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How I Rewired My Brain to Become Fluent in Math

nautil.us

141–150 of 152 posts

Re: How I Rewired My Brain to Become Fluent in Math

#141
post #131

Earlier quoted context omitted.

Your intuition is nice for figuring out the directions, but not so nice for explaining the numbers. By which I mean, I can understand why it's real, but I can't explain why i^i = e^(-pi/2)... I would expect it to be a nicer number instead (like 1/2, or 1/e, or something like that). I can't really explain why both pi and e end up int he formula.

Oh yeah, after getting the direction, figuring out the numbers is the next step :). Having i as a base means "we plan on rotating 90 degrees" which actually means pi/2 radians. e^rt models growth rate of r, for time of t. so e^(i · pi/2) creates a 90 degree turn (we intend on rotating, i, and do this enough to get a full 90-degree turn, pi/2). This is all a fancy way of saying: 90 degree turn = i = e^(i · pi/2) Now,…

(Replying to myself since we hit the nesting depth.)

1. Here's a deeper intuition: any circle is just the unit circle, scaled up or down. Any number is just 1.0, scaled (and rotated, if complex) by the exponential function that was run for some rate and for some amount of time. e^rt is a rocket ship of constant change, we just decide how long to stay on for, and we can get to any number.

In other words, for any number a: a = 1.0 * e^ln(a)

This formulation is useful if we know we're going to be taking exponents on our number a, i.e. we really want a^b. (If we know we'll be rotating our number, maybe we write it in polar coordinates, etc.)

So, the intuition is: "I know I'm going to be taking my number to various powers, so let's get the base settings for e^rt dialed in. pi/2 is the setting for how long we'd ride e^i for in order to get to 90 degrees. I should expect pi/2 somewhere in the answer as I take it to various powers."

2) I haven't taken complex analysis, so my understanding isn't nuanced enough here either. Technically, i^i can be multi-valued, for this graphical analogy let's settle on the principal root (https://www.math.hmc.edu/funfacts/ffiles/20013.3.shtml).

> (e^(2 i pi))^(1/2) is not e^(i pi), it's e^0.

(e^(2 i pi))^(1/2) is asking for the square root of 1, which is both 1 [e^0] and -1 [e^(i pi)]. Again there may be a subtlety here, but I'm not sure how the above statement is incorrect (barring a technicality like "we always mean the positive root"). For the purposes of an intuition it makes sense, I think.

Re: How I Rewired My Brain to Become Fluent in Math

#142
post #115

My observation from years of experience teaching calculus and mechanics is that every student has a different learning style. In particular, there are "theory people" who need to understand the reasoning behind the concepts first and "practice people" who best understand concepts by looking at worked examples. There may be other subdivisions, but these are the main types. I had two cases when my students showed no si…

不: not 闻: hear 若: good 见: see 之: have 知: know looks easy :)

That's not as easy as it seems.

若 literally means [some kind of] "if", 之 is not "have" but rather "the" [?]. The last line is completely obscure for my very beginner Chinese skills.

I'd be glad if someone explained this.

Re: How I Rewired My Brain to Become Fluent in Math

#143
post #121

I remember struggling with Calculus in high school. I sat in the library next to the smartest guy in the class and explained to him that I couldn't figure out why a certain formula was to be used to solve a problem. It went something like: Steve: "You have to use that formula to solve this." Me: "I understand that but why do we use that formula?" Steve: "Cause that's the only formula that works." Me: "OK but how did…

I've constantly struggled with something along these lines too. I've always had a difficult time in Chemistry because i wanted to know the why's of things as opposed to just memorizing things. Even in programming, my intro Java class everyone learned the basic public static void main(String[] args){} and we were expected to take it for granted. The first Hello World assignment took most students a few minutes to comp…

Never stop digging. Just realize you can only dig into one thing at a time, and be selective about what that is.

Re: How I Rewired My Brain to Become Fluent in Math

#144
I have a crappy memory. I tried med school for a year. In all my pre-med and medical courses, they constantly warned us to understand, not memorize. I gladly took their advice, tried to understand rather than rote-memorize, and I ended up flunking 5 exams, which finished my medical career.

The fact is, in many fields of human endeavor, you need to memorize before you can think. Would we have better physicians if they weren't required to memorize and spit out so much rote information? Not sure about that. I think a good doc not only has great personal and intuitive skills, he or she needs good analytical skills and a "think outside the box" problem solving mentality similar to that of a really good computer programmer (which I thought I had, hence crossing over into medicine from computers).

But, a doc also needs to remember stuff. There's so much data and you need to remember signs and symptoms, case histories, and see the similarities and differences with previous cases you've had.

The OP was about math, and I'm definitely in the memorize-the-formula camp; I've never really grasped the theoretical niceties of mathematics and am more of a connect-the-dots kind of guy. But definitely there are similarities between learning math and learning the physical and biological sciences. Some of it is intuitive, but some of it is just wacky stuff out of left field and you have to just take it on faith.

