm 65 years old and been afraid of math since, "new math" in 8th grade, when my dad, a college graduate, was in Vietnam for that year, and couldn't help me. Any way, I'm in my 3rd-4th year of an online degree with Colorado State Global, in Business Management which requires 2 Statistics courses. Although College Algebra, and Business Calc aren't required for my program, I think the stat courses need the background to do well in them. So it's refreshing to see your encouragement. I am a subscriber. Thank you. I've looked at Kahn Academy and it really didn't resonate with me. You seem to connect so far. Wish me luck. Jeff, Colorado Springs, CO.
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Maybe you can answer it here, or make a video (maybe you even already have one), but I have kind of specific problem. I’m taking precalc and trig now. When I’m in class, especially in precalc, I am constantly shouting out answers (often the only one), I keep up with the professor and sometimes even beat him to the punch. I’m not exactly that good at trig in class, but I keep up. The issue is that when I start doing my precalc work on my own, I have much more difficulty remembering the steps, contrary to trig, even though I’m better in class at precalc. Not sure if it makes much sense, but is there any advice you or the comments could give on this?
TLDR; I do excellent in precalc while the lesson is being taught, but start to fail when I’m left alone, but the opposite is for trig, I do worse in class but when I get home it’s easier for me to follow my notes and steps.
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I know this just seemed like a random book review but I felt compelled to comment. IHO, this is the best pre-calc. book there is out there, in terms of didacticizm (good-teaching), and how I know, is that I researched for such a pre-calc. book, because I wanted a good reference for trig. and stuff. Because even though I'm an EE major, and I've been through it all (differential equations, calculus etc.) I realized that owing to the education system's flaw, it is possible to know how to, say, do integration by parts, or other higher computational things, which are considered higher math, but all the while not actually being completely well versed in what is considered lower math (pre-calc.). The system makes us gloss over so much superficially, in the name of only teaching the practical stuff, that you end up learning things without knowing where they came from. You have to do that to a degree, to actually learn things, because the topics just don't end in math and science, so this isn't entirely a very bad approach, but I believe it is just over-done, in the current education system. Maybe it's so inevitable, that it's not even the system's fault, who knows... So through my research, I found this book to be the best in terms of range of topics, and more importantly, in terms of clear explanations. Also it had sufficient practice problems. So I purchased an old edition which was within my reach, and I'm happy that I did. I would be open to have my mind changed with another book being proposed, to best this one in the specific attributes I specified, but mainly, I wanted to impart this experience of mine, in case it benefits anyone, thanks...
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I'm too old to go back to college now. I take all my courses online, usually via YouTube lectures, and I get no credit for anything as no one even knows I'm doing it but me.
In any case, you first few suggestions simply wasn't possible when I attended college. You say to take good note. That much I most certainly did. However the idea of going over your notes after class was simply not possible. I simply didn't have the time. In part because I was also working my way through college so I had to go to work after class. And in part because the college wouldn't allow me to just take a single math course. In other words, I had other courses too, which actually got in the way of each other. As far as I'm concerned colleges are a joke because they actually get in the way of sound education and study.
Finally, my suggestion to educational institutions. Why not arrange to have various different disciplines working in parallel? In addition to taking mathematics I was also taking physics and computer programming. (plus some other mandatory courses that I didn't even need to be bothered with) They just sucked up more time.
In any case, what really upset me was that the math courses, the physics courses, and the computer programming courses were not in sync with each other. What would have helped considerably would be to have had the math and computer programming courses designed around the physic course so I could actually apply the math and computer programming to my physics problems.
As it was, it was just a cesspool of confusion. What a waste of time!
Did I learn something about physics, mathematics, and computer programming? Sure I did. But not nearly as much as I could have learned had they all been in concert with each other. It wasn't until I actually left college that I was later able to try to put it all together. But IMHO, that was actually too little, too late. I could have done so much more while in college if the educational institution would have had better coordination between their courses.
End of rant.
It just upset me because the suggestions you make simply weren't available. Time would simply not permit it. But it could have been so much better had the college had the brains to get the professors of different subjects all on the same page. That would have helped tremendously. The way it was, it was more like taking totally unrelated courses. I'll be forever ticked off. College was very close to being a waste of time. In fact, compared to what can be learned via online courses today the old style college is indeed a total waste of time. At least when choosing courses online you can search around to find courses that are compatible in terms of the ultimate topic.
That's the key to great learning. Unfortunately it's very difficult, if not impossible, to actually get a degree that way. So to actually earn a degree, you don't have a lot of choice but to suffer through crappy academic disorganization. I'm not happy with academia, if you can't already tell. (Big Smile)
By the way, I don't blame the professors. I had some great professors in physics, math, and computer programming. They just weren't coordinated with what each other was doing. No doubt, not their fault as the educational institution wasn't bright enough to even suggest that they should try.
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MISTER, let me tell you. so i almost exclusively use pens for everything, the tactile feeling they have is just superior to pencils, the ink glides and the text is far more bold and legible. however, i recently used a pencil for the first time in 5 years and it's a Zebra 'Z- Grip plus'. I only use Zebra , so i was happy when i saw they had a very nice pencil, it has a little weight in it, a fine twist eraser at the top, and a very slight rubber feel that covers the whole pencil, let me tell you, this thing slaps! I actually enjoy using it
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I know it's a ton of work, since I wrote 2 books already, not on math, but you should write a Perfect Math book, since as you said there isn't one. I had some ideas, but essentially, find the common flaws of every general math book (such as never having any of the answers in the back worked out, and just having the odd numbers, etc.) and write one that doesn't do any of those things. The subject could be whatever one you're best at, Cal2, Real Analysis, etc.
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Sorry, but you missed a lot of stuff here. First, the TAOCP was voted to be in the top twelve (?) of the best science books written in the 20th century (together with Einstein, Russell, Dirac, von Neumann etc). Secondly, Knuth is not known to be the „father“ of computer science. There are a lot of people involved and I am pretty sure that Knuth wouldn’t dare to compare himself to these people, like Turing, von Neumann, and others. Don’t get me wrong, I am a big fan of this man, but he is not „the“ or even „a“ father of computer science, but he is a great teacher of CS, though. He developed TeX to be able to typeset this book. TeX is today used by almost all mathematicians and scientists to set their books and articles for print. The achievement of this book is the way he teaches algorithms. He is using a fictional computer processor and all source code examples are set in assembler for that processor (MIX). Most other books are using high level languages, like C. Knuth is also distinguishing certain levels of difficulties for the exercises in time, that means, how long you need to solve them, like, 30 minutes or 1 hour when you are watching TV at the same time. Some of the exercises have no solution yet (research problems!). The book has a crystal clear language and is always on point. It is also written with humour and a fun read. Also, learning algorithms is always a reminder that CS is a mathematical science. If you wanna learn it, learn at least discrete mathematics first. Lastly, the man devoted his life to this book. He started when he was young and is still working on it. It takes so much time, because he is a perfectionist and a completionist. AFAIK, the original task was to write a book on compiler design, but he thought he needs to deal with the basics first. I think there is like one new book every 10-15 years since he started working on it. The passion of this man writing these books is exemplary for me. BTW, you obviously got a copy (literally) of a chinese university or something.
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Wow, I'm amazed that I never heard of this. I took calculus in 1974–75, and used the George Thomas book. It was everywhere, and apparently was highly regarded.
I'm very impressed by those who write textbooks. The work is, in essence, VERY tedious, and you really have to be very nearly 100% correct to have any credibility. OTOH that is balanced off a bit by the fact that, at least for STEM, you don't need to be an especially creative writer. I'm sure it's also true that, because of that formulaic quality, you may be able to fob some ofthe more tedious work off onto grad students or some such helpers. Still, it's a lot of work making a really good textbook. Not sure if I could do it.
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I had one teacher that once told me "you should change of career", i am studying math, remember i cried in the bathroom super sad, thinking i was stupid or something, he gave me Algebra 1, the next semester i tried again with other teacher and pass, she told me during an exam: "you are good at Algebra, just need more concentration" (i was living a lot of different troubles in my life and study wasn't a priority).
In my last semester the last year, i pass Algebra 3, my last algebra course, so I'm here yet, doing my best with my career.
Sometimes we just need someone believe in us, but even if nobody does, you must believe in you <3
pd: I'm a non english speaker, sorry for the mistakes in the text.
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For the first reason of yours, I think it's pretty invalid. Grades are almost always far from the truth about you as a student and as a person. They're an extremely broad and unrealistic way to judge the qualities of a student and most education systems tend to keep track of all your grades, which only makes the student feel more pressure as to how many times they have to go out of their way to get good grades. This should be seen as a negative, not as "grades matter because they are grades".
That GPA score is nothing more than what you got during your student years. It is nowhere close to who you are as a person and a worker by the time you go and look for a job. Unfortunately, our society thinks otherwise, but compliance with society's negative standards shouldn't be seen as a positive.
For the second reason, grades are really not a good way to get a sense of accomplishment. Accomplishment should be gained during the learning process. When the teacher talks about a new subject that involves previous knowledge and you don't need him to explain how those connect, you get a sense of accomplishment for your success in previous classes. You get that sense every time you finish your homework, or a test in which you know you wrote well, or when hearing your teacher talk about your performance. You get a sense of accomplishment for participating in class, learning from your mistakes and obtaining knowledge. A bunch of numbers on a paper only give a fake sense of accomplishment that really doesn't mean anything.
Lots of students from my classes got great grades. Their knowledge and attitude in class proves they didn't deserve them though.
I say this all as a class topper in every single maths class I'm attending (calc1) with perfect grades from the end of our last semester. I hope I am understood and my criticism isn't taken negatively.
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We are all entitled to our own definitions of "fancy math books", which you wisely avoided trying to define too closely. I think idea of a fancy math book may stray somewhat from yours, but I won't try to define it either. Instead I'll just list a lot of math books that I consider fancy and let you infer what you can of my definition of fancy from that. I don't own many math books now, fancy or otherwise, as I donated most of my math books to a local college's math department for their library / use after I retired some years ago. Anyway, here's my list.
1. The three volume work Principia Mathematica by Alfred North Whitehead and Bertrand Russell. Leafing through it, I think most anyone would have to agree that is fancy. However, it is not the kind of book one needs to read in detail or from which one is going to teach oneself math. What is important and remarkable about this book is simply that it exists. Not a book I want to own or read from cover to cover. But I am grateful that every university I have ever attended owned it and I drew comfort from the fact that I could go look at it and leaf through it occasionally.
2. Éléments de mathématique by the fictitious mathematician Nicolas Bourbaki. Its pedagogy is more than a little dated now, but it is breathtaking in its scope and conceit.
3. Hardcover books in Springer-Verlag's Die Grundlehren der Mathematischen Wissenschaften series. Of course, I'm not familiar with all of them, but am very familiar with some (e.g., r Homology by Saunders MacLane). Springer-Verlag also has a number of other series which are wonderful (e.g., Lecture Notes in Mathematics, Graduate Texts in Mathematics), but perhaps not fancy. There are a number of other publishers with series which are perhaps comparable. I could have included several others, but let's just leave it as an exercise for the reader.
4. Several "visual" books I have stumbled across which I wish I had 50 years ago: Visual Complex Analysis by Tristan Needham, Visual Differential Geometry and Forms: A Mathematical Drama in Five Acts by Tristan Needham, and Visual Complex Functions: An Introduction with Phase Portraits by Elias Wegert. (An Honorable Mention in this category goes to Topology by John G. Hocking and Gail S. Young. I see it has be reissued in a Dover Paperback, but as an undergraduate I bought a copy of the hardcover solely for their positively malevolent illustration of the Alexander Horned Sphere).
5. Straying into physics a little, there is the classic Gravitation by Misner, Thorne, and Wheeler. I was so struck by how gorgeous it was that I had to buy a copy when it came out even on my meager graduate student income.
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0:39 As much as I'm not denying your lived experience, I think it's worth pointing out that math being "hard" is subjectivity being slipped in. Excelling at any given thing is "hard" but what often strikes me about "math people", or other interests which are often given as schenectady for 'intelligence'; chess players and economics majors also tend to be solid examples of this, is a tendency to overestimate their general intelligence based on their internalized cultural perception of that interest and make axiomatic assumptions about the world around them and treat these as a null hypothesis and themselves as the standard bearers of all reason.
Let's take 'elitism' as an example; a particularly difficult or rigorous book on a subject doesn't strike me as meeting the definition of 'elitist', but to go into a video without really knowing what 'elitist' means and, perhaps for a malformed conception, defending the relevance of particularly difficult material is.. kind of illustrative of the sort of blind spots that might crop up if you're self-conception is 'doing a hard thing for smart people'.
I have notebooks full of astrology, much of which is mathematical in nature and is not far removed from something Galileo might have possessed, I make no conceit of this being the study of science (though it is as complex); what would be elitist is the belief that your practice is intrinsically superior or separate from your field. Of course, I do not think this all adds up to you being some sort of 'elitist', but rather that I simply relate to dealing in objectivity and struggling with subjectivity and thought you might benefit from a different perspective.
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I'm not from America. I don't know much about the American secondary education system. Serge Lang in his legendary Calculus books' foreword, however, complains about it even as early as about 1970s. High schools seem to focus more and more on the short cuts and simple tricks and techniques instead of in-depth theoretical understanding of math and problem solving skills ...
It seems in my country they have employed a mixture of European and Indo-Iranian-Irelandish systems. So yes we also "apparently" have calculus-I (single variable) at high school "science" section curriculums: limits, derivatives, and integrals with analytic geometry. But it was a quite practical treatment without much theoretical concerns other than showing that the Riemann sum would converge to the limit as error goes down etc...
So is this good ? Does teaching calculus-I (or II) at high school make any sense? I don't think so... As most comments indicate, the treatment is already quite superficial (it's an apparent education at best) and aiming for solving university entrance exams only. This way, students won't be learning the necessary stuff for mathematical maturity. It's quite an engineering treatment (I'm an engineer too).
I believe that the American system was actually the best; giving students more intellectual treatment than unnecessary technical details, that they will learn later as they mature sufficiently. A rigorous treatment of calculus is quite impossible without "formal" set theory, logic and topology, so those who think we could teach formal calculus at the high school level are not understanding the inherent difficulty there.
I think however that a more sound treatment of algebra, math proofs, statistics, and problem solving strategies could be given to them, instead of showing how to differentiate inverse trigonometric functions... :-)
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Agreed as critical. I'm far from a perfectionist, but it OFTEN happens that we may feel compelled to go one of two ways :
rush through, get the answer, get the work done, prep for the tests/exams ...
OR
study, find some statement or text and then fan that spark.
For instance, back in grade school (pre college) when they said exponents are subtracted when dividing, try to focus on the ramifications of that -- feel free to dwell in it. Notice that it shows why a number over itself is one, and it shows how negative exponents work.
It's a throw-away topic, and you could just take-away 'ok, it's division, just subtract' but by doing so, you do yourself a profound (long term) disservice.
And remember, most of the time, the teachers would LOVE to help you dive more deeply into these finer points (maybe not during the class lecture itself tho).
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Probably what I will say next is already known to everyone, but if someone does not know, it follows.
As a self-taught person, I learned that any exact science study, perhaps any discipline, should be done in a quiet place without distractions (there was already a video on the channel dealing with this subject).
In addition, I always got better results when I took at least three readings from each chapter.
First I try to have an overview and, therefore, I do not dwell on details or further reading.
The second reading aims to understand how the sections of the chapter connected and solved the examples for me.
In the third reading, already understanding the general purpose of the chapter and how things connect, I dive into the details and summarize what I studied. In that last reading, I solve ALL the problems.
PS: All readings with pencil and paper.
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In the decades before "new math" and "Common Core math," the author of the book, Prof. David Eugene Smith (1860-1944), was known as the "Father of Mathematics Education" in the United States. Not only did he write many textbooks covering the subjects of arithmetic and various mathematics taught in elementary, junior and senior high school courses, but he also wrote articles and books on math pedagogy for elementary, junior and senior high school. Initially a lawyer with his father, Smith became interested in teaching mathematics and studied advanced mathematics under the noted German mathematician Felix Klein (among other accomplishments, Klein described the concept of what is now known as the "Klein bottle", which is a 3-dimensional version of the "Mobius strip").
Smith was not a wishy-washy mathematics teacher. In 1894, John Ellwood, a Pennsylvania school principal, wrote an article, "Remarks on Division," in the American Mathematical Monthly (archive.org/details/sim_american-mathematical-monthly_1894-02_1_2/page/47/mode/1up). In the next issue David Eugene Smith responded with a sharp rebuttal, "Note on Mr. Ellwood's Remarks on Division" (archive.org/details/jstor-2971644/page/n1/mode/2up), that begins: "Reluctantly, feeling that it is almost unnecessary, a note is offered on Mr. Ellwood's article on p. 47. Such articles float through the primary journals of education now and then, and possibly do no harm that can be undone by replying to them. But in a mathematical journal such pedagogy should not go unchallenged."
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I am the clean type with only expensive books. I mark few copies of cheapest books (except vintage ones, as I respect antiquity).
For instance, I bought 5 identical copies of slim books on tables and formulas. I mark two of them, while others clean.
For clean books, I use sticky notes of assorted sizes and colours, instead of ugly highlighters on text or gritty pencils underlining sentences. I sometimes cut sticky notes into narrow strips and position strips vertically in margins near paragraphs of great importance. On sticky notes, I scribble summaries, comments, doodles, etc. When done, I attach notes to pages.
I also use large bookmarks (old cinema leaflets with blank back, approx. 3.5" x 8") and scribble infos or illustrative doodles thereupon.
Weeks or months later, I discard notes and sometimes write new notes to replace the old. When I no longer need the books and wish to sell them, I just remove notes and instantly, the books look as good as new and be fit for selling.
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That is absolutely right on! . . . it is so much more rewarding when you follow your interests. I recently noticed that Facebook now has many groups that you can find to be of far superior quality than just general feeds . . . for example, I am interested in learning various languages, like I want to learn more Ancient Greek, Latin, French, more Artificial Intelligence and improve my math skills . . . all of that can be done now thanks to the many people who have formed groups that address these subjects . . . . if you happen to be a lifetime learning like myself, you should search the groups section for your interests . . . . this is much better than general channels, and it will lift you up . . . I actually wrote a program in C# to use for self-study, it highlights and colors text, you can create quizzes, it can search out language grammar, at the moment I am working on adding math symbols.
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My degree is in mathematics. I have a very vivid memory of a unique studying experience. I was in my dorm room, at my desk, reading through the assigned next chapter for one of my math courses. And it was like the information just flowed directly into my brain. It was all so clear, so obvious. Absolutely no need to read it over and over again or to follow along and do the exercises myself. The knowledge went directly from the page into my brain. A glorious feeling. That never happened with any other book or even any other chapter in that same book, so it would seem it wasn't the book author doing an exceptional job of explaining the ideas, it just, somehow, happened. It's never happened again. The fact is, Math is hard. And lots of other subjects are just as or even more difficult. As you point out, it's gonna take some effort on the student's part to "get it".
And if anyone else ever had that same "direct into the brain" experience and understands HOW it can happen and more importantly how it can be MADE to happen, please share. :) [ And, no, for me it didn't involve consuming any drugs ;) ]
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There's a lot of good advice here, I'd like to add just a few things I've noticed when I've gotten a really good grade in a class, (especially, but not limited to, math and math heavy subjects):
Aim to get every answer right by double checking your work. When you do your homework, if there's a problem you can't figure out don't stop until you get the right answer, and know why you made a mistake. Your teacher may not grade your homework, just give you credit for doing it, but if you don't get the right answer, the homework has actually reinforced the wrong answer. Knowing yourself, your weaknesses, is valuable.
Going fast: if you are able to finish a test quickly enough that you have the time to go back and double check your work, then you're probably fast enough. I consider it a warning sign that I'm not keeping up, if I run out of time before having double checked all my answers. Sometimes I end up finishing before a big portion of the class, but I'm never the first to finish a test in math class.
Prior planning and preparation prevents p*ss-poor performance - the 7 "p"s come from a saying in the USMC, to my knowledge and there's a lot of truth to this; if you put out the effort to prepare completely, there will be no surprises on test days. This will be easier for some than others, and it often means sacrificing a lot of personal time.
I second the note-taking. Also, don't buy study aides - make your own. The act of making flash cards, study guides, etc, is more instructive to me than referring to pre-made ones. I hardly ever refer back to my notes, usually having taken them is enough; I can do the homework with little difficulty.
Re-doing homework never helped me - I have a tendency to remember the answer and not learn anything the second time around. But I usually do a few other problems in the book, the ones that weren't required for homework, and represent one of each of the types of problems I'm likely to see on the test, since often tests are cumulative in math. So I guess in a way I'm redo-ing the homework, but not all of it. That being said, I have a bit of a sixth sense about what's going to be on a test and I know if I'm solid or struggling, and if I feel like I'm struggling, I put more work in.
A lot of this seems obvious, but let me tell you, I have had classmates that do the homework just to get credit. I've had classmates who should have known they weren't fast enough: the instructor would tell us "there will be ten question on the test and you get two hours" and the student would be doing their homework a rate of one or two problems an hour. I've seen student who triage their way through school; "if I cut down on my study time I can get a passing grade and still hang out with my friends all weekend" and basically ruin any chance they had of going to grad school, or worse, having no room for error, they make some mistake and end up failing a class altogether. Those are like the people with engineering degrees who can't really do the engineering job and end up making half the money a real engineer makes because they got stuck in a supervisor position on a factory floor where people who never even went to college make more money than them (welders, toolmakers, some other skilled trades can be more difficult to replace than even a good supervisor).
And for the record, I'm currently taking Calc I, so my typical workload may very well go uip, and I may have to become more reliatnt on notes, do more extra problems on my own, etc, to continue to get the kind of grades that I want.
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“There was a footpath leading across fields to New Southgate, and I used to go there alone to watch the sunset and contemplate suicide, I did not, however, commit suicide, because I wished to know more of mathematics.”
Bertrand Russell
“Mathematics, rightly viewed, possesses not only truth, but supreme beauty—a beauty cold and austere, like that of sculpture, without appeal to any part of our weaker nature, without the gorgeous trappings of painting or music, yet sublimely pure, and capable of a stern perfection such as only the greatest art can show.”
Bertrand Russell
“What is best in mathematics deserves not merely to be learnt as a task, but to be assimilated as a part of daily thought, and brought again and again before the mind with ever-renewed encouragement.”
Bertrand Russell
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i'm so grateful you exist, seriously.
i'd never looked at studying mathematics or anything academic like that as something someone would just do for the love of it, or the benefits that it might have.
i adore that a lot, because i've never really seen it on people around me - like someone actually wanting to learn the thing and know how it worked, in a way that had nothing to do with a grade or praise.
and i've got to experience that in the past 2 months. i've went through the exact limits and derivatives that you would cheat on on a test, but by myself this time. it was so fun to spend sometimes 14 hours a day just playing around with those. you kind of forget where you are in the world and it's all just zen.
i'm so lucky to have had that type of experience with it, because it merely started from me checking out what this old book i had was all about, and it could've just ended as yea it was as boring as i expected it to be.
if there was one thing i've learned from picking up math again, was that it completely changed my mentality towards the things i hate now; if math was always my least favorite, and now it is my favorite, then what else am i looking at from the wrong perceptive?
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For me it was jiu-jitsu is that outlet.
I started approaching new moves, felt like creating a proof.
I haven't been able to practice sinch march, so I miss it.
I really wish I knew how to surf, I live <2 miles from the beach.
I get scared about sharks though haha. What do you think about Googly eyes to prevent shark attacks?
When I move to University, I'm going to get wet and sandy like a Navy Seal.
I miss being in boyscouts, and I remember the seal swim was one of those inner peace types of feelings.
Grueling but somehow still tranquil.
I've been waking up at 4:30 to practice my discipline, do a grueling workout even in unmotivated,
By which after I'm done I'm already elated from the 'exercise high', I eat a massive steak, take a cold shower, and hit the books.
When I can't concentrate I just start cranking out pushups, or squats. This helps my ADD a ton.
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We have a function of x and y equal to z, we can make this a function that is of x y and z by subtracting, this new function describes a level surface, that's jargon to me right now, so we elaborate.
The first bit of that is surface, well not in english but never mind, a surface is like a plane that is all blobbed up and mushed together in some way. We can level a surface by setting it equal to zero, this is a weird concept frankly, but that 3D surface is a cross section of a 4D figure. The important thing is that we have F(x,y,z)=0 describing this surface.
Then we have this gradient thing, what's that? I dunno, but we're gonna BS it and pull it out of thin air without the help of the internet. So V is gonna be my stand in for the gradient symbol...
VF(x,y,z)= the partials of each component. What does this mean? Do I really understand partial derivatives is the question here? Well a gradient shows how x, y, and z change with time. It is a vector quantity, and this makes sense because if you pick a point on a surface and vary time, it should change in some direction that could be changing.
Say you had this vector that describes how a surface is changing. Where is it going to be at a given point? Well I can only visualize usefully in 2 dimensions, say you want to draw a circle with a vector that describes how it changes in time. This vector has a perpendicular component changing it to go towards the center, and a tangential component that drags it sorta like orbit. I think these are different orders of derivatives though, right? Yeah, velocity is changing with acceleration, so what we're actually looking at for this model is how a tangential vector changes. The gradient then would be orthogonal to the tangent vector running along the surface, but well that's a stupid way to view that, we're going to just say that it is orthogonal to the surface itself, this also isn't a nice surface necessarily, so we resort to partials to make this orthogonality a Boolean equal to true.
What do we do with all of this? Well we've got a gradient(Orthogonal vector) and we've got a Surface F(x,y,z), if we can lay this gradient at any point on this surface, we will have the Normal and a point to describe a plane that is kissing the surface, that's a tangent plane. Hey, and that gradient is orthogonal to this surface. Let's say a line is the Normal line to this surface if it has the same direction as this plane and passes through the point where the tangent plane and the surface F(x, y, z) kiss!
Okay, now I think I have justified it all in my brain. Continue.
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I received my MSc in Computer Science in 1977 from Brussels Free University. At the time, I had acquired a solid grasp of Fortran, Cobol, PL/1, Algol 60, Pascal, Basic and several Assemblers as well as an understanding of a few more like Modula, Algol 68, Snobol, Lisp, APL and some more. All of that was on mainframes only. The most heated debate at the time was about how to get rid of the "goto" statement and promoting the so called "structured programming" style. Object-orientation was still in its infancy.
In the next few years, I could get my hands on my first personal computer and finally got access to a C compiler in 1983. I too learned the language by reading the K&R book in a few days as it was usual when I needed to learn a new language since there wasn't much material available at the time. To be honest, I found it pretty accessible and really didn't struggle to learn C but found it immensely useful to replace most of the assembly language coding I was doing at the time. One other book from Brian Kernighan that I found enlightening was is "Elements of Programming Style" which I highly recommend to anyone who wants to improve on their coding practices. I'm probably still (unconsciously) applying most of its principles even today.
More recently I have looked at Go which I found appealing but not convincing and at Rust. I fell in love with Rust and started switching to using it for my work. To be honest, the language has a very steep learning curve and you basically have to re-learn the way you reason about coding but after all these years this is probably the first language that brings original ideas into the mainstream.
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surfing...yes sir. I wanted to try Cabo, work my way up to Mavericks but never went out there. I wasn't a very good surfer, but was stoked every chance I got. in awe or something
I remember this one summer day in '95, on the East Coast. A place called Spanish House near Sebastian Inlet. rain was coming down hard, a downpour, with lightning popping the water several miles out. Me and some other guy crouched under our boards, but these beautiful 7' sets kept rolling in, so I said F*** it dude, screw the lightning, if we live through it, we'll remember it forever! he said yeah, your crazy, I paddled out alone. caught great waves on a hand-made 10' Bruce Jones for hours.
rain became a light mist. was awesome. totally qualified as a perfect day
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My technique: I keep SCRAPBOOKS and STUDY DIARY. They help me to stay ahead. I also use Pinterest for keeping boards of studies like others' sketch notes, formulae, etc.
Pinterest has LOADS of colourful pins of math problems & solutions, all to make your studies more engaging and addictive. Highly engaging illustrations like sketch notes. Look up equation theorems like Schrödinger equation there and see what you will find there. Plethora of colourful pins there.
My STUDY DIARY is merely a cheap school copybook. Every time I watch tutorials in Youtube, I jot down the video titles and channel names into my study diary. I do that for online ebooks too and I jot down their titles. If I want to watch a particular tutorial again in future, I doodle a star on the side of video title, preferably in eye-catching margins. Two stars to mean "super easy" or "worth watch again." Same with online ebooks. If videos & books are too hard or too long & boring, I use initials respectively TL or TL (or TLB) in the left margins or near titles.
Should I forget tutorials, I always consult my diary study (or scrapbooks) and quickly find the star-rated video titles & channel names and book titles. I also jot names of loaned ebooks that I digitally borrow from a website called Open Library.
I use Google Slides as scrapbooks, notebooks, and directory books — much easier to use than Google Docs as I can quickly arrange pages in any order, and treat thumbnails in left column like bookmarks. Besides, Google Slides is convertible to PDF. Their page sizes are easily customised (like A4 or A5), only in PC, not tablet.
For myself only, my colourful scrapbooks look much simpler, funkier and more engaging than verbose textbooks. Some pages look jazzy with background colours & funky fonts, page designs thus easier to spot in tiny thumbnails. Whatever studies that I am stuck on, I simply go to online sources for help: e.g. Youtube, Quora, Stackoverflow, Pinterest, Google Images, Facebook groups, etc. There, I take photos of others' maths.
