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  70. Book List mentioned in this video Discrete Math books: Discrete Mathematics with Application 2nd edition by Susanna S. Epp Discrete Mathematical Structures by Kolman | Busby | Ross Proof writing books: Mathematical Proofs A Transition to Advanced Mathematics by Gary Chartrand, Albert D. Polimeni, and Ping Zhung An Introduction to Abstract Mathematics by Robert J. Bond and William J. Keane Pre-Algebra: AGS Pre-Algebra The Pacemaker Curriculum Pre-Algebra College Algebra: College Algebra 3rd edition Jerome E. Kaufmann Blitzer College Algebra A Graphical Approach to Algebra & Trigonometry by Hornby, Lial and Rockwold Geometry by Jurgensen Brown King Calculus: Calculus by James Stewart Calculus 3rd edition by Michael Spivak Differential Equations: A first Course in Differential Equations with Modeling Applications 10th edition by Dennis G. Zill Ordinary Differential Equations With Applications by Larry C. Andrews Linear Algebra: Elementary Linear Algebra 3rd edition by Howard Anton Linear Algebra 4th edition by Stephen H. Friedberg, Arnold J. Insel, and Lawrence E. Spence Linear Algebra by Serge Lang Linear Algebra by Kenneth Hoffman and Ray Kunze Finite-Dimensional Vector Spaces 2nd edition by Paul R.Halmos Linear Algebra 3rd edition by Schaum's Outlines Linear Algebra and Its Application 2nd edition by Gilbert Strang Statistics: Mathematical Statistics with Applications 6th edition Dennis D. Wacherly, Wilia Mendenhall III, and Richard L. Scheaffer A First Course in Probability by Sheldon Ross Complex Variables/Complex Analysis: Fundamentals of Complex Analysis with Applications to Engineering and Science 3rd edition by E. B. Saff and A. D. Snider Complex Variables and Applications 7th edition James Ward Brown and Ruel V. Churchill Real Analysis: Analysis I 2nd edition by Terence Tan Analysis II by Terence Tan Advanced Calculus A Course in Mathematical Analysis by Patrick M. Fitzpatrick Principles of Mathematical Analysis by Walter Rudin Elementary Analysis: The Theory of Calculus Abstract Algebra: Abstract Algebra A First Course by Dan Saracino Contemporary Abstract Algebra 3rd edition by Joseph A. Gallian Introduction to Topology 2nd edition by Theodore W. Gamelin and Robert Everist Greene Applied Combinatorics by Alan Tucker Naïve Set Theory by Paul R. Halmos Introductory Functional Analysis with Applications by Kreyszic Graph Theory Ronal Gould Real Analysis 2nd edition by H. L. Royden Real and Complex Analysis by Rudin Algebra by Michael Artin Calculus Made Easy by Silvanus P. Thompson F.R.S. and Martin Gardner
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  191. 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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  280. 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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  485. 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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  769. 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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  879. 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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  905. 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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  955. 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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  1038. 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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  1205. 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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  1224. 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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  1275. I started doing better in math and enjoying it when I decided to stop caring about my grades as much and to study for understanding and personal interest; an increase in my academic performance followed effortlessly. The biggest problem that I see is that people take with them into higher level math classes the mindset they learned in lower level math classes. Most people don't like math (their loss), but everyone has to learn some math (and I roll my eyes when I think about the gulf between what I learned as a math major compared to what people who had to pass college algebra complain about), and since they don't want to be there, they just ape the examples on the tests and hope to get a good enough grade to pass. People don't actually read their math books, and they certainly never look at other books or resources that aren't strictly required. They sit like zombies in their classes, use the examples in the book as a template for the homework, and then hope it works on the tests. They don't learn anything because they are only focused on passing. They view math as some kind of sausage grinder where all that matters is producing the correct answer to a math problem. I really hate that view of math. The truth is that most math problems were cooked up for math exams and math homework and they are arbitrary and meaningless and so are their answers. Instead, we need a holistic approach that incorporates history and culture and a treatment of ideas and the development of math and what problems it was able to solve historically. I'm guessing people would be far more interested in that approach than grinding their way through a worksheet of contrived problems for the sake of contrived problems. I do not share a Lockhartian view, and do not find beauty in math for its own sake, and take a view more akin to Morris Kline. I find math beautiful because of the power it gives us to understand our world and our limited existence.
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  1425. 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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  1527. 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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  1713. 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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  1770. 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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  1825. 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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  1856. 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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  1922. 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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  1959. 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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  2124. 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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  2573. 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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  2584. 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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  2596. 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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  2648. 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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  2684. 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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  2750. Math Sorcerer I want to recommend some books to you. The first three are what you would call "books you read." The first is How Mathematicians Think: Using Ambiguity, Contradiction, and Paradox to Create Mathematics by William Byers. Byers seeks to describe and understand how mathematics is actually done versus how the end result is presented in textbook and lecture form with esp. emphasis on how ambiguity, contradiction, and paradox are used in dealing with concepts such as "zero" or "infinity." It examines various mathematical concepts culminating in algorithmic information theory and concludes with an attempt to transcended the "Mexican standoff" between Platonism, Formalism, and Constructivism as to the nature of mathematics. The second is The Mathematician's Brain: A Personal Tour Through the Essentials of Mathematics and Some of the Great Minds Behind Them by David Ruelle who is actually a mathematic physicist so he presents something of an outsider's viewpoint albeit an outsider who was worked closely with mathematicians throughout his professional career. The virtues and idiosyncrasies of mathematicians are described as well as their professional vicissitudes. The reflections on Grothendieck are worth the price the book alone. Third is Mathematics for Human Flourishing by Francis Su which is an account of what math can and should be for people. Su reflects on hardships inflicted needlessly in the teaching and profession of math. Special problems are given at the end of each chapter and letters from a convict that Su mentors alternate with the chapters. The last two are books to work through and are to be studied in conjunction with one another. Perhaps unsurprising the both deal with number theory. First is A Pathway Into Number Theory by R. P. Burn which consists of a sequence of exercises that will lead readers from quite simple number work to the point where they can prove algebraically the classical results of elementary number theory for themselves. The other is The Higher Arithmetic: An Introduction to the Theory of Numbers by H. Davenport. Burn specifically planned out his "Pathway" around Davenport's book. By itself it might count as a "book you read" with "Pathway" they are books to study and work through.
