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Higher Math for Beginners (1987)

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Re: Higher Math for Beginners (1987)

#81
post #47

Earlier quoted context omitted.

Would you mind sharing the names of the books that you’ve gathered for your daughter?

Sure. I feel that many contemporary undergraduate/college textbooks are actually fine in this regard (like Topics in Contemporary Math by Bello, Britton, and Kaul). As for the rest, some of my favorites: - Warner, Pure Mathematcis for Beginners - Devlin, Introduction to Mathematical Thinking - Stewart, Concepts of Modern Mathematics - Herrmann, Sally, Number, Shape, and Symmetry - Baylis, What is Mathematical Analysi…

> - Gallian, Contemporary Abstract Algebra

That is an amazing book. I will also recommend "A walk through combinatorics" by Miklos Bona for simple explanations and well made exercises with solutions present in the book itself.

Re: Higher Math for Beginners (1987)

#82
post #39

My experience with learning math is that the first months are all about backtracking. You have to fill all your holes. It's basically one big graph of concepts. The tricky part is, most beginners simply don't know how to navigate that graph. They see complex numbers with their exponentials and cos/sin forms and shut down. They can learn all these concepts no problem, but finding what they need to learn defeats them.

Math is “regular” enough that you can get away with using math at a higher level than one understands. All “practitioners” are using fringes of math they barely understand, which is ok — book says Theorem XYZ guarantees. But that’s also where your mathematical growth is stunted. Learning “higher math” is always standing back a little. The epitome of this is the feared Real Analysis class where many people realize the…

Yes, this just doesn't help in the first few math lectures at university.

Re: Higher Math for Beginners (1987)

#83

Reading the foreward > These de­finitions, which are not at all simple for the > beginner, came to be used in the wrong context. > Textbooks presented them before any explanation was > given of the theory and its applications, there­ > by complicating an understanding of things that > were intuitively clear. hear hear! This problem is like most of the Wikipedia pages that I come across on 'complex' topics of not just…

Hm. No. Wikipedia pages on advanced mathematical concepts are intensely useful, frequently more so than any other single text you could find on the topic, because the only other way to obtain the same information would be to scavenge it paragraph by paragraph from a dozen or so textbooks, some of which are on apparently unrelated and/or even more advanced topics. (I’ve had to do this, multiple times, and it can take months and an absolutely unreasonable tolerance of frustration fueled by either youthful naïvety or sheer boneheaded arrogance.)

But that’s provided your general mathematics education is something like one or two semester-long courses away from the thing you want to learn. Otherwise, they’ll frequently be useless, and you’re better off turning to gentler introductions.

Wikipedia is not unique in this; many other technical reference books are the same, including the Springer Encyclopedia of Mathematics (a rebranded and somewhat expanded version of the Russian-language Matematičeskaja ènciklopedija), probably the best general reference on university-level mathematics ever (unsurprisingly, as a lot of it has been written by then-current or -future stars of Soviet mathematics, that being one of the few legal ways to earn additional money while holding a job in academia). Few references are good introductions. You don’t learn C from the ISO standard—or even Scheme from RnRS, as wonderfully written as the latter is.

I am quite literally furious over an accusation of a cleverness contest in a source the quality of mathematics Wikipedia ... But to direct this fury at you would be both wrongheaded and useless. Only, any environment where this kind of behaviour exists at all, in any way, is best exited as soon as possible and forgotten about. It’s just that if you happened to suffer such an environment previously (possibly unwillingly, such as in school), you may see signs of this even where there are none. The best way to avoid this false impression is probably to look not at whether some people (appear to) flaunt their knowledge, but whether others are scorned for not having such (to be distinguished from scorn for being unwilling to learn).

Pure mathematics departments are generally among the friendliest places I’ve been to, if you just show up with a question (and display signs of having tried to find an answer by yourself, even if the result is a completely arse-backwards, mangled parody of the subject). Applied mathematics departments too, by and large, but there’s a small minority of them where people are jaded by having to teach unwilling students and justify their existence to narrow-minded bureaucrats, so unfortunately I can’t just recommend them unreservedly.