In my digital scrapbooks via Google Slides, I keep SCREENSHOTS of vital maths on chalkboards, web pages, etc. Screenshots serve as MEMORY TRIGGERS. I use scrapbooks to simplify all my studies, also to hold summary notes, lists of maths terms with links embedded. Inside scrapbooks, I attach LINKS and brief notes to all sources, add colourful images for illustrations (many at Google Images and Pinterest). Links are terribly important, should you forget tutorials in future.
For RICH BRAIN-PICKING, I visit Facebook groups, Quora, Stackoverflow, Pinterest, Twitter, etc. Brain picking is like digging for gold in soil or river. Check out the hubs inside Stackoverflow (let me add links here minutes later). LOTS OF GEMS there, too good to miss: all the lovely math/physics problems with exemplary solutions, written by graduates and professors. I take screenshots of web pages and store them inside Scrapbooks.
On my mobile tablet, I press together home button and power button to take screenshots of Youtube and websites. When you want to screenshot frozen parts of videos and that you want to remove unsightly arrow icons on videos, just tap area outside icons inside videos and icons will disappear.
Not only to create scrapbooks, I use Google Slides to create maths & physics directory books. Inside, I embed links inside jargons, names of favourite nerds, website names, titles of worthwhile articles, etc. I also keep a long list of nerds' names in Google Docs. Links embedded. I have Math Sorcerer's name included in my math scrapbooks, only if I ever forget his name in far future.
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I'll give my two cents as someone writing a dissertation on PDEs.
For me, PDE has been interesting not only by itself, but also as motivating examples to study many other structures in mathematics. For example, the weak derivative being the closure of the strong derivative in the Sobolev norms are the first class nontrivial examples of closable/closed operators, and fundamental solutions being the motivating examples for the study of convolution type singular integrals. The key to really get on this road of exploration and the most out of learning is to think "why does this technique work?", or "how may I have come up with this myself?" In other words, don't just treat the solution techniques as black box magic tricks, think about why you would look for this method yourself. The same for properties of solutions-why should you expect, for example, that harmonic functions satisfy all the nice properties they do, before doing the proofs? Of course, this would be much more helpful if you are able to discuss, especially with people who are already experienced in PDEs!
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First up, programming is the least important topic in a CS degree. I know that makes no sense, but I graduated GA Tech cum laude and I still only knew the C language at the level where I began. The CS curriculum is at least 90% applied math. Oh, right, I did in fact learn LISP, but the language itself was only covered in the first two days of class. Late Adds were out of luck.
The point of the math through linear algebra is to set CS students up for the first important math courses for software designers and engineers. Those being combinatorics and Big O.
In fact, I recommend watching videos on those topics now despite not knowing exactly what they are talking about. If nothing else, a reasonably bright high school student should get a sense for where all this is heading.
After taking combinatorics, I was ashamed of the software I had designed before that class. The topic is THAT important. I was a radiochemistry lab manager with only an associates degree before I went back for my CS BS, and I had already written my own lab management software that connected multiple measuring instruments. However, it would never have scaled up to multiple labs. Knowing combinatorics would have changed all that.
Caveat: This is the short YouTube response, which means its accuracy is fuzzy. BTW, fuzzy variables are another topic that will turn programmers' worlds upside down.
(:
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I really needed to hear this Math Sorcerer as Advanced Calculus was really pushing me past my limit (pun intended). I love the subject and would love to learn math, but I struggle with moving on when I don't understand something which in this case is multilinearity. The textbook for the class is hard to follow as well but there are really no other texts which covers the material specific to the course I am taking as it was offered as a new course this year for those of us on an advanced track. To offer more context, I am a physics and chemistry double degree student who is very much interested in independently learning the disciplines which undergrad math students learn such as real analysis and complex analysis. The topics covered in my advanced calculus course are:
Student Learning Objectives:
(a) Students will learn the following concepts: • the concept of differentiability for functions
of multiple variables, • derivative as a linear operator, • surfaces and tangent planes, •
the concept o divergence and curl, • higher derivatives of functions of multiple variables
and their • extrema, • integral of function of several variables, • iterated integrals,• line
integrals, • surface integrals, • differential forms;
(b) Students will learn the following Theorems: • Sufficient Conditions for Differentiability
for functions of several variables, • Chain Rule, • Inverse and Implicit Function theorems,
• Lagrange Multiplier, • Green’s Formula, • Divergence and Stoke’s Theorems.
(c) Students will show ability to apply the learned concepts to the real world problems: •
motion in space, • description of planetary motions, • surface areas and volumes of objects
in multidimensional spaces, • optimization problems, • modeling with partial differential
equations
Textbook: Peter D. Lax, Maria Shea Terrell, Multivariable Calculus with Applications, Undergraduate
Texts in Mathematics, Springer 2017.
I really want to actually learn and master the concepts, but I need help. I do make an effort to reach out to professor but he is not accessible nor does he have a TA for the class. Any tips and other textbook recommendations?
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Joining a Minnesota program called UMTYMP (more info on google). I was failing pre-algebra in 7th grade, then had Calc 1 mastered by 9th. I used to not care for math, but in 8th grade I started trying in Algebra and the rest was history. I'm a senior now, and UMTYMP has taught me a multitude of topics as well as more formal mathematical writing and proof techniques, but I know I've barely scratched the surface of what's out there. So, I'd say my greatest accomplishment was discovering my passion for the subject. Math is by far my favorite thing to do nowadays, and I always get this sort of "high" when I tackle difficult problems. I'm still in disbelief that I used to hate it so much. I always love seeing other people be so passionate for it as well, because it's (in my opinion) the foundation of everything, yet isn't appreciated enough by most people. :^)
Most people are familiar with math up through trig or Calc 1, but don't know that those are probably less than 1% of all the different topics and fields there are! Like the pinned comment says, I'm no Euler or Ramanujan; rather, I'm proud of the effort I put in and the results I get.
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Hey math sorcerer, I went to the your links for udemy, and was interested in buying some courses. Specifically those towards programming that had some projects, then I ended up buying courses for a few foreign languages(maybe I should learn ancient languages too for math? :)), how to make game music, then I had to buy a couple of your courses to support you even though for 3 days there is like a 90% discount for all types of subjects including yours so I got a deal for $10 each for like 150 lectures, man glad I caught it at the right time, but do they always give discounts regularly? I got your advanced calculus and real analysis course and abstract algebra cause those are the ones I haven't learnt yet, there's so number theory that I'm interested in, but I found one, I can't wait to see your lectures, I love the in-depth explanations of some of the math series you derived a formula from. I'm going to complement the math lectures with the textbooks I bought for the classes I was suppose to take, and follow along with some practice problems, can't wait to see what I learn.
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I use Gregg shorthand always, which helps me speed up studies by tenfold (roughly). In my study diary, I write mixture of shorthand and longhand, use different colours of pens. I use longhand to emphasise some words and also draw coloured stars to indicate worthwhile revisiting. When I browse through hundreds of pages in a minute, my eyes are drawn to keywords in longhand, coloured symbols, etc.
When you do a lot of handwriting in everyday life, it is worth learning Gregg or Pitman shorthand. For an absolute beginner, you can mix longhand and shorthand, while getting used to the sight of simple shorthand words & phrases such as "the," to the," and," for," "for all," and so on. Times on, you will increase your shorthand vocabulary and use Gregg or Pitman to write your dissertations/theses.
You can find Gregg/Pitman shorthand. Prefer Gregg shorthand if your longhand handwriting is cursive. Pitman, if you are not neat at handwriting. Gregg is my preferred choice. You can find shorthand books at Open Library, a great website where you find many gems for online reading and digital borrowing. Lots of academic books there. There are many versions of Gregg/Pitman shorthand. In Gregg, I recommend either Simplified version or Diamond Jubilee version. Join Facebook groups for shorthand writing.
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Agreed! Some times we must hang out with a concept before we get it. God forbid we think our getting a concept enables us to explain it clearly to others. Math learning seems to work differently for different people. Some get it earlier than others; others never get it because understanding seems hopeless.
How someone who didn't get Math could understand it, then teach it to others later seems suspect to say the least. Saying he taught Math is one thing. Whether his students got it is quite another. Whether the same Math teacher I had three different years 'understood' Math is questionable. His Math degree was from Harvard [Class of 1932]--no mean school and with no mean Math department either.
Mr Klein explained concepts but always badly and for most of us, in a rush. They seemed one big bag of different unrelated recipes, as in, if you see this situation, follow these steps; if you see that situation, follow those steps and so on. Two or three of our home room's 36 boys got it at once. We got monthly report cards. The rest of us would have flunked had Mr Klein not monthly raised us to the minimal passing mark. Raising so many of us likely kept Mr Klein his Math teacher job too.
Save the two or three boys who at once got Mr Klein's meaning, his teaching approach for the rest of us was just to show how much he knew. He knew a lot more than we did. That is the 1st condition for being an able teacher. The 2d is the teacher and students must both know something, by which he conveys to students what they do not know. Were the other 33 boys really so dim? Unlikely, because we had to pass a tough entrance exam to enter the school. Mr Klein never tried finding some concept we ALL knew by which to convey what previously only he grasped.
A likelier explanation is 33 of us came to his class lacking certain conceptual frameworks that the other three had somehow got by hook or crook. Maybe they got it from playing with countable things--buttons, marbles, checkers. Maybe they got it from a Math adept parent who slowly and gradually introduced math concepts. Mr Klein's explanations were never slow or gradual for most of us and he seemed never the wiser. His notion was certain people just get Math and others do not. .
I was totally at sea in Math until Geometry. All Math in Europe was Geometry until Arab numerals' introduction which occurred gradually starting around 1,000 AD. I was fully at home with Geometry, and with little effort got perfect marks, when many other boys could not make heads or tails of it. How did that happen?
The only explanation I can venture is as a child I drew a lot, including geometric shapes. That habit quickly revealed relationships among lines and shapes. Understanding it all seemed instinctive, but was not. It did not come thru the air I breathed nor from inherited genes.
Mathematics has structure. Teaching it as a series of discrete recipes is dumb, but that is too often how Math is taught. What seems the best 1st concept?
How about introducing the number line, starting with zero and going right, showing how after nine in the units slot, the next number in that slot is zero for each new 10. From there, the next logical step seems explaining that adding is just counting up starting with the next higher number and subtracting is just counting back, starting with the number to be taken away from. This prevents adding only numbers added just once and subtracting each number subtracted just once. Then counting up by even increments greater than one shows multiplication. Counting back by even increments greater than one, with any remainder shows division. After that put negative numbers on the number line.
To nail multiplication and division down one can use small, paper mouth-wash cups. Five empty cups show 5 X 0 = 0. Five cups containing 1 raisin or coffee bean each show 5 X 1 = 5. Dividing a pile of raisins or beans into a certain number of cups, shows how many times that number of cups goes into the original amount, with anything left over. Also think of sharing X items among Y children or dealing out cards to play with.
From there one can explain even and odd numbers, then how addition and multiplication never depend on which amount one starts with first, but subtraction and division do. Adding negative numbers early to the number line eases explaining the result when a bigger number is taken from a smaller one. From there powers and roots become easy concepts to explain. Explaining logarithms cannot be far away,
Explaining addition, subtraction, multiplication, and division tables from 0 to five in 1st Grade, is easily possible. With so many available tricks and explanations to get the right result each time, twelve times tables can be learnt by end of 2nd Grade, But I suspect teachers' colleges show how to explain Math just as a bunch of discrete recipes. Is that how Harvard taught Mr Klein or was he just dredging up what he learned as a youngster, yet somehow grasped anyway?
Something to note is how quickly a product grows when a multiplicand is multiplied by ever bigger multipliers. Also worth knowing is how when a divisor grows ever so big, the quotient grows ever so small.
As far as I know, nobody uses a structural approach by which each new as yet not understood Math concept becomes understood only after each prior step is firmly conveyed from teacher to his victims.
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Anyone who bothers getting a formal education is clearly elitist! We should all revert to being a bunch of screeching monkeys fighting over bananas. I am joking of course.
My background is in Math. I think there are some problems with Math education in the USA, at all levels, but I shall mostly address college and graduate Math. My undergraduate and graduate classes all came down to "racing through textbooks", as I recall. The professor would basically plow through one chapter per week, no matter what, and the students tried to keep up. Of course the student is taking several classes at once, all doing this, and the resulting "learning" seems weak at best. Also, there is little continuity between different classes; at least this is what I found back in the 1990's. You study a little of this subject in one class, a bit of that subject in another class, and you end up trying to memorize lots of theorems from different subjects, with a dim understanding of how it all fits together. I always found that my best learning experience occurred when I took my own time to work through a textbook, outside of any class, at a pace that was comfortable for me. I suppose this would be an impractical way to try to teach a large number of students; although apparently this is basically how education works at Oxford or Cambridge, in England.
Another problem that I found with Math education in colleges in the USA, was a very light treatment of Logic and Set Theory, even though these turn out to be critically important in building up the ideas of Math. In my Math classes, only the most elementary aspects of Logic and Set Theory were covered, generally in a quick introduction. We would learn about truth-tables and very simple ideas in Logic, like "proof by contradiction". Similarly we learned only the most basic aspects of set theory: membership, subsets, unions, intersections, etc. But never anything like "Godel's Incompleteness Theorem". Nothing that would allow me to understand why the "Axiom of Choice" is independent of the other axioms of Set Theory. I never learned that several different theories of Logic and Set Theory have been developed. In all my Math classes, the "Axiom of Choice" was always assumed to be true. Yet we know that it is just as valid to assume the "Axiom of Choice" is not true, which raises questions about how everything I learned changes based on what axioms are assumed. I suppose that "practical mathematicians", such as engineers, really do not need to worry about such questions. However, if you are more interested in "pure mathematics", then all of these different Logics and Set Theories become quite relevant, and and at some point you will regret not having learned about these things, when trying to comprehend the deeper concepts of Pure Mathematics.
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Theoretical physics is a beautiful subject! In physics, we mostly utilize group theory (The standard model, crystal structure, etc), the calculus of variations (principle of least action, Lagrange's and Euler's equations), PDEs (Diffusion equation, wave equation, Laplace's equation, Schroedinger's equation, etc), complex analysis (conformal mappings, applications in quantum mechanics, quantum field theory).
In physics, it's easy to get caught up in mathematical details and lose sight of the physical picture. It is good to keep the mathematics in the back of one's mind while being able to think about the physical processes. In theory, any concept in physics should be reducible to a form that does not require complicated mathematical equations.
That said, there is some potential for mathematical ideas to intrude into branches of physics. For example, there is current research being done on formulating quantum field theory in terms of categories. John Baez is also working on some topological interpretations of Feynman diagrams.
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Equally important. Why? All math subjects follow the same structure. Axioms definitions, theorems, corollaries, lemmas. There are only 4 main ways (can be a combination) to conduct a proof in any math subject: 1. direct proof (p --> q) or by contrapositive (~q --> ~p), 2. By contradiction (assume hypothesis true and conclusion false, and find a contradiction), 3. By induction (if the theorem or problem have statement with math entity indexed by an accountable set), and 4. By counterexample (the converse of a conditional is not always true. A necessary condition, but not sufficient). The structure and the proof technique remain the same in math, only the subject changes. If you consider the math subject as a variable (like any variable in math equation/inequality), then you can see that all math subjects are equally important. And you become a polymath.
Statistics is a bit different, like half math and half physics: accuracy is not required, acceptance of hypothesis depends on confidence level or Company's appetite.
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OMG, you didn't just do that again...Over the past couple years I put a lot of faith in your "mathematics-know yourself" life wisdom videos. Really good stuff actually. You got this modern day Archimedes/Marcus Aurelius thing goin' on...I love it. And then comes that pivotal life changing moment, right when I'm about to transcend myself into the bright light of your inspirational message, when, out of nowhere, you blissfully plant your face deep into the textbook inhaling that distinctive aroma that gives you some king of satisfying glow and, I suspect, a need for a cigarette. And, that fast, my trance is broken. And so I journey on to another more recent Math Sorcerer video, If Math Destroyed You. And damn it, there it is again, just 3 mins into a beautiful message, and you're sniffin' pencils...what is up with the bibliosmia thing?
I kid with you Math Sorcerer, you are the best! Jesus will definitely give you a big hug for your contributions to humanity. Thank you.
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..."Are math people elitist?" I'm unsure what the latest statistics show, but I'm willing to wager that mathematics majors still only make up a very small proportion of all graduates. Why? Probably because mathematics is, for most people, very hard work. But, more importantly, math requires a deep curiosity about how the world works. It requires inquisitiveness, dogged determination and much (for want of a less overused word) passion. Let's face it, there's a lot more money to be made persuing much easier degrees, so no budding mathematician goes into it for the remuneration. So why math? The pursuit of elitism for its own sake? By and large not likely. Some mathematical figures throughout history even pursued math to the detriment of their potential earnings. Some even lived frugal lives. While those less interested, or perhaps less capable, souls around them chose to chase wealth and status instead. All in the name of elitism? No. I believe every "math person" has within them a burning desire or thirst for the pursuit of truth and knowledge for the fundamental nature of the universe. This, above all else, is what drives most mathematicians to follow such a noble and compelling vocation. Are some math people elitist? Surely. But they are likely few and far between, and rightly so.
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@TheMathSorcerer Hi Sorcerer, well, I probably could have done more and faster and Math. But my "retirement" came as a surprise: the company I worked for lost a Government Contract. Then I had degenerative osteoarthritis of my hip joints which I tried to ignore for years (too busy at work, right?) so the next contractor wouldn't hire me because by then I was marginally crippled. Sorcerer, I remember my last day as a Non-Cripple: I had gone to the local University to talk to the Education Department Counselor, and there made up my mind to be a Math Teacher (there is Science but what the heck is Science, right? Of course you can say the same about all the Maths, but in K1 to K12 effectively all Math is Pre-Calculus, isn't it?). The Education Building had been across this big field from the Parking Lot. Transversing the Field was so painful I knew I shouldn't register for classes. But I made it to the University Bookstore and cleaned the shelf of what I thought would get me going: I got a gem of a "Developemental Math" book (still love that thing), "Algebra Form and Function" in paperback, a Swokowski "Algebra and Trigonometry" 13E (which in the next 4 years was reduced to tatters and so I bought a new copy), and a Stewart Single Variable 7E. Developing regular study habits and getting the sleep cycle right were issues, but eventually I fell into the grove. Oh! Here is something: I decided to work with White Board: I got these Glass Covered Picture Frames and put copy paper under the glass and would use them instead of paper. I would buy the thin Dry Erase Markers in bulk. It is easier to start over with White Board. With paper you feel committed to continue down dead ends because you don't feel like wasting paper, but with white board you can just wipe it all out. I did go back to Paper when I started taking classes, because I found I better get used to working with Paper and Pencil. Oh, I did really good on the College Math Screening Test: perfect scores in the first two test segments and was just shy 3 points of being able to go directly to Calculus I, which I wouldn't have done anyway because I suspected there were tricks that the Professors in Algebra and Trig could teach me. After a few semesters I have a GPA 4.0 but Calculus I was a Battle for the A and the A came with hardly any margin. When I was home studying I would get up into Calculus but then have to turn back into Algebra or Trig and that would take a few months to bring up whatever skills I thought I lacked, then I would have to start Calculus again. Never got into Calculus II material. So I knew I would be putting my Perfect GPA on the chopping block by going on to Calculus II just after semester break, so I decided to stay home again for a semester, but then the Pandemic came. The Election was a distraction too. But, yeah, I'm back to Homestudy. Thanks for your support, Wizard.
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Hi @TheMathSorcerer, I really appreciate your content, I watch every single video you post, I love them. I'm a 15 years old Italian teenager with a serious love for math, physics and the other scientific subjects, even though I mainly study languages at school (french, English and german). I have a question, a self-doubt I can never solve. I want to study physics at uni, but everybody keeps telling me that it's impossible to work after having studied physics, and that it's very difficult, and especially everybody keeps telling me that I should have gone to science high school, (it's basically a type of high school in Italy where you mainly study math, biology, chemistry, physics and other scientific/humanistic subjects). But I love languages too, and i l've always thought that an Italian physicist that can speak three or four languages is always better that an Italian physicist that can only speak italian. And sure I know it's gonna be difficult, but that's what life is, and then... who cares? I you like doing something, then do it. I know I'm right, but the human mind is difficult to control, and negative things can't go away, or at least, not so easily. What can I do to feel even more motivated, but especially disciplined to continue reading books and then doing what I love? Thank you for your time, I know I've written a bit to much, but I'm sure that a lot of other teenagers just like me have this kind of problem. Keep up the good work👍🏻💪🏻
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If f(x) is any function, and its anti-derivative is ln(g(x)), if we multiply f(x) by (g(x)/g(x)) to get (f(x)g(x))/(g(x)) the derivative of the g(x) will be f(x)g(x). So the only reason we would know to multiply top and bottom by sec x + tan x is if we already knew ln(sec(x)+tan(x)) is the answer. I think we might as well guess the answer is ln(sec(x)+tan(x)) and differentiate it to verify it is the anti-derivative (which is what Spivak does in his Calculus book).
If we think of sec(x)=cos^(-1) (x), and recall that when we have an odd power of cos (or sin) it often helps to pull away cos x dx and convert the remaining even power of cos to an expression involving sin. So 1/cos x dx = (1/ cos^2 x ) cos x dx = (1 / (1-sin^2x)) (cos x dx) = 1(1-u^2) du. The problem with this is that we usually haven't covered partial fractions before encountering the integral of sec. So I tell my students to memorize the anti-derivative, and promise we'll show how to derive it later, after we've studied partial fractions. Also, it's a bit of work simplifying the answer so it looks like what we're used to.
My favorite method to find the integral of the secant is to use the hyperbolic substitution, tan x = sinh u, sec x = cosh u. Then dx = cosh u / sec^2 x du = cosh u / cosh^2 u du = 1/cosh u du, the integral of sec x dx = cosh u / cosh u du = du, and the antiderivative of sec x is u = arcsinh(tan x).
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I think self-study is like removing the training wheels on a bicycle. Its scary in the beginning but it boosts your confidence and takes you to the next level. I self-studied precalculus and calculus. My goal is to finish Differential Equations and Real Analysis before I enrol in graduate school for a Masters in Applied Mathematics. Although I had a bit of background on the subjects, when I self-studied them, I realised there were massive gaps in my understanding. Self study has also helped me connect the dots. Now I understand how limits, max, min, L'Hospital's Theorem and concavity combines into enabling us to draw functions. Not only can I do maths better, I even understand them better.
I mainly rely on books, but when I am stuck, I watch videos on Khan Academy or other Youtube videos. There are so much resources on the internet that not knowing anything these days is a choice, not a limitation. But I must caution that one should initially buy a good book on the subject that lays out the topic chronologically. This establishes the foundation. And then proceed with each chapter.
It requires a lot of patience because self-study initially is frustratingly slow. Sometimes a single section on polynomial could take more than 2 weeks. But that's how we all start. Good luck to everyone pursuing self-study. And as always, thank you Math Sorcerer for doing these videos. Not only are the videos informative but they make me feel like I am a part of the math community.
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Wow, I only have one of your books: Baby Rudin. I didn't recognize any of the other authors, except two who I have other books by. First is Angus Taylor. I have his introductory calculus book and his book on functions and integration. Also I have Linus Pauling's book on the Chemical Bond. I wonder if I tend to buy older books where as you tend to buy ones published more recently. For example I have books by Hille and by Carathéodory on complex variables. Both are two volume sets published by Chelsea which has been absorbed by the AMS. One classic I have I bought at a used book store is: Théorie des Fonctions Elliptiques par MM. Briot et Bouquet, 2nd ed. 1875. The word holomorphe (holomorphic) was first used in this book. Previously, in their first edition, they used the french word for synectic which dates back to Cauchy. In Theory of Complex Variables by Reinhold Remmert there is a nice discussion of the history of the various words used for holomorphic, such as: regular, synectic, analytic, et cetera, and why the various words were used. I'm going to have to look out for the books you have. They may explain things better.
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Isn't time something that is selected for in IQ tests. Those who are FAST finish all the test, those of us a little slower not as many items. The first is tagged as genius, the rest of us, a little behind, gifted or smarter than normal, lol. Without the TIME dimension, many could finish or even solve for all questions--with enough time. So yes TIME is a factor. But there are many others as well, no?
Another factor is mode of learning. Some are good at learning languages by just hearing and using them. Others need some grounding in rules, grammar, etc. Others are great mimics and so on. I know it was many years later that I came to understand WHY Calculus was invented, what it did, addressed. For me without this FUNDAMENATAL understanding the field was just a plethora of equations and techniques used to solve problems in a math book. Nothing but practice and endless memorization. My math teachers and texts NEVER thought to address MY issues but just plodded ahead with lessons and exercises, no philosophical interest in their own area? No WHOLE just the parts. I can't imagine that's how Newton worked it out.
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My advices: stop watching porn, instagram, tiktok, facebook, remove everything from your phone/laptop and start reading books, start simple (don't jump to mechanincal engineering first), take your library card , start with fantasy first, you don't like it ? try history, try biography, detectives you found something ? Nice congratulations it helped you to build reading habbit, now we can add something more difficult, what about management, human resources, psychology, politics, filosophy ? Add podcasts to your free time portfolio, (diary of ceo, lex friedman andrew huberman, those will lead you to another people). Now you mastered basic knowledge about things around you, let's try math/physics/coding. (For holy christ don't use coding books in library they are like 20 years old, use udemy first, 10$ course for c# development will not kill you (buy 100$ courses disconted to 10, from my experience those are the best)).
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Getting up to speed using ZOOM, because we tutors still have to do our jobs, albeit from home. I did build a new gaming rig, so I can finally play newer triple A games, which is now a VERY expensive paperweight (DRAM error and no POST), but I will continue to work to track down the problem. I also did a little gaming, surprisingly not that much. Also lots of YouTube viewing, some fishing, house cleaning, rearranging some things in the house, and trying SO HARD not to snack during the day.
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Great video. Great passion! If you really want to learn math (Calculus and beyond), if you want to be a math major (or related major), you have to read books (or get the equivalent information somehow). If you are relying on a professor to tell you the material, then you are getting a watered-down version. The professor is summarizing the subject. Math is largely about logic and reasoning. You have to check everything line by line. Don't believe anything until you've completely digested a proof or proven it yourself. There are no shortcuts. Sometimes, in advanced subjects, I would spend up to an hour per page in a book. I started reading math books very early. When I was in eighth grade I remember reading a book that talked about how many different ways the cars on a train could be arranged. There was a very clear explanation with a tree diagram. I also remember reading a procedure for changing a periodic decimal into a fraction. My teacher never explained things as clearly as that book did. By the time I was a senior in high school, I relied solely on books. I rarely listened to my teachers. I had Advanced Placement Calculus last period. I found the teacher to be incompetent, but the textbook was great (I don't remember what it was). I ended up skipping the class every day to go home early. I failed the class, but I was the only student in the class to take the BC version of the Advanced Placement test and score 5/5. Probably no one else read the book. Math isn't about getting the answer, it's about knowing why the answer is correct, it's about proving things, it's about logical thinking.
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As a book person, books that accumulate that aren't really worth reading drown books worth reading. Beats fire, adding to data overload, and academia is a big enemy when iT comes to books written only to write a book to make a buck or whore for attention. In my years of school, which are long ago, no math book had value without a math teacher pulling out the value. I think iT stems to math not caring about language, despite math'rrrs wanting to call the big eraser of words and numbers, the writer. Bad people wielding good math are the worst and most dangerous of people, unless you prefer scientists as potentially worst of worst. Still, my bet is on lawyers for really rotten to the core. Gotta have some competition to keep on going good, I guess.
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I am in a similar, yet different, situation right now myself where I have to downsize. For the past several decades I have been living in a private house where I had my office, all my books, electronics, etc. Due to some financial constraints I am going to be transitioning into an apartment which means that I am going to have to let go of some things I really like. Fortunately my collection of Math books is not as extensive as The Math Sorcerer's so I will be keeping most or maybe all of my Math books. I may have to sell off or give away some of my science books, computer programming books, etc. And I am definitely going to have to sell off, or give away, some of the large, heavy, and bulky vintage electronic gear that I have. It is just too much to bring all of it into an apartment. Downsizing for a move is never easy. It's a tough call to have to get rid of things that you have collected and held on to over the years. It's also a tough call to have to leave a place where you have lived for a long time. In any event I'll keep an eye on those Math books. Once I get settled into a new location I might bid on some.
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Thank you! :) I'm not a mathematician, I'm perhaps the opposite of that, but I'm glad this popped up on my feed because it is useful for all academic self-study I think. My area of study is history, specifically the history of early Christianity, and unpicking all the mythology heresiologists created to uncover an early diversity that looks little like the authoritarian orthodoxy that became the Catholic church. Really understanding will require me to learn ancient Greek, and probably also Latin and Coptic in the end. I'm not sure why I'm even doing it, it won't be my job or anything, it just became a mad obsession. But there is so much to know so I can really understand anything at all, and even though I have a professor who helps me sometimes to organize myself I feel overwhelmed and have too many thoughts too. And I have that lazy feeling, which drives me crazy because I work full time and I am a wife, i'm plainly not lazy! My obsession doesn't want me to rest and criticizes me for just bumming around! Brains are cruel sometimes! I'm going to steal your idea of creating atmosphere, I am going to set myself up with a cool ambiance for my study! That's a way to make it really fun :D
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Yeah I'll be honest, get your numbers out of the way. Jk, I know there's some quantifying that needs to be done. There's a certain set of words and rules of writing proofs that teachers want to see, and sometimes you fall short of that complete proof cause you reused certain words too much or something didn't make sense to the teacher. I'm so glad I don't have to take a course in Real Analysis and am free to make mistakes I guess, cause I got a C in introduction to proofs. Makes me glad I did my grad in Economics, while you do see set theory used in things like Microeconomics, when you take tests, you're not expected to write complete proofs or write out sets depending on the problem, generally, you just have to understand how to derive the formulas, part of which is in functional form like U(x,y) = (x^p + y^p)^p that has to include the Utility function which is indirectly differentiable itself if the utility is the constraint when taking the Lagrange to 0. Which is just complicated algebra as we do in optimization problems. Same thing with econometrics, but in the homework we are asked how key equations we use is derived given so and so equation so we can understand where it comes from. Which is not the same as writing a complete proof. Deriving is only part of that equation to writing proofs.