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  2799. 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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  2893. 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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  2914. 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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  2985. 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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  3137. 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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  3300. 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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  3379. 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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  3433. I'm in education. I haven't taught math in quite some time but I've been involved in enough curriculum, professional development etc. to see that there are some huge problems. If I may point out what I see as the most obvious-- we absolutely do not begin by making connections to larger ideas and problems until almost 6 to 8 years of basics. We think that being good at the basics, understanding the progressive levels of concepts that build on each other IS how we best get kids to ultimately understand the big ideas- trig, proofs, calculus etc. If we did that with reading- kids would not read a short story until high school. I completely understand that to MASTER or even get to being competent in trig or calculus- you must master a certain sequence of skills- but here's the rub- I have yet to see great instruction that connects maths to concepts at the earliest levels. Why can't we introduce the notion of limits -- early on. This is the reason we get the terrible question- When am I going to use this in real life? I used to answer that- Well you absolutely won't know when you CAN use it because there is a world of problems out there that aren't solved or thought of mathematically because we don't teach this very well. Unfortunately we mostly only expect them to be able to make sure they can make sure they aren't cheated on their paychecks. I'm old enough to have heard teachers say they were happy if students could balance their paycheck. I digress- I wasn't fond of Common Core math because it was still too sequential- I want us to challenge students with HUGE ideas take them apart and make them real. Their is a fantastic British professor here that explains Black Holes with fairly simply Algebra. I'm a smart man -- and I've read all the pop physics books Hawkings, Greene, etc and it wasn't until that professor explained singularity with fairly simple Algebra that I was truly disturbed by the idea of a singularity and infinite density. Why do we dumb things down? Anyway- thank you for these videos
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  3481. 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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  3663. 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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  3695. 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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  3726. 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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  3775. 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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  3877. 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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  3970. I left high school at the age of 17. I was told I would never be successful because of this. I went and worked in a box warehouse then got my GED in 2013. I ended up going to community in 2016 college and that’s where I am now. I worked on and off and had to go a couple semesters without taking any classes. When I started college I thought engineering sounded cool. I thought of all the people who told me I would never succeed and I thought about if I was cut out for engineering. Now I’m so close to transferring to a 4 year college. Through my experience I had to start with basic arithmetic and now I’m in differential equations. I have a 3.5 gpa so far and try my best at every class. But now I’m very passionate about learning new math concepts. I someday might even entertain the idea of teaching it on the side of working as and engineer. I absolutely refuse to give up. If I can do the math that I’m doing now as a college drop out and a really bad memory. I believe wholeheartedly others can do it too. One of the greatest things I’ve gained from doing is how to be patient. I also deal with a lot of anxiety due to things that have happened in my life. Whenever I’m doing math or learning in general it grounds me. My anxiety goes away and I’m able to focus on that problem or thing that I’m working on. I’m so grateful of where I am in life. I will always try my best to succeed at my passions. A new goal of mine is to learn to read and write Japanese! I see a lot of people around me who tell me that’s to hard. I just turn to them and tell them with all the math I’ve learned, trust me I’ve got this. I can’t wait to see what the future holds in store for me. I look forward to a lifetime of math.
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  4016. 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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  4127. 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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  4228. 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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  4353. 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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  4413. 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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  4562. I took a slightly different path to self-learn mathematics.I would like to present it here (I will skip Pre-Calculus and Calculus 1 and 2).As you how through my post you will probably notice that I included very hard and advanced books, and that's because I prefer to learn one book that is self contained. 1. Linear Algebra (Book:"Advanced Linear Algebra" by Steven Roman). 2. Multivariable Real Functions (Book:"Functions of Several Real Variables" by Martin Moskowitz). 3. Integral Equations (Book:"A First Course in Integral Equations" by Abdul-Majid Wazwaz). 4. Advanced Calculus (Book:"Advanced Calculus" by Callahan). 5. Real Analysis (Book:"Measure,Integration and Real Analysis" by Sheldon Axler). 6. Complex Analysis (Book:"Complex Analysis" by Serge Lang). 7. Abstract Algebra (Book:"Abstract Algebra" by David Dummit). 8. Point Set Topology (Book:"Introduction to Topology" by Bert Mendelson). 9. Fourier Analysis (Book:"Fourier Series" by Georgi Tolstov). 10. Manifolds (Book:"An Introduction to Manifolds" by Loring W. Tu). 11. Differential Geometry (Book:"Differential Geometry" by Loring W. Tu). 12. Probability (Book:"Probability Theory" by Achim Klenke). 13. Set Theory (Book:"Set Theory" by Thomas Jech). 14. Tensors (Book:"Tensors" by J. M. Landsberg). 15. Algebraic Topology (Book:"An Introduction to Algebraic Topology" by Joseph Rotman). 16. Algebraic Geometry (Book:"Principles of Algebraic Geometry" by Griffiths). Now between these you can learn some standalone texts, but this is the main course. I have read about 50% of this course, but the book are really good. You can check them out.