Re: Higher Math for Beginners (1987)

#84

Earlier quoted context omitted.

> It's basically one big graph of concepts True that. I have created a bunch of concept maps for my books in order to show readers this graph. It's really useful to find your way in a new field, to keep track of your progress, and also to look ahead into the the concepts that are coming up. Here are the links to the concept maps: High school math: https://minireference.com/static/conceptmaps/math_concepts.p... Mechan…

I work alongside different industries and a hobby of mine is getting the people I work with to break down their domain for me. You've given me some good examples for organization, I have a lot of different media but everything would translate to concept maps, but I don't understand the 'graph' term you and OP are using. I found two definitions, neither of which seem like a perfect match. Is this an analogy? Would I b…

For example, you have the concept "complex numbers" as a node and it has edges to "trigonometry", "exponentials", "real numbers", which are other concepts that are represented as nodes.

Re: Higher Math for Beginners (1987)

#85

Earlier quoted context omitted.

> It's basically one big graph of concepts True that. I have created a bunch of concept maps for my books in order to show readers this graph. It's really useful to find your way in a new field, to keep track of your progress, and also to look ahead into the the concepts that are coming up. Here are the links to the concept maps: High school math: https://minireference.com/static/conceptmaps/math_concepts.p... Mechan…

I work alongside different industries and a hobby of mine is getting the people I work with to break down their domain for me. You've given me some good examples for organization, I have a lot of different media but everything would translate to concept maps, but I don't understand the 'graph' term you and OP are using. I found two definitions, neither of which seem like a perfect match. Is this an analogy? Would I b…

The study is graph theory, and I won't link Wikipedia because its math pages are always overwhelming, other blog posts are likely more readable.

'Graph' in this sense does not mean these: https://royalsocietypublishing.org/cms/asset/ac7c91c1-a95b-4...

but like this: https://upload.wikimedia.org/wikipedia/commons/thumb/5/5b/6n...

or this: https://lh3.googleusercontent.com/proxy/l31aliLTy0BqoatXyi7K...

It's what the geek-famous tool graphviz is for, visualising these kinds of graphs: https://duckduckgo.com/?t=ffab&q=dot+graphviz&iax=images&ia=...

The study is the connections between things, not the shape they make on paper. So not squares, triangles, hexagons, etc. but can you get from one thing to another and how many intermediate ones do you have to go through? Are there multiple paths from here to there, or just one? Which graphs have the same connectivity even when drawn in a different layout? What does it 'cost' to go from one to another (see below)?

It's used in the classic Konigsberg Bridge problem: https://physics.weber.edu/carroll/honors_images/BarbasiBridg... where the nodes are places in Konigsberg, and the bridges are the connections between them, and the puzzle is asking if you can visit all the areas, cross all the bridges once and only once, and return to where you started.

In the classic Travelling Salesman problem: https://cdn.optimoroute.com/wp-content/uploads/2020/07/Trave... where the salesman wants to visit all the cities, they certainly can use the same route more than once, but what's the most efficient route to visit them all without wasting time and fuel going back to the same one unnecessarily?

Edges can have weights (numbers) on them like this: https://i.stack.imgur.com/ET4ny.jpg which you can use to represent how far the link is, or how costly it is to go that way (fuel cost, or travel time, or effort, or speed limit on the roads, or bus/train/plane ticket price) and then you can ask the cheapest way to visit all the places, or the shortest way, or the fastest way. So it can be used in route planning (I want to fly here to here, via somewhere, what are my options?)

Because it's about connections, not location or shape, it's very general. It can talk about computer networks like this: https://static.packt-cdn.com/products/9781788621434/graphics... and you can see one choke point in the middle that has to be fast enough to take the aggregate traffic of all the computers on both ends. Or you can look at it for the reliability - that single middle link is a good place to make two links, because then one can fail and all the computers are still working.