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@TheMathSorcerer we have honors for 4th year, you get your degree in 3 years but have an option to back and do "honors" undergrad for 4th year. For my 3 year degree we did classes in real analysis, hilbert spaces, pde's, groups/rings, ect, and 4th year we had measure theory/topology, set theory, model theory, topology, category, knots, galois, ect.. but we have no classes on algebraic geometry at my uni.
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The economic laws of supply and demand, and the ideas of primary and substitute goods, remain in effect as you make more book review and recommendation videos. Your enthusiasm and experience concerning these books, while generally laudable, does evince a counterproductive characteristic from the potential book buyer's vantage point. Recommendations, like advertising, raise awareness of, and desire for, particular book titles, which raises demand for them, and therefore, tends to influence their prices upward.
An analogous, and stronger, rising price phenomenon may be observed in the markets for older digital single lens reflex (DSLR) camera lenses that may be used with the newer generation of mirrorless cameras which retain the older lens mounting systems. Some of these lenses, formerly available for two-digit dollar prices, are now firmly in the three-digit price range, and a few of the most desirable items are approaching the four-digit range.
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I forgot to mention that I am treating all studies as HOBBIES ONLY : maths, physics, computer science, mechanical engineering, chemistry, electronics, etc. In other words, I am not in university and I am stuck with responsibilities at home and parents' workshop. So, I am self-studying sciences at home and doing digital artworks at workplace where I take advantages of the quiet times during trade.
My baby sister was a computer engineer till a year or two year ago. She retired too early, as the work was too extremely stressful (I suspect she was deterred by workplace bullies). Fortunately, she was granted pension for life, as she had done much work for corporation employers. She was graduated with a PhD in computer science, when she was 19. She missed only one year in university, when she fell sick with a tumour in her throat. After a year, she made a full recovery and returned to university a year later. She was a minor when she started her first day in university.
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I was going to vehemently disagree with you from the title itself until I listened to the whole video. I have to say this is very good advice if you're a student or project engineer etc. Just understand well enough to do it and don't stress over fully understanding (unless you can easily within the time allotted). I struggled as an engineering student and electrician trainee and never ended up doing either and I think a big part of it was poor time management. I had other bad things happening in life that compounded things making them much harder, so it wasn't just me. But, had I better managed my time maybe I would've been able to still pull through. It wasn't as if I had no understanding of the concepts but unfortunately in academia or work, they care about answers, results or other things, politics etc, not if we understand the why. Now, philosophically-speaking or for self-improvement, I do believe understanding the how/why is very important, but not if it causes someone to get paralyzed over it. So anyway, in short, take it from someone who wishes he had done what this gentleman just said years ago. Manage time well and don't stress over something if you don't fully understand it. Come back to it later with a fresh mind if time permits.
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Thank you for your video. Thought I was alone in this matter.
Retired nearly 20 years ago and started up with intermediate algebra, which I flunked in high school. Still at it. Mostly undergrad subjects, but some a little higher in probability and in matrix theory. Picked up some Wolfram Language and Mathematica along the way. Can't let math it go. Sometimes forget to eat or do other important things. Have read that studying for more than a couple of hours at a time is likely to be counterproductive. Used to be that way, but now I go for 5+ hours with little breaks and don't get tired of it. Would all be much easier if I were "gifted" at math, but I rate my ability at about B level at most. And I never take classes. Hate them - it's the other guy thinking as I passively follow along. And those stupid surprise quizzes to scare the kiddies into doing their assignments. My classes are my books, and since I do not mind spending on math, I have 60-70 of them now, including virtually all the really great ones at the undergrad level. The hard ones show me that I'm not that bright (Spivak kicked my arse for first calc; now not as tough); easy ones show me that I'm not that dumb. I love the problems! What could be more satisfying than solving math problems? I do the problems that are assigned at better universities for the subjects I study, but then I do many more. Again, if I were smarter, that might not be necessary. But I came up in traditional martial arts in which even the masters practice, practice, practice and never leave basics behind. Fifty-plus years ago in my very research-oriented grad school, we students were pretty much on our own. "Don't get it? Go research it! Figure it for yourself!" Came to love that way of learning. So whether math obsession is helpful or healthy, either way I'm stuck with it. In the end "Mama may have, Papa may have. But God bless the child that's got his own." At least I hope so.
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Suggestion for a video (sorry i couldnt think of anywhere else to post this).
I have been looking at this website article for a long time
http://www.geom.uiuc.edu/docs/reference/CRC-formulas/node3.html
It has profound ideas, relevant to function transformations (precalculus) and also calculus change of variables (relevance to jacobians too), and change of coordinates in linear algebra.
Can you make a video on this article , point by point (even sentence by sentence), with examples.
I feel like mathematicians should make up their mind, stick to a transformation of the space (which means move everything in the space and keep the axes fixed) or stick to a change coordinates (move the axes, keep the points fixed).
I guess different situations make one versus the other more convenient.
Also there is a typo in the article " Then to go from the unprimed to the unprimed "
There is stuff i don't understand in the article, too,
like "this is also the best strategy when dealing with a curve expressed parametrically, that is: x=x(t), y=y(t). "
Love your teaching style!
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Yeah, that's about right, but throw in Real Analysis, Complex Analysis, Numerical Analysis (non-CompSci), and your choice of Number Theory, Advanced Probability & Statistics, and maybe Group Theory. I had Combinatorics and Graph Theory as separate courses, but loved both of them. Small, dense textbooks, however.
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I have done physical training in all of its forms for more than 20 years and I think I have some perspectives that could help.
First of all, any activity is better than no activity. Period.
With that out of the way we can get into the minutia of efficiencies.
Bodybuilding, maybe like you may have discovered already, is much like the scientific method of physical activity.
It takes things in isolation, compares theories on the best methods for annihilating that specific muscle/muscle group and then records that progress.
This is both bodybuilding's biggest strength and it's biggest weakness.
It is a strength because it shows you unequivocally, how to best target a single muscle.
This is important to know, as it can help you address weaknesses and imbalances in your own physique.
It is a weakness because bodybuilding treats the human body as a sum of individual muscular components worked individually instead of treating the body as a whole and a cohesive muscular entity.
Bodybuilding in itself, done exclusively, will form imbalances and disorder in the muscular systems of the body and possibly the nervous system of the body if done to extremes
A much better solution for those who are not specifically competing in bodybuilding is to take whole body activity approaches that teach the body to work as one unit.
I am personally a fan of martial arts, but also a big proponent of body-weight centrist strength development.
Teaching the body to move itself through space more efficiently is the end goal of the body.
The body does not want to be 250Lb of muscle mass, nor does it want to be 250Lb of fat.
It is most at equilibrium when it is lean and capable of handling all natural movements with great efficiency and grace.
For a great visual contrast watch competitive gymnasts and then watch competitive bodybuilders.
Who seems to be in less pain, enjoying life the most and moving effortlessly?
I went down the bodybuilding hole for a good ten years and it brought me nothing but constant pain and misery.
After focusing on martial arts and gymnast style movements, it not only corrected all the damage I had done to myself over the years bodybuilding,
But it expanded my body, spiritual and philosophical awareness.
The body and the mind are very connected.
The more cohesive your body can work with your mind the better both will be.
Trust me when I say, exclusively bodybuilding will not help that cohesiveness.
You need full body aware natural movements to balance the body and mind.
The simplest move to demonstrate this relationship is the back bridge.
Start with the easiest forms, then work your way all the way up to stand to stand bridges.
The difference you will feel in you whole body will be like rediscovering your body again for the first time.
It takes dedication, it takes effort, but so does mathematics.
It is clear you have proven you have a warrior mind set.
This goals should be effortless in comparison.
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That is precisely why I am self-studying instead of attending college. I am seeing what I am good at and I know where I am going in life. I am learning maths for many things.
First off, I am a traditional artist interested in digital art and 3D animation. I am everyday seeing CG creators writing their badass maths that turn into rain, snow, thunder, lightning, fire, smokes, explosions, floods, etc. Maths in realist 3D animation is more interesting than scribbled maths on paper. When I look at CG artists' creations of physics simulations and admire their works, I'd always think to myself "Why can't I ever do that?" Now, I am learning maths for CG animation and also for other things.
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According to the library cards, it was never checked out, so this book now has its most page views. A book without problem answers is not necessarily bad if its writing quality is so good, and so complete, that its readers can solve its problems. Indeed, if the book was that exceptionally great, it would not need problems at all because its text and examples would transfer all of its knowledge content directly to its readers' minds. I hope, optimistically, that such a volume is not found only in a fantasy library.
Equations of Mathematical Physics, by Tikhonov, was reprinted by Dover on over 700 pages, and may be of interest to fans of partial differential equations.
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Could you please also upload such videos for Ordinary Differential Equations, Partial Differential Equations, Abstract Algebra, Linear Algebra, Real Analysis, Complex Analysis, Coordinate Geometry & other cool topics? (Not now, like whenever you are free in future, it's just a request, thanks for this one on integrals, I always wanted to become Integration God lol) /\
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Unrelated, what do you think about math textbooks having or not having answers? The book that I study from don't have answers, and authors in the premise say "Having answers might lead student to try to match the answer instead of trying to understand a problem and think creatively".
While I do agree somewhat, but since I'm self studying, it can be annoying. Also, this textbook is for high school, and a high school might have a problem of student not wanting to study, while in university it should be a lesser problem? But on the other hand, forcing to study won't lead people to love math. And I want to mention, I consider this textbook very good, it have long and thorough theory explanation, and most exercises are rather hard.
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I love maths so much that I have bought myself few Asian abacuses and slide rules, the irresistible instruments that make you LOVE mathematics and boost your confidence.
I have received my FIRST slide rule few days ago. It resembles a ruler, but it is an vintage instrument for calculating logs, roots, angles, etc. Today, I have fun of working out square roots and cubed roots on slide rules.
Vintage films on slide rules.
https://youtu.be/rJKmc4PVdh4
https://youtu.be/oYQdKbQ-sgM
Slide rules were formerly used in olden times before the era of personal calculators. Today, they are sadly obsolete. Advantageously, slide rules don't run on batteries. I am expecting my second slide rule in the post this week, different from the first. It is from old Soviet era. Many old Russian slide rules are complicated devices.
I also have Slide Rule app on my tablet. It is indispensable. I got it from Google Play. This webpage contains digital slide rules, all free to use. https://www.sliderules.org
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I disagree with one thing. I know this both for myself and for a lot of people that I know. Normally you work hard for something you don´t know or understand, but not so hard for something you know.
For example, when I was young math was very easy(till around 6-7 grade I was very good, but then it became worse and i just turned out to be little above average). I didn´t spend almost any time to learn about math, even when we had our yearly tests. And I always got the best or second best grade in all those years(depending if I did a major mistake somewhere or not). Sometimes I had a whole school year in which I only got the best grades in mats. Almost without any studying. It just was too easy to me and I didn´t need to spend time learning something that I already know or understand. But in the same time, I was very poor on essays(that we do in literature, or subjects like history, psychology etc) and sometimes I had to spend whole weekend just to barely write 2-3 pages in essay, searching information from school books, or normal books(back then there was no internet) or encyclopedias. It was so exausting and I was never able to get the best grade in any essay whole my life(and we have done a lot of them).
But later in life, when I was like 10th grade and above, even math became harder. I started spending a lot of time to study, but in the same time things became harder and harder. And as harder as I studied, the things became harder and harder and I just lost ´my talent´ from math. All those geometry or trigonometry bullshits that we were learning, were hard for me to understand or memories. But the algebra part was always easy or max semi-difficult to learn.
So overall it happens that when you ´work hard´ most of the times is because you don´t have ´the talent´ for that thing and have to compensate for it by losing a lot of time and efforts. But if you have the talent, you spend less time and still do very good.
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I love algebra and mathematics, in general... But sometimes, damn... I'm stuck at real analysis, studying alone, by 6 months, and sometimes I just think "I may finish an PhD, but I'll never learn this", and it's really depressing. So, for me, it's more easy to say whats my defect, and it is Real Analysis
Seriously... 6 months, and I can't grasp these "generalize this" or "explain why this happens for all r>0" and I just AAAAAAAAAAAAAAAAAAA scream and start to think I'm a depection as a mathematician....
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During student days, I saw this in a Library, only had enough time for a few articles. Wanted to buy, but could not afford. Fast forward a few decades, when working, was determined to buy. I leisurely enjoyed virtually cover to cover. When I saw this video, I realized I had misplaced my copy. But googling for the 5 words, Hall Knight Higher Algebra pdf and downloaded it. Books older than 75 years have their Copyrights expired (most often) and google has scanned copies of those, if I remember, from the collections at Oxford Library, and Cincinnati Library.
I plan to share some observations in future comments☺
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Gonna have to disagree with the quiet environment, it really depends on the individual. Like some famous mathematicians prefer the hectic environment, Mary Ellen Rudin is one such example where she preferred working in the living room while her kids were all around her. It's not so much the environment itself that matters, instead it's the head space you're in. You don't even need to sit down, some of my best learning occurs when I'm walking or contort my body into weird positions (I don't know why, that's just how I feel most comfortable when learning). The notion that you need peace and quiet to learn best isn't always true...sitting in a small, quiet place can also make the mind go on overdrive, can lead to tons of anxiety and make it more difficult to pay attention. Distractions sometimes also forces me to re-read sections or to go through a problem again, starting out it was easy for me to "learn" material when in reality I was reading stuff while my mind started daydreaming (you eventually do want to learn how to solely keep your attention on the subject regardless if there are other thoughts going on).
Time-wise I also think reflection can sometimes be more important than rote memorization or work on scratch paper. I remember back in high school I was learning number theory and none of it initially made a lot of sense to me, I was used to memorizing stuff then figuring out how to use the stuff I learned to solve a problem. The work I was doing required some proofs + programming (one of the projects involved implementing the RSA algorithm), something way different than what I was used to from algebra 2 and stats (I think those were the last courses I took before taking the number theory course, been >10 yrs so memory is a little rusty). It didn't click for me until for like a week I was going crazy over lagging behind my peers and not grasping some of the concepts. It wasn't until I sat down and literally just thought for hours what the concepts were trying to point at that I finally got it. Once the stuff clicked I quickly became the top student since I was able to start working from intuition vs habit/surface-level understanding. This isn't meant to demean the learning process, I needed the lessons and the constant scratch work I was doing, but none of it was particularly useful until I finally sat down and pieced together a coherent picture. Intuition is absolutely key if you want to reach a point of being able to innovate upon others' work.
Otherwise good video for beginners learning how to start self-studying for math!
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I hated my job as a Medical Coder and Biller. I hated just sitting in an office entering data. Although I am single, no kids, $14.50/hour plus over time was alright, but I just felt like a jack-off and a bum sitting around syphoning the system. Most of the time, I'd be about a week ahead in all my tasks, and I didn't feel intellectually challenged. My younger brother was in college in 2015, so I'd borrow his College Algebra papers and take them to work to do on my spare time. I had originally dropped out of college 10 years ago, failed, and was put on academic suspension (no financial aid). But it is now 2022, and I am building my own degree called "General Studies" where I get to choose all my courses. I got A's in College Algebra and Comp 1 this past semester. Now I am waiting for Pre-Cal to start in August. I borrowed "Trigonometry A Complete Introduction (Teach Yourself)" and "Calculus A complete Introduction (Teach Yourself)" from the Brownsville Public Library to be prepared. As soon as I pass Pre-Cal, I believe I might be eligible for some financial aid again. A four credit course here in South Texas is $638.00 and parking is $60.00. It's expensive, nonetheless.
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Couldn't resist the "You shouldn't watch this..." lead. I've been programming since 1965., first learned straight up machine language on Univac 1212, 1218, UYK-7. Went on to learn BASIC, Pascal, Prolog, C, ksh, bash, awk, Forth, COBOL, Common LISP, Scheme, CAML, Perl, PHP, SQL, Ruby, Javascript, and, most recently, Python, which is now, at age 80, my go-to language, in addition to Bash and awk. Yes, I have the K&R book. In the 1990s, I taught the Programming Languages course, using the Sethi book, which romps through t ypes of languages, dwelling a little on Smalltalk in the march toward OOP. Not a fan of C++, there are better OOP languages. Looked at Eiffel (and the open source Sather), glossed over Ada, which is flawed.
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I am not in university so I have no experiences with semester class. While not in college, I just self-study whatever topics I like to cover or explore. Yet, I enjoy freedom from worries about exams, worries over tight deadlines for assignments, Writer's Block interfering with my theses, etc. If I were in college, I could imagine many things of what I'd be doing as a student. For example, the joy of watching professors' maths on chalk boards. Transmuting between home and university. Eating in college canteen and eavesdropping on the most learned erudite people, while studying their diction, speech, suchlikes. Reading books in college library. Rushing assignments to meet deadlines (a good reason for me to learn Gregg shorthand).
Very recently, I have been compiling a list of mathematicians in a chronicle order and embedding Wikipedia links in their names inside Google Docs, as I have wanted to learn history of mathematics. I've been noticing social interactions, influences, collaborations, etc among mathematicians. Ideas for maths like theories might have bounced from one head to another.
Recently, I have ordered more books as I am addicted to learning maths & physics. I now have roughly between 20 - 30 paperback books.
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That many people agree that advanced calculus is the hardest class is a clue to the likely truth that more people are under-prepared to take the course. Given the commonplace observation that too much, and often the wrong, material is jammed into prior calculus classes with insufficient time allowed for students to comprehend the depths and interrelations of the material, it should be no surprise that a proof of concepts calculus course should be hard.
Here's a curriculum reform idea for you. Separate the engineering calculus service courses, with their heavy emphasis on problem solving, and light load of proofs, from another calculus series that does less problems, and more proofs, at a more leisurely pace to allow comprehension and understanding. Require this course as a prerequisite for advanced calculus, and deny entrance to the engineering course students who have not taken it. Likely the result will be happier and better prepared math majors, engineers who are oblivious to what they are missing, and graduate math profs who don't have to watch so many students writhing in agony as a result of their inadequate preparation.
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One more thing that may sound counterproductive, but good in the long run, teachers shall make many mistakes, funny ones that emphasize the failure-prone nature of table/paper calculations - as long there are students who tend to fail at basics - and let the very same students correct them. It is also a psychological/compassion thing which people being "too smart", i.e. explaining stuff too fast are missing - that comes really handy when writing and testing and debugging computer programs. As computers interpret programs blindly they are really similar to "bad" students who follow rules blindly, but when using a computer IDE, there is a lot of tooling that help catching these mistakes early. Sometimes the goal in education is exactly such, in a test: get it right, no workarounds, no proof, just drill. Keeping this aspect alive is also important as there are many situations in life when one does not have the time to ponder about - and encourages clean and fast thinking that is rather required - well, most of the time of our mechanized world. :) The effort put in correcting wrong tests is so often underestimated... actually that is, what hackers thrive on.
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You do not specify what the PURPOSE of this test was. If a person holds a B.S. in mechanical engineering, and is applying for an engineering job, or admission into an advanced program in that field, this test would be very appropriate. By the way, those log tables were a gift from the gods! I took a class in analytical chemistry in 1972. Pocket calculators were coming onto the scene , but were outrageously expensive. Consider....an HP-35, which had the capabilities of a $10 calculator from Walmart (today) cost $400! (that's 1970s dollars!). For my class, I had to do calculations that required more than the three significant figures afforded by the slide-rule. The solution? LOG TABLES! To multiply two numbers, you looked up their logs. You added them, then looked up the anti-log of the sum. Division was done the same way, but you subtracted. Suppose you wanted to divide, say, 18.6936 by 208.7743. Would you rather look up the logs of each, subtract the second from the first, then look up the ant-log....OR, do it by long division (and use up half the paper with the calculations)?
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Integration by substitution is literally the chain rule worked in reverse! However, this is easier said than actually do because it requires lots of practice, i.e., working lots of problems. This is because the integrand will usually be in reduced form or sometimes algebraically re-arranged in a way that obscures the function F(x) you’re trying to find. Although there are some mnemonics that can sometimes help you take the first step, relying on them is by no means guarantee for success nor is it a valid substitute for doing lots of integrals— through lots of dedicated practice in finding anti-derivatives, patterns will emerge over time so that you can develop your own intuition for how to attack an integral rather than relying on a ‘recipe’ for finding anti-derivatives. If you rely on a mnemonic, you will only be able to solve the easy problems but will struggle with any problem that you likely encounter on most calculus 2 exams.
Bottom line, if you decide to rely on ‘shortcut’ of a mnemonic, and don’t apply yourself to finding lots of anti-derivatives, you should expect to earn only a passing grade (C) in Calc 2, and possibly a B. If you want to crush Calc 2, put in the effort to build your anti-differentiation skills. Not only will you be rewarded with a better Calc 2 grade, you’ll also be well prepared for the Calculus ‘feature attraction’ called Differential Equations where the theme of the entire course is dedicated to finding anti-derivatives!!
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Do you recommend starting math over to someone who graduated from engineering school a few years ago and doesn't remember much math, other than basic linear equations, 2nd and 3rd order polynomials and basic derivatives and integrals, because the work they do is more high level qualitative and not so much qualitative analysis? I made it through calc 1,2, and 3, differential equations, linear algebra and mathematical statistics, but I feel that I didn't really learn math - I just learned how to pass the tests. I feel that was my entire college experience, since I had to work and go to school at the same time - it took me 9 years to get my BSEE degree. Since my classes were so spread out, I feel that I struggled to tie the courses together.
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it comes down to expanding our math toolkit.
But we humans are born math creatures.
math is considered a form of language. I say also that
language is then a form of mathematics, infinite and extremely robust
set of { complex ,symbolic, dynamic elements }.endless nuances.
We are born math creatures.
when preparing to slow down before a red-light or throwing a ball to a friend,
we calculate intuitively for accuracy.
And that is lightning fast, in real time.
Gamer, golfer, dancer, all using math on the fly.
All working hard to get better at what they love.
I think the we get good at the things that we are drawn to.
the cycle of achievement: counting tiny successes and, the value of time spent
We tend to spend more time at the things we like,
and, we tend to like spending time doing the things we are good at.
My wife laughs when I get a new math book,
she says my expression is as if I were opening a bag of money.
might as well be, because I spend all my money on new math books.
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THANK YOU AGAIN .. . I am not an engineer, and I did study Algebra and Calculus 1 back in college.
I want to learn optimization and statistical process control. So, I began to study mathematics some time ago in my free time.
I am currently learning derivatives and related rates of change.
One thing I have learned is that there is a very thin line when studying mathematics. One runs the risk of just using formulas as cooking recipes.
Hence, I began to study the formula itself - what it means, how it came into existence, ie., the derivation of the formula.
It has taken me 3 weeks to understand the limit definition applied to differentiation - the feeling is one of security.
One has to take the time to reflect on the subject matter.
I have been watching your videos, they are AWESOME - EXCELLENT advice.
Thank you, very much appreciated.
GOD bless you and yours always.
By the way, I am glad to know that math books have to read slowly. It was obvious to me but I thought it was because I am not a mathematician.
Carlos from Monterrey, NL, Mexico.
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Hi professor, do you think that the education system of a country should provide some mandatory courses for everyone that allow them to develop logical intuition, set theory intuition, and linguistic intuition? For instance, in those courses, the teacher will guide the students to manipulate concrete objects to develop the abstract ideas of "logic", “properties”, “sets”, etc. Moreover, the teacher will guide the students to develop their intuition to make connection between “symbols” and “perception” and to acknowledge how to extend “perception” to imagination (a conceivable idea). I think that not only those courses would help everyone in mathematics, but it will also help them developing a methodology that helps them interpreting other people’s ideas more clearly. It will also help them to read books more effectively and efficiently. Also, I think that such teaching will allow people to better understand what does “understand a concept” mean intuitively.
Also, I think that a big issue that some people have is that they don't know how to relate symbols to some instances of perception; hence, they might know how to play around with those symbols, but they cannot conceive the contents behind those symbols.
Anyways, I stumbled on this idea when I watched a video about Terence Tao in which he shares with us his experience with mathematics. Basically, Terence Tao said something like (let me paraphrase): “When I encounter a mathematical problem, I always try to find some “more” concrete cases to represent the abstract problems. For instance, I would look at it as an economics problem, etc.”. What he said pushed me to search in some philosophical books in which I’ve read someone (forgot the author) who said (paraphrase): “Any conscious being without any perceptive experience is incapable of developing an abstract idea (imagination) because perception is the only source that provides us the materials that we need to create all concepts via our natural reasoning.”. While I couldn't find any exact source and any valid scientific evidence to back up my idea, I think that I kind of make sense to a certain degree based on how I learn and how I develop abstract ideas. When I rethink about Terence's ideas and the ideas that I've extracted from those readings, I realize that I’ve been doing those processes in my subconsciousness without being really aware of them.
Have a nice day,
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Growing plants in a flower bed require periodic care: watering, weeding, aeration, etc. Watering can be accomplished with a watering can, with or without a sprinkler attachment at the end of its spout, or it can be accomplished with a pressure nozzle at the end of a water hose. Depending on the water pressure and volume, modest or large amounts of water may emerge from the nozzle, perhaps at high pressure, perhaps not. Plants may remain healthy, upright, and vigorous, or they may be pounded, pummeled, and bent over under a massive aqueous attack.
Math studies may be accomplished at self-administered rates, assumed to be modest and manageable. Alternatively, math studies may be accomplished, or administered, or endured at rates out of control of the student, in a classroom or other study environment not so amenable to efficacious enjoyment and efficient enrichment. Pressure teaching any subject as if it were a math class wherein teacher notes are copied from a white board to a student's notebook as fast as the teacher can copy sample problems from podium to board, without any of the notes going through the student's conscious brain, is a commonly-experienced, yet callously counter-productive, academic activity found all over the world.
Perhaps a better system for mathematical performance evaluation might follow the oral examination following a written examination model utilized by foreign language teachers. Students may self-study their materials at their own pace, and, when they feel themselves prepared, may present themselves for an examination, essentially a challenge exam, to show the examiner(s) the student's mastery of the material. Measuring mathematical progress with more evaluations over more limited ranges of material, rather than many weeks' or months' worth of studying, likely will give a more finely-tuned and precise evaluation result with less student stress and more examiner confidence of a student's actual achievements. For some students, a series of challenge exams may be preferable, and for others the traditional pavement-pounding hail-storm of mathematical battle incoming artillery may be needed.
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It's gonna sound such a terrible cliche but w.e, it's the truth. I did get a MSc and I just finished my first year in the PhD programme, that's great and all. What I got from sticking with math, even though it was reallllly tough in the beginning, is more discipline and patience. I had some discipline before having worked as a chef for a while, but I wasn't patient. I was extremely disappointed with myself at the start of undergrad when I couldn't understand "simple" concepts or do "basic" manipulations with expressions, algebraic or logical. It took me two full years for the "rules" of predicate calculus to finally click. What I mean is, it took that amount of time for me to finally be able to manipulate with logical expressions at will and instead of semi-memorising proofs, I started looking for key themes/techniques in proofs or identifying where the "pudding" is in a given proof.
Math has taught me not only math, but also patience and humility. Perhaps, these become trivialities, but for now, I can firmly say these are my more notable accomplishments as a student.
Side remark: I broke the extra credit record in a course on linear programming, which had stood for years :)
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Interesting fact, by the way, I'm Brazilian and got shocked, surprised to hear it!
I have a Ph.D. in molecular biology and, for a while, I have felt that something was missing in my knowledge as a scientist. I thought first that was more knowledge about philosophy, but then I realized that was actually a more deep understanding of math, and how math thinking about the "reality" outside.
Finally, I felt that I needed a new adventure, and decided to embrace a new graduation in math, and I have found your videos quite interesting, thanks!
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I truly agree with you sir!!
I came across in your youtube channel sir before because YouTube recommended it. I have watched some of your videos now, but the first ever video I have watched in your channel was about how to overcome failure, the video was published this year. It was the perfect video for me because the message really hits me, I commented on that video, you reacted to it. I keep browsing to find that comment because I just want to reply there, and share to the people how grateful I am to you. Your message in that video truly helped me, like - A LOT! it completely changed my game. I have a failing grade in my midterms in our math subject and through your video it encourages me, and somehow boost my confidence to try again, and study harder. To make the long story - short, my failing grade turns into a passing grade, i should i say more than a passing grade - it totally increases!!!! Thus, I would like to thank you sir for making those kinds of videos💖 keep making good contents sir, it really help us- students. Thank you sir, and more power to you!!!
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Huge like! Great books! However, it would be good to do a little separation: elementary math, standard university courses, advanced/additional university courses, and books for professional mathematicians.