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  4673. 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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  4731. 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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  4840. 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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  5189. 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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  5205. 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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  5434. 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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  5438. 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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  5511. 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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  5950. 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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  6014. For the longest time I struggled with the very concept of math. I knew that math was very important in regards to life, and that if I wanted to get a career in a STEM field then I will have to learn it. But I couldn't grasped the concept when I was in High School due to the classes making the subject very unappealing while the teachers themselves were not very helpful in any regard. This in turn had lead me into developing a fear of never understanding the concept, which sucked a lot considering that I am highly curious and always desiring to get into the STEM fields in the future. A field that I could not enter because I would get anxiety over thinking that I will never be proficient in math to the point where I can apply as a STEM student. But despite my anxiety attacks and fear-induced stress, I kept trying to do my best to find some way to conquer my fears and finally begin to learn how to comprehend the subject. Fortunately, at the old age of 25 years old, I am finally at the point where I can see how beautiful and fun can be. Which is great because I am planning on taking some classes at my local community college. I haven't really decided what degree and career path I want to take yet (that is why I am going to my local college in the first place after all), but I am feeling like this is the right time to take some math classes and possibly pursue a STEM degree. So thank you Math Sorcerer for making this video as this is just what I need in order to pursue the degree that I always want to get. Sincerely, A Prospective Math Student
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  6057. I have a first degree in maths but as an average student chose a career as a software engineer. I think you missed one important trait. Every successful mathematician uses the right half of his brain. After all maths is an arts subject. Of course, it is true as you mentioned that there is a lot of hard work involved and for the most part the research involved requires logical thinking and deduction. But the final insight invariably comes from the imagination. Archimedes wasn't sitting at his desk when he discovered the displacement of water, he supposedly jumped out of his bath and ran naked through the street. Hamilton solved his puzzling problem with hypercomplex numbers while crossing a bridge with his wife. Ramanujan claimed his formulas were given to him by divine guidance. This last is a little fanciful but I have experienced something similar myself. Nothing very spectacular. On you tube I had recently been reminded about the story of the young Gauss adding the numbers from 1-100 within a few seconds. The method is very well known and taught to most ten or eleven years olds. I woke up the following morning with a completely different method. I was well aware that a number of methods exist to add sequences but this method came completely out of the blue and I had never seen it before. I think most school kids could have some success and satisfaction with maths if they were actually allowed to do maths, rather than been forced to learn pointless formulae. I also disagree that you don't learn maths by doing a lot of examples, you learn maths by understanding what you are doing and why. Probably one or two examples per subject would suffice.
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  6264. 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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  6504. 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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  6629. 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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  6699. 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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  6727. 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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  6803. 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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  6839. 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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  7137. 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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  7417. 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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  7568. "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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  7613. 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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  7686. 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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  7872. This is a very helpful video. Another reason i'd like to add which is related to that " limited time to study math" you mentioned is always seeking for reasons and asking 'why' in math. Well, when i started high school i was full of joy, because i thought of it as a new start of getting to know the science world more but little did i know that the journey will be very much harder than i thought. Well, i started asking many questions because i didn't want to simply memorize the formulas, luckily sometimes i could find the reasons by thinking about it for many many hours by myself but when i couldn't, i asked the teachers and you know this one time my teacher got really mad at me and called me dumb and worthless and that was it. I thought to myself "why can't i just be smart like other kids who get good grades without having to ask so many whys?" i wad hopeless and badly failed my next exam and couldn't get my grades up anymore. I once thought about a question for 6 hours straight. I was frustrated. My parents called me so many things because of my grades and after a while i didn't know myself anymore. The once enthusiastic kid was now someone who just couldn't help but always cry and barely passed the classes. Years have passed and i do see myself in some kids around me, i may not be someone who could give others an advice, but i hope you can still see this as a simple recommendation from a friend. To understand math, you need time. You can still get really good grades in high school without completely understanding things (I got an A in math the last year of high school) but that'd just make math very boring.. So don't beat yourself up just because you want to know the reasons. It was the last year that i realized nobody in our class except a few students actually knew why things work in maths. It was our physics teacher who asked a question which required you to fully understand a certain concept in algebra 2 to answer that question and only 3 students could answer that. You need time, everyone does. Don't blame yourself for feeling like your time is not enough. I struggled A LOT but i hope you don't go through the same thing. Take care and have a lovely day💕
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  7992. 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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  8161. No sé si Princeton es una buena universidad pero sí sé que en el Instituto de Estudios Avanzados hay grandes investigadores de física y matemáticas. Conozco un par de personas que trabajan allí. Bueno uno de ellos ya no trabaja allí pues tan solo tuvo una residencia de 6 meses. La química de joven me apasionaba. La física también, pero no la entendía al 100%. Ello no fue obstáculo para sacar las máximas cualificaciones en mis pruebas SAT en dichas materias Ello me permitió escoger la universidad que quise. Una cosa tenía clara y era que los miedos no me detendrían en mi elección de estudios. En España el primer año de estudios en ciertas uniiversidades tenía la gran ventaja de que todas las facultades tenían las mismas asignaturas durante el primer año y por lo tanto permitían cambiar de estudios tras los dos primeros semestres. Yo tuve la oportunidad de cambiar a estudios que más me apasionaban pero finalmente no cambié no por miedo sino porque en el primer año descubrí que mi pasión no eran ni la física ni las química, que me resultaban extremadamente sencillas. Encontraba más retador las 8 horas de álgebra durante 2 semestres o las 6 horas de cálculo también durante otros 2 semestres de mi primer año de estudios. COLORARIO nunca se sabe si lo que te apasiona es lo que realmente te gustaba o si en el futuro te seguirá apasionado o si en el camino de la vida te vas a encontrar con nuevas pasiones que te retten con más fuerza. Hay gente que prefiere más un casio que un rolex. Sobre gustos no hay nada escrito.
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  8182. 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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  8325. 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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  8661. 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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  8813. 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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  8824. 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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  9055. 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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  9128. This makes me feel better. I always felt that today we have an unfair advantage with YouTube, internet, etc. and the "old school guys" were the rock stars. But I realized that even with all these resources available now, you CANNOT do well, especially on a timed test unless you know it. e.g. A person who knows his times tables by heart will always be faster than someone holding a calculator searching for which buttons to push. And even though higher Math isn't about memorizing, it's that inductive reasoning which still holds true when skipping steps & thinking ahead (as opposed to waiting for Google to give you 10 results that don't match your search for a partial derivative or the line integral of something lol.) I just passed Calc3 & I've finally completed all the prerequisites for Linear Algebra which has always interested me. I reeeeally hope to learn/"make it" to Topology eventually. I understand concepts & even the proofs in the appendix (which mosy students skip,) but I make so many careless calculation errors and it hurts me on exams. Sometimes the students I help kn group do better than me and they forget everything 1day after the test. What's wrong with me??? Make a video on that, please? I don't want to be a hater but people in Calc3 were doing better than me and some of them still don't know the limit definition of a derivative or the Riemann Sum that defines integration or even double & triple sums for multiple integration & it's frustrating because they don't even like Math and I do!! I like it lot!! ♡♡♡ So, besides careless mistakes, what am I doing wrong? And how can I avoid those careless mistakes????