Then you can deal with different "shapes" of graph (not layout on paper, "shape" of connections): http://2.bp.blogspot.com/-GW8bGXZNrWg/VmFGCI949QI/AAAAAAAACd... does each node connect to every other one? Is it sparsely or densely connected? How many links could we lose and leave the minimum spanning tree - the skeleton network where everything is still connected end to end by one link? Is there one critical link which would separate it into two disconnected parts? What's the worst case for any two nodes? What if one link fails, what happens to the best and worst cases?

It can describe "shapes" of communication or organisation - military has a top-down structure, anarchy has a meshed everyone-to-everyone structure.

Graphs can be directed, edges can be one-way, they can be used in project planning, nodes can be tasks and edges can be which task output feeds into the next task input, and tasks and edges can weight how long things take: https://2.bp.blogspot.com/-SHnStluEIPc/WkarHINi08I/AAAAAAAAQ... then you can ask what things you can arrange to do at the same time and what you can't. In the picture there's a 3 day task waiting on a 4 day task. No matter how quickly you do all the other tasks, the whole thing must take 7 days minimum. This comes round to computing and how quickly you can speed up a program by adding multiple-processors. If there's a chain like that, only speeding up that chain can help, nothing else can help.

State transition diagrams are graphs: https://faculty.etsu.edu/tarnoff/ntes2150/statemac/states1.g...

They come into computing, tree structures are connection graphs, regular expressions are state transition graphs, concurrent programming is about tasks you can do at the same time, the internet is a connection graph and routing is finding short paths between distant computers through other systems.

Neural Networks are about connection graphs - each node is a neuron holding an activation value and when it triggers, it sends some activation out to the neurons it's connected to. If the combined input passes that neuron's activation value, it does the same. Somehow by adjusting these trigger values and feeding a prepared input in (pixel values from a photo, one value to each input neuron) it triggers a cascade of activation through the whole network, and it settles on an output high for a picture of a dog, low for anything else.

And concept maps, knowledge graphs, can be modelled like this; which ideas are connected to other ideas? When learning something it can help to make dense connections - instead of trying to remember that "shoe" is "zapato" in Spanish as a plain word connection which will be easy to forget, try and have it in a sentence about how your shoes are pinching your feet, and one about the smell of leather shoes, and one about the slimy feel of shoe polish, and a visual memory of the nearest shoe shop. More dense connections give you more ways to access that memory, more redundant, more easily, and using the mental connections reinforces them.

Note taking tools like Obsidian, Dendron, TiddlyWiki, and systems like Zettelkasten are working with the problem "when I've taken notes, I can never find them, and hardly use them", and saying you need to connect the notes to other notes, more connections, then you see one and it gives you ideas by seeing what it links to - last time you used this note, what else were you thinking about?

Wikis are graphs, HyperText (web) links make a spider's web of connections between pages.

This is the "graph" in Facebook's "social graph" - who knows each other, how do they know each other, how strong are the connections between people? You know one person as a coworker, another by being in a hobby group, another is an extended family member and a close friend, another your phones both see the same WiFi access points so you must live or work near each other.

It's so general it comes up all over the place; how do decisions get through your company from the people who make them to the people who need to hear them? How does Google Maps find you a good route? How do you deliver post around the country moving it from regional post office to central sorting hub back to regional delivery office? How does an AI path-find a route in a computer game? Which routes do you send trucks and cargo ships so they avoid making a return journey carrying no cargo, or never go via a bridge they can't go under? How do you build a country-wide telephone network without bankrupting yourself trying to run a copper wire from every person to every person? How do you represent the connections in your supply chain from company to company so you can avoid a 'chip shortage' event and have redundant suppliers if one of them has problems? Where does the water in the heating system need to go to get to all the radiators? Who is only six degrees from Kevin Bacon, where people are connected by appearing in the same film as each other? Who has the lowest Erdos number, where people are connected by being named in the same math papers as each other? If someone watches a VSauce YouTube video, which channels might they be interested in being recommended?