Books can further be subdivided into areas, like:
- calculus, linear algebra (standard courses);
- probability theory, discrete math, ODE, PDE, complex variables (advanced/additional courses)
- number theory, differential geometry, real analysis, functional analysis, abstract algebra, and topology (courses that are usually geared towards professional mathematicians).
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Sin dudarlo que gran canal, mago de las Matemáticas, esta vez lograste tocar el corazón, lindas palabra. Ademas de Matemáticas, este vídeo me ha tocado el corazón, me has enseñado mucho con tus vídeos, no sabría como agradecerte, voy a recomendar tu canal, eres de los pocos que son capaces de compartir sus conocimientos y compartirlos con gratitud, y dando lo mejor de ti, tu paso a paso, me diste una enseñanza de vida, gracias...You are an excellent person with love and patience, nothing is impossible. Try it again. Fail again. Fail better....
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Isn't there an issue with this formula for directional derivative if f isn't differentiable in the multivariable sense*? This can happen if the directional (in particular, partial) derivatives aren't continuous. Take, for instance, f(x,y) = x^2y/(x^2+y^2). Even though f is continuous at the origin, it is not differentiable and, indeed, the directional derivatives aren't given by the chain rule with respect to the "gradient."
*There are a few ways to phrase this. However, my favorite formulation of differentiability is:
If f(x) = u(x)(x-a)+f(a) for x in a neighborhood of a with u continuous at a, then we say that f is differentiable at a. In the multivariable case, u is a matrix.
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I've given up on "pure" mathematics a very long time ago. Not because it's hard, but because it's wrong.
How can I say that pure mathematics is wrong? Hasn't it proven itself historically for eons? The answer to the second question is no, it hasn't proven itself. To the contrary it has actually proven itself to be wrong.
Our Mathematical Formalism holds that the number line is a continuum. How silly is that? What is a number line other than a collection of locations we consider to represent numbers. Question: is there a gap between each number? Necessary answer; ' 'yes'. After all, if each number represents a location on the number line, then if there is no gap between the numbers, this would necessarily mean that all locations are the same location. The entire number line would then necessarily collapse to a single point. So to postulate, or create an axiom, that demands that the number line is a continuum is a self-contradictory idea. Any meaningful number line must be discrete and quantized with a gap between each number location. But pure mathematics demands that the number line is a continuum. So it's already clearly wrong.
Mathematicians believe they have shown that there must necessarily be infinitely more irrational numbers than rational numbers. Again, based on faulty reasoning and premises. To begin with, it doesn't even make any sense to define an irrational self-referenced quantitative relationship as a cardinal number, or to claim that it should have a specific point on the number line.
In fact, mathematicians aren't even aware that every conceivable irrational non-commensurable quantitative relationship can be shown to have arisen from a non-commensurable self-referenced relationship. They aren't even aware of this because they have chosen to wrongfully define irrational non-commensurable quantitative relationship as "cardinal number". So they've locked themselves into a logical fallacy by creating this unwarranted definition.
More recently, historically speaking, mathematicians have fallen into the trap of embracing the ideas of Georg Cantor's empty set theory and the idea of difference cardinal sized infinities. There simply is no need for this. One concept of infinity is all that is required. It's simply the concept of an endless process. And no process can be more endless than any other endless process. So the need for multiple infinities isn't even required.
By the way, I can demonstrate why Cantor's diagonalization proof fails miserably. But don't expect me to do this in a YouTube comment. In fact, it's best seen via a graphic representation.
I could point to several other serious problems with 'pure' mathematics as well, but this is just a YouTube comment.
Finally, let me explain that this comment is not a rant against pure mathematics. It's just a statement of facts. I actually love mathematics and use it all the time. Much of mathematics is indeed sound once all the obviously false claims and axioms are recognized and tossed aside. As a computer programmer I use mathematics all the time.
By the way, as a computer programmer it's impossible to use an 'irrational number'. They simply don't exist in the real world. The best you could ever hope to do with a computer is use a finite rational approximation.
Question: Can you draw a square with a diagonal through it on a computer? Can you draw a circle with its diameter on a computer? Clearly you can. Yet, according to mathematics both of those objects require that irrational numbers exist. Yet a computer can't even deal with such an ill-defined object. So, this should tell you that irrational numbers aren't all they're cracked up to be by modern day mathematical formalism. We don't live in a continuum. We live in a quantum world. No need for any irrational numbers here. Such entities can't even exist in our world if they wanted to.
Again, no rant here. Just truth. Go ahead and learn mathematics, but don't fall into the trap of accepting every axiom as though it represents some sort of gospel truth and cannot, or should not. be challenged. In fact, I wish modern mathematicians would step up to the plate and start challenging some of these out-dated mathematical definitions and axioms. Nothing would be more exciting as far as I'm concerned.
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I agree with the Math Sorcerer, BUT if you haven't gotten to grad school yet, or if you're there and you're having a hard time, I would suggest you watch the following video. A big part of grad school is becoming a colleague of the professors, and if you don't realize that, you could be in for big trouble. I got my Master's degree, but it was like pulling teeth. I started on a doctorate, but I dropped out pretty quickly. I couldn't put my finger on what was wrong at the time, but now I realize that my worldview conflicted with that of the professors so much, there was no way I was ever going to succeed in academia. That's probably less of a problem in mathematics than in most other fields, but the landmines could be there as well. https://www.youtube.com/watch?v=uBlxKP1sUu0
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Hey Math Sorcerer, love your videos! You've been part of my inspiration to start doing math again and finally learn to write proofs after about five years without any serious exposure to the subject, so I'd like to thank you for that - unfortunately I've forgotten a lot of information and my mathematical skills have gotten pretty rusty as a consequence of not doing much math for five years, but I went as far as multivariable calculus in the past and didn't have too much difficulty with it at the time, so I'm hoping that I'll be able to pick everything up quickly again once I start going through Rob Larson's Calculus book. Back in college I was trying to major in mathematics before I ended up having to drop out due to extenuating circumstances, and I foolishly signed up for a real analysis class in my second semester as a freshman, right after finishing multivariable calculus, with no exposure to linear algebra, proof writing, or really any "serious mathematics", barely even knowing what "real analysis" was in fact, and it was a huge reality check for me as someone who always thought they were "good at math" and was actually just kind of "good at calculation" lol - needless to say, I was incredibly intimidated and out of my element, so I quickly ended up dropping the class (prior to this, I never could have fathomed actually dropping a math class because it was too difficult, but real analysis humbled me). That being said, though, now that I'm no longer in college and have a lot of free time on my hands, I'm trying to work my way up to analysis the "right way" so that I can properly understand and appreciate it. And you have been a big inspiration towards that goal, so again, thank you sincerely for everything you do, both for budding mathematicians and for ordinary people who simply love math.
On the topic of set theory, have you ever heard of the book "Stories About Sets" by Naum Vilenkin? It's much more informal and less rigorous than most of the books you showcase on this channel, but it's an incredibly concise, engaging and accessible introduction to many of the core concepts of set theory (so accessible, in fact, that a sufficiently motivated high school student should be able to go through it without too much effort), and I think it does a good job of using concrete examples and narratives to build up the reader's mathematical intuitions about infinite sets, the logical structure of proofs, and more, as well as just generally showcasing the beauty of mathematics and some of the interesting history behind the development of the subject. It has some fun exercises at the back of the book as well. You should consider trying to get your hands on a copy if you don't have one already!
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I'd go to college, only if I really need few degrees, those for careers. For now, I won't bother college, as I don't wish to incur huge debts or travel too far away from home. Another, I could fail exams with my concentration dwindling at some hours of day. I hope that would never happen to me in near or far future.
What would I need degrees for? Would I really need them, if I ever become self-employed in future — or if I change careers in future, given my varied interests? Would degrees be wasted if deemed outdated and worthless to employers?
I leave all thoughts of universities aside, only temporarily. I wait till I first explore their courses thoroughly, see what they entail, and discover what prerequisites I'd need for courses. I am as thorough as possible. I will later decide when to attend college and what degrees to pursue.
I will go, only when I am good and ready, when I can sufficiently cope with stress and tight deadlines, no chances of me ever dropping out of college. In other words, I want to be ahead of universities by first self-studying everything at home. If I fail, at least I am not incurring college debts, not wasting professors' time, not dropping out of college. So far, I am doing fine with self-studying.
Besides, I have a responsibility toward my mother who needs me for muscle works at home and labour in her shop. That hinders me from attending college which is too far away by bus rides (two hours daily wasted on bus. Add traffic jams and more hours lost). I will go to college when I find the time, only when I am good and ready.
Right now, I am preparing myself in advance for future. I am at home self-studying mathematics and physics as the prerequisites for sciences and 3D works including CGI animation. I know what to do for future.
For self-studying, I discover whatever students are learning in lecture rooms; I read whatever books they use for courses; and I regularly follow whatever professors are externally doing inside their favourite fields, my habit of picking their brains.
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Easier degrees are also less rewarding and many people end up having to live off jobs that have nothing to do with their passion. Hard sciences (not just maths) give u at least a good chance to do what you love. So I see it differently: if you are young enough, whatever your situation, work hard, sleep 4 hours a night if u must, you gonna be able to do it for 4 years at least: if you have passion and talent for maths, just do it, it s gonna pay off. If your only problem is that u gotta work a little bit: I worked part time during my degree and it is possible to finish it in time, that much I can say. Also, if you are good at maths the degree doesn t really require way more study than others, actually, probably less. Try go and read those thousands of pages of law, medicine, history etc may be easier to get, but the shear amount...oh man I m dying of boredom already just to think about it. There is only one requirement to study maths that is non negotiable: creativity. Maths is fun, and undergrad stuff is very easy if you are creative. Research is a bit different, but the video is about the degree so I stop here.
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Very motivational, yes. I guess it really depends how much work your tutor wants you to do as well, because like you said, if you have those quick insights and know how to solve it using a technique for 1-2 minutes, it will be epic. However, if you have to show ALL the steps and some trivial things too, it might take longer and this is where most people mess up a sign or something in their writing, get the right answer still because they solved it in their brain, and still get incomplete points for making an error in one of the steps.
I had a grade C equivalent (in my country we use different grade scaling), because I did one test where they give you three hours, and I did it in one hour. The next time I did a test to follow up on the class, I spent 2 hours checking my work and knowing all my work is correct and all steps too, and I got 100% of the points needed. So, sadly, things like that also happen..
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I'm currently writing a textbook on Asymptotic Theory. I've decided to create two versions, one with full solutions (for instructors) and one without (for students). In LaTeX, that's easy to do, I have one LaTeX file with a switch set that includes the solutions, and another file with it unset. There are about 100 questions, and the worked solutions add an extra 80+ pages to the length of the book of around 450 pages). To be useful as an integrated part of a course, detailed solutions cannot be in the book. Equally, anyone wishing to mark students' work will need a set of solutions.
The questions I've created are usually of the form, "Use such-and-such method to show ..." and so the final result is given in the question. In writing a full set of solutions, it meant I had to ensure that the main body of the text was written in a way that could be used to answer the problems (in particular, the hypotheses of some theorem needed to be tweaked so as not to exclude the application in the problems). I found that helpful in developing the text.
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Lots and lots of exercises. Lots and lots of revisions too. Practise lots. See spaced learning repetition in Youtube.
My habit, I watch math channels in bed every morning without fail. Same at night.
For inspiration, I look up math posts in Facebook groups, Mathematics Stackoverflow, MathOverflow, Quora, Twitter, etc. Math pins at Pinterest, lots of colourful illustrations & sketchnotes over there. I go to those sites more times than read math textbooks.
Pinterest has LOTS of colourful math notes 😍 that keep you addicted to learning. In Pinterest, look up math terms like Pascal's triangle, logarithms, partial differential equations, eigenvector, and so on. See what you will find there. Pinterest also has interesting pins on physics, engineering, programming, chemistry, etc.
I read math textbooks at Open Library, free online reading.
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Tell caller to hang onto hope. Try prayers first, before making decisions. In prayer, always ask for directions in life and solutions to life problems.
Tell him that there are OTHERS seeking math tutorials and they are not just students from schools or universities. There are CGI artists needing a command of maths for node compositing inside 3D softwares. Game developers too. Programmers and coders as well. Filmmakers too. For a movie like Star Wars, you need maths to write physics simulations for 3D realism inside softwares like Houdini 3D, Maya, Blender, etc. Imagine seeing your maths turned into rain, snow, thunder, lightning, fire, explosion, etc.
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Yeah, sometimes you just gotta let the Old Man talk and then hope the material for the test comes out of the book. For instance, I had once gone to a Military School for an Associates Degree in Electronic, for what they called the '3rd Block', on Capacitance and Reactance, the Old Guy would just drone on and on about "stuff'. But there were course materials, and even back then I knew to buy a few extra books. So I got a 100 on the test. EVERYBODY ELSE FLUNKED IT. I was summoned to Air Force guy's office, I myself being Army, and they accused me of cheating. How could I get a 100 when everybody else failed. Well, I told them. The first two blocks were easy and students weren't studying at night but just using what they learned in class and from the lectures. The first two Blocks had instructors that actually taught the material. I studied the material. I asked them for a copy of the Course Material and breezed through it showing my Inquisitors what material I remember being related to specific sections. I also told them the titles of the extra material I had studied from. WAS IT THE AIR FORCE'S STANCE THAT STUDYING WAS TANTAMOUNT TO CHEATING?
They asked me if I was willing to take the test again. I said, I can't possibly do better than 100. I was already studying Block 4 material. To go back and refresh on Block 3 Material purely because of Inter-Service Rivalries and the Air Force prejudice that no Soldier can ever be smarter than any Airman, especially after I gave a plausible explanation for all the failure, well, my answer was NO. No. If they wanted to talk further, I wanted an Army Officer present, that this was BULLSCHITT!
So I had a week's vacation and studied ahead when the ALLOWED all the Air Force Weenies to have the F's expunged from their records and they were permitted to catch back up. Of course, they were able to blame the doddering old man. The Air Force always finds someone else to blame.
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This is awesome! I've been watching a lot of Jocko Willink lately.
I felt so defeated after failing, Calculus, Linear, and Differential Equations.
Instead of seeing myself as the victim of defeat, I changed my mindset to the Commando.
To be aggressive in tackling the problems, if I fail a problem its a tactical defeat,
but allows me the where-with-all to improve, planning, operating, and executing, so that I don't fail another comrade in battle, in this case, I don't fail myself, my fellow students, my parents, the professor, or the subject material.
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Back in the 80s the process for an undergrad was to first study for the EIT (engineer in training) and then a number of years and work experience later you would sit for the PE exam. I think it is similar today. The material covered was from a standard undergrad accredited program. Roughly your required classes included
math: Calc series, linear algebra, complex variables, diffeq, probability, computational methods
science: physics, chemistry
general engineering: statics, dynamics, thermodynamics
EE: overview course, circuits, signals+systems, analog circuits, digital circuits, computer engineering overview, power systems, E&M
EE electives
So yes, a lot of math specific to each subject
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Bought my first 89 when it was released, still use it today. I have a bunch of TI calcs - 30, 30X, 36X, 82, 85, 86, 83, 84, pluses of the 83 and 84, 84 Python CE, a couple 89s and 89-TIs. HP-32II, 28, 48, 49, lx100 and a bunch of the newer Casio and Sharps. Always go back to the 89, hate the rechargeable trend on the new TI calcs now - a set of AAAs lasts years. Refuse to use the Casios because of where the On/Off buttons are. Love the RPN HPs though for doing actual calculations. When at my desk though - mostly use google for simple calcs and Mathematica or Python for anything else.
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No, never a pen; I always use pencils (0.5 mm mechanical ones)... Pen ink smells on long term use too, which is annoying. Coming to the review book: it seems to cover the basic physical core of electrical engineering: AC and DC RLC circuits, solid state devices, electronics, power systems, and a bunch of mathematical materials from signals & systems, transformations, differential equations, control, communications and digital logic. Seems like a handy one.
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I think this Schaum's Logic book is really good on propositional and predicate logic (the mathy, proof stuff). From an introduction and elimination rule for each of the five basic operators of propositional logic and for each of the two quantifiers of the predicate logic, you just learn to prove everything.
Although the method of laying out the proofs is highly structured, with numbered steps and meaningful indentations, working through this gave me good background for writing mathematical proofs that aren't in such a rigid format.
The Schaum book is very lean in its presentation, though. Things are stated very succinctly, and then it's off to the rigid proofs. So I did ease my way into the Schaums by first doing the propositional and predicate logic chapters (6-8) in my 13th edition of Hurley and Watson's "A Concise Introduction to Logic" first. Despite its title, it's a lot less concise than Schaums and really helped me ease into and make the most of Schaum's beautiful, elegant presentation.
(Of course, inductive logic is good, too. Not mathy, but very useful for evaluating the arguments you encounter day-to-day.)
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i agree with you that we should learn for the sake of learning, a great thing to say. but is it actually feasible in this world? i don't think so.
okay im not trying to bring you or your idea down here but instead i want to know what you think about this. there are people, like me, who do want to learn a lot of things but just cannot due to circumstances like family pressure, money, etc. because let's be honest, the world does indeed run on money. i believe you may not need money to live a happy life, but you definitely need money to live a comfortable life. and i think most people choose the latter one.
it is not that i dont want what you said to be true, i really wish the world turns out like that in the future, but its just that i don't see it like that today, and that's sad.
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What I have to disagree on with a lot of people is gilbert strang's linear algebra. I know both of his courses and his book are highly regarded around the world and the book is probably used for undergrad linear algebra courses in some of the best universities in the world. It was also my textbook for my undergrad course.
However, based on my experience in that course, the book seems to focus more on stuff that are more useful in applied mathematics, such as matrices, solving linear systems, all kinds of matrix decompositions, pseudo-inverses, least-squared approx., etc. instead of the more theoretical aspects, such as linear maps, vector spaces, norm/inner product spaces, isomorphisms, dual spaces, linear functionals, etc. So much so, that, when I first met my mentor in differential geometry, he said I basically learned all the linear algebra that I wouldn't need for differential geometry lol.
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What would you say to someone like me who's set on doing graduate level research in mathematics and physics in undergrad? I'm a high school senior right now, and I find myself lost on what to study. I started with real analysis end of junior year, but without a first course in proofs, I gave up quickly. Slowly, I took up a course in proofs and I learned the basic techniques. Now I'm trying to learn Elementary Set Theory from Enderton. My question is-
What do you think is a logical and cohesive path for me to get to understanding graduate level mathematics?
Should I go to analysis straight after I learn Set Theory? Should I study logic? If I learn analysis, should I use two books? Maybe starting with Abbot then going to Zorich or Rudin? (I have both) Or before analysis, is it necessary for me to go through an advanced linear algebra textbook focused on proofs (I've already taken a computational course) like Linear Algebra Done Right. And if I take Linear Algebra, should I just go straight into Abstract Algebra aftwrwords while I'm at it? Also, when should I put in a course on Number Theory or Combinatorics? What courses build most into other courses most? I want to know the foundations of everything and to understand everything, but I'm afraid I might skip some of these foundations and end up stumbling across material I'm frankly not ready for. Please give me any advice, I would greatly appreciate it!
(I am generally really good at self studying from a textbook, and I've done very well in math over the years. Yet the novelty of proof based mathematics to me makes me question if it's necessary for me to split certain subjects like analysis or Linear Algebra into dual courses. Right now, I'm at the point where it takes me around 1-5 minutes to do a basic exercise in axiomatic set theory.)
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If you are still young enough to be in high school, and do not have, or can not afford more math books, then I suggest that you get a library card for your high school library, or a library card for a local public library near to where you reside. Then explore the books that are available with two ideas in mind: 1) find general books about math at your level, then pick out one or two of them to read entirely. There are many authors and books that fill this criterion. For example, the Englishman Ian Stewart has written many books like this. One famous advanced book like this is titled Godel, Escher, and Bach: An Eternal Golden Braid
2) Another strategy is to look for books that are within a single thread of subject matter, getting more specialized book by book. Find a subject matter that interests you, and follow its thread into and around the library. For example, you could start with your algebra book, and consider solving one equation at a time. Then look at systems solving two or three equations at a time, and learn how that works. Then, perhaps in another book, look at how matrix operations help with solving more than one equation at a time. After you have learned a little bit about matrix operations, you can explore matrix algebra as an introduction to linear algebra, and so on, up the line of mathematical complexity and abstraction. Your teachers and librarians can assist you in finding books that are OK for your present level of math achievement, and soon enough you will be able to choose your own math books based on your abilities and interests.
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How students (usually) cheat :
Cheater: "Psst!!! ...what'd you get for #3?"
Accomplice: 12
How students cheat in Calculus II :
Cheater : 🤓 "Pssst! ... for #3 did you use Integration by parts or Trig Substitution?"
Accomplice: 😏 "Partial Fractions"
Cheater : 😳 "oh damn...ok, thank you."
Accomplice : "you got this, bruh!"
Cheater : 🤓 "what did you use for your u-sub on #4? Did you set u=(x² - 1)?"
Accomplice: "yes!!! sshhh" 🤫
Cheater : "Good, good, ...so did I, sorry"
5mins later : the cheater sees ∫sec(x)dx on test. 🤓 "Pssst... I know we're allowed to bring 1 flashcard, but I didn't make one cuz it feels unethical... but I notice you have a flashcard; can you check it & tell me if the antiderivative of secant of x, with respect to x, is equal to the natural logarithm of the absolute value of secant of x plus tan of x?"
Accomplice: 😤 "dude, you know it is, will you please calm down & relax? You got this, you just have to trust your answers, and make sure you..."
Cheater: "make sure I add the C after."
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Yes!! Howard Anton!! Don't have the book, but know the name, and have my $0.02 (as usual, lol.) I recommend:
Anton & Rorres"Elementary Linear Algebra" 8e Applications Version
(by Howard Anton & Chris Rorres)
We are using Ron Larson's Elementary Linear Algebra book for class. meh... Now, Larson's Calculus book was good, (if you don't mind overpaying for a bunch of sheets with no spine that you shove into a trapper keeper, then yeah it's fine,) i.e. the content was good... (but not as good as Stewart's "Early Transcendentals.") I am quite displeased with Larson's 8e Linear Algebra book though: 3 chapters are not even in the book, they are online. They skip important steps in the examples, and we've only gotten to inverses. Luckily my friend gave me his old book: ("Elementary Linear Algebra" 8th edition by Anton & Rorres!!) It's just sooo f***ing good!! I'm sorry, but it is!! And It has an entire chapter dedicated to applications like Graph Theory, Fractals, Chaos!! Cryptography, Warps & Morphs, and more... everything that made me look fwd to Linear Algebra (despite the "Zoom" classroom,) and it's TWICE as thick as Larson's. (Size does matter.) So yeah, I plan to use Anton & Rorres' book in addition my required reading. And if any of you see Larson hanging around with his "Math groupies" you can go ahead and tell Ronny: "he knows where to find me!" (...at the monkey bars, after school.) Hang on, the monkey bars have been removed??? Ok then, meet me over at the kickball diamond. What? Flooded? Well, we did get a lot of rain.
(I'm just kidding. Good for Ron. That's a great achievement; if I wrote a Math textbook I would probably never stop talking about it lmao.)
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This is a subject that I would love to discuss over donuts full of coffee .
I would add that one should emphasize that in order to fail, it's necessary to DO math and to reflect on the failure, preferably with a mentor/coach/teacher to guide one. That's one reason why I like Brilliant and the Khan Academy mastery exercise software and videos. Failure should be the beginning of learning and an assessment tool not a filter.
In talking about education reform in 1921, H.G. Wells in his book, "The Salvaging of Civilization", used his own student problems with mathematics to point out deficiencies in the educational system.
Hermann Weyl was a mathematician that contributed to physics and although his efforts in physics seemed to be failures and Dr. Einstein claimed his math led to physical effects that were clearly incorrect, they created a tsunami in physics leading to things like use of Group Theory and Gauge Theory.
"Weyl's gauge theory was an unsuccessful attempt to model the electromagnetic field and the gravitational field as geometrical properties of spacetime."
" Einstein admired Weyl’s theory as “a coup of genius of the first rate”, but immediately realized that it was physically untenable. After a long discussion Weyl finally admitted that his attempt was a failure as a physical theory." - Gauge Principle and QED by Norbert Straumann
"Here I must admit your ability in Physics. Your earlier theory with g(prime)ik = λgik was pure mathematics and unphysical. Einstein was justified in criticizing and scolding. Now the hour of your revenge has arrived." - letter of Wolfgang Pauli to Hermann Weyl
Note on the absence of the second clock effect in Weyl gauge theories of gravity by Hobson, M. P. and Lasenby, A. N.
It seems to be turning out that Weyl's mathematics contained something that Einstein missed because of confusion over the physical interpretation of the mathematics and use of physical principles used in General Relativity.
"Once again I am impressed by Einstein’s profound physical insight, which
served him so well in assessing the significance of mathematical equations in
physics. Of course, his conclusions depended critically on the mathematics at
his disposal, and displacement gauge theory was not an option available to him." - Gauge Theory Gravity with Geometric Calculus by David Hestenes
Dr. Albert Einstein, PhD stated that he wasted two years working on General Relativity because he misinterpreted the meaning of a mathematical result and in response to a child's letter regarding problems with math, he encouraged the child to persist by confiding that he also had trouble with math. It was true but he was very proficient with mathematical tools and he was working with advanced mathematics where the meaning of equations and the physical interpretation of the math wasn't clear. He didn't have Mathematica and 3-d graphing software to help him. Dr. Einstein was even corrected more than once by mathematicians and he once said that since the mathematicians [like his professor Minkowski] got into Relativity he didn't understand it himself. That was a quasi-truth but without help from his wife and his friends like Marcel Grossman, and fellow physicists and mathematicians, Dr. Einstein would not have been working with tensors and nobody would ever have heard of Gauge Theory.
https://www.askamathematician.com/2009/12/q-do-you-exactly-know-what-einstein-meant-by-do-not-worry-about-your-difficulties-in-mathematics-i-can-assure-you-mine-are-still-greater/
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incredible list, life advice right here.
If I may add,
workout or at least take daily 30 minute walks, in the day time if possible, it's like a different part of my brain turns on when I do that
stay hydrated, consider adding electrolytes to your first glass of water,
supplement fish oil, B12, Magnesium, creatine, NAD or nicotinamide for older people,
take your pick of anxiety reducing activities or plants
replace coffee with MCT oil, does wonders for alertness and focus,
get the optimum dose of dietary fiber
All these things done together will give a great feeling as well.
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I hadn't seen this one, but it is completely consistent with what I've seen from you for a year and a half, and it is moreover a good synthesis of what you're saying all the time. I have to thank you because I've got from you this spirit of "mathematical folly", of getting inside an enchanted garden where one can find any unsuspected flower 🌼, where one can meet remarkable people who live, most of the time, not all of them, adoring something which is hard to describe to those who have lived that initial frustration of not understanding what was being said at school, and had given up. I belong to those who meandered in the marsh of confusion, because of limitations of my personal conditions in childhood, but not to those who have given up, convinced that one of the main flavors of human spirit is the mathematical thinking, as painting, as poetry is, and I live now fully to that understanding, and I have to thank you because of kindness and skill when conveying it to EVERYONE. Please don't stop 😃
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People get stuck on doing jigsaws, one piece really annoys them, so they walk, have a coffee, or go out for the day, come back later, go to walk past the puzzle, turn towards it, then do 7 pieces straight off. At the beginning, you are punishing your left brain, forcing answers that just won't come. So go out, see nature, stroke a dog, listen to birdsong.........right brain.......more power......better connections......you walk back, right brain empowered.....job done.
The American genius Thomas Edison said "Never go to sleep without asking your mind for answers" That's how it works.
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That double use of functions at 3:24 is so bad I dont get why it gets used.
You have functions f, f', F, F' and variables x, x_bar, x_tilda, x_fancy, X, X_bar, X_tilda, X_fancy with x written the same as X and to make it even more confusing make the multiplication symbol x and X. Then dont forget the poorly written alpha and every possible combination of u,v and w. uvwvuvvuwuvwuvuwuvuwwv
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I was 61 when I got back into Math. I had done well in High School, with A's in Algebra, but didn't take Math because my Father had a tradition of beating his sons nearly to death when HELPING them with their homework, and so I renounced getting a Bachelor of Science Degree, and aimed for a Bachelor of Arts, and never took Trig. But then cam Old Age and I wanted to learn Math. I home schooled myself on College Math Textbooks (my shelf not quite so large as the Sorcerer's) for 4 years, just to prep for the University's Entrance Screening Test where I did well, and I got As in Algebra, Trig, Intro to Statistics, Computer Science Programming, and Calculus I.... the Pandemic interrupting my Math Career and now I am the YouTube Messiah.... yeah, my Philosophy Degree won out in the end. But, yes, I do believe that Math comes easier to the VERY Young. I believe that the Schools are teaching wrong. Classroom Teaching keeps students in lock step, and once children are passed by and fall behind, there is never any catching up, and so the kids are discouraged by math. But if only the Teachers would allow each student to go at their own pace, until they GET IT... and begin to CONCEPTUALIZE early with their YOUNG BRAINS, then it will always be a struggle. Of course, Math also comes with IQ limitations. Math will only be easy if you are really smart in EVERYTHING.
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Awesome video and this was (and sometimes still is) me when I started my self study in Math. The biggest improvement I have made is the focussed, distraction free, quiet study time. I wasn't easy as I live in a small house with two other people, but I came across the power of morning routines and built my own:
5.30am wake up and get myself out of bed wash and dress (do not touch your phone at all).