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  9611. 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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  9789. 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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  9945. 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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  10021. Yes grades are important because other people find them important. I also believe if you deeply learned the material, you'll also get good grades. However having good grades does not mean you learned the material (what does learned even mean?) There was a natural experiment done (by the naval academy?) where students were assigned to calc I teachers. One was known for being more difficult. Those students got lower grades on average. However in calc II those students did better than the other students. If those students dropped out then they would have just had the worse calc I grade. The point being that the grade was a measurement of "something" right at that moment. Another example is self-paced group vs traditional format. In the self-paced group students were allowed to go through material and assignments at their own pace (but still required to finish all the material). The researchers found that the self-paced group outperformed the traditional group. Furthermore both groups were re-tested after the midsem break and the self-paced group maintained or improved but the traditional group ended up doing worse that previously. What did those initial grades measure? Should the traditional group have their grades adjusted? Should students go through re-certification like doctors do? The broader point (now that I'm ranting) is that it appears to me that schools are not set-up for optimal learning. Unis with massive percentage final exams 50-100% are encouraging cramming which we know is poor for long term retention (is this what we mean by learning?). It's not a huge surprise to me when the conception of US education was centered around the idea that people's abilities were fixed and that testing was a way to filter people out (hence the Scholastic Aptitude Test etc), the point was never to educate. Anyway long rant, but this is an issue I've been thinking about. How should education change for the modern era? How do we handle testing (mastery? some public schools are trialing not moving people up grade levels [well really eliminating the concept of grades] unless they've mastered material)? What is the purpose of testing anyway?
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  10275. 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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  10289. Dear Math Sorcerer, (RIP Kobe) I wanted to ask this question in another graduate school video but I figured it'd share it here at 12:06 am 😭 I have a question, maybe it could be a video. About integrity in mathematics (ill explain). Suppose you have two students and they both have to do 20 questions in the week in their senior algebra class. They both WANT to do well but have two approaches to doing well (i.e one wants to prove to himself the other just wants the grade the fastest). So let me begin this hypothetical, support one student attempts all the questions struggles for days doing it asking for help sometimes from professor but NEVER or RARELY uses google for the answer but most importantly NEVER uses those websites that provided ridiculous solutions to everything, granted when it comes down to assignment they don't always perform the best but does put in the work each day, hour and minute (BLOOD SWEAT AND TEARS). And the other student (Student #2) attempts the question for homework each one about for 1 minute tops doesn't get the answer goes to google find that website with all the solutions learns the solutions and moves on swiftly to all the questions without any effort by memorizing answers well enough and extremely well enough for tests and exams. Now the first student clearly showed mathematical integrity but the other student doesn't. But grades wise if it turns out that the second student performs a lot better than the first despite not having the mathematical integrity to try but instead understood the system better and used it to their advantage, so it worth it to you, is mathematical integrity worth it? I bring this up because is it worth doing the homework intensely with integrity and grit if the mark is what matters the most. And secondly, most importantly how should a student use google for help in an ethical way beyond those websites that have solutions to all math books. I would love to hear your thoughts sometime. And good night!
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  10345. 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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  11008. 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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  11065. 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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  11104. 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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  11358. 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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  11430. To answer the following quandary, I must first propose the following configurations. I shall be as brief and terse as humanly possible in forming a proper aphorism. 1. That the brain is an internal mechanism whose primary function is to calculate information solely upon numerical values 2. That these values are then processed into (purely hypothetical) observational data. 3. That this observational data is then prepossessed further into three supplementary categories of functionality. Primary Secondary And logical functions (though I won't be using this one) Imagine the human mind is a computer. This computer has a primary function to process information into its derivative. From this derivative, form thoughts into narratives; and from these narratives, console truth. This computer has a fast processor. Capable of producing 150 iq revolutions from your standard processor. Making the in mathematical terms of standard deviation, three times as fast as a normal speed computer. But this computers has a small hard drive. Only capable of producing 2GB of RAM (random access memory) Because of this bottle neck. connections to the information's secondary function are hindered. Even when primary information is processed at impressive speeds. You may be wondering why you have a high I.Q but still take longer to consume information. When you leave for awhile and comeback you give your mind time for the abstract meaning of the information to be related to and compared upon. Without a secondary function, the primary function is rendered obsolete. In essence for your brain/imagination to form a proper complex syllogism. For an example, people with schizophrenia have no ability to processes secondary information. Due to this hindrance, people with schizophrenia disorder have no ability to produce abstractions from raw primary observational data. Meaning, instead of creating a model for life and the things around them. They get lost in the simple details and are unable to form proper logical chains. Like for instance, communicative addition law. Just as well for other equations. You don't have schizophrenia. But brains are made in varying degrees. I hope this helps.
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  11947.  @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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  12093. 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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  12179. 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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  12522. 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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  12851. 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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  13016. 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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  13063.  @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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  13325. 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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  13576. 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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  14008. 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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  14074. 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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  14132. 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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  14280.  @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.
