Thanks for responding. I think I was just discouraged because I was doing a lot of arithmetic errors. It was unclear if the errors I was making were errors of logic or errors of arithmetic. Just like learning a new programming language: you have logical errors and syntax errors (not just ones that get thrown by the compiler, but ones that are just improper use of syntax) and sometimes it's unclear what error you're really making.

I think the bigger issue was that in high school and even college math classes was that I always felt like I was rushing or being rushed. There wasn't really time to internalize concepts or ask why.

>They also give you more intuition into what your doing because they teach you to think about the results of what you are saying and give perspective that the "algebra 2" courses you take in high school don't bother to even think about because they are focused on doing problems for problems sake which most people have enough problems they don't need more to solve for fun they want tools to handle a more diverse set better.

I'll take a look at this. I did proofs in a geometry class and really liked it.