5.50am review notes from previous day - see where I was up to and what I planned for this session.
6.00-6.55 am - study, study, study. 5 min break half way through to make some tea if I am really struggling.
6.55-7.00 am - write down a few lines about how the session went, problems things that need a revisit. Then write a plan for the next session goal/how i'll get there.
Rest of the day - think about my morning session to deepen understanding and look for opportunities to put into practice what I learnt
Repeat Mon-Fri (Saturdays off and Sunday's I play around with math related subject for two hours e.g. problem solving (brillaint.org) programming python functions etc. relaxed and at the time I feel best doing it - Math can be fun too, right?)
Doing this at the start of the day means that firstly the house is quiet, also I am fresh and can focus easily, finally math is important to me and I am not going to let anything else get in it's way. Journaling the sessions also helps track your progress and give you a sense of getting some where (Point 5. - Goals). It does mean I end up going to bed earlier but hey, Sacrifices (point 4) right?
Also buy Deep Work by Cal Newport, read it and implement it for your study sessions - you won't be sorry.
You have to BE a mathematician it does not happen by accident, you have to be purposeful and focussed.
Good luck all, and thanks Maths Sorcerer!
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in simpson, the coeff pattern is 1,4,2,4,2,4,2,....4,1 right? if yes, then the first example problem has wrong solution I guess.. kindly clarify
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I don’t know if you’ll see this, but if you read through all of it, I genuinely appreciate it.
I have just finished taking my Precalc. Final for my first semester of college, and didn’t even get a 50%. And so my other exams fall in almost the same line, with just one being a 77%. The thing is, in senior year of high school I took 6 AP Classes with one being AP Calculus AB, and while I didn’t pass the exam I did everything in class very decently, averaging a 90% GPA in the course and was still a high honor roll student for years. I love mathematics, my teachers really made me appreciate it for what bored every other person I was with; I saw the light in it. And truthfully, I did skip Precalculus and moved straight to AP Calculus, yet here I am failing to do the basics. And I’m not a moron since I actually do well and love science the most, and I can do almost all the math there like Kinetic Energy or dimensional analysis even even the more complex things.
But I am humiliated, and just absolutely frustrated that I seemingly cannot do basic math, and I’ve failed all my nice teachers I’ve learned from in school. I can remember the smallest and unnecessary details of chemistry that really we shouldn’t even consider in our general chemistry course right now like how the atom is not just a wave function calculation, but things like it’s in superposition or the collapsing of a wave function for location or speed of it. But whenever it comes to actual math, I just cannot remember anything; all this time it’s been going in my ear, staying for as long as it was needed for like upcoming tests and homework in high school, and then leaving my mind.
And with this burden, I have decided I must reteach myself all of math from at least Algebra I in my winter break that is a month long, and I’ll begin probably next Monday as I just need to finish this week for the Fall semester. I am lost, I am scared if it doesn’t work, and frustrated I let everyone who believed in me down. I couldn’t tell you how sorrow, guilty, and the anger I felt all at once when I told my parents my Final score; this is not the son they wanted to raise and I’m ashamed they have to even look at me (my parents are very nice snd the most understanding of me don’t get me wrong, this is just me beating myself up for it since they are these nice people that don’t deserve anything less than the performance I just did). It is not right an 18 year old me is failing where younger versions of me would succeed.
All I can ask is for any help or advice you can give me, before I attempt to try and make mends and fixes to my concept of math in a month’s time. And unfortunately, though at least I know, tutoring would never help me, as it really is all on me if I want to learn it or not, therefore it be best I learn on my own terms and plan I have come to conclude (perhaps I am wrong, but I have done my research on the subject). Anything would help, I just need to finally understand and memorize math once and for all, and perhaps the best that can help is how to actually study math as that question has never been answered for me.
That is all I have to say, thank you
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Hi Math Sorcerer.
I sent you a message some minutes ago but I don't see it now.
It was about a classic old book of Algebra in 2 volumes by G. Chrystal. It covers a lot of material not covered in modern books, and it is in the public domain, although the AMS issued a 7th edition reprint.
You can check the book data and Descrption of this AMS reprint in the Amazon link below, but I include here the description anyway:
Description
In addition to the standard topics, this volume contains many topics not often found in an algebra book, such as inequalities, and the elements of substitution theory. Especially extensive is Chrystal's treatment of the infinite series, infinite products, and (finite and infinite) continued fractions. The range of entries in the Subject Index is very wide. To mention a few out of many hundreds: Horner's method, multinomial theorem, mortality table, arithmetico-geometric series, Pellian equation, Bernoulli numbers, irrationality of $e$, Gudermanian, Euler numbers, continuant, Stirling's theorem, Riemann surface. This volume includes over 2,400 exercises with solutions.
https://www.amazon.com/Algebra-Elementary-Text-Book-2-set/dp/0821819313
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i recon maths learning is just a snowball effect in which your skills and learning abilities compound over time. like, at first i sucked at math, was told by my math teacher indirectly i was very dull in that respect in year 4. it would take me a few hours just to understand basic math. so then i started really trying hard on my maths assignments in year 6 to impress a girl, and then math became a bit easier to learn. year 7-8 i maintained that amount of effort, and it became even easier to learn. took the entire lesson + a bit of time outside of class to understand concepts, but still was easier than before. year 9, 10 i was able to keep up with the class without needing to do homework. year 11 i found myself being able to learn 2 concepts per lesson with ease, year 12 i was able to read ahead and understand my entire math book for the year within the first 2 weeks. got a very good score in my calculus class in highschool. now im in college doing calculus 2, and my lecturer covers like 10+ concepts within a span of just 50 minutes, and yet i find myself able to understand the content even at 1.5x speed. for linear algebra, a branch of mathematics that involves hard proofs and highly abstract concepts, its a different story, but thats because im not used to doing that kind of math. i recon the same sort of snowball effect will happen for me with these abstract, proof-based courses, though.
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The Math Sorcerer Nice. A life by the beach, wow, cool. That sounds better than my home life on a high hill, very remote from shops and rivers. Pity, no beach in my hometown. I have to walk long distance to shops and return home with aching limbs. Good exercises, though. Walking beats the gym.
In town during covid lockdown, I sit on a bench with a table in a park, eat and read outdoors. Sometimes, I bring small picnic, extra bread slices for birds. That is my idea of relaxation. At home on a hill, I sit out in the back garden surrounded by tall trees.
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I might never enrol into universities or grad schools for maths and sciences, because of circumstances; I will nonetheless continue with self-studying at home. Self-studying is not as difficult as thought. I now have only six math books, Youtube, Udemy, Stackoverflow, Quora, etc — all those sources to learn mathematics from.
My only problem is the dearth of online informations on mathematical notations or symbols. That is frustrating. 🙁 I already know the rudimentary notations, but not the arcane ones in further advanced mathematics. I learn notations mostly at Mathematics StackOverflow and MathOverflow. I learn them from their contexts.
Few months ago, I had no idea how NUMEROUS the branches of mathematics, until I went exploring them at Wikipedia. There seems hundreds. For anybody interested in branches of mathematics, see below.
MATHEMATICS
Lists of Mathematical Topics https://en.m.wikipedia.org/wiki/Lists_of_mathematics_topics
Outlines of Mathematics https://en.m.wikipedia.org/wiki/Outline_of_mathematics
Areas of Mathematics https://en.m.wikipedia.org/wiki/Areas_of_mathematics
Glossary of Areas of Mathematics https://en.m.wikipedia.org/wiki/Glossary_of_areas_of_mathematics.
PHYSICS
Branches of Physics https://en.m.wikipedia.org/wiki/Branches_of_physics
Outlines of Physics https://en.m.wikipedia.org/wiki/Outline_of_physics
Index of Physics Articles https://en.m.wikipedia.org/wiki/Index_of_physics_articles
Branches of Science https://en.m.wikipedia.org/wiki/Branches_of_science
Glossary of Physics https://en.m.wikipedia.org/wiki/Glossary_of_physics
Mathematics StackOverflow https://math.stackexchange.com
MathOverFlow https://mathoverflow.net
Physics StackOverflow https://physics.stackexchange.com
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Third and 5th point were the best. People think that if you have more flexibility you will automatically be more productive and happier. Nothing could be farther from the truth. If you have a schedule and a goal, then you have the ability to achieve it. If not however, and you are just freely going around, you won't achieve anything. You will be like peter pan. Having a schedule not only sets up the time, but also gets you the idea that you must achieve something. However I would recommend you don't make a huge huge schedule. While planning things out is good, don't do that on the entire day for every minute, because that way you won't get anything done, and you will be miserable.
Next thing is that people hate failure in math. I don't understand that. While it is not nice, you shouldn't expect to do well every time and make no mistakes. It takes time to learn new things. For instance I just recently started learning chopin's revolutionary etude on the piano, and that is probably going to take me about 2-3 months to learn full way, never mind perfecting the etude. So trying to expect that you will be successful every time is as stupid is saying that life is only about pleasure. Living under both of those ideas will make you move away from the very goal you want to achieve.
You need a reason too. "A man who has a why can bear any how"-Friedrich Nietzsche. If you have a reason for something, you can do it almost no matter what.
Speaking on the lines of philosophy, math is like an art, but you have to be good at it to appreciate it. Math is in its own category. It is not a subset of anything. It is sort of like art, but also like science. Math allows us to take the upper level of reality and translate it down to the humanly perceivable. So in that sense it is like art. Also like science since it allows us to perceive reality on a human level. The mystery math will always puzzle the mind of the very strongest.
In the meantime however, go solve some integrals and derivatives. :)
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It’s a very good point you make here, also keeping many laws and things in mind while working. Like the other day I read a chapter about sets, relations and equivalence relations because my professor specifically asked me to, (he knows that I am very forgetful and he made me realize it will become a big problem down the road if I don’t fix it now)
....and I was able to see something one of my classmates couldn’t because of it lol.
Usually I guess all of my answers in class lol as I feel that I have literally no idea what I am doing lol. But since Ive started reading the book, I can feel that I’m getting more and more relevant ideas.
So now, I do this thing where I make word documents of every massively and minutely important thing we learn in class or that I learn by reading the book and those are my notes. (Definitions, theorems) It helps tremendously, because now, when asked what the closure of a set is, I can look and tell you instantly that is is A union A’ muhuhuhuhahahaha....
Also, since my notes were done in my personal style, they are less intimidating to read that some sketchy looking ancient textbook lol
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I can confirm, i used to hate math because a bad experience on elementary school, i was so bad at them that i was almost graduating from high school and i didnt know how to solve a simple equation..., after that i had to choose a career, something told me go for physics, and i went for it but i failed the admission test, then i felt so bad with me but i knew i could pass it, so i started to study harder and thinking "math maybe isnt that bad", the next year i took the test again and i passed it, but i had fear not being enough to make it trought the career, in the end i ended loving math and physics, but the important part is to believe in yourself and be patient and hard working
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I am 28 and thinking about getting a second degree, the first one I got in 2017 was in Japanese Language Translation top of my class.
but I've grown sick of life as a freelancer, and engaging in all the headache-inducing negotiations over my offered price, I feel people here in Saudi Arabia underappreciate the value of translation as a profession. people seem to equate fluency with ability to translate. which is just plain wrong. I often end up giving in to the clients demands due to the scarcity of other opportunities to engage in the practice.
My grades in high school are less than ideal to say the least, and I was just in a different headspace back then. Math was the bane of my existence, I was so convinced that math wasn't my thing that I gave up on my dream of become a video game programmer.
an alternative to getting a second degree was recently brought to my attention. which is to get an MBA to broaden the scope of my employability. I thought great maybe I can do that (even though I don't really want to) but even if I DO go for it, there's GMAT to worry about, and it's so daunting, the small amount of math I do know unfortunately evaporated along with school (Now I only know I tiny bit of basic arithmetic) meaning I need to re-learn not just how to solve math problems, but re-learn basic math concepts, the names of which I've mostly forgotten.
The older I get the more I realize if anyone wanted to get anywhere worthwhile in life they should know math, otherwise good luck getting respected and recognized.
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1)I buy the e-books.
2) I then buy the workbooks with thousands of worked out problems with their respective solutions on Barnes and Nobles
3) I create word documents using LaTex
4) I then attempt to apply the theorems to the worked out solutions and attempt the problems on my own in a separate spiral note pad.
Since I am a mathematics with a concentration in actuarial science major, my plan does not require real analysis and is heavy on statistics, economics, finance.
However, I am self studying complex analysis, logic, and discrete structures anyway. I have the following e-books for self-study:
Schaum's Outline of Calculus, 6th Edition, Frank Ayres. https://play.google.com/store/books/details?id=aaqnhrjKMLkC
Schaum's Outline of Logic, John Nolt. https://play.google.com/store/books/details?id=dNKsBAAAQBAJ
Schaum's Outline of Discrete Mathematics, Revised Third Edition, Seymour Lipschutz. https://play.google.com/store/books/details?id=UnyHfPiAsroC
Schaums Outline of Physics for Engineering and Science 3/E (EBOOK), Michael E. Browne. https://play.google.com/store/books/details?id=2rgTTz258nQC
Schaum's Outline of Probability and Statistics, 4th Edition, John J. Schiller. https://play.google.com/store/books/details?id=wh5lYzLqiMAC
Schaum's Outline of Mathematical Methods for Business and Economics, Edward T. Dowling. https://play.google.com/store/books/details?id=GODKQTjdEXoC
Schaum's Outline of Linear Algebra, 5th Edition, Seymour Lipschutz. https://play.google.com/store/books/details?id=o7U2JI5gnkAC
Schaum's Outline of Principles of Computer Science, Paul Tymann. https://play.google.com/store/books/details?id=hsI7n8kYoMYC
Schaum's Outline of Differential Equations, 4th Edition, Richard Bronson. https://play.google.com/store/books/details?id=TZIEAwAAQBAJ
Actuarial Mathematics for Life Contingent Risks, David C. M. Dickson. https://play.google.com/store/books/details?id=maci14_9kAEC
Numerical Methods, Germund Dahlquist. https://play.google.com/store/books/details?id=hPfBAgAAQBAJ
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I sympathize with the ranter, and offer a dose of 'love'.
I did not 'READ' those books, but I'm so grateful for the indices.... I referred to the books when I was stuck for a solution.
When it was necessary, I'd read a complete page or chapter.
This might be because of undiagnosed Attention deficit something-or-other, or even a dose of Autism....no matter....I love tech, and get bored easily.
I learned because I wanted to do things, and loved doing things computers could do.
I also committed myself to problems that forced me to learn before completion, and I 'hated' quitting.
When I started making $$ with programming, I still "followed my muse" and paid 'some' attention to schedules, and researched and PLAYED with what I want.
I found out that by respecting my project's goals, my play ALWAYS circled around to more productivity. Sometimes the circle had a short radius, sometimes it was wide.
I decided my deep love of what I was doing lead me on obvious productive paths, and playful paths that led back to productivity.
My age has come and is going... make the best of yours, and have fun.
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This might look stupid, but one thing i realized so late in my life is that my diet affects SO MUCH my life. I used to always be sleepy and lethargic. And realized at some point that the source was bread... it really sound stupid, but whatever i eat, if i eat a small portion of bread with it, i end up needing a nap for a couple of hours. Consequence? always sleeping in class, missing the basics of math, and not being able to keep up. I can understand easily things but without basics, it's just not possible.
I grew up in a culture that's too easy going and my parents just accepted me like a sluggish guy. And i hated it so much!
But now, when i know i got a busy day, i adjust my diet and my energy is so much higher!
Know yourself, it does a huge difference!
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I believe I have a weird and long-ish 3 paragraph criticism (i.e. prepare to read). Weird because I believe this is a great video. But if done in three (3 sentences) would be: The problem is a change needs to be made somewhere. I suggest maybe you (Math Sorcerer) are too nice. Finally, don't listen to me I have no basis for my beliefs I'm sharing.
THE CRITICISM: Paragraph 1
My suggestion/criticism is this should either be
1. Entitled something along the lines of 'Learn Mathematics from START to FINISH - Textbooks to use' (or something snazzier)
2. Add/Promote your own playlists (That's you Math Sorcerer).
Your channel homepage has 20 Proof Based Mathematics Playlists, e.g. Math Proofs for Beginners; and Pre-Algebra, Algebra, Precalculus, etc. playlists.
MY SUGGESTION: Paragraph 2 & probably wrong
Maybe I'm overly lazy and narcissistic, and, you are probably not me (don't need math to figure that out). Maybe you don't want to promote yourself, hope some will accidentally find your other videos, because you seem like a nice guy. If so, I also suggest promoting other math people on youtube. This belief is something I have no real justification or proof for. Except the explanation that in doing so your videos will be more likely be recommended by the magic youtube algorithm (or how to (hopefully/maybe) promote yourself without being like me (lazy and/or narcissistic).
NEW SUBSCRIBER SUPERSTITION: Last paragraph point
Learn Mathematics from Start to Finish by Math Sorcerer fell into my recommendations by an abstruse algorithm. Or I'm not fluent in Mathematics, Logic, Computer Science, etc. so I'm guessing and merely ranting on a youtube comments. But I say this as a new viewer/subscriber. This video was (might have been) recommended because I watch a lot of Numberphile, Stand-Up Maths (Matt Parker), and of course 3Blue1Brown. This lead to recommendations of Tibees, Zach Star, Up and Atom, Arvin Ash, etc. and other not obviously math channels by name. Now I'm here.
SUMMARY: Back where we started
In three sentences: the problem is a change needs to be made somewhere. I suggest maybe you're too nice (not necessarily a bad thing). And I have no basis for my beliefs which I'm sharing so don't listen to me .
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I think the question of “whether it’s better to take notes and not understand or understand and not take notes?” itself is erroneous.
Obviously, if the objective is to gain ‘understanding’, then use whatever works best for you!
For some people, actively being involved with the learning process by taking notes as they listen helps cement good memory and understanding as they write, but that’s not for me.
In contrast, I had a friend who would sit with arms folded in lectures and focus solely on the speaker, he wouldn’t touch his pen once, but would then write notes later. And I certainly can’t do that either!
Consequently, I record, and my only ‘notes’ (if you can call them that) consist of logging time stamps along with a key word or two to indicate what was just said. I can then play back, pause, and make notes, at my leisure later.
What it comes down to is: I am not able process 2 languages sources simultaneously; I can either pay attention to what’s being said (the external language being actively processed in my brain) or I can make notes on what I’ve just heard (using the internal language of my brain to generate my note-taking about it), but, and this part is crucial, I cannot efficiently process the flow of both the internal and external ‘languages’ simultaneously as they conflict with each other.
(By ‘legal definition’ (UK law), I have a disability, Specific Learning Difficulties), and for my brain, the passing of information is like the tide, it can either ebb or it can flow, but it CANNOT both come in and go out at the same time. And on top of that, the way I process the information in between is a third issue.
(My wife is so much the opposite of me in this regard, she’s a skilled ‘bilinguist’ and can simultaneously translate/interpret. Therefore, she can 1. Receive auditory information in one language (listen), 2. Process it internally (think, applying appropriate grammatical rules, like syntax etc), and 3. Repeat it back in a different language (speak) – all at the same time. It blows me away! 😊).
Therefore, in a rather long-winded way, I’ve just provided in 400 words what efficient communicators can explain in 4 or fewer...
“each to their own”
Or
“horses for courses”
(Of course, I could have responded with just the same, but without the foregoing explanation giving it context, it would not make the same sense).
C'est la vie.....
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Great list. I'm a senior in an ME undergraduate program. During my studies, I didn't get to take as much math as I would have liked. Outside my required degree (ODE and LA), the only math classes I took were PDE and Mathematical Physics (I'll take Numerical Methods in the spring). My fiancee is a first-year pure-math grad student and is taking Top, Algebra, and Analysis (measure). She is struggling in her Analysis class, because while an undergraduate, she only took A1 and not A2. I'm excited to chat with her about the list you provided. I don't know enough pure-math, I will take your recommendations on Terrance Taos analysis books (hopefully understand a little of what my fiancee studies). Lastly, should a person with a fresh understanding of calculus and DE learn discrete math or "proof books", you mentioned those before elementary algebra, would they be useful?
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I'm still working on Sets right now, and it's CRAZY 😂😂
It's like getting dropped off in a foreign math's country.
All these crazy new math symbols constructed in a new way,
I have to decipher the math and spell it out in English,
B is the solution set such that x is an element of set A, and where x is a real number less than 8,
or, A is an intersection of B, which is a subset of the union A and B.
That one melted my brain for a bit because of the symbols.
Got a few more sections before I reach tautologies, and only 2 of my books have a brief section on it,
so this will definitely be useful for me.
Hopefully, tautologies are hidden away in other sections of my books.
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Knowledge builds upon itself; self study will eventually make you better at your mandatory studies too. When you acquaint yourself with a variety of disciplines within a field, they each give bits and pieces that can be applied elsewhere. This is why I'm always digging around, filling in the bigger picture, finding how everything relates to everything else. Math used to be purgatory for me in high school, I'm retaking it independently now and can't understand why it was so painful back then. If you have low self-confidence in an area of study, you'll approach it differently than if you believe you'll understand it. I check myself by thinking back to stuff I was good at and remembering how I went after those things, and applying the same courage to learning maths. Self-study is the well of happiness, it recharges you and keeps you fresh. I've done self-study since junior high, teaching myself a bit of Latin, a bit of Irish, Middle English, medieval literature, archeology, just stuff that caught my fancy at the time. Helped me think independently and was useful even at university. Love tumbling down a rabbit hole like that. Thanks for a great channel!
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I posted this in another discussion, but I don't know if you were too busy to respond or just didn't read it, so I will try again. I am an Italian math student I am starting my third year of undergraduate, which is going to probably be my last if everything goes well, I have probably the equivalent of something between a 3.7 and 3.9 GPA. If I want to go to grad school in the US, will I be able to get into a decent school by just completing my undergraduate degree? Or is it advisable to first get my masters and then go to grad school in the US? The problem with the latter is that I am a bit scared that the classes in grad school will mostly be what I studied in my masters and they will basically be two wasted years, but the problem with the first is that, I am worried that , despite good preparation, because I think my university had very good professors and 95% of my courses were math, schools in Italy aren’t regarded as highly as other places, so it will still be hard to get into a good school. Could you maybe give me some clarity over this topic, and what in your opinion would be the preferrable choice?
To give some context on the university, it's probably inside the top 20 in Italy, but I doubt American professors would know anything about it and could probably think it's a no name university. Also, I've seen the math GREs and they don't really look that hard for me, I feel like I could probably get a very good result.
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@TheMathSorcerer Yea I had seen the video, it was really helpful! By the way, I live in sicily, really amazing place but too narrow minded for my taste, I always felt myself trapped in here, which is the main reason why I want to go abroad, and I always was very good at speaking english when nobody here actually is, so it only made the trapping feel even worse, it is very frustrating being almost bilingual and being able to only speak one of the languages, I am always thinking in english and people think I'm going mad when I take long pauses to translate in my head. Also yea, my reccomendations should be pretty straight forward since I have a very sweet relationship with most of my professors, the GREs should be fine as well. I just need to apply and, worst case scenario it's some dollars spent on applications. Thanks a lot.
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Thanks for the video! I think this is a great idea; to be honest, I find myself wasting time doing menial things such as watching YouTube videos (like your own haha) and so forth. I think redirecting some of that “idle” time into math as a sort of outlet could do good, and help me learn some more as well.
However, when I actually want to learn a subject in depth, I assume that’s not what you’re talking about. At that point, I’d pull out a whiteboard marker for the chapter problems, and a paper and pencil for the exercises haha. But I recently got my hands on “Mathematical Proofs” by Chartrand (from your suggestion), and so I might end up doing some more casual reading with that when I’m not feeling up to delving into math.
By the way, could you perhaps think of reviewing Tom Apostol’s “Calculus” volume 1/2? It seems like a solid book for an introduction given ample prerequisite proof writing skill, though I’d like to hear your opinion on it. (you did reply once about it before, so sorry for bugging you on it ahah)
Would you say that someone who has never touched Calculus, but has Algebra and Trigonometry knowledge, along with understanding of the book “Mathematical Proofs” by Chartrand could hop into the Apostol volumes? Or would it be more intuitive to gather knowledge of basic Calculus beforehand? Thanks.
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Being a mathematician (especially a teacher) is a bit like being an AutoMechanic. You are going to get all sorts of ddifferent problems, from different fields, at different times, from different sources. And you are going to need to know a lot of different ways to solve a particular question. I personally am leaning more towards IT to help me along, Excel, Wolfram, programming and so on.
Of course I am constantly referring back to books as an inspiration. Whatever don't be afraid to ASK a maths teacher for help, we love to help out our students, we learn ourselves by teaching.
Its an unusual profession I admit but every engineer, economist, business person, scientist or just old plain hobbyist would be well advised to study A LOT OF MATHS. 👨🎓💻📚🧗♂
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So, as someone who does mathematics for a living (my background is pure math, but I work in ML research in industry) I think math burnout is a problem for almost everyone who does math in any capacity, whether undergrad, grad school, work, even as a hobby. It's mentally exhausting sometimes. The brain is a tool for survival that we repurposed towards other things in a very real sense. I think a lot of us are somewhat obsessive over it, and find it hard to accept that we can't ingest and understand math all the time. I learned I have about 4-6 hours a day I can actually be productive mathematically at the most. I try every day, but if I can't get in the groove, or I am just not feeling it, I try not to force myself. I find forcing myself to make it far worse. Something I found helpful though is talking to people about interesting math related things if you can. I don't know why, but I always found that to help burnout a lot too.
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I have been trading stocks for over 11 years, and I will have to respectfully disagree with you on this. The way that you should trade stocks is by using statistics! Do a search for the author Thomas Bulkowski, you can also find his website at the pattern site . . . . he has done extensive studies on trading, using statistics. As a mathematician, I am sure you understand the importance and benefit of using statistics . . . . as applied to the stock market . . . . so you have a bell curve, sometimes you fall outside of it, but if you are on the right side of the statistics, you can win more than lose. I also make use of the standard deviation line and the Williams Percent R indicator, which works on some stocks, and not on others, but the good part about it is that usually you can tell which stocks it works with simply by looking at the history of the stock and if the Williams Percent R indicator has been effective before with the stock. Also if you are interested in strategies that are counter to long-term holding, look for the PDF online The Battle For Investment Survival by Gerald Loeb, I am a swing trader, and I do not like holding long, Gerald Loeb was famous back around the time of the Great Depression, (the most obvious reason why he did not like holding long) . . . his book is a little out-of-date, but it is fabulous none the less, as it has a lot of good advice in it.
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I've chosen to learn math by my own recently. After some thinking on how to do that, I planned some steps. Five steps overall. First : to be sure I master the fundamentals such as algebra (power, log, function, factor/expand, theorem and so on). So I took some tests found on the internet, I did some exercices and so on (like the Diagnostic tests at the beginning of Calculus: Early Transcendentals (Stewart), and study to cover my weakness. Since I want to learn Calculus, this book helped me at first to find my weaknessess, which is great, and to motive me to check my fundamentals first) and, yes, I spent a week to be sure to find a great calculus book (A 'step by step' kind of book, dedicated for the learner, with a lot of example, a lot of exercices, even if half of it have a solution at the end of the book I can still check with graph, calculator, a program in python, or in Gnu Octave if I found the right answer). I plan also to buy Linear Algebra : step by step from Kuldeep Singh. Two : what you want to learn (Goal) and how to reach that goal (requisites), which path ?. You may find some map on the internet or video or even inside the books you want to learn. If you forgot something or find something mysterious or too steep, you may still add that subject in your checklist (what hole to cover) to study with another book (for instance). I'm not in a hurry, I planned to learn at my own pace (No exam, just for pleasure). Three : planning. To do some everyday is key (like about everything you want to learn), regularity !. So I always spare at least one hour per day. Four : Ressources/Tools : in short : a graphic calculator (HP Prime), Gnu Octave, online tools (GeoGebra, WolframAlpha) LaTeX (I'm learning it at the same time) to write down my solutions and explain (The Feynman way) to others, Python (I learned it, and I'm using it with MatPlotLib, Sympy and so on) to check my answer (and pleasure to write a program), to graph, to solve, to experiment, and explore another way to comprehend/memorize/understand what I'm doing (I'm a visual learner and calculus may use some graph so it's perfect for me). What I like most about Calculus book I told about earlier is the real problem with example from anthropology, physics, sociology and so on, it gives more than just doing math and finally : history of mathematics (In general or about Euler, Riemann ...) and fun (Martin Gardner, or G.E.B. [Gögel Escher and Bach by Hofstadter]. I would have been pleased to use only one tool like mathematica but it's too costly. Beware, these tools aren't to find solution for me, just to check, to explore, to visualize, to test, to discover, to modify and see the consequences, and sometimes to free you at one point from the boring stuff and see the larger picture. BTW thanks to The Math Sorcerer for your videos. It helps me to assert that my thinking about learning math isn't too erractic.
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As you pointed out writing a math book is already a Herculean task, but writing excercise for a math book is just as much of an Herculean task. Many amazing book have no excercises and that is terrible. To the point of which they can become unreadable and even unapproachable. T_T
Solutions are kind of the least of the problems, it is the presence of excercises that makes for a great book. Where I come from we were not graded by the excercises on books so that reason doesn't strike me as much.
The reason I thought books stopped having solutions after high schools was because it is usually used to check if your solutions are correct, and at that level it becomes evident if your solution is correct or not. A reason the books, or professor's notes, on geometry in my first 2 years hadn't solutions (to be clear and to avoid confusion between different curricula they covered: linear algebra, affine geometry, euclidean geometry, projective geometry, hermitian geometry, conics, and little more) was because most solutions could be checked if correct.