    4
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  14531. Well you're at the stage where you're transitioning from computational to proof based. I assume your LA class had a few proofs but was probably more about application (I could be wrong!). Practicing proofs is something that can't really be done easily, especially without the guidance of a teacher. The best thing maybe is to find some source of proof based questions for whatever you are studying that has full solutions. That way, you can try writing up a proof and then compare it to the one they give. This isn't perfect because there are many ways to approach a proof. The skill comes with experience and there's not a good way to rush it. Another thing: you will likely run into more hurdles than with computational math. I might be wrong, but it's really fundamentally different to learn proof based math vs computational formula based math. You shouldn't expect things to come as naturally as before (I'm assuming by your pace that math has always come naturally). A lot of times I have to put a subject down for 6-12 months (I self study during winter/summer breaks) until it clicks for me. You're already far ahead, so don't get too worked up if something doesn't click immediately. Another thing is that each general subject (algebra, analysis, topology) has its own sort of intuition for proofs. A good way to tell that you really understand the material is if you can look at the exercises and guess the approach just from the information given. Each subject will require different lines of thinking and different ideas, so working solely on one probably won't help with the rest. These are just some things I've noticed personally, but it could vary for you.
    4
  14532.  @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.
    4
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  15084. 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! 🙂
    4
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  15119. 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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  15819. 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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  15843.  @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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  15867. 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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  16072. 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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  16237. 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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  16301. 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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  16380. *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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  16533. 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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  16756. 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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  17020. 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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  17624. 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
    3
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  17641.  @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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  17654. 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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  17771. 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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  18114. 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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  18145. Some interesting comments about comprehension and understanding new concepts and topics via note taking. Definitely agree that if you can explain a new concept to someone else and they understand it you can confidently claim you know what you're talking about. I think a lot of this is context dependent. It comes down to the way the teacher/lecturer shares the information (slideshow vs handwritten examples vs talking). Your teacher and the learning environment you are in and who you study with determines what your experience and probably grades will be. It also come down to your knowledge base and how you learn yourself. I think writing worked examples (or accessing copies of slideshows/powerpoint presentations) is great to have. If you don't understand something in real time having the information available to refer to later can help. I also think its a good idea to review your notes immediately after class. That way you can see if your notes make sense and add any info to reinforce new ideas. The practice of writing things down can aid in the processing of info by add a sensory layer to your learning. There is evidence that handwriting adds an emotional layer to learning and reinforces new material. My son started doing a maths degree at 15 years old (he's been at university now for about 7 years and doing his masters). He was fortunate in that he was able to study online or perhaps unfortunate depending on your perspective. He didn't have any contact or real time conversations with lecturers or other students and not having that was a bit on issue for him in terms of hearing other peoples ideas and perspectives. Also seeing others struggle with the same ideas is oddly reassuring. The great bit about studying online is that you can access the learning material 24/7. There are prerecorded lectures and zoom sessions for tutorials. There are also course notes and textbooks. So there are many ways to process the information depending on what your knowledge gaps are. My son has an auditory processing problem and aspergers and problems with attention and social anxiety. He would not have been able to cope with lectures and the auditorium sounds etc. So studying online was ideal for him. He could watch lectures when he was ready and could skip the bits he knew and focused on the bits he didn't understand and rewatch if necessary. He has dysgraphia and isn't able to write notes and listen and watch in real time. He found that by using an iPad and apple pencil he was able to write easier than using pen or paper. Unfortunately with mathematics and physics class you can't really type answers. So he was given permission to use his iPad for his assessments and exams. He found this made his work more legible and you didn't loose any resolution due to scanning hand written answers. My son has an interesting way of doing mathematics but not necessarily something that I would recommend. He puts on his headphones (so there are no environmental distractions) and plays smash bros on his nintendo switch. He has his prerecorded lectures up on the other screen and glances at the lecturers screen occasionally. That is how he gets through his day. He doesn't take notes, he doesn't read his course notes and just does his assignments plus a practice exam and that all he does. That is to say he does the minimum amount of work possible and doesn't know what study is. He's averages over 90% every semester and it seems to work for him. If he has issues he goes to youtube (will often watch your book reviews to get some extra resources) and will often search online for extra info. All that to say that there is no one way to learn and you have to try and make the most of our strengths and try to adapt to your learning situation. The notes you write should be meaningful to you. Someone who has great tips of writing notes and studying is Samuel Suresh - well worth checking out his youtube channel.
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  18368. Ho, ho, that sounds like the typical elementary / middle school math or science teacher. Life is even more interesting when they are aware that the student knows more than them. The next ones are some jewelz, I have been told: You should not use your fingers to do additions or substractions. You should be still as stone or I will put your answers are wrong. Geometric shapes have nothing to do with art. There are no prime numbers after 100. A rhombus is a square turned. A rhomboid is a square turned slightly. A rectangle is define a having two pairs of equal and opposite sides. You should participate less in class. The height of a triangle can be larger than its adjancent sides. There is no relation between the sides of a triangle. Formulas in mathematics have no explanaition or justification. Especially there is no meaningful connection among them. Ducks are mammals. Are you sure you have finished? If you again made silly mistakes, I will marke it down twice. 3 minutes later. I am sorry you had them all right. If the assingment has no date, then I will mark it 20% down. The algorithm for finding the number of divisors of a number was discovered by a former student a couple of years ago. In any physical process heat is conserved. There is no physical law that can explain magnetism. Also Biot-Savart's Law is wrong. You should use your time to play instead of studying. Sand is not a fluid and any book that says otherwise is wrong. You should stop lying saying there is the factorial of fractional numbers. However, if you had studied a little bit you would have found there is the factorial of negative integers. All physical changes are reversible. All chemical changes are non-invertible. Mosquitos cannot propagate any disease because they only suck superficial blood vessels.
