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Show HN: I made a cheap alternative to college-level math & physics tutoring

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Re: Show HN: I made a cheap alternative to college-level math & physics tutoring

#92
post #23

I am 53 and cramming while relearning linear algebra, statistics, and calculus, after a 30 year break from college, in preparation for my first semester at GA Tech's online MS CS program in the fall. I love this! But...before I check it out, I'm going to be surprised if it competes with the already-incredible free help i've gotten from chatgpt-3.5. Recently I asked it the following (where it made a mistake that confu…

This is the most inspiring thing I've heard today!

ha! glad i can put a smile on you young whippersnappers faces :-). Man, your whole life you are called a young man over and over again, and then you stop getting called that, and then you find yourself boasting about how much hair you have, then your wife takes a picture of the top of your head (seriously) to prove to you that you no longer had hair up there ( i swear you never get to see the top of your head )...and then...you still don't give up and you enroll in a masters program!!!! :-)

Re: Show HN: I made a cheap alternative to college-level math & physics tutoring

#93
post #58

> Help resources become inefficient - because so much material is restricted, and so much time is spent on delivering live lectures, there’d often be 40 students competing for help from 2 TAs in a 2-hour Office Hours I had the exact opposite problem when I was both a TA and later a professor. I would beg and plead for my students to come to office hours. "It's free one on one tutoring from the guy who writes the test…

I've literally never seen TA's/Professors competing for help on an exam. Its always begging for students to come in and ask questions because the average in the class is I think the only time I've ever seen a line during office hours is when after an exam, students would beg for improved grades.

Think it's a MIT vs. not top 1% uni thing. I'm still scarred by the culture shock I had going from shitty state university dropout from Buffalo to Google employee in Boston.

(also, since I'm being brief and might be read incorrectly: it's a very complex thing, Im not making a value judgement, just was rough trying to communicate with people who experienced things very differently than me through 22)

Re: Show HN: I made a cheap alternative to college-level math & physics tutoring

#94
post #72

> Help resources become inefficient - because so much material is restricted, and so much time is spent on delivering live lectures, there’d often be 40 students competing for help from 2 TAs in a 2-hour Office Hours I had the exact opposite problem when I was both a TA and later a professor. I would beg and plead for my students to come to office hours. "It's free one on one tutoring from the guy who writes the test…

When I went to school office hours was where you went if you wanted to get hints on what you needed to know for the exam, not to learn stuff. It was a means to an end. Honestly I never even considered the idea that office hours could help me better understand the material. Goes to show you what the mind of a college student is like.

I think this speaks to something in the OP that bothered me:

So much of the student-hostile elements of teaching come down to manufacturing efficient metrics for learning. They don't guard past solutions because they don't want you to study from them, but because they need to be able to report whether or not you learned the material, and writing an appropriate test question, especially at higher levels, is hard.

Likewise, you didn't view office hours as a tool to learn the material, it was a tool to game the metric they force on you to determine if you're learning in the first place.

Its very easy for the execution of modern education theory to slip into an ouroboros of perverse incentives.

Re: Show HN: I made a cheap alternative to college-level math & physics tutoring

#95

> Help resources become inefficient - because so much material is restricted, and so much time is spent on delivering live lectures, there’d often be 40 students competing for help from 2 TAs in a 2-hour Office Hours I had the exact opposite problem when I was both a TA and later a professor. I would beg and plead for my students to come to office hours. "It's free one on one tutoring from the guy who writes the test…

> very few people would come. And then I'd get feedback at the end of the semester that I "was never available to help."

My guess is that when they "needed help" was 2 hours before the exam, upon realizing that 10 hours of cramming was not going to make up for 12 weeks of slacking off (source: I was one of these types). IOW, their deficiency not yours.

Re: Show HN: I made a cheap alternative to college-level math & physics tutoring

#96

> Help resources become inefficient - because so much material is restricted, and so much time is spent on delivering live lectures, there’d often be 40 students competing for help from 2 TAs in a 2-hour Office Hours I had the exact opposite problem when I was both a TA and later a professor. I would beg and plead for my students to come to office hours. "It's free one on one tutoring from the guy who writes the test…

It's the student loan industry and lowering standards for college admissions. Most of them should not be in college.

Re: Show HN: I made a cheap alternative to college-level math & physics tutoring

#97

I am always curious regarding new education solutions. I firmly believe the US pre-college education systems are fundamentally broken most benefit from edtech (huge fan of Khan Academy). As an MIT alum myself ('89), I am surprised to hear your description of your experience at MIT. Did you experience this across all classes and departments or only for a few (e.g. 18.01 which is required for most freshman)? While cert…

I didn't attend MIT, but the existence of OCW is exactly what made me wince a bit reading this. This guy really experienced professors refusing to record lectures to encourage attendance? That doesn't track with MIT being a pioneer among US universities in recording lectures and making them freely available, not just for their own students, but for anyone anywhere with an Internet connection. I used OCW extensively w…

('18 alum) Yeah I agree. We even had internal-only versions of OCW with more recent recordings and more material.

Although I agree that professors were not accessible, and TAs were often not that helpful. But, I never felt like I didn't have the resources I needed. I just lacked enough time.