Going forward some excercises forced me to write pages of calculations and calculating sigularities and stuff, so I can imagine as to not want to write them all.
As a side note, all the past exams with solutions were given to us, at least for these 2 courses of geometry, and many others, but I feel that this is a different story from what this video was about.
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Start to finish? Where's Lie theory, Galois representation theory, K-theory, preverse sheaves, Iwasawa theory, automorphic forms, abelian varieties, number field cohomology, the arithmetic and geometric Langlands programmes, algebraic topology, etc? Start to finish of math is a tall order.
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One of the reasons for the succeses of the Dutch educasion system is having to learn langages and, since the level of educasion has been drasticaly lowered at least twice since my grandparente left school, it used to be even more powerfull. (And malfunctsions at the moment. ⅓ of the 15 year olds is not able to read normal texts.)
For higher education you are obligated to learn three foreign languages: English and two other, usually German and French, since they used to be obligated. Now, spanish is growing, usually instead of French.
When the levels where at the highest (arount the time of Einstein), Dutch officials and scientists were able to talk to their French, English and German speaking colleagues in their languages and read their works without translasion.
I can only do that to some extent with English and German. With French, I really need a dictionary, so conversation is not going to happen. ('Je voudrais ça' is really helpful in a bakery, but not in science.)
I chose latin and Greek and I must say they can be really helpful.
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Could you please give advice for how to deal with statements in math books like, for example: "let's use squares to compute variance… for… convenience". Being a software engineer, I find nothing convenient about squares and roots, at least from a CPU standpoint. I felt dumb, I felt stupid, it took me a couple of years to dig around multiple books, articles, courses, I got myself familiar with the philosophy of computer science, and with the history of western philosophy in general, just to understand how do I know what is easy/trivial/obvious/convenient and how do I know whether it's me being stupid or the author being bad at an explanation. For example, statements like "it's convenient to use squares to compute variance, period" are very unobvious, even if a notion of "moments" in stats is mentioned before (and in 99% it's not). Moreover, it appears to be totally valid to use abs instead of squares to get a variance if one does not care about impacts of outliers. And for statistical significance or even clinical significance, it's the user who defines the threshold. It's told that by convention the threshold is 95%, and that is just blindly accepted by people, but it's not carved in stone, there are no printed messages on atoms saying "you must use 95%, you must use squares, or the universe will stop working", it's just made-up by people. Of course, some people believe pi is =3.0 or even =4.0, but there's a way to be sure this is not true. But how to be in a situation when there's no such a way, and things are not clear, and everyone around blindly uses a formula just because someone wrote in a book that it's the right way?
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I had a old Jewish professor in college, who was just awesome in explaining math. He never used any notes, and it was obvious he himself was really interested in the subject. One thing that I clearly remember that he did (and it seems that all truly great teachers always do) is that he would repeat himself more than once. For example, he would explain a concept, and then, an hour later, he would repeat the explanation under a slightly different angle, and put it in different words. And then, on the next class, he would repeat it again, in a different manner. Than, a few classes later, he might even repeat the same thing again, in yet a different way.
Needless to say, I never had a single B in any of his classes - only straight A's.
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I want to post this especially because I aim to dispel the "math person" (non growth mentality) myth. Ever since in elementary school I was good at math. I was able to pick up on concepts faster than other kids, although I was slow at arithmetic. When I went to high school I started to see myself struggle though. Although I did well in my proof based geometry class, I passed my algebra 2 up to precalc courses with a C. At this point my identity as a "math person" had faded and I accepted my fate as a rather poor student in math. But I knew I had a love for maths and the sciences still. By the end of precalc, the situation in the class was that C- or below students, if they wanted to pursue calculus would need to retake precalc. C+ or higher could continue. Those with a C had to talk to the professor about what they wanted to do. So that's what I did, and I was given a choice. I swallowed my pride right there and then, didn't want to let that stop me from pursuing what I loved, and decided to take precalc again.
Doing so helped a lot. I was able to really delve into the material, flesh out some of the nuances and misunderstandings I had. This was when I started seriously thinking about mathematics. Through all this, I regained my confidence as well. I also developed a good work ethic for studying mathematics. From that point on, I obtained an A or A- in all my future math courses in high school. I realized something important. I think too much focus is placed in whether one has innate ability or what not. A growth mindset is much better and I had to burn a bit to adopt such a mindset. Currently I'm pursuing a PhD in chemical engineering and to this day I find it incredibly fascinating how the language of maths can accurately capture the subtle physics of the universe. I think it was the rigor and universality of mathematics that kept me in engineering (I did not appreciate the overwhelming emperical table seeking aspect of engineering). Because of that, I took some pure math courses like Modern Geometry. In that class, the concept of the metric and learning how to determine the geodesic of some manifold really gave me an incredible eureka moment. Particularly because I was taking Mechanics physics course at the time and I saw the familiarity of that with Lagrangian mechanics.
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Sir, I just completed my Alevels..I took maths and further maths in it and had an A+ in both of them
I know precalculas and basic calculas like different methods of integration and differentiation of trig functions, exponents, logs, etc Differential equation of 1st and second order, Rates of change, Complex no, polar coordinates, Intrinsic coordinates.
Now I am on a gap year..I have whole one year free.Next year, I'll join university for double majors in physics and maths.
Meanwhile, I want to learn the calculas 1, 2, 3 actually the calculas which is taught in first and second year in the university to maths major.
What books do you recommend for self studying calculas 1, 2, 3 from the scratch, I mean from the basics ?
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This video refers to advanced inner peace practice – the mountaintop meditator. But many individuals have not yet mastered such discipline. The need to teach themselves, step-by-step, to take control of themselves is an acceptance that must come from within each individual. Creative writers and mathematicians both find a flowing of excellent output with a critical state of consciousness that allows what seems to be a direct connection from the producing mind to the recording device, whether it is a pen, a keyboard, a microphone, or a brush.
The process of converting oneself from an unorganized, wannabee performer to a boot-camp graduated, long-trek surviving, well-tutored and briefed soldier, or a paragraph-after-paragraph page printer, or a premise-by-premise proof producer, starts with a tentative step or two, then tenaciously treads toward traction and transportation of self to success. The analogies between learning to become a mathematician and learning to become a short story writer or a journalist, or a staff writer or a novelist, ultimately resulting in becoming a published author or mathematician are too striking to be ignored, even if the same individual rarely travels both the math and the fiction roads to publication.
The inner peace that comes from successful performance, and that passes all understanding, may reside at the opposite end of the baton that produces perfect products, but a unified performer carries the baton from product to peace and back again, gaining at least satisfaction, if not adulation, for the journey.
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funny. I work for a tier 1 isp, right now I'm writing the bootloader for the new WiFi7 home routers. uboot is written in c and assembler, unsurprisingly. it may surprise some people to realize that the PBL, which is the first thing to run when you give voltage to the SoC/CPU, is some raw ops cast straight onto the die, which immediately loads block 0 of the MMC (or whatever, for IPQ series socs its nand emmc) which is BL2/SPL written in assembler, and what that does is initialize the rest of the hardware, such as the MMU, DDR, ethernet, etc, and setup the virtual memory table before actually loading BL3, what most people think of as the bios. Oh all of this to say, we can't really get rid of assembler, assembler represents the most boiled down hardwired cpu utilizations, almost directly. There is one lower level which is that each instruction is actually a list of micro-ops such as fetch, or to use logic ports, etc, which are all thank god a-priori optimizable, or we'd be writing that too. I can't help but always feel the idea of "old" and "new" languages is simply a fundamental misunderstanding of what kind of machine the computer really is. /rant
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Many people miss the point. You cannot start being fast on problems, you are struggling with.
If you want speed, you first need to add, substract, multiply and divide FAST. Many people lack speed in these and struggle from that point on. Practice these four operation, combine them, solve complicated formulas in your head ad often and as fast as possible. Find algorithms that work best for you And then you can have speed in diferent areas as well. Math Is like a brick house, you build it layer on layer on layer... And the concrete foundation of the house are these four operations.
Practice math the same way people learn chess. First you learn how the pieces move until you no longer have to think about it, then you solve puzzles, then you solve harder puzzles and study openings, forks, discoveries, strategy, endgame.
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The thing about matrices is that, at least as we start it off, draw them BIGGG! I do agree with ma on this. She's been out of math for decades now but she got some sense haha. Have some nice space amongst the entries! Also, the figure out those arrows or separately write the operations you do to feel more comfortable. Really not in touch with Matrices like I'm with Calculus and Algebra, but that's just about it anyway. Like always, "a number of papers, pencil, eraser and sharpner" better be the closest peeps you can ever have!!! And hey, I liked that Schaum's outline of Differential Equations, 4th edition, you referred to cause dad reminisced his days :)
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I generally have Cedric Villani as role model. There is no real role model I can identify with, because only few mathematicians have ADHD. When I studied math, all I could think about was science; I thought i'm a philosopher back than, but that wasn't the real deal. I took long walks, thought a lot. Looking backwards, my thinking exploded like cellular automaton; wrote a 50 pages research. Today, I'm poor, got misdiagnosed as schizophrenic. Cured myself with probabilities, what is probably impossible, I received help from several people, such as, my twin flame Claire Lehmann. Ramanujan had these crazy math skills. Role models are a good hint, but generally speaking, hard to identify: you make a good point. They have fun. They enjoy it. When I found patterns in the Collatz Conjecture, I couldn't really enjoy it. Other times, I can enjoy it. You might get this; I'm probably a successful entrepreneur. Investors; Khosla Ventures,... We cured my trauma the hard way, increased resillency since this is the best predictor of a happy life in ADHD. Today I'm happy. I plan to meet my twin flame this year. It's an AI based trauma therapy and other applications I worked on for the last 4 years. Getting a misdiagnosis for schizophrenia was probably best thing to do. You can response in videos, I will write you comments as we figure out how to make me do math; quasi probabilistic. Role models: Nassim Taleb, since I rediscovered Antifragile age 20 and we are really similar. Focus on risk, fat tony, uncertainty,... And the father of Ada lovelock (but he was a poet, it's speculated that he was similar to me - ADHD, risk taking, school failure, highly intelligent). I hope you help. The internet didn't want to help me, yet, I receieved help from silicon valley. No one responses, part of what we call the experiment.
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I have been attempting for a long time to educate myself math. I learned alot apart from subject matter but why many of us struggle with math by tutoring lower level college math courses.
I agree with virtually all you have enough said. Many of the math videos on YouTube are accessed by students looking for answers. Also, math requires quiet time, concentration, and consistency in effort to get traction and continuity.
When I worked at the Transportation Security Lab of the Department of Homeland Security, I saw how destructive quickly packaged internet information can be. Several of my colleagues, managers, the director, and executives at TSA were seeking a solution to rapid turnaround for evaluating passenger screening detection systems. They were committed to an adaptive sampling strategy that one can find in the internet based in simple random sampling. The problem was that virtually none of their sampling was simple random sampling, as they scanned mock passengers, luggage bags, and the same bottles more than once. They did not realize that they were violating simple rules of randomness and sampling.
I had at least an MS in statistics and attempted to reason with some of the managers and executives. For my efforts, I was declared incompetent.
There were egos, commitments, ranks, and the false sense of security of "knowledge" gained form the internet. What followed was 8 years of chicanery that revealed the narcissism that existed at all levels of DHS and particularly TSA.
They would rather apply inappropriate methods and apply control measures than to do the right thing.
The shame is that they impeded progress on potential strategies that would have otherwise benefitted the flying public.
The lesson is that starting from a preferred conclusion and surfing the internet for math or statistical methods is not how science is done.
Even 8th graders know that.
As the Math Sorcerer said, choose the right level (maybe review at the level you last left off), by multiple books, and work as problems as you can.
As he also alluded to, be honest with yourself along the way.
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My gift has always been art, but my interest in maths is growing as too physics, electronics, programming, etc. When I pay attention to things, I quickly get hooked to learning. In school, I paid very little attention to classes when my concentration was low at that time. I simply lacked discipline for learning. Now I have formed good studying habits. I have learned discipline too.
What do I need maths for? In 3D realism (in software Blender), I would love to write badass maths into rain, thunder, lightning, snow, fire, floods, etc — all those physics simulations. Pity, I am not too well up in mathematics or physics, but I am determined to learn.
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Hello Mr Sorcerer,
I do not know if you like this name.
I want to ask you about a topic, I could not understand it enough. The course of mathematical physics, I heard from the master students that they are studying this course, and struggling with it. When I skimmed through these books, and read the preface of them, I read that they cover all the undergrad math needed for physics, and this is the same courses we study in the undergraduate level.
My questions is:
- When can I study this course?
- What is the difference between this course and the undergraduate courses?? Like Larson calculus and linear algebra, the differential equations courses which is 450 to 700 for each ordinary and partial ones.
- if it is the same as what we will study in the undergraduare school, then do you recommend to study them with our courses or after them, or even before our curriculum?
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My studying habit, I always have my memo block (3" x 3") for scribbling rough notes, study diary, pinboards, oversized blank p(approx. 3" x 5"), clock/egg-timer, cups of weak tea and snack.
Some people ruin the pages of their beautiful books with pencils or highlighting pens. Meanwhile, I keep books clean and pristine by using bookmarks with my scribbled notes.
For bookmarks, I take blank paper slips of A5 size or smaller and upon them, I write summaries, glossaries, examples of math problems & solutions, task lists, etc. Thereafter, I insert bookmarks inside vital pages. Years later, I can sell old books that look clean & saleable; alternatively, I donate them to local libraries or give away as gifts.
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It's not only time, or hard work, or talent. It's also the way math is presented. Nowadays it is all abstract Bourbaki style. But funny enough that's not the way many mathematicians do it themselves when thinking about it. The are dishonest, because they work with different motivations and usually much less abstract, they use sketches to illustrate ideas for themselves, they have some picture in their minds, they play around. And when they got to their result, they start to clean it up, they make it more and more abstract, they skip the pictures, they don't mention their motivations, they make every attempt to make their articles more dense and...at the same time...much harder to understand for any one which is not a professional mathematician himself. One clearly sees the intention to do so, if one compares math textbooks from the 19. century to modern ones. It is totally different.
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Can you please do a video of learn physics,chemistry,biology,computer science,astronomy,space sciences,earth sciences,history,archaeology,art,philosophy,psychology,sociology,engineering(all branches),literature,linguistics,economics,buisness,geography,political science,logic,agriculture,architecture,law,medicine,military sciences from START to FINNISH.
Note:if you know any video that made this list please send me a link because I need it.
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@TheMathSorcerer Yes, he mocked his university education. ( He was from Russia. ) This was a calc 3 course. I am 72, studying math for a second degree, but really going for engineering. Hope to take engineering classes next fall. Have also taken diff. eq., about to take vector analysis, maybe linear algebra. My education was in humanities and fine arts. I don't know why there aren't other older people doing this. It's just a matter of curiosity and wanting to acquire a deeper understanding of how the world works. Sometimes a teacher will comment about how deep some concept is, like they can hardly believe it. I appreciate that, because I have the same thoughts, but I think the other, younger students miss it, because they are so focused on the math and their exams. As far as self-study, it's often the most interesting applications that the teacher omits, for example, in physics and that's where I get the most enjoyment and understanding. Math is too often separated from its real world applications.
What I have learned about math is if you don't understand it at first, keep trying to understand. Don't give up. It's as if there is a barrier or wall to understanding. You have to persist in trying to break down that wall. Eventually it will crumble. I know that you know this is true. But too many students who aspire to major in a STEM subject give up too easily, perhaps because the language and symbols are too intimidating. Maybe that was true for me too, but then I realized that, in calculus, for example, concepts like differentiation and integration are so simple, you could explain them to an intelligent child. Just omit the big words. I'm going to watch some of your calc.3 videos now to review. Thanks.
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Pure math and physics might require a higher intellectual horsepower, but the problem for engineering majors is there's only 24 hours in the day. Math and physics majors are liberal arts majors and they often have three joke-level liberal arts classes in their schedule.
Here's the recommended classes for a second semester sophomore year chemical engineering major at Arizona State University, which is typical for most universities:
Transport phenomena in fluids,
Organic Chemistry II,
Electricity & Magnetism,
Differential Equations,
Engineering Elective such as electrical circuit design.
See? There is no fluff class. Each of those classes requires 12 hours per week of reading, note review and home work in addition to attending classroom lectures.
Meanwhile here's what physics majors are supposed to take for their second semester sophomore year:
Mathematical Methods of Physics,
Modern Physics (physics III)
A humanities or history class,
A 3 credit foreign language class,
A social science/behavioral science class.
See? Three classes that require minimal effort for someone with the IQ level to succeed as a physics major.
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Before I watch the video or dare read any other comment, I will share my own annecdotal experience untained and see how it lines up with yours/others. Personally, it less math people at large, but usually a vocal minority, usually specialists in a subfield with extremely narrow tunnel vision. Ever seen people who go bananas over "0^0 = 1, people saying it is undefined are mentally re tarded and I am okay being being ableist and using old terminology as a general insult actually" because it is a common and convenient definition in their specific sub field of maths, and they can't understand math as a whole can't be dependant on "obvious" assumptions limited to some subfields they personally lke, value more and frequently pretend math is fundamentally those fields [because of course they do these sorts of bs too]? Yeah, those Emuanuels and it is both not a surprise at all they act like this, and pretty obvious why when put like that. The other people are sort of similar, they're applied maths people. Or, as I prefer to call them, voluntary iditos who just happen to do complex calculations much better than they can understand wtf they're doing or saying, let alone wish to understand (because that would force them to shatter their superiority complex horseshit, and that is not on the table for them). Basically, one loud subgroup is bullshit, the other is horseshit, they come together often are are otherwise indicits, because the part that counts is that they're just piles of shit. /rant (Yes, I don't like those two types at all).
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If I had to guess, it's due to the same reason why people are buying bath tissue in bulk. There's the anticipation that negative supply shocks will strike consumer goods' supply chains. If there's the expectation that meat won't be accessible for a while because COVID-19 is preventing the cattle cars from transporting the steer to the steak factory, then individuals with preferences for consuming cow are likely to panic buy meat in bulk. Steak can be stored in the freezer indefinitely (up to a year according to the USDA, but it's not like it's going to spoil, mold, or decay in there. You might get some ice crystals or freezer burn, but that doesn't matter in a pandemic, right?). So as long as the utility company doesn't cut power, or your fridge doesn't die, one could satiate a craving for meat by extracting a steak their frozen stock pile until agricultural output returns to normal, and the shelves are once again lush with red meats.
Curiously enough, at my local grocery store, they were completely sold out of edible cuts of beef, as well as frozen pizzas. But the piles of poultry and pork, along with the fruit and vegetable section, were completely ignored. Hopefully, a few aspiring Micro-economists will be able to produce a couple dissertations on consumer preferences during a pandemic from all this new purchasing data.
Btw, I love your videos. They helped a lot back when I tried my hand at mathematics. Keep up the good work.
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Great topic! To me, saying that some people learn more rapidly than others but the others will catch up if given enough time is simply restating the question: Why do some people learn math so fast? Why are the slower people slower?
Like others here, I've thought about this a lot. I think that some people are born with certain skills for reasons that we do not fully understand. Music, math, athletics, art, literature, poetry, etc. are all fields where this phenomenon occurs regularly.
For almost all of us, there will always be someone who is better than we are at math. But, there will always be people who are not as talented as we are at math, too.
I play the piano and I am seriously humbled when I listen to Oscar Peterson play. My hands are much smaller than his and I will NEVER be able to do everything he did. But, by far, most people who hear me play are very pleased to listen and give me what seem to be sincere compliments (some even put tips in my Tip Jar!).
So, there's a place for me in the music world and that has to be good enough for me or I will drive myself crazy. I'm not going to quit playing the piano or doing math just because Oscar was better than I am or Euler was a frickin' genius and I'm one of the slow ones. I enjoy math and music a lot and I can share that with other people and maybe help them enjoy those things, too. That's good enough.
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tldr; 19 months ago I got hit by a car. Wasn't bad, but it broke my leg. I decided I needed to learn math because I was just beginning to go to school for Economics. I took the minimum amount of math necessary to graduate in high school and that was 14 years ago. I had to start at the basics. Slope, factoring, trig identities, etc. I have since gotten up to Calculus 2, Statistics and mathematics for economics, which involves partials and multivariable functions from Calc 3 and Linear Algebra. Every single math class I've had since I started a year and a half ago have been online, so it's essentially all been self-taught, though I've at least had a plan/curricula laid out for me. However, in my journey I've found everything he's said to be helpful. I've been jumping into set theory, probability theory, differential equations, etc., and where I don't understand it, it shows me what I need to learn to be able to understand it. The more books the better. I've been using determinants for a while and it took one sentence in a book that said "Hey, it's the area of the resulting shape created by the vectors of the matrix." for me to go "Oooohhhh" It's just different perspectives on things. Someone just saying the same thing in a different way can be a tremendous help. Anyways, long way of saying I appreciate the content. There's some helpful bits in here.
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Hey! Great video, agree really strongly with all of your points.
I’m majoring in physics, and I do know math like diff equations, complex analysis, linear algebra. But it’s all mostly computational and non rigorous, so I want to start learning math from scratch, since grad level physics REQUIRES rigorous understanding of math and a deep intuition of the same.
I’m thinking of starting from Spivak ( calculus ) and Baby Rudin alongside. Could you recommend a good, ‘deep’ book for linear algebra and Multivariable calculus, preferably with solutions available? I was thinking Hubbard and Hubbard, but I sadly can’t find solutions to its exercises anywhere, so it maybe problematic for self study ( or would you still recommend it? ).
Thank you for reading! I really like your videos!
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I'm directly opposite to you. I didn't struggle as much with mathematics, getting pretty good in high school after learning advanced algebra and number theory for around 500 hours on my own,
then formal logic and analysis for hundreds of hours. In uni I have breezed through master level courses learning them in 3 days when I had good notes, getting best grades without sleep and easily becoming wizard with self-study in graduate level books.
My problem is a different one, no matter which problems I solve, even if i spent weeks on it, or how much I relearn certain subjects I mostly forget my own solutions and insights even in a week of doing something different. Same with definitions and all, making me often unable to say anything about the field after few weeks.
I often relearn whole advanced subject in three days or so, learning all at once around 70 concentrated pages, only to forget it next few days.
But it is frustrating when I want to go even higher, like learn algebraic geometry from Hartshorne's, or Diophantine geometry, where I often have to backtrack because I forget definitions and theorems, when going through it.
Solving exercises and hard work, feels like waste of time in terms of getting knowledge, not intuition, because weeks later I can't solve any problem from the previous field without quickly relearning it because i mostly have forgotten it at the time.
And when learning the subjects I usually can do all the simpler exercises and solving harder ones doesn't stick, I even often forget that i solved them or how i solved them when asked or rereading. The thing that is welcome though is my intuition which seems to improve, but it is often unreliable, telling me false things, though good at improvising.
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11:40 "You just have to..." Open MS-Excel, fill in the index column (2, 3, 4...), type in the formula, add another column for the result-so-far, then pull it down the screen (duplicating rows) until it converges, examine it and then state, "Looks like about one-half." Pull it down some more, "Yep, converging to 0.5." Very likely competitive in time to the analytical approach. 🙂
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I think of all the people in history who made huge contributions to mathematics and physics. There were so many of them. Chebyshev, Maxwell, Einstein, Ramanujan, Legendre, Riemann, Galois, Riemann, Cauchy, Hilbert, Helmholtz, Gibbs, Clausius. So many people who did great things and laid the groundwork for us NOW.
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There is a difference between trade school for commercial painting and art school for artistic painting. The former is interested in maximizing the number of square yards of building walls covered with white paint. The latter is interested in the quality of the portrait or landscape or other scene created within a frame. Quantity versus quality.
Arithmetical and mathematical education appears to be a lot like commercial painting, asking for ever more problems to be solved within an ever-shrinking time allowance. Do more problems, get more solutions, tenaciously tackle tyrannosaurus topics, and emerge from math bot battles unscathed in time to march in a graduation ceremony.
For which academic army are these students being herded through boot camp? Which higher organization power are they being asked, or forced, to serve? Is there a war underway? For what is the fight engaged? Is the conflict a moral one, or is it merely to enrich the few at the expense of the many, with newly trained mathematicians at the battles' front lines?
What ever became of the idea of starting a curriculum at the level of the students entering it, and progressing at the rate the students are able to maintain successfully, rather than suffering the slings and arrows of the outrageous fortunes hurled by sadistic sociopaths with chalk and erasers at a black board, or marking pens and dry rags at a white board? The student skill of being able to transcribe notes from a lecture board to a notebook without a thought crossing their mind seems rather less desirable than creating and enhancing mathematical understanding at an interactive tutorial or in a small seminar. Nevertheless, transcript extending activities predominate understanding enhancements as the content fire hoses continue to spray across successive generations of classroom attendees and Zoom screen viewers.
Has our collective culture and settled society for ever lost the vision of happy holiness of the philosophical Aristotelian academic aerie? Or are we manufacturing more matrix batteries inside a continuously programmed artificial reality we can neither understand nor escape?
Would you like the blue pill or the red pill?
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Well, you should list in writing in short the books you mention (Title, author, publisher and edition); secondly if you are a beginner, intermediate, advanced level;
Unfortunately, many math English books do not have complete solutions but only either with even or odd, especially for beginners, you need to take another book for the other solutions.
Here some subjects, for each
you should indicate beg., inter. Advanced:
Arithmetic /Theory of numbers
Set theory and logic
Pre algebra and / or algebra
Geometry
Trigonometry
Discrete mathematics
Linear algebra and matrices
Vectors and vector analysis
Abstract algebra
Precalculation
Calculation
Advanced calculation
Differential equations and Fourier analysis
Topology
... ...
Anyway thank you very much for your list.😊
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I don't say there are no elitist mathematicians - that would be nonsensical. However, I think there are particular features of mathematics as a discipline that make it more susceptible to misapprehension in this way.
1. It is very much a creative artform, but viewed from the outside as a very mechanistic science, making mathematicians who wax poetic about it come off as a bit pretentious.
2. It uses not only a lot of jargon, but a lot of extremely precise wording. This can make it sound like you're trying to sound impressive and be needlessly pedantic at the same time.
3. There are lots of problems that are easy to state but hard to solve - or at least they take a long time to lay out proofs for. This, as well as defining above-mentioned jargon terms, results in a lot of "Well, I can explain, but it'll take a few hours..." which might sound condescending, but is really just because it took hours to learn the stuff and mathematicians usually don't like simplifying to a point where details are lost in translation.
And yes, I'm a pure mathematician who likes to joke about it being the highest/truest form of maths, and all those physicists and engineers are sell-outs; but I also call pure maths "problem solving for dummies", because part of why I like it is that my brain can't cope with the distracting level of detail in real-world situations.
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Since 4th grade I have done the same 4 things in order to do great at any subject:
ZERO notes (I just felt I got distracted from what the professor was teaching and, anyways there were books, wikipedia, yt, pdfs anything for when I may got stuck.)
golden standard of practice: 12h+ per week of excercises (specially vacations), use last weeks of each month to redo the entire course on your own... you can use books to fill in some blanks (usually books are best to fill in blanks and for giving more perspective but are very bad for "explaining").
If you do not understand a topic try to figure out the first-principles behind them. Construct your own examples, excercises and counter-examples, do a lot of thought experiments with concepts and your understanding. If you remain stuck seek professors. At this stage, usually just one professor would not do it. I would chat about my question with several 5+.
Do every course at least more than once: Before I would take any course I always read the corresponding books a couple of months in advance. In undergrad school I went further than that I studied calculus, geometry and abstract algebra on my own during highschool, when I reached undergrad I only took the courses to fill in blanks making questions to my professors and, to get into the advance courses before I formaly took them. (For example, during my first 2 years of undergrad I had taken almost 80% of all undergrad courses offerd at my faculty it took 42h+ a week but it was worth it.)
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Einstein also once said: "Imagination is more important than knowledge."
"God does not care about our mathematical difficulties."
In other words, there is more to life than just maths on papers. I much rather fail maths than lose an entire family to multiple dangers like terrorism. I nearly lost half of them, if not for prayers. Almost everyday, I am constantly praying for all my relations' safety.
Few years ago, I nearly lost my sister to terrorist attacks. She and her partner were trapped inside a hotel where terrorist attack took place. They first saw residents tearing their way down the stairs and some came running out of lifts, telling others to run for their lives. A short distance, my sister & partner ran back to their room and locked themselves in for days, while a terrorist was prowling the corridors, seeking victims to gun down. Thankfully, they escaped.
Imagine which is more important. High math scores and grief over lost loved ones. Or, math failures and having family & friends around.
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thanks a lot ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
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My major is electronics, we should study calc 1,2 and 3 in the first year but our teachers sucks. We don't even have online courses ... Hopefully there exists x s.t. X= the math sorcerer, sir I need your help, I covered the entire calc1 and I am in the start of calc2 do you think I'm doing good? I started at the beginning of this pendamic I don't orgnize my time + we have lots of modules to cover I'm struggling with my first year in college, I wanted to be a mathematician, but in this country algeria all the colleges and unis teaches in French which I hate to the bones, only on college teaches in English that I can speak and understand but it is an electronics school I don't like it to be honest, but I am always trying to find a tiny flame of hope and light in it ... I need help with this I'm starting to loose my energy that I started with and that will...