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  18710. 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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  18763.  @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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  18793. These are great suggestions, well done. If I may suggest 5 algebraic topology texts they would be: 1) the standard text is Algebraic topology by Hatcher. It’s really comprehensive and covers a full course 2) A concise course in algebraic topology by J.P May which, again, covers a full course in algebraic topology and also includes nice sections about k theory and cobordism to whet the appetite of the reader for more algebraic topology so to speak. 3) Differential forms in algebraic topology by Bott and Tu. this book takes the approach of looking at algebraic topology from the perspective of differential forms and so starts off with a discussion of the de rham cohomology 4) Introduction to Homotopy theory by P. Selick is a nice bridge to fill the gap from a first course to the current research in the subject 5) Topology and Geometry by Glen E Brendon which is probably THE MOST comprehensive text on algebraic topology you will find and it even takes the time to include a chapter about point set topology. P.S. these books are a follow up to the ones recommended in this video, not an alternative suggestion. Algebraic topology is a field of maths in which much research takes place and many other fields of maths like algebraic geometry are finding ways to incorporate the methods of AT and vice versa. One text which I have heard is nice but I haven’t read is the sequel to the second book I recommended is More concise algebraic topology by J.P May and another author whose name evades me. Btw to understand the texts above, you need an (at least elementary) understanding of abstract algebra, but resources for that are for a different comment or maybe the math sorcerer has a vid about that
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  18812. 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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  18840. 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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  19235.  @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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  19411. 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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  19820. I think it is the most stupid thing ever that they do not provide solutions. As most said it sucks for people who want to self-study. But it goes beyond that: people who want to review, who already passed a class but want to refresh knowledge or retake the course in a sense (without actually going to the course). People who want to do more exercises than their professor tells them and thus have no solutions to those exercises (professors usually only post results for the exercises that are mandatory). People who have limited time and thus just want to learn the subject and not become a maths graduate (some do not care about the 'painstaking' process, which sure makes them better mathematicians, but they just want to be adequate in that topic and do not need or have time for the struggle-process), etc etc. Like I get the whole struggling part and I do know there are people who will go for the easy route and just check answers, but the good students should not be hurt because of the behaviour of the bad students. Plus those bad students will quickly learn during exams that their method is bad, unless the exam was too easy or badly designed. So really this is a fix for the result of an issue and not for the cause of the issue. Namely, universities should make better exams or be more strict in who they let in. And like sure, they don't have to post answers in the back of the book. But for the love of God make sure that you can at least obtain them. I don't mind paying extra for a solution manual. I want to know that what I did was correct. It is so easy with problems to think your method is correct or that you have the right answer. Hell, there are times I had the correct answer but the method was wrong and so basically it was a coincidence that I got the same result.
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  20378. 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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  20434. 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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  20466. 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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  20486. 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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  20798. 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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  21122. 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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  21410. 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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  21536. 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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  21555. 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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  22009. 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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  22068. 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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  22247. 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.
    3
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  22250. 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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  22557. 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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  23005. Chris Choir I respectfully disagree. Solving problems is necessary to gain intuition about the concepts and theorems and hence how to solve other problems. I suppose you could get by just knowing the theory but most students don’t learn like that. They need to see the concepts applied to specific problems and start doing it themselves before they fully understand how it all works in general or when it would be useful. You say that knowing what is possible is better than knowing how to do it but I would argue the two go hand in hand. For example, let’s say I’m trying to solve a complicated integral on a computational program, such as Mathematica. You might be able to figure out the right symbolic approach to take to get an analytic solution but this requires intuition that comes with experience. Simply knowing what methods you could theoretically use is not enough because there is some creativity involved or familiarity with similar problems you solved in the past. Often times Mathematica or any other sophisticated math program can find the solution for you but this is not always the case. Sometimes they fail to find a solution or are simply wrong. Sometimes you got to give it a little nudge to arrive at a decent solution by giving it the method to use or even create your own from scratch. That’s why you should have at least some understanding of what’s going on under the hood, so to speak, so you aren’t completely lost when technology fails. The same thing goes for finding a numerical solution as well. Those are usually not the type of problems you will do by hand but if you don’t have some intuition from solving similar problems, it can be difficult to figure out what numerical method you should use.
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  23227. 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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  23322. 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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  23830. Here's a laundry list of math books that I would like to see reviewed on your channel: Analysis by H. Amann and Joachim Escher (Three volume series) Geometrical Methods in the Theory of Ordinary Differential Equations by V. I. Arnold Ordinary Differential Equations by V. I. Arnold A Walk Through Combinatorics by Miklos Bona Mathematical Analysis by Andrew Browder Advanced Calculus: A Geometric View by James J. Callahan An Introduction to Ordinary Differential Equations by Earl A. Coddington Theory of Ordinary Differential Equations by Earl A. Coddington and Norman Levinson Linear Algebra: Theory, Intuition, Code by Mike X Cohen Complex Analysis by Eberhard Freitag and Rolf Busam Various books by Israel Gelfand written for around middle school students (linked here: https://www.egcpm.com/books-assignments/) Linear Algebra by Jim Hefferon Basic Algebra by Nathan Jacobson (Two volume series) Abstract Algebra: Theory and Applications by Thomas Judson Geometry by A. P. Kiselev (Two volume series translated by Alexander Givental) Basic Algebra by Anthony Knapp (available as a free PDF on his website) Linear Algebra by Elizabeth S. Meckes and Mark W. Meckes A Book of Abstract Algebra by Charles Pinter Theory of Complex Functions by Reinhold Remmert Mathematical Analysis: A Concise Introduction by Bernd S. W. Schroeder Mathematical Analysis by Vladimir A. Zorich (Two volume series) Definitely do not feel pressured to review these books as soon as possible, take as much time as you need with them.
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  23869. 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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  24065. 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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  24086. 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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  24132. 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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  24189. 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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  24396. 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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  24739. 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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  24885. 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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  24886. 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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  24942. 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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  25380. 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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  25644. 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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  25694. 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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  25916. For all your writing tool needs! Most of this comes from my experience as an artist and I also happen to be a math major and I have used all of these tools for math work before. Here are some things that have worked for me when it comes to pens. -Bic gelocity are a nice gel pens with super smooth lines, no line breaks and they're pretty affordable. -If you want water based, the uniball onyx is decent but it doesn't have perfect inkflow though. -Micron pens are good if you're graphing things on paper because of how precise they are, these are more of artist pens but they're really satisfying when you're calculating large integrals or something. -If you use black paper gellyroll makes really nice white pens. -pilot v-balls are nice for super thin lines but also good ink control. -Ball point pens are good if you have no other option, if you become really skilled with them they're equivalent to any other pen. -The Huion 420 is a really good cheap option if you do your work digitally. If you do your work in pencil, some good erasers in my experience are (in order of quality): -tombow mono -Sakura sumogrip -Pentel hi-polymer -staedtler mars plastique. all of these erasers will completely erase any pencil mark you make even if you use charcoal or an 8b pencil. -Prismacolors kneaded eraser is also good if you want super fine point erasing but they do dry out and aren't perfect, so I wouldn't recommend unless you're constantly having to erase single digits. I don't know much about chalk but if you're using a chalkboard I heard that hagoromo chalk is the hands down best chalk there is. I'm not sure how you aquire it though since i heard it's discontinued. You can basically use anything to do math, it depends on what you're going for. This sounds crazy but hear me out you could even use a pen eyeliner if you want a paintbrush feel. The eyeliner leaves super dark defined lines and lets you write as if you were writing with a quill in the 18th century. I wouldn't recommend this though, because it's probably the most expensive and impractical way to do math. This is my experience as a mathematician and an artist. Hope this helps!