I did feel like i would have been able to _learn_ better from a smaller school with fewer students, and teachers hired for teaching instead of research. But I still don't think that would have outweighed the benefit of the MIT community and resources.

Re: Show HN: I made a cheap alternative to college-level math & physics tutoring

#98
post #58

Earlier quoted context omitted.

I've literally never seen TA's/Professors competing for help on an exam. Its always begging for students to come in and ask questions because the average in the class is I think the only time I've ever seen a line during office hours is when after an exam, students would beg for improved grades.

Think it's a MIT vs. not top 1% uni thing. I'm still scarred by the culture shock I had going from shitty state university dropout from Buffalo to Google employee in Boston. (also, since I'm being brief and might be read incorrectly: it's a very complex thing, Im not making a value judgement, just was rough trying to communicate with people who experienced things very differently than me through 22)

I’ve definitely noticed a type from top universities (not just MIT). It can come off as kinda in-your-face or confrontational or intense. I have some of the same tendencies, and have to rein it in because people really don’t like it—but it seems to be encouraged some places, they do it way more and harder than I ever have. It even throws me off (that part’s probably my midwesternness coming through)

My guess is part of it’s to do with a much higher proportion of students at top institutions (than at sub-top-1%) having attended prep schools that teach in small group discussion-based seminars rather than traditional classes. Changes how you converse, changes what you consider normal for interacting with your instructors and peers, carries over to the cultures that develop at universities they attend. Plus just everyone there being really driven to get good grades.

I also noticed watching online courses from top universities in a couple areas I’m fairly familiar with from having taken similar courses at a maybe-3rd-tier university, that the content and quality of the lectures was basically the same—the difference was entirely in how engaged the students were, and the kinds of guest lecturers they can pull in for a visit (“holy shit, I know that guy!”)

Re: Show HN: I made a cheap alternative to college-level math & physics tutoring

#99

Earlier quoted context omitted.

As someone who has used linear algebra, statistics and calculus as part of my day-to-day work for years, I would be very cautious of relying on ChatGPT as your "tutor". Occasionally I've tried to substitute ChatGPT for the shelf of reference books in my office and nearly always had poor results. The trouble is that the outputs of these models, by their very nature, look convincing . Even as an expert it takes a fair…

Have the opposite experience, it’s been a fantastic resource. Were you using 3.5 or 4.0? Do you have an example of of the type of question that performs poorly?

"Under what conditions does the sun appear blue?" (correct answer, on Mars) If you want to tilt the conversation towards a string of wrong answers, start off with "What color is the sun?" "Are you sure?" "I saw the sun and it was blue." "Under what conditions does the sun appear blue?" "Does the sun appear blue on Mars?" This had ChatGPT basically telling me that the sun was yellow 100%. Of course it's wrong, on Mars the sun is blue, because it lacks the same atmosphere that scatters the blue light away from it.

"What is black and white and read all over?" (it will correctly identify the newspaper joke). "No the answer is a police car." (it will acknowledge there is more than one answer, and flatter you). "What are other answers?" It provided one, in my case, a panda in a cherry tree. "No, the cherries are contained within the tree, so they aren't all over." It apologized and then offered a zebra in a strawberry patch. "But how does that make the red all over, it's still contained in the strawberry patch". It then offered a chalkboard, which is again contained in a class room (failing on not recogonizing my interpretation of "all over" to mean "mobile")

"When does gravity not pull you down?" Included a decent definition of how gravity works, and a three part answer, containing two correct scenarios (the Lagrange points, in space) and one incorrect answer (in free fall). Gravity is pulling you down in free fall, you just have no force opposing your acceleration.

Once you realize that its answers will be patterned as excellent English variations of the common knowledge it was trained with, making it fail is easy:

* Ask about a common experience, and the argue it's not true, it will seldom consider the exceptional scenarios where your arguments are true, even if they really exist. * Ask for examples of something, correcting the example set without directly telling it what is needed with exact precision, it will not guide the answers to the desire set of examples, even when you guide it through saying why the answers are wrong. You need to tell it what kind of answer you want explicitly (I want another example where read all over implies that the item is mobile).

Also the 3.5 / 4.0 arguments are trash, made by the marketing department. The underlying math for language modeling it uses is presenatational. This means that it is purpose trained to present correct looking answers. Alas, correct looking answers aren't the same Venn Diagram circle as Correct Answers (even if they often appear to be close).

With all of this in mind, it's still a very useful resource; but, like I said, it's like a enemy on your team. You can never trust it, because it occasionally is very wrong, which means you need to validate it.

I'm currently talking to a startup that sees this problem and is thinking that they can use ChatGPT to provide automated quality assurance to validate ChatGPT answers. The misunderstandings remind me of the famous Charles Babbage quote:

"On two occasions I have been asked [by members of Parliament], 'Pray, Mr. Babbage, if you put into the machine wrong figures, will the right answers come out?' I am not able rightly to apprehend the kind of confusion of ideas that could provoke such a question."

If the underlying model was one was a formula that better approximated a correct answer with each iterative effort, like Euler's formula, then ChatGPT's utility would be much greater and their efforts would have a guaranteed success. People are used to this "each answer gets better" style of learning and they assume that ChatGPT is using a similar model. It isn't, your refining your questions to ChatGPT and then being astounded when the new question has fewer available answers that lead to you eventually getting what you want.

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