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Note: most of the universities in Algeria are free but they teach you sh**t sorry our deplomas and certificates aren't recognised worldwide, that's what you get for free I guess.
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I saw that exam and I am sure that I can get an A or so,
When I do maths I feel alive I feel love I feel something that can't be expressed with words, but on the other hand when I do that engineering stuff I feel like I am just a dog that strayed away from his house that dog can bite but does not like the meat outside his house.
I am sorry for the long message, and thank you for everything you made and you are willing to make, sir you're the best, I am just hopeless that I can't do the things that I like anymore it's my ultimate fate of my life, life gives me a taste of its best wine and then just before it reaches my mouth it turns into nothing. Mixed emotions are fighting inside my head, and I am just watching them.
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Calculus is the most useful, powerful, and beautiful branch of math for anything that changes; it is the essential tool in physics, chemistry, biology, engineering, statistics, and economics thanks to Isaac Newton and Gottfried Leibniz, who realized the universe speaks this language.
Sylvanus P Thompson’s Calculus Made Ease (330 pages long!), revised by Martin Gardner in 1998, is the best calculus book for high schoolers, college freshman, and any person wanting to learn the essentials of calculus. Even poets and painters, writers and musicians will reap its benefits by sharpening their logic, imagination, and thinking skills. 💕☮🌎🌌
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Truly great video and a clearly underrated channel !
(TLDR I went from last in a class to having the best grade at the final by becoming humble, self teaching myself and then helping other students)
Hi, 3rd year management student here. I had an econometry/ R programming class earlier this year that I loved. This was the first time I did programming and I never did academic statistics before (with hypothesis/tests...) and never did polynomial regression before that class. I studied a lot, got my first exam and scored below average: I was devasted but I asked my teacher some books I could study to get better. I bought them all, and read only a few pages at a time and what was a kind of "depression" feeling at first, became excitement: because I had so many wonderful topics to learn and I was learning it, pages by pages, concept by concept... I felt humble for the first time of my life; I understood that life isn't a competition and people who know more than me, went through a lot too: if you show them your curiosity and the respect they deserve, most of them are willing to light your path, advise you of the shortcuts, and warn you of the mistake they made when they were learning it.
I scored the best grade in that class among the whole college, while helping other struggling students to study it, I never told anyone about this story, but I feel like it's the core memory that defines who I am today.
The 2 advices I would share from that experience, to anyone whose willing to hear it, are:
- Knowledge is never lost, and I totally agree with you, given enough time anything can be learned. Being curious is like that unstoppable force meeting the motionless object that is knowledge, if you can't understand something today, try again tomorrow.
- The difference between depression and humility is slim because they both acknowledge being inferior: the first one to your perfect self, the second to other. The problem is you can only learn from what "is" and not what "could be".
Thank you to anyone who read it, I hope you'll learn anything you wanna self teach.
Have a great day !
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I heard it this way: Don't chase the money... Let the money chase you.
That's hard for most young people because they don't know what they're good at yet, so they have to make arbitrary choices. I "majored" in programming because there were lots of jobs in programming. "Wrong reason". You should find something that you are COMPETITIVE at, and it helps when you like what you're doing. If you're just doing it for the money, chances are you're not going to survive the competition (sorry, but that's the real world, that's Darwin in the workplace; if you have a manager that cuts you slack, or a work situation that's more like a work-at-home sole-proprietorship, then you might be alright). Professional (get paid for it) vs. amateurs (yes, I can do this, but casually, not competitively.)
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So we have our function equaling z, but we set z to some constant restricting our actions to a plane. We then have the partials of that function multiplied by a small change in their partial's direction on a plane. It is good practice to then confirm that this function is continuous on this plane, we can do that quick check by finding the other partial, if in all directions it always has some slope, then the double partials should look the same. Now that we've done that check we just have to work backwards. We have the partials of our function, and now we just need to find our function. We set Z to a constant, that's how we had it equal 0 to begin with, we just have to integrate our partials to get parts of our original function(some information is lost until we do some more work) we have a g(y) and an h(x) : f(x,y)=h(x)+g(y)=C. h(x) and g(y) are the x and y parts of the original function. I skimmed over it, but obviously g(y) = the integral of the partial in the y direction, and h(x) = the integral of the partial in the x direction.
See? Easy. Okay thanks!
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In the earliest years, learning handwriting was easy, as I was already an artist. I just mimicked strokes without making any sense of written letters or even words themselves, unless printed words were associated with objects as in mnemonic posters. I made sense of printed words from comics, but poorly from school textbooks. Comics saved me from a lifetime of illiteracy. In teenage years, I continued reading comics, therein picking up idioms, slangs and proverbs, these committed to my memory.
At the beginning, I was mute. I used to enter shops with sketches of sweets and showed them to assistants who understood what I desired to buy. Art was my voice, my way of communicating with others. At 7, I made first sounds, but had difficulty in forming full sentences and couldn’t well pronounce my letters. In first school, I was largely ignored by teachers, except for one nun who volunteered to teach me read for at least one or two hours each day. I never learned spellings off by heart. I learned them just visually.
At 11, I went to a special school for deaf children, where I finally received full attention to my impaired speech, reading and writing. I remained there few years, before changing schools. In deaf school, I was first time introduced to cursive handwriting, not previously so in normal schools. Amazing art of florid writing.
I wasn't exactly stone-deaf, but just TONE-deaf — in other words, I was musically deaf. My hearing too muddy and unclear, I had too great a trouble in distinguishing sound-alike vowels: e.g., "ee" and "ay," "uh" and "oo," and so on.
After leaving school, I struggled with speech impediments and bad English like bad grammar, poor punctuation and limited vocabulary. Then one day, I decided to do something about my flaws: I turned to self-studying. I borrowed self-help books from a library, bought a pronouncing dictionary by Daniel Jones and began studying model speech from textbooks. From books, I learned IPA codes interpreting letter sounds. Afterwards, I enlisted help from a student actress, who meticulously taught me correct lip & tongue positions for each letter sound. I’d mastered letters fully and amassed a pronouncing vocabulary. I learned parsing and intonations too.
Today, my reconstructed speech is fine. Good news, my muddy hearing has gotten clearer and clearer by listening exercises. In training, I wear eyemasks for heightening my sense of hearing and listen for nuances in tones and pitches and accents too.
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This is great advice. The comparison / metaphor with languages was spot on.
When I was young, it was all about grades. I think that is why American students fell behind. It was as much of the communities' problem of aeeign everything as a competition and here in America money as the bottom line. If you did math for fun in the 1970s and 1980s as a middle class child, you were considered socially challenged . Also, for aomeone with ADD or anxiety, there were not a lot of conpensatory aids such as whiteboards, distance learning, and erasable pens.
I started my math studies as an adult, and I would use SAS software, whiteboards, and erasable pens to organize myself and keep from being overwhelmed with paper and ink, as well as being dependent on one maybe not so friendly text book.
Today, it is better for high school and college students, so your advice is even more important.
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Laborum præmia, from an older sentence fragment, [Divitiae, gloria], honores præmia laborum sunt, meaning “[Riches, glory], honors are the rewards of my labor.“ This was a common epithet once applied to any author´s labor of love.
I was involved in the development of the publishing meta-languages nroff and troff (which later became TEX, which I had nothing to do with) in the late 1980s and 1990s -- can you imagine how authoring and publishing a mathematical text was different in times past? Nowadays, authors, who are themselves not necessarily computer literate, can submit “typesetter-ready copy“ to publishers! Ah, progress!
All “previous editions“ of books published from the early 20th centuries (and before) are beautiful; it´s their common ubiquity that has caused the modern editions to be so, uh, pedestrian. Ah, the good and the bad....
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When i read algebra it gives to my mind discrete with it combinatorics and graphs. When i start with discrete i remind analysis and its diff integrals, banach spaces.....In very pure of Arnaudies, Serge ,, chilov or all pactical pragmatic books of russians from Piskounov, Smirnov, Bourgov and all...ov....... If only i was able to read & understand the 9 tomes Analysis of the great mathematician Dieudonné So i run away to topology to understand best continuous and diffeomorphism so this open sets tell me why do not go category theory ohhh no no! It make me fall: icannot and i rebonine to Algebra Serge, Algebra Godement, Algebra Tauvel, Algebra Bourbaki......Why not trying kenneth..... Keneth: i cannot even read one page.Maths kenneth is a suurreal transcendant math for me Than i feel need a bit of Calculus so Cauchy, Apostol, Thomas, Steward..... After yes i must review a bit my geometry ooof how?let's try : first Dieudonné in his rigourous axomatic elementary geometry identified to linear algebra where it's forbidden to draw a figure later why not Coxexter in his wondrtfuuuuul book "geometry revisited" but a few day later i remember my favorite scientific American vulgarisation and go to read Ian stewart ooh very magnific and suddenly i view Martin Gardner. ouuuf even in game i must read math..... sometimes i forget all this worry best maths...
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There are probably many variables but I think the most significant variable is exposure, whether direct or indirect. I don't know if any human being can just get something the first time they've ever been exposed to something. No one inherently knows fire burns you when you touch it 😂. I struggled significantly with Calc II. On the other hand, I had people telling me that I'm just smarter than them because the concepts in my programming class and my sociology class came much quicker for me. The reason why those classes were such a different experience for me was because I was already exposed to many of the concepts in my sociology class indirectly (reading the work of philosophers and political thinkers), and I was exposed to most of the concepts in my programming class directly through self-study in my free-time. I never had to study for my sociology or OOP class. I'd just review notes an hour before a test. On the other hand, I spend a ridiculous amount of time on classes like calculus, linear algebra, probability, etc. Discrete math is a little easier than Linear Algebra for some reason, even though I feel like it should be the opposite. I'd guess it's probably due to indirect exposure.
I walked into calc II with no concept of the dish/washer method or integration techniques 😂. Where I messed up is the fact that I didn't prepare myself ahead of time for the course, even though I kept hearing how difficult it is. All that I knew was the basic integration taught in calc I, and calc I was foreign to me. It's like picking up an instrument. Let's say piano. Isn't the person with guitar experience is more likely to pick up the piano faster and more efficiently than the person with no musical experience whatsoever? I think that's how it is for child prodigies. Child prodigies might be exposed to things much earlier than people in their age group. For example, a kid programming at 12? I didn't get my own laptop until I was 21 😂. It seems we're all running on different time, to some degree. Who knows what intelligence is; it plays a role in some way, but I think direct and indirect exposure are extremely significant.
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When I was in primary school, they didn't segregate subject yet. So, you had two parts. Morning and afternoon. Both 4 hours sitting.
The exam was a booklet with seemingly random texts, various figures and then a list of questions. You had to use knowledge spanning multiple subjects just to solve some items. And some of the required knowledge was buried in the texts.
I remember an infamous question where you were asked the frequency of a dragon fly flaps and in the text about the dragon fly, you could read that it does a full flap in x seconds. So, you had to convert frequency to period length ^^ Stupid question, but mostly badly answered. The relation between frequency and period was given somewhere else (mind that we where 11 years old and not yet exposed to ration and real physics)
The exam was too hard and got replaced by folders targeting each subject individually so students didn't had to read the whole thing multiple time. Also, 8 hours of exam is now considered inhumane, so they have breaks and only half days.
And yes, it was rough, because even the teacher discovered the exam and the questions were quite different than those from the teacher. Now, this is simply disallowed, pupils can only be questioned on question types they already saw and no new material can be introduced within the test. Also, questions have to be self contained AND without sub items.
So, it's way more easier now ^^
At the same time, at 12, you were considered quite autonomous...That was the goal of primary school, full autonomy. It got pushed to the end of secondary school.
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I started college at 22, working in a full time Job, had to endure 2hs of public transportation every day to get there. Like David i'm also Brazilian, when we get to 16~17 the pressure starts to get in the university, and we have two options: study like crazy to get a good public university, or start some kind of work to pay for a paid one. And here is when things get tricky: Our public education is not so good during regular school years, but universitywise is top tier. Our private education during regular school years is top of the line, but not so good collegewise. The good part is that your grades or what you did in school doesn't affect how you gonna get in these institutions, you just have to do some kind of exam. If it is for public universities, you have to study like crazy(EVERYTHING, from grammar to physics), even if you don't like most of these subjects. And for private ones, well, i never heard of a living soul that did not pass the exam. Most of people who make to the public universities are rich, because they can provide a good study environment, safe for some exceptions. And the poorer part goes to private colleges and for most of the part get soaked in student debt. And for a few poor ones who manage to get in a public university, if they don't have some kind of financial back up they gonna have a hard time, since these institutions are not so flexible with time. As for David, he can take his time to chose, not matter public or private, by the end if he succeeds getting the knowledge necessary, everything gonna work fine, just pick a subject that spark some kind of genuine interest.
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Ha! Ha! STEWART Calculus, I gave up recommending that particular book. Because every year there would be a new reprint with variants like Trancedentals, US only, International Edition, Lecture copy and so on and so. All very expensive, very big. Students need economy, small size, comprehensive, well written, lots of worked problems (with answers).
I think I mentioned it before, very popular for U/Gs here in Uk, "A Concise Introduction to Pure Mathematics", by Liebeck, CRC Press. Covering number theory, codes and very readable for lay person. But thankyou really enjoyed your library tour, unusual.📒 🦹♂
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Well, I guess I can get behind not letting my past drag me down. Sure, I've quit the drugs, booze and cigs, but at the same time, all that's happened back then is gonna stick with me. So I hope you didn't mean "Stop worrying about your past = Forget about your past". As for the future, I think it is important to have some sort of gameplan. I'm aware that overanalysing/thinking ahead too far might require Omega (2^n) time as the number of variables n increases and so it would be paralysing. At the same time, the future is somewhat important, because, for example, I don't want to be evicted, which means I have to make my mortgage payments on time, which means I need an income, which I have right now, but .. You get the idea.
I'd say many things are obvious in hindsight.
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Personally i never resonated with any Shaums books, altho i had several. Because I am moving to Europe, i threw out so many of my maths, physics, chemistry, biology, biochemistry, genetics etc text books. I had over 110 maths text books alone. It broke my heart throwing out so many to minimise the weight of what I am taking with me.
One of my favourite maths books is the one by a Russian guy called Advanced Maths for Engineers......it's packed away so don't remember the details.
Even tho i threw out a lot of text books, i do have from the good old internet days of torrents, I downloaded a zip file with maths text books and when i unzipped it, it had over 5, 000 maths text books yet I am like you, where i prefer to physically hold and smell them :-) Printing them out or even some of them would cost an absolute fortune lol
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Well, I have a bunch of tips, I hope I won't get too caried away in this comment.
Before that, the first thing I want to adress is the folowing questions. What is the reason we do excercises? Why are we solving all those problem? And what is the end goal in learning all those subjects?
In my opinion, the answer to all of those questions is "To learn from the wise people who were here before us". As long as you aren't in a possition of doing your own research, all of academia is one big colaboration over centuries and countless generations. The fact is, no one person could ever come up with all thid wisdom on his own. So we learn from others. The rant "I wouldn't ever be able to think about this by my own" is pointless in my opinion, since there is hardly one thing you will invent by yourself along the beginning of your academic life. So what is the goal in doing all this? To be a sponge, and absorb all this wisdom.
When you sit on a problem, you wreck your head around it, and you reread some of the materials relevent to it, you inevitably get more familiar with the subject and develope better understanding of it.
When you spend enough time to go over all of the resorces in front of you and you still didn't find a way to solve it, you probably did about 80% of the way to the solution. Once you read a solution after such mental preperation, you will learn much more from it, and you will absorb much more wisdom of it. What I'm trying to say is, even if you didn't manage to solve it, if you devoted enough time trying to solve the problem, you probably achieved most of it's hidden value
And for solving problen advices:
In every subject I learn, I try to have an intuition to WHY it's true. In my case it usually would be a visual picture in my mind or as a scetch that describes that subject. Try to challenge your understanding. "I learn this theorem, but what would happen if I change it like this? Would it still be true? Why is it phrased specifically like this? What conclusions can I draw from it?" As you become more familiar with a subject, you will get a better intuition to it
If the problem is proof related, try to convice yourself why it is true. Most of the steps of a proof are about to give argument. If those arguments can't convince YOU, then they probably won't convice others as well. Proof writing is intertwined with logical argumenting
Don't be too harsh on yourself. As you shouldn't expect from yourself to win a game the first time you play it, or to cook like a cheff the first time you stand in the kitchen, you shouldn't assume to you will solve problems in a new subject the first time you learn it
If you have friends who learn those subjects as well, read each other's proofs and give each other feedbacks. My first year in university was my best year, since I constantly improve by sharing knowledge with my fellow students and not just being by myself
And lastly, treat it the same as you would treat a problem in a newspaper. You won't scold yourself if you get stuck while solving a sudoku. The reason is because you do it for fun, to enjoy the challenge. I know it might sound counter intuitive, but being in this mindset helps you to enjoy more what you learn, to not overwork yourself AND to learn better since stress kills creativity
I hope this comment will help SOMEONE, because it turned out way to long. Good day to anyone who reached this far and happy mathemating!
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I am in my fifties and completed a PhD in Math but my day job has been to develop software without much mathematical contents. I never gave up learning more about Mathematics and Physics and in fact, I have way more fun doing this now because I am completely free in what I am learning. It is always good to select topics that are a bit interrelated though, because that way, you get additional motivation because you get to see more connections. When I decide on learning something, I try to stick to it and set a goal to be done with a book in x weeks to avoid jumping around too much. I usually don't read popular math or physics books because there is not enough meat in them for me.
Solving problems is essential, I may think to have understood something just from reading, but usually I really get it only after having tackled problems and written down my solutions. Having the internet is immensely useful since you can compare your solutions with other's and sometimes, if you really get stuck, you can look them up.
If you want to explore some mathematics on the side, just to mention 3 math books which are very enjoyable and include nice problems: Stillwell: "Mathematics and its History", Cuoco & Rotman: "Learning Modern Algebra", Weissman: "An Illustrated Theory of Numbers".
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Answering the question: yes, it does.
Ive failed many math tests during my first semester (or more like, I didnt get too many points). This fueled me with anger, which made me prepare in advance, so that I wouldnt fail again next time.
In my 2nd semester, I failed one of the math subjects. Fortunately, I got the signature, so I had to only do the exam again. During the break, I managed to reach out for a maths teacher, who helped me understand many things, which I didnt previously. Thanks to him and my own efforts, I got a 4 (grade B), which now raises my current semester grade mean.
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Well we can categorise math difficulty into 4 categories. And advancing to the next category involves a jump similar to the jump from precalculus to calculus.
(1) High school math - up to precalculus
(2) Basic university math - Calculus 1, 2, & 3, linear algebra, differential equations, complex variable calculus, probability, statistics, discrete mathematics, numerical methods.
(3) Intermediate math - Real analysis, mathematical logic, abstract algebra, topology, differential geometry of curves and surfaces, functional analysis, partial differential equations, probability and measure, Markov chains, general linear models, number theory, graph theory, combinatorics, optimization.
(4) Advanced math - Computability theory, model theory, axiomatic set theory, proof theory, category theory, commutative algebra, representation theory, operator algebras, variational calculus, integral equations, inverse problems, differential geometry on manifolds, Lie groups and Lie algebras, algebraic topology, algebraic geometry, quantum information and computation, etc
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May I put in a request for some math books I'd like so see reviewed? The first five might be interesting for your viewers, but the rest are real University grade books. On the other hand, at least Feller and Karlin smell amazing!
Tenenbaum/Pollard, Ordinary Differential Equations (Dover, cheap, lots of solved exercises)
Polya/Szego, Problems and Theorems in Analysis I + II (classic, Exercises + Solutions, but mathematically rigorous )
Lipschutz, Differential Geometry (Schaums)
Kay, Tensor calculus (Schaums)
Logic (Schaums, imhothe best intro to logic ever written)
Feller, An Introduction to Probability Theory and Its Applications I + II, (Wiley, expensive, but a real classic and my professors once told me they learned with this book, for some reason it's said it has an "intuitive" approach)
Karlin/Taylor, First Course in stochastic processes (and part two, classic)
Lyndon/Schupp, Combinatorial Group Theory (Classic, maybe too special...)
Spivak, Calculus on Manifolds (if I remember correctly, its a necessary read before the next books by this author)
Spivak, A Comprehensive Introduction to Differential Geometry I - V
Arnold, Mathematical Methods of Classical Mechanics (Classical mechanics, but with manifolds and stuff, maybe too special...)
Yosida, Functional Analysis (classic, but I have to confess, this is heavy stuff, kind of a handbook, as if it was written by a German, maybe too special...)
Murray, Mathematical Biology I + II
Dugundji, Topology (classic, was suggested by one of my professors, but warned me, it contains research problems just mixed into the normal exercises :D)
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Doing more than 2-3 maths subjects at a time? I am moving to Nis, Serbia in the next few months. At Uni Nis, their maths program consists of 27 subjects, all of which are maths only. It is a preset program, so if I continue with my maths degree, once I've settled and learnt the lingo better, I'll be doing 3-4 maths subjects each and every semester and European education standards is darn tough......they don't screw around, so I'm in for a fun time if I decide to finish off my maths degree....and that is over 4 years, not 3. Oh the fun I have to look forward to hehehe
Absolutely despised combinatorics in high school. Now I think i'd be better at it. Proof by induction i never got either and till at age 53, in 2 weeks time, I still don't get it, yet admit, haven't done more study into it, or very little. The whole n=k is cool, yet got very confusing for n=k+1 onwards......
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I have yet to take Calc 3, but Calc 2 is the toughest math class I have taken thus far. The techniques of integration was the most brutal. Disk, shell, and washer method, and area between curves is easy if you know what you’re doing and have practiced it a lot. Sequences and series aren’t too bad, but some were tricky. Techniques of integration is the HARD part of Calc 2. Integration by Parts, Trig Integrals, Trig Substitution, Work problems, Partial Fraction Decomposition; that’s the hard part of Calc 2! I had to take Calculus 2 twice. That was not fun, but I’m glad Calc 2 is in the rear view.
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"Real analysis can be considered as a more advanced and rigorous version of calculus. While calculus primarily deals with techniques and methods for computing derivatives, integrals, and solving problems related to them, real analysis delves deeper into the theoretical foundations of calculus.
Real analysis focuses on the rigorous study of real numbers, sequences, series, limits, continuity, differentiation, integration, and more. It involves proving theorems and establishing the precise mathematical underpinnings of the concepts encountered in calculus.
So, in a sense, real analysis builds upon the concepts of calculus but with a greater emphasis on formal proofs, mathematical rigor, and deeper understanding of the underlying principles. It is often considered a foundational course for many areas of advanced mathematics and theoretical physics."
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At least, what I've seen, in US calculus 1 and 2 seems "easy" because you don't see proofs (I'm not sure, but watching the syllabus from harvard I got to that conclution), and you start seeing proofs in calc 3, if you want, or you can wait to real analysis, maybe I'm wrong.
Mexico is bad at math, but has a "good" level in university math, in your first semester you use Spivak (actually is the harder subject) and is a proof-based calculus course. You see a kind of "advanced" algebra, there you lern about sets, matrix algebra (I'm not sure), and other things, in that course, the students do easy proofs. Also you see analytical geometry but not like in highschool, there you use vectors and also you're doing proofs but not too difficult (for example: Let U, V, W, three vectors such that (UxV)*W different of 0. Proof that three normal planes to U, V and W respectively intersect each other at a single point), in fact, you see the concept of groups ETC. Here we see linear algebra in the second year, but we don't use bookes like Strang's Linear algebra, actually are used Friedberg or Lang's linear algebra. In fifth semester you're watching mathematical analysis, differential geometry, abstract algebra and one or two optative subjects; in 6th semester ore are watching topology, complex analysis 1 and 2, mathematical analysis 2, group theory and field theory, since you are in 6th or 7th semester, until 8th, you can choose subjects like topology of sets, differential topology, or mathematical analysis 3 and 4, differential geometry 2, 3 and 4, discrete dynamical systems 1 and 2, measure theory, stochastic process etc.
I don't speak english very well, I hope my comment can be understood well.
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I´m 33 and Last September I went back to University with the goal of getting a International Relations degree with a minor in Political Science. I even resigned so this first months get used to the student life. It has not been easy but my "teenage" collegues are being super helpful and motivational, professors always available to help. My advice is to use the relationships as much as posible specially if you have to skip classes. Go to classes if posible. Have a open mind to the diferent mentalities of each generation. Be patient with yourself, is normal to struggle with the rythm and the demands of studying, pay attention to your health and track your grades as much as your health parameters. I´m struggling with health since I started I can see how age´s perform a part in the hability to study, so I needed to adjust diet (I doubled the amount of fish because I see how omega 3 really improves my focus) and exercise routine (started kickboxing to keep weight down). Know when to rest, so have days-off and study breaks as planned, so you manage stress better. Have antecipation with the deadlines giving more time than what you plan and use all resources available, including study in the Uni´s library (this wil help you feel more that you belong there). If possible, spend time extra class with colleagues such as class dinners or lunching together daily. That will help you with study difficulties as well make you feel younger and that you make the right decision. Keep in mind, how achieve this challenge will make you feel fulfilled and improve both your career and lifestyle. Good luck! Conquer the world, 40s is the new 30s!Btw, English´s not my first language
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@TheMathSorcerer I really appreciate that! I'm taking an Environmental Design course right now, and they hit a lot on this one topic, basically you pick up a lot of experience, then you apply it later down the road. I decided a while ago that I will observe the world around me purely using math and physics when I know enough of it, seems interesting.
I had a very in depth discussion about how the government shouldn't be such a large entity with a teacher of mine. I used some comparison with systems in physics, if you zoom out too far then it's really hard to observe anything interesting. There's no room to try new things like they can do in Europe, if we go the wrong route, then we might end the whole world because the USA is too big of a target and too big of a gun. If we mirrored Europe and we had say 20 countries in North America, then laws could be passed that serve the actual area best, the system is focused enough for meaningful activity.
I consider myself a sort of designer, but with a severe focus on Math and Physics. I hope one day I get to name an equation... or even create notation... OH YEAH, that'd be SICK. I gotta know all about notations then XD
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Be more concise: practical or abstract, applied, or theoretical, study or degree plan. To say that people will assume you're a geek, genius, or misanthrope... or possibly even a genius nerd with misanthropic tendencies... who cares? If you care about those things, you're focusing on the wrong question (imho). What do you want to do with your mathematical abilities? Engineering, theoretical physics, accounting, cryptography, business... Why are you learning math in the first place and is it worth it to you... Honestly, I think everyone should exercise their math abilities at least to the limit of their comprehension... gives one critical reasoning practice and that is a skill in short supply.
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If you ever share scrapbooks with the PUBLIC including your study buddies, BE CAREFUL. Be sure to give CREDITS to tutorial creators and attach source links for legal reasons. Otherwise, you'll be accused of copyright theft or plagiarism or be confused as a creator.
Alternatively, keep scrapbooks private only to yourself.
In my PUBLIC scrapbooks, I always give credits, so that nobody confuses me for a creator and gives me heaps of undeserved praises. I don't bother with credits in private scrapbooks. To save time of writing credits, I just attach links.
Creators don't mind, as long as my public scrapbooks give them credits, plus free publicity and advertisements. Atop credits, I add links to creators' PayPal donations, Gumroad, Patreon, GoFundMe, official websites, etc.
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I'm a bit late to the discussion but I believe the biggest reason people at least in the U.S fall behind in math is because it's very linear, If you missed yesterdays class todays class is gonna be much harder, it builds on yesterdays class. Most kids won't be glued to the teacher, they will be in the back of class goofing off, Not all the time of course but enough to where it has an effect. Combine this with not wanting to ask question do to fear of embarrassment, a lot of kids not making up homework on lost days, and math just in general being one of the harder subjects and I think that makes up a lot of the issue. One missed day or a few minutes talking to your crush and you've missed something, and then you don't fully understand the next thing, and then you understand the next thing even less and before you know it your completely behind. I don't think this is everything of course, most complex issues can't be ascribed to a single problem but I think it's a bigger one. A second big issue is lack of really good teachers, I think this is and issue across all subjects. Most people have one or two teachers they can look back on and say "That teacher was super cool" and they would probably admit to doing better in those classes then others, It's unfortunate most of us only have a few teachers we can say that about. It's not that others are bad but they don't have that passion and fun to them that the great teachers do. Anywho, sorry for the long winded comment but as something that did not do well in school and had to teach myself most things when I got into college I think these are some of the biggest ones, I did poor in all classes except maths, and as I got into HS I did poor there too but videos like these motivated me to go back and relearn most things and in the end I think I came out better then average for it.
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Positive psychology is rife with phrases like "age is just a number", "you can do anything you put your mind to", and "there are no limits to what you can achieve in life". These memes are all over the internet. They are devoid of nuance.
This video speaks to a larger point about aging, human capacity, and the enjoyment of activities that are meaningful to us. It has been documented scientifically that our ability to perform in certain areas does decline with age. When Muhammad Ali fought Larry Holmes in 1980, Howard Cosell said something to the effect that "the physiology just isn't there".
Father time affects us both physically and cognitively. Mathematics relies on certain cognitive abilities such as working memory, executive function, and spatial ability which do decline as we get older. Running and lifting weights rely, analogously, on certain physical capacities which also decline with age. But then the question becomes-- both with math and physical exercise -- does this really matter if the said activities are enjoyable to us? Also, these activities are beneficial to us no matter our age. Age is just a number when it comes to partaking in activities that are enjoyable to us, but we may need to adjust our expectations (e.g., knowing your body when it comes to exercise) in terms of what level we might realistically expect to achieve.