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  26047.  @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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  26133. @The Math Sorcerer I came up with some tips for self studying math. Use as many of these as you want. My tips for self study: 1. Find sources with clear explanations, but avoid for dummies books as the concept is condescending and often not helpful. 2. Read everything carefully multiple times as you will likely miss something important the first time around. 3.Write down theorems, lemmas, and definitions as you read. 4. Try to prove everything that requires proof and/or do all the problems. 5. Write down anything that confuses you in clear precise language such as, "How does this one theorem or definition work"? Write your question in such a way that if you asked a fellow student that question, they would know exactly what you were asking. 6. Don't be afraid to ask other people for help. 7. Remember that how you use your time while working on math can be just as important as how much time you spend on it. 8. Write multiple drafts of your notes as if you were writing an essay. 9. Write several sets of notes for each thing you study. Make one at least one of them highly detailed and make one that summarizes the highly detailed version. 10. If you have already studied something or tried to study it and you ddon't understand any of the material remember that it is okay to review things. 11. When you get frustrated, do take breaks, but do not give up. 12. Regardless of your gender it is okay to cry when you get frustrated. Men can cry, anyone who tells you any different is perpetuating sexist stereotypes. 13. Set up a good working environment. A good working environment should be comfortable enough to allow you to focus, but not comfortable enough to. Distract you or make you sleepy. 14. Use multiple sources and multiple kinds of sources. Don't just read books or just watch videos. Mix it up and try to have multiple sources from multiple mediums available when studying something. 15. Electronic books are just as valid of a source as print books. Ebooks are still books inspie of what some people might lead you to believe. 16. Read math for fun sometimes. It doesn't always have to be serious. Leisure reading is great. Let me know if I missed any good ones.
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  26915. 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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  27444. 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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  27930. 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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  28658. 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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  28927. 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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  30436. 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,
    2
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  30511. 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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  31256. 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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  31312. 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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  31347. 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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  31770. 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.
    2
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  32795. 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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  32839. 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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  33033. 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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  33153. 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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  34130. 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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  34159. 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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  34539. 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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  34589. 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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  34925. 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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  34965. I think in Morocco the junior HS & HS & UnderG scientific subjects are or were taken seriously. I agree with other comments. I will add that in big cities (talking about generation born before 90's) there are a brunch of maths in HS & some HS had reputation that teach maths seriously (even they let anyone to study in it). And some small cities or towns are known to have very rigorous HS in maths physics ... Also there is what you call tutoring is(or was) cheap. At my time if you need extra tutoring within a class it was like 15-20$ / month (4 hours / week) and private tutoring maybe 10$/hour. The quality of tutoring was way better than regular class and the problems we had to do were numerous and higher difficulty. And also there were some very very good problem books in HS. I think they could be used in 1st & 2nd years in university. But what I think is not good are textbooks. You can't read them without a teacher to explain the subject to you. Us textbooks can be used without the help of a teacher. Another thing why people from other countries look better than locals. Where I live now in Canada(I don't know if it is the same thing like in US) many people have to take subjects they have already done in their countries because the government here ask them to fill lot of papers ... I have met many students for example they have done Real Analysis 1 and Calc 3 and probabilty .... and they have to study again this subjects. I think it is too bad for the students who study it for the first time. Imagine someone can easily score 100% in Calc3. That will make other people look dumb.
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  35057. 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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  35274. 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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  35360. 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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  36079. 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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  36669. 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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  36865. 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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  37051. 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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  37708. 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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  37723. 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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  38088.  @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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  38143. Well, I don’t think it’s always necessary to break the balance (unless one wants to be truly innovative and create important new theorems every month) The 🔑 to keep the balance which I discovered for myself and my students is to apply what we can spontaneously call the „phenomena of transfer of ideas“. For example: adding a 0 occurs quite often in Epsilon proofs. If we are passionate about our subject, we will quickly develop a feel WHEN to apply a 0 and when to do go on straight. In order to keep the balance when learning about differential forms, I recommend us to develop a true spatial intuition for what it is. (thinking about slats). We will see that this helps IMMENSELY to intuitively come up with ideas how to tackle proofs. If we cannot imagine hyperspaces, we can just go down to IR^3 and study the patterns there and then generalize back to IR^n. For saving time, the engineer‘s approach to advanced calculus is king, even when it comes to developing proof ideas. Of course a sketch isn’t precise or reliable enough but it helps a lot to avoid studying too many past similar cases and makes us more intrinsically innovative. Meditation also helps a lot over time because a lot of mystics of the past (including Nikola Tesla) were CONVINCED that we aren’t really developing the ideas in our brain but are rather DOWNLOADING it from source once proven worthy of it. This means a quiet mind with true love for math is automatically BADASS at maths because it leads to having a secret (divine) muse on its side. Another advise which I have for us is: instead of trying to remember every detail of a proof we study, we should try to focus on the MAIN IDEA and FILTER IT OUT. In other words: we should remember only the CORE IDEA of a proof and SUBCONSCIOUSLY TRANSFER it to other theorems which we need to proof. When we do this, we will quickly notice the net structure (not a chain like many think) of maths. This approach saves A LOT of time. There are more analogous proofs than many realize. Of course many details will be very different but the core of the proof, it’s main idea will be often quite similar.