The study of "stuff which is connected". ok I will link Wikipedia https://en.wikipedia.org/wiki/Graph_theory#Applications

Re: Higher Math for Beginners (1987)

#86
post #65
post #8

Earlier quoted context omitted.

Sounds like a pretty straightforward question to me. There's no reason to be defensive about flaws in a math book scan, even if it's largely a cool thing.

He edited his comment. Substantially. The original comment told people that because five pages were missing, "either do it right or don't do it at all." That was basically all he said. Great guy, getting me flagged by completely changing his response without acknowledging there was an edit.

Wow, sorry to hear that. Obviously, when it comes to technical information, something is better than nothing.

It's good to know if something's missing so you can go find it, but of course anyone would rather have half a nonfiction book than no book at all, because that still has value.

Re: Higher Math for Beginners (1987)

#87
post #39

My experience with learning math is that the first months are all about backtracking. You have to fill all your holes. It's basically one big graph of concepts. The tricky part is, most beginners simply don't know how to navigate that graph. They see complex numbers with their exponentials and cos/sin forms and shut down. They can learn all these concepts no problem, but finding what they need to learn defeats them.

The hard part about math is that math relates to the real world - it’s why we study it. Yet, instead of being empirical, it’s produced by almost pure logic plus some magical axioms and definitions revolving around things that don’t actually exist. The pure logic is easy enough and the empirical/practical part isn’t so bad, but it’s really unclear how or why the two relate so conveniently

Eg, everything we know about linear algebra comes from arbitrary definitions and axioms that were chosen so that the operations would have real world use. Outside of math, this is called fantasy, scamming, religion, conspiracy theory, etc. It isn’t a good way to form ideas except when it’s math, and it’s really unclear why the results of this practice can help us send somebody to space successfully

Re: Higher Math for Beginners (1987)

#88
Z-Y is a fantastic book, especially if you have a decent math education already. Soviet style math and physics education - if done well- teaches you how to think with math, i.e., mathematics as an augmentation of the human intellect in the Engelbartian sense. Somewhat paradoxically, it's a humanistic approach to mathematics education.

PS: https://mirtitles.org/ is a treasure trove for people who like books from the Soviet Era.

Re: Higher Math for Beginners (1987)

#89
post #39

My experience with learning math is that the first months are all about backtracking. You have to fill all your holes. It's basically one big graph of concepts. The tricky part is, most beginners simply don't know how to navigate that graph. They see complex numbers with their exponentials and cos/sin forms and shut down. They can learn all these concepts no problem, but finding what they need to learn defeats them.

Last time I took math courses was high school, algebra 2 or geometry. Do you have any resources you can suggest for not only going forward but also filling in the gaps that I've forgotten or never filled?

My advice for high school and lower level college maths is to 1) pick a good book 2) solve all the problems. A good way to accomplish that well is to start at the lowest math that is possibly non-trivial for you. Otherwise, you will hit a wall by skipping past your comfort zone and struggle, which is where you need an instructor to “save” you. You don’t want to build a castle on rocky foundations.

It’s like lifting weights. If you start at a weight that is hard, you’ll probably struggle to learn good form.

Re: Higher Math for Beginners (1987)

#90
post #39

My experience with learning math is that the first months are all about backtracking. You have to fill all your holes. It's basically one big graph of concepts. The tricky part is, most beginners simply don't know how to navigate that graph. They see complex numbers with their exponentials and cos/sin forms and shut down. They can learn all these concepts no problem, but finding what they need to learn defeats them.

> It's basically one big graph of concepts True that. I have created a bunch of concept maps for my books in order to show readers this graph. It's really useful to find your way in a new field, to keep track of your progress, and also to look ahead into the the concepts that are coming up. Here are the links to the concept maps: High school math: https://minireference.com/static/conceptmaps/math_concepts.p... Mechan…

Holy crap. Thank you for this. Not only the math reference, but the great examples of knowledge visualization. It's something I've been obsessing over recently.
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