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hey math sorcerer! hope ur doing good. i'm micah, a big fan of your math vids. im 15 now, i wrote an email a couple months ago but it didnt go thru, anyways. im freshman in high school, and honestly im really obsessed with higher math. so far, i've read "book of proof," "linear algebra done right," "set theory" by pinter, "calculus" by james stewart, a college algebra book, a game theory book, and i'm currently reading "baby rudin" now. i've nailed down the basics of proofs and set theory.
anyways, my issue is that i never learned how to study well. school was boring and easy so i just never did any hw through elementary or middle school. i still ace tests but struggle with homework. my geometry class is super understimulating and i just have no motivation. next year im going into algebra 2 research honors (its a program my school does which is a bit harder than honors.)
besides that, i want to be able to balance higher math with the high school curriculum and studying which is another issue🤷♂️
do you have any advice for me because i just have no idea what to do. anywaysc have a good one, and thank you! ✌🏼
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Warning : Greek Math student!!!
λ
= "Lom-the" (rhymes with "bomb the")
You pronounced φ correctly once in a video, you said "fee!!"
2 FAST EZ TRICKS TO PRONOUNCE 1/2 GREEK LETTERS CORRECT:
β,ζ,η,θ
= veetah, zeetah, eetah, theetah (respectively)
1) these all rhyme with "cheetah" or Lois saying "oh Peetah"
μ,ν,ξ,π,φ,χ = me,knee,ksee,p,fee,he (respectively)
2) these all rhyme with "fee" (yes, even 3.141592... = π = English p, not pie.)
I love your videos btw, subscribed, like all your stuff and sit through your lectures so my CalcIII skills are flawless by the time I start Diffy-Q or Linear Algebra. You Rock!!!!
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@TheMathSorcerer Thank you for the advice, this channel is a jewel. It feels more like the type of study I like to delve in, from the depth of principia and logic to the practicalities/ applied mathematics, given that I see it as a language. One thing that I can observe, and something I think Lockhart's lament tried to convey, it's that mathematics should be studied as a language above anything else and to be constantly editing yourself (as we are often taught or forced to) in fear of a bad grade or a stylistic prescription only constitutes a tampering of the type of creativity process (poietics in Greek terms) that is proper of math, that sort of empiricism implied by so many philosophers like Hegel or Kant, even Vitruvius. Your attempt at education goes much more in between the lines of the natural methods for leaning languages, if such a thing exit for maths: I'd like to compare it to the situation regarding Latin in Italian schools, it's taught in such decontextualized and deformed way that it's expected that most students fail to grasp any sort of interest, let alone keep it long enough as to be able to learn it, while there are methods that aim for constant empiricist practice that delve into the functionality of the language by internalizing it's functionality in context with real vocabulary and usage.
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Physics is not like college math. Indeed studying multivariable calculus absolutely requires a good knowledge of single variable calculus. ODE also requires it. So, you have to study a calculus book sequentially--there's no other way around it. You can't really skip chapters there. Physics books are different. You can go through physics book in a more random fashion. It's a bunch of various areas: mechanics, thermodynamics, electrodynamics, optics, nuclear physics, and sometimes astronomy is covered to some degree. Of course, you have to know the basics of physics and a lot of calculus before studying it. However, some physics books rely on elementary math and calculus is not required. All this nomenclature (Calculus I, II, III, IIII and the same for physics) is just various parts of one textbook. The difference is huge though, as I said: Calculus must be studied sequentially. You can't start from Calculus II or III. Later on, math subjects might be chosen and they are not so sequential in requirements: complex variables, probability theory, number theory, analysis. You can start those in any sequence just like physics. BTW before taking up a huge serious book on physics, it's good to know elementary physics first but that's not necessary but I always advise doing the elementary text first. It's just too much material and it might go one ear out the other as there's far less connection between chapters in physics. You may already forget all about thermodynamics when you start a chapter on nuclear physics. Going through the elementary physics first means you are going through everything twice: first time without integrals, the second time with derivatives and integrals. This helps remembering things better, not rushing through and forgetting everything 🙂
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I shall add my proverbial 2¢ by suggesting the following.
There are three types of Calculus classes dependinhg upon where one is taking the class and who is teaching. First, there is the working mathematician at a top tier university. Their exams tend being more abstract and test conceptional understanding and definitions rather computational abilities. For the example, the homework will always be routine exercises assigned and found in every calculus class but the problems on the exam will not ask taking derivate or evaluate an integral of simple functions, and not necessarily be a proof problem, e.g. what is the derivative a some given discontinuous function?
Second, there is the third tier college instructor or community college teacher whose exams echo assigned homework exercises. The challenge here is straight up testing of computational ability and SPEED.
Then the third type is your physicists or engineer trained instructor who knows what calculus one needs knowing for practical utility. Their exams will be problems that are more complex versions of the assigned homework problems.
Pay attention to the point value of homework vs exams. Say a class has final exam worth 60% of grade, two midterms worth 15% each, leaving homework, spot quizzes, and class participation worth total of 10%, then clearly homework is not as important as how you perform on exams.
Unless homework for the class is worth at least 30% or more of the total grade NEVER stress over doing homework. Do homework but don't stress like high school. You can at the very least, submit a problem set with set-up of each problem even if without solutions.
Spend the time directly proportional to the points value. For every 100 minutes studying math, spend only % doing homework equal to % homework is worth.
If the class is more computational based then practice, practice, practice as if preparing for the AP calculus exam. Memorization of formulae and SPEED is what is being tested.
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In my country I'm an electrical engineer, (now I'm getting a Ph.D) and based on what I can see in the video, that would take a course of "differential equations (in the same we learn Fourier)", "Circuits in direct current", "Circuits in alternating current", and a course on "electronic, digital and analogue" to cover that book. And yeah we use a lot of mathematics during the university (not as deep as a mathematician of course, we just apply the maths). In my case, when I was in the university I had to take courses where we learned the Maxwell's equations haha and even courses where we learned special and general relativity, and schrodinger's equation (I don't why this topics were in the programm for electrical engineers 🤷♂but I had to take them, but they are so interesting topics to learn about).
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Going to grad school in about a year and a half, two years for a PhD in theoretical linguistics. Gonna be fun. I just recently discovered your channel and I'm already a fan. I have an interesting relationship with math. Despite doing ok in it from elementary up to high school, I never enjoyed it. I've always been a more analytical thinker, but for some reason, math didn't resonate with me. I was always interested in language and philosophy, and then discovered the field of linguistics (which kind of unites all my interests into one field) around the time I started college, fell in love with it and it became my major. Up until that point, my only exposure to math had been continuous math. But studying linguistics exposes you to a lot of discrete math, and I really enjoyed it. From there, I also began taking logic courses in the philosophy department. I came to realize that I kind of have very human-centric interests, as I'm most interested in thinking analytically and abstractly about unique human abilities (namely, language and complex reasoning), and not so much about non-human subjects. So I'm a mathematical humanist if you will.
I really love formal logic, but I was not able to take it this semester (gotta catch up on some other requirements for my degree), so I've been itching to do it again. Would you by any chance know any really good and challenging logic books? So far, most of my experience has been with zeroth-order and first-order logic, but I'd love to play around with as many logic systems as possible. The more challenging, the better.
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Yeah, I got into programming. I was a calibrator and nearly all the test equipment we worked with and came through for calibration had IEEE HPIB connectors, and in the manuals they had tables for what the various commands were, and for just a few instruments out of the hundreds we worked with there were Calibration Programs for them. Well, okay. So I looked around and there were a lot of these Green Screen Computers laying around. I asked the Engineer guy about the Language, Basic, and he gave me some little pamphlet about how it worked. Really, with less than 15 words you can conquer the World. So I started just building utility programs that could step my Test Instruments through a table, but it was easy enough to add Bells and Whistles with each pass. Soon I would sneak in on weekends and knock out programs that could do full calibrations, just asking the Calibrator to hook up the equipment as per certain diagrams and then hit Continue. Well, the more you work with that kind of stuff, the more you think of. Many Programs just reach out and inquire a reading and then it is either Pass or Fail, but what about Settling Time or reading jitter, you know, repeatability. There is also Hysteresis, that is, does the instrument read the same walking up the ranges as walking down.... some instruments have problems with that. So I got good at using Pass Fail Verification Loops depending on what issues each particular instrument had. Then there was calculating tolerances. Yes, I could use the tolerances from the written procedures, but it would be easier to write the Loop if mathematically generated the tolerance than sending the routine to a table. So Programming lead me into Math. Especially calibration checks for noise rejection where I would be monitoring the Input in terms of volts but the test instrument would be reading in terms of power, so that forced me to understand how to go from Linear Scales to LOGs. Then my private programs caused a Wild Fire and while I had been stamping equipment with MY Stamp and I wrote the Programs I figured it was all one thing. But while I was allowed to calibrate with Local Procedures, and use Standard Procedures but with equipment substitutions just as long as I respect 4 to 1 accuracy ratios, then everything was cool. We had a lot of latitude. But Programs needed to be approved. So I showed an Engineer what I had been doing (structure was similar across the board.... they got better but they were all recognizably my programs), my conventions for naming loops, how my Pass Fail Filters worked, and that basically all my tables were out of the book... no table skipping. So, suddenly every calibrator in the factory could use my programs. So that made me an expert and they got me to write Technical Manuals on my various programs, explaining the Theory of the Calibration as though I were an engineer. That got me writing Technical Papers for Calibration Trade Group Publications, all requiring a lot of Math. That whole time I didn't really know Math, and it was before the Internet and so I can't even remember how I managed to learn it. Oh, the Instrument User Manuals had Theory Sections and I would read through them until I carried away some understanding.
OH! This was where I got the Concept of Known Good Answer. For instance, 1 volt AC RMS into 50 ohms is 13.01 dBm. So whenever doing programs that involved monitoring Power with Voltmeters I would always use the KNOWN GOOD ANSWER concept to check my Math. So I really developed a catalogue of various conversions between scales and references that would give me cardinal point KNOWN GOOD ANSWERS. That became important because other calibrators began writing programs and one of their biggest sources of bugs was that they would believe their algorithms without bothers to check for KNOWN GOOD ANSWERS. It is even good for Initial Bench Self Checking where you interconnect Meters with Generators and Oscopes and look for KNOWN GOOD DISPLAYS.
But, yeah, after all that, well, I felt I needed to REALLY know Math.
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I would argue that there is a lack of employability compared to many other, much easier degrees (at least at an undergraduate level). If your goal is to just get a bachelors degree to help you get into the workforce, Maths isn't the best thing to major in. It's not bad, there are definitely more "useless" things to major in.
But in terms of how much effort the degree takes, weighing that against how much it will help you to find a relevant job vs a lot of other sciences (Biomedical, Biochem, Chemistry, Engineering), it may not be worth majoring in, unless you plan on postgraduate study.
Physics falls into a similar place, where it's probably not the best major if you aren't planning on post graduate study as it's considerably harder than most of the other sciences, but at an undergraduate level, probably not as employable.
For reference, I Majored in Physics, with a double minor in Mathematics and Chemistry, and more than anything, it's the chem minor that helped me find work in a Lab. In hindsight I wish I had have done Chem or Biomed or something more employable, that also wouldn't have been as difficult as the Physics degree was for me.
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@TheMathSorcerer i made that up, but i was searching how to do this type of problem after I was trying to solve for dx/dt and dy/dt of a given curve.
I'm doing calc 3 material currently:
using the gradient to find tangent line to a curve in R2, and then finding the tangent plane to a curve in R3.
You end up with something like:
<gradient vector> dot <tangent vector> = 0
=<partial respect to x, partial respect to y> dot <dx/dt, dy/dt>=0
And I know you can solve for <dx/dt, dy/dt> by just creating a perpendicular vector of the gradient. And I know how to do these problems the way we are instructed, but I am trying to see if the dx/dt, dy/dt, (dz/dt in the case of R3 curve) are solvable other ways.
But I thought if I can write the given curve as a vector valued function, i could differentiate with respect to t, and solve for dx/dt and dy/dt
Sometimes the curve given is in R2 like x^2+y^2 = 4 and that is easy to make a vector valued function of.
But thats why I wonder about things like,
X^7 +x^2 - y^2 -y = 40 *just giving example of uglier equation*
And the given curve can be in R3,
16 = x^2 +y^2+z^2
And a point is specified of course.
ill actually post again later with a problem from homework. i just finished the week, want to relax
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The biggest hinderance to self-study I've noticed and I'm a polymath (but ironically terrible at math) is not having access the foundations. Again, somewhat ironically, I didn't know what some of those words meant when I completed my required schooling. Which also tell you a lot about the sort of school I attended. It sounds almost cliched but without every foundation, we often are unable to make the leaps to figure out problems either on paper or in our noodles.
I've used this knowledge to help teach others by ensuring we cover foundations where possible or, where not, to find something that the already understand - say their own job - and applying a metaphor that they can apply in a world they know to a world they don't.
My English has improved similarly. For example, you mention polynomials. Now imagine sitting there thinking what the ** is a polynomial because you lack the English skills to break that down into "poly" (many) and nominal (number). Without that basis the function just seems outlandish and bizarre. Integration is similarly weird when I see the functions (even now) but I understand it expressed as an electronic inegrator without an issue. Even to the realisation that using electronics gets a very accurate integral when a computer has to quantise the same solution so, when the input is moving quickly, there's a point at which the computer can't keep up and we get quantisation errors - although they're typically small. I became so obsessed with this that I almost redesigned a UV light project with an op-amp because I started to distrust the results from the microcontroller. Although after some thought it was clear that the sensor itself had such a wide error a little bit of quantisation wasn't going to matter a whole hill of beans.
As another example. I missed the point in calculus when the answer was a function - which sounds weird. I had it hammered into me that a math problem results in a numerical answer, and I was unable to reach this point that calculus often results in a function. Now of course the function, when applied to a. real-world problem such as the load stress at any given point on a a suspension bridge (the first example that showed this effect when the truth dawned on me) shows the beauty of calculus.
But then I realised that I was rubbish (still am) at juggling equations, even quite simple ones, and the proofs (esp. on Wikipedia) leave me screaming in frustration. I'm probably past learning that stuff now but you're right about how stupid this makes you feel.
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I'm a nerd, just not a math nerd.
I'm intending to pick it up again, because I feel it a point of failure in my life, as it prevented me from becoming an engineer. Life turned out okay, as I transitioned into the repair aspect, from the design aspect of technology.
I'm self studying into Calc 1, just to gain knowledge, and basic proficiency, not a new career. Also, the ideas fascinate me, even though I can't do the calculations.
I did achieve 2 degrees, in technology (AAS) and business (BSci). I did well, just along a different path.
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I study at Federal University of Amazonas, in Brazil, and, for the 3rd semester, we're taking Differential Equations (that's just one course, trying to balance between classical and qualitative theory and applications), Geometry 2, Algebra 1 (which's very weak, in my opinion). Also, the post-graduate students will take Analysis in various variables, that's kind of accessible for the non post-graduate students (here in Brazil, we don't have minors and majors).
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This is one of those I think would do me a lot of good to include on my study guide. Luckily it is pretty intuitive I think. Just the combos of u's and y's and stuff. Honestly, it's not bad...
But yeah, do you have any videos where you derived this?
It reminds me of cross products were we have two vectors <y_1,y_2,0> and <y'_1,y'_2,sec x> (The order may be different in the actual derivation, and that may or may not be important) where W is the z component, W1 is the y component and W2 is the x component. From then I don't know where we're going, or like what we can glean from it all? Right now it is one of my least favorite things in mathematics, a formula I have to memorize without really understanding the parts, Heck, the quadratic formula that is notorious for being that isn't even that at this point, x value of the maximum plus and minus the roots! Honestly, I wish I could visualize what an integral in 3 dimensions really was... I guess I could look it up if I'm that curious, but AFTER studying for the midterm is complete!
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Electrical engineer is applied math but the best one.
1. Circuit theory, electromagnetism, electrodynamics, ordinary differential equations, hydrodynamics, partial differential equations, linear algebra, Fourier analysis and trigonometry forms the basis of such career.
2. Logic applied to circuits, finite difference calculus, probability and statistics is the second backbone on such profession. It's fundamental.
Again, mathematics is their main source. Without it the profession would be nearly impossible.
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this is Jeff Bezos, Wizard Jeff, parallel Jeff, slightly different outcome - books, bookstore, sales, Careful thinking, interesting perspective regarding money, pricing, sales, passion, acceptance, decisions. multiverse is real, we are in the multiverse, we are all different versions of each other.
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While I agree with the grand narrative of trying to learn it, I don’t think it’s necessary to learn every course in college. To me, at least, I think it’s more important to learn what you need to learn. Depending on your degree, it all comes down to what you’ll take and need to take with you into your career. For me, I have a deep fear of math, but I know there’s no way I could be that bad at math (mother is an accountant and grandfather is a math major). However, as I try to learn math, and even want to attempt taking higher math courses, I find myself disdainfully pissed that I have to take a handful of humanities classes. I love to write creatively (have written short stories, and am even working on a fantasy series now), but to sit here and say I want to learn what the humanities classes teach, would be a lie. Therefore, I deem it important to not only focus on what courses are going to benefit you in your college journey, but also realize that a lot of employers don’t give a damn about that piece of paper, really. It’s about the time investment you’ve made, and depending on the field (engineering, math, science, etc.), they want to see if you KNOW your shit.
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First, let me thank you for putting together such a comprehensive, organized website. I'm putting my comment on this video because it's the last one you uploaded as of today, and I wanted to improve the chances of your reading it. I spent the better part of last week searching the internet for a site that would assist me in furthering my math education. After narrowing down the candidates to you, Professor Leonard, The Organic Chemistry Tutor (a slight misnomer), and MIT OCW, I have selected you to be my professor. Most sites were lacking in upper level math curriculum (Khan Academy, etc.) and the rest were unorganized to the extent I would need an advanced degree just to re-arrange the videos into a logical progression. Also, many sites apparently tried to cover a subject at a surface level. Even I know you can't learn Trigonometry with a half-dozen fifteen minute videos. Also, there are some sights that try to teach a subject in one insanely long video. Calculus learning in one 12 hour video is fruitless and would wear out my pause and reverse buttons. IOW, your site suits my needs perfectly. May you receive all the success you deserve. BTW, not having your site on the list of a "Best Math Education" search is a travesty of internet justice. Maybe you should look into hiring one of those internet promotion companies to improve your site traffic. On second thought, never mind ... they'd probably just screw it up. Thanks again ... really !!
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I am currently studying math in seventh semester with OK results. I LOVE this shit, at least some of it - I am, for some reason, a huge fan of quite abstract algebra topics without being interested in their real applications whatsoever. If it is applicated, I HATE it. Just to say that I am not the greatest expert, but also not some random guy who took the harder one of the two math classes at school.
But if it is about learning how to think and to state thoughts clearly, I would argue this is an argumentation to do computer science. Its idea is just that - to think in algorithms.
Maybe, math is also about understanding. It is very little mass to learn, but you have to actually understand it. When there is some lecture about history or internet or whatever, it will be a load of mainly simple information. When there is a math lecture, you will find yourself in the situation that theoretically, all in this lecture you have to remember in the exam is basically the fact:
0) This is a space with functions, remember?
1) This is, let us say, an affine variety
2) A variety is a space with functions (yes, this is a thing, it is a legit approach for varieties) with some open affine coverage
But now, you have to actually understand what is going on. Good luck. I have been able to, I would argue.
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Yeah, after I retired I decided to learn Math to enable perhaps a second career being a Math Teacher. I had done a lot of math as a technician but I really needed to formalize what I knew. And, yeah, I believe in a lot of books. No, not the cheap popular "Dummy Books" because they don't have enough exercises. You need the textbooks for the exercises. Yeah, I get the Student Solutions Manuals along with the Textbooks, but it is not as though the Student Solutions Manuals explain anything, and when they go through the problems it is often the case where you wonder how they get from one step to another, but while the Student Solutions Manuals aren't easy to use or friendly to use, I would rather have them then not. Then as far as Textbooks go, I found that Brooks/Cole and Cengage Learning Textbooks are reliable for their quality. I worked through one Developmental Math book, an Algebra Book, then a big fat Algebra and Trig book, and a book dedicated to just Trig. Colleges don't care about Geometry because everything is geared to Pre-Calculus but I loved the Geometry Textbook I got. Now for Calculus I got three different books: a Stewart, a Thomas, and a Larson. There are other authors but going through the Reviews it seemed like those three are a good cross section. What I found from my homeschooling is that I couldn't just keep moving forward. The basis for everything is Algebra, and so I found myself forgetting and stumbling in Algebra and so I would go back. Trig is also a basic skill and so I found it necessary to keep going back with that too.
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just purchased "sets, sequences, and mappings" before watching this video but after it was made without knowing the Math Sorcerer had reviewed it.
IFF <=> any of you who would like:
(1) an older style text (it's a dover reprint)
(2) have some math-book without the answers (old-school) that's cheap and easy enough that you can say to yourself "I worked through a math book without looking at the answers"
(3) an introductory book that explains terminology pretty well, and I do mean pretty well
(4) a somewhat mild intro analysis book that will, by the end, have you working proofs in basic metric spaces
now the book seem fairly mild as an analysis intro to me. I say get it, (it is cheap), and if it's a little bit past your present level, look through it, as a goal to reach, for it is a pretty good intro to advanced calculus (analysis). I believe it's accessible to anyone who has just finished a few semesters of calculus. It starts out walking you through the Real number system. You can preview the contents and some of Chapter 1 to see if it's your cup of tea
A good undergraduate library has books, you've done, books you can do, and books you can't do, but want to reach, and understand one day.
growing confidence through step by step mastery is addictive
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When I used to live in Mexico (we kinda copy Europe), the last two semesters of Preparatory (would be High School) were going to be differential and integral calculus. The first three semesters were all about algebra and trigonometry. The forth was going to be Analytical Geometry. Then I moved to the US to finish High School here and I was surprised that I didn't need to study physics I, physics II, chemistry I, chemistry II, analytical geometry, and deferential and integral calculus (when you're a foreign student, they just worry that you can pass the SAT and little more). I kinda wish I had moved after finishing Preparatory in Mexico, to see if I could skip the waste of time that US High School was and go directly to college. On the other hand, the High School ESL program actually helped me a lot and having to go through basic Algebra all the way to college Algebra multiple times had made my foundation very strong, and that actually helped a lot in college.
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Math Sorcerer, here is The Mother Of All Brilliant Ideas For Your Viewers.
1) Go to Wikipedia > Mathematic, and click on Fields of Mathematics.
2) Print out that section, read it, and marvel at how much clarity it's already brought.
3) Work toward buying at least one new or used Dover text for each of the subcategories.
4) Arrange the books on your shelf in the same order as the Fields of Mathematics section.
You now have a magnificent mathematics library, at very low cost, that is coherently organized. Trust me, even just staring at the titles organized by Space, Structure, Change, etc., will accelerate your getting your mind around such a vast area of human thought.
And you, Math Sorcerer, can help viewers pick out the best minimal library by recommending the best single Dover books.
This is what I've done, and now my math library is one of my favorite things in my life. It's so much fun to just sit with a cup of coffee, randomly pick a text, and get lost in the joys of mathematics.
...
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@TheMathSorcerer Let me explain what I'me looking for.
This semester, I'm taking a course of ODE on Math Institue. This professor is giving a master class, showing us how beatiful is the subject and their relations with linear algebra, complex analisys and differential geometry.
Man, I've never knew that we could have exponentiations of matrix or that exist isomorphic spaces and other beatifuls conected concepts. Until this course, the things were separeted with minimum or none conections.
Unfortunatly, althoug I'm loving the course, really fantastic approuch, he is using at least four books to each lecture.
So, I need be better in algebra to acconplish some gaps that I have.
PS: I bought both books of Nathan Jacobson, just U$ 35.00.
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The trick to working through the hard times is having a really solid reason for learning whatever you're exposed to. I'm a college dropout with little or no chance of ever working in tech. I study math near-religiously, because I have ideas that I won't be able to put to the test any other way. I've learned so much, and it's because I have a reason. I'm working towards something extremely specific and measurable, and I can't get there without pde's, integral transforms, complex analysis, distributional calculus, asymptotic analysis, and good old fashioned grit, persistence, and love. When I feel like I can't go on, I take a break. But I always come back to it because it's important to me. I'll never get a job with it, or write a game changing paper, or end up with a PhD in computational maths. And it's fine, because that's not my goal anyway. My goal is to see how it all works. Math can be a very spiritual thing: our universe is coded in the language of mathematics. If you're sticking through your classes to get that degree, push on, you've got this! But please, at some point, slow down just a little bit to appreciate how incredibly beautiful the ideas you're being exposed to really are. Because really, math is a very beautiful subject. Thanks for the encouraging video!
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#off topic #rant #offmychest
I remember during transfer week, where all the uni's gather in the quad for transfer students at CC.
I met with the advisor to go to UCSC for physics, (They have the best exoplanet research, faculty).
The advisor was so useless he dissuaded me from applying when I asked him about part-time scho
I communicated my immense enthusiasm to him, He said I asked the best questions,
About Campus, Life, Hobbies/Clubs, Campus violence, etc.
But as my dilemma with most advisors, I find their pretty useless,
and my own google researches lead me with better knowledge then they,
I told him that despite my passion, A.D.D. had been a struggle, and that learning at this level took my longer than I had expected despite my efforts.
The UCSC advisor said, yeah.... No. Students don't do part-time study or half semesters anymore, they get loans, or something irritably infuriating.
That's never been my motto, or my parents. You stabilize yourself, and never be debted to anyone, unless the ulitmate last resort.
I was in even greater dismay when my professor a physics alumni/graduate from USCS said not to go as a bachelors,
that for what I wanted (faculty attention), to do it as a graduat, but was remedial, and just needed longer to study.
After being completly crushed physically, mentally, I suffered a mental breakdown, didn't study for my last chances at physics studying, etc stupid college student things.
I recently got my Associates though in Maths from the CC after like 5 years,
It really made me feel validated though, and has increased my discipline to another ladder wrung.
I'm hoping somehow universities allow those extensions in the future,
so if I need more time with a certain section thats causing me truouble,
I can spend time with it to understand it, Comprehend it, and then MASTER it,
before entering the test exam, and furthering my knowledge.
That way I don't end up going through mental breakdowns how I'm gonna pay rent, food, insurance, etc life, while 15 sectionsa behind and 240 pages to read and master in one night.
I know that Uni maths is gonna be a bitch and bla bla students on dinosaurs crossed dimensional planes of time and space a subset of a finite group under a closed interval.
But shit dude, come on. Something that irritates me about maths is they never want to,
ADAPT, IMPROVISE, and overcome.
They want us to do archaic computation without a calculator and spend hours doing it, instead of learning the logic, lemmas, colliaries, to prove it ourselvers and no its true, to have the confidence to use the modern tools.
Because I can live with it. I CAN LIVE with it..
Computer... Erase that entire personal log.
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How many courses does this book cover? I think this book covers ~10 courses (because that's approx how many chapters I see, and because approximately every chapter of this book reminds me of a course I would have taken in school). It looks like a really good overview book, and it looks like it might cover the most safety-critical aspects of the EE profession. Is this a testing book you guys use in America? Excuse my ignorance, I'm an EE from Canadia eh.
Anywho, regarding your book. There are some topics missing that I do remember doing, that I don't see in the book (but again, your book looks like it's meant to test really specific, really safety critical stuff). I see a lot of control theory and power engineering in your book, with a little dash of circuits and economics.
What I don't see any mention of things such as linear algebra and numerical methods (for when analytic solutions fail in calculus); this was yr 1 and 2. I don't see chemistry or semiconductor chemistry which is years 1 and 2. I do see lots of calc concepts in that first Mathematics chapter, which is years 1, 2, 3 and let's be honest, 4-life for an EE. I do see digital logic in your book, which was years 1 & 2. I see basic circuits, which was year 1 & 2, looking at linear amplifiers. I don't see advanced or (analog/digital) integrated circuits which was yr 3 & 4 (these woulda been electives tho, so makes sense why I wouldn't see 'em in ur book). I see power and transmission lines which was year 2 & 3. I see rotating machines which was year 3. I do not see photonics or wireless, although on second thought, illumination would actually be the intro to photonics I suppose; that said, I don't see any mention of concepts like carrier waves and antennas and smithcharts and such which was years 3 & 4 (again, electives, so it makes sense). I do see introductory control theory, which I'm assuming touches on PID but not state space. I don't see annnny software fundamentals which some EE's build their whole life around just that sub-area of EE ... actually it's such a deep topic for some EE's that we even turned it into it's own category and we now call those EE's "software engineers" but it all comes from EE because without fast computers to run software, using light and radio waves and electrons for representing our data, we wouldn't even have a need for developing software. I'm surprised software isn't mentioned at all in the book since it's a big deal to most EE's (just like loops, conditionals, syntax, algos/data structs, and big o). I also don't see thermo dynamics and I also don't see probability theory anywhere which were mandatory for everyone.
So you're book covers: math (calc basics) 1, linear circuits and measuring waveforms with a meter 2, signals and systems course is covered under time and freq analysis so that's 3, power and transmission lines and motors are each their own course where I'm from so that's 4 5 and 6, then the book has digital logic so that's 7, the book has control theory which is 8, and I see illumination which is basically photonics course so 9, and i see economics for engineers which was also a course, so that's 10.
I don't see the tears of any EE students, permanently etched into the pages of your book however, so I can't tell if the video is a fake. Thanks for coming to my antiEEques roadshow.
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