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  38222. 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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  38596. 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.
    2
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  39782. 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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  39864. 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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  39933. 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... ---------------- 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. -------------- 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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  39964. 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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  40046. 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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  40406. 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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  40533. 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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  40604. I think one simple answer (but probably not the complete answer) is to do with the educational system. I studied fifty years ago and I know that in the meantime things have changed a bit in England where I grew up, but I think the basic structure still exists. There is a compulsory education until age 16. At this age there is a certification process involving exams known as Ordinary (O) levels. You have a choice of which exams to take and this depends on your ability and future plans. If you want to extend your studies, usually because you plan to go to university, then there is an additional 2 years in which you will specialize in three or four subjects (A levels) which are relevant for your future plans. I studied Maths and Physics. I failed Physics but my two maths A levels were good enough to get into London University. I did not "major" in maths but studied maths alone and nothing else. At school we had already covered calculus and I don't remember anything of the Newton era being taught again at university. Calculus was used and was extended to Vector and Tensor fields. What we started with in the first year was Real Analysis. I must admit this completely defeated me. At school you always had exercises that had answers and I, of course, found out that the mathematical approach had been less than rigorous. The jump from this to a complete abstract approach I found too big. The book we worked from was not well written. How I would have loved to have had Terence Tao's books to work from. From other comments it seems the situation is similar in Germany. But the Matura is more common in most of Europe. In Switzerland children continue to study more subjects, but they leave school later at 19 or 20. One other point in non English-speaking countries. The standard language used worldwide by mathematicians is now English. Although I would expect a lot of the undergraduate material to be in the local language any wider reading is likely to require English. I worked with some, mostly Swiss, mathematicians in a study group. They all spoke and wrote perfect English.
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  41012. 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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  41468. 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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  41785. Does our educational system prevent Mathematical Happiness ? I had a high school mathematics teacher who always was telling us to "play with it" when we got a new concept. He was a rarity. He inspired us. In fact there are always new attempts at teaching mathematics. The latest is Common Core. But is not the first. There was also SMSG (School Mathematics Study Group) which was a think tank that came up with New Math. And then are our advanced degree programs worthwhile ? Or do they only attract certain people and hinder others. For example in a book on Ramanujan that had a short biography of G. H. Hardy in it pointed out that Hardy had a Masters but no PhD, neither did Bertrand Russell. The book pointed out that the PhD was a German invention and English universities didn't offer it until later. In fact Cambridge awarded it's first PhD in mathematics in 1924. Oxford was the first UK university to offer a doctoral degree. The book about G. H. hardy said that the reason English universities began offering it was that foreign students from the USA brought a lot of income due to tuition fess. And Americans were preferring German universities because they wanted the status that the PhD brought. This is sad. Are we leaving many talented people behind by our policies. I was told that Google did a study and there was no correlation between successful employees and whether they had an advanced degree or went to a famous school like Stanford or Harvard. When they examined the issue deeper they found that the people who were successful were people who loved solving problems while the people who had been awarded advanced degrees or went to a name university were people who were attracted mainly by status.
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  41881. 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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  42010. 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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  42283. 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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  42825. 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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  43353. 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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  43410. 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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  43556. 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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  43560. 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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  43909. 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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  44076. A thought to consider about math and something I learned from a mathematician that I feel should be recognized.... Math is eternal because it is derived from well-formed concepts. They are not axiomatic or a set of beliefs to exist. Math can be derived from nothing by understanding the principles as Noumena or perfect platonic concepts. These are based on requirements and not axioms. I know you say that the material we learn will be valid.... but that depends on if a mathematician comes along to question the way mathematics has been derived and perhaps creates a whole new system of mathematics to explore which may or may not refute the current teachings and therefore change them. Some things will probably not change.... but all knowledge is questionable and is open to refutation. http://thenewcalculus.weebly.com/ Check out the New Calculus website hosted by John Gabriel to get a better idea. I hope it will enrich one's understanding in math. While I do agree that math is eternal.... I'm not sure if the current foundations understood today by Mathematicians will still be relevant. I don't agree that Set Theory is an appropriate foundation in mathematics which use axioms and not requirements. I think the foundation of mathematics should have clear and concrete requirements that any reasonable human being can understand. The biggest challenge in mathematical education is attempting to explain highly abstract concepts that are derived by mere belief instead of relatable concretely. I don't have a degree in math so I'm not as knowledgeable in understanding the current foundations of mathematics but I do question if there can be different systems of mathematics out there that can be derived as requirements and are geometric.
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  44768. 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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  44858. For me, it’s 1) because math is fun. Everything is a puzzle game and it’s so damn satisfying when I get the question correct 2)because I’m insecure. I can’t help but to do the question again in a different way to make sure I get the same answer. I need to check. Usually my first attempt just isn’t good enough for me unless the path is limited 3) because math is all about arguing with myself in my mind and usually it’s an argument with a satisfying conclusion. Everything is connected and if I forget a formula, there is a chance for me to figure it out on my own. I cannot let go of that opportunity if it’s there! 4) because when my teacher did it, he knew so many cool shortcuts and I was always jealous how he was able to see all that. Eventually, I was able to see some shortcuts on my own and that felt great. Therefore, I gonna continue look for faster ways to do other questions. It makes me FEEL smarter at the very least 5) because I worked my ass off. The ultimate truth is, I didn’t learn so fast. I would even argue that I’m actually a really slow learner. It’s just that within the same amount of time my classmates were taking math courses, I think I put in a lot more effort because of my disadvantage. I could be stubborn and I could hit a stupid wall. I just didn’t want to give up because Math is the ONLY thing I’m not that bad at. Math is language of logic. It’s not about memorizing patterns. If you see a mesmerizing pattern, it deserves observation and we should ask ourselves, “why does it do that!?”
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  45531. #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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  45653. 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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