I think we need to emphasize critical thinking and analysis more, but we also need to teach the ancient Greek and Roman methods of memorizing, e.g. the memory palace method -- see Moonwalking with Einstein for more details.

Re: How I Rewired My Brain to Become Fluent in Math

#145
post #108

Earlier quoted context omitted.

Since we are on the topic of math textbooks, I will suggest the No bullshit guide to math and physics which is a math textbook written specifically for adult learners. See http://minireference.com/ for more info. I'm the author

It's an interesting looking book, and I'm somewhat inclined to buy it. Bookmarked! I agree that you don't need to read thousands of pages to learn calculus. However, I don't want to stop at calculus. Basically, what I'd really love to have is a "mother of all maths textbook" -- a thick and heavy tome that compacts information from all the other thick and expensive books (which I'm never going to read) and different f…

I've looked at a bunch of these math compendiums while researching what to include in my book, and this one seemed the best so far: http://www.amazon.com/Mathematics-Content-Methods-Meaning-Do... The writing isn't very hand-holdy, but it covers a lot of important topics, and without too much fluff.

For a more "math for general culture" I'd recommend this one: http://www.amazon.ca/Mathematics-1001-Absolutely-Everything-... which covers a lot of fundamental topics in an intuitive manner.

I have both books on the shelf, but not finished reading through all of them so I can't give my full endorsement, but from what I've seen so far, they're good stuff.

Re: How I Rewired My Brain to Become Fluent in Math

#146
post #115

Earlier quoted context omitted.

不: not 闻: hear 若: good 见: see 之: have 知: know looks easy :)

That's not as easy as it seems. 若 literally means [some kind of] "if", 之 is not "have" but rather "the" [?]. The last line is completely obscure for my very beginner Chinese skills. I'd be glad if someone explained this.

My chinese is probably more rudimentary than yours, but I often use a firefox plugin that helps you get some idea of what the sentence means: https://addons.mozilla.org/en-US/firefox/addon/perapera-kun-... (note it recognizes expressions, instead of working only character by character ... )

Re: How I Rewired My Brain to Become Fluent in Math

#147
post #80

My observation from years of experience teaching calculus and mechanics is that every student has a different learning style. In particular, there are "theory people" who need to understand the reasoning behind the concepts first and "practice people" who best understand concepts by looking at worked examples. There may be other subdivisions, but these are the main types. I had two cases when my students showed no si…

“Tell me and I forget, teach me and I may remember, involve me and I learn.” - Ben Franklin

Very interesting.

"I especially thought “involve me and I learn” didn’t sound very Ben-Franklinish, or very 18th century. So I did a little poking around. I found out that while the quote is generally believed to have come from Franklin, it might actually have originated with Xun Kuang, a Chinese philosopher who lived from 312-230 B.C."

[0] http://www.gazettextra.com/weblogs/word-badger/2013/mar/24/w...

Re: How I Rewired My Brain to Become Fluent in Math

#148

Assuming the author's convictions are true, how would one apply a 'rote learning' technique to programming? I believe in repetition, but, personally haven't been able to find a useful way of implementing it to become a top-notch programmer. Why? Well, take calculus. Buy a book, pound problems. Do 1,000 derivatives. Next chapter. 1,000 integrals. Is there a similar "exercise" for programming?

Depending on what you want to learn, sure. Googling for "[someLanguage] practice problems" appears to turn up good results for most languages. For data structures, write some unit tests and then make them pass. I personally wouldn't recommend you bother learning the implementation details of algorithms: just learn the names and use-cases. Make some Quizlet flash cards and you're good. If you're having trouble finding…

> "[someLanguage] practice problems" It might also be fall under "Études"

such as 'Études for Elixir' http://chimera.labs.oreilly.com/books/1234000001642

which is a collection of exercises that slowly introduce you to a programming language.

I can read stuff out of a book, but I won't have that 'muscle memory' until I've spent that time in Vim and the compiler/REPL. So that when something new gets thrown my way, I'm not having to think back to the basics.

Re: How I Rewired My Brain to Become Fluent in Math

#149
post #108

Earlier quoted context omitted.

Since we are on the topic of math textbooks, I will suggest the No bullshit guide to math and physics which is a math textbook written specifically for adult learners. See http://minireference.com/ for more info. I'm the author

It's an interesting looking book, and I'm somewhat inclined to buy it. Bookmarked! I agree that you don't need to read thousands of pages to learn calculus. However, I don't want to stop at calculus. Basically, what I'd really love to have is a "mother of all maths textbook" -- a thick and heavy tome that compacts information from all the other thick and expensive books (which I'm never going to read) and different f…

The Princeton Companion to Mathematics is exactly what you are looking for http://press.princeton.edu/titles/8350.html

Re: How I Rewired My Brain to Become Fluent in Math

#150
I wonder if part of the effect is simply studying a lot. It sounds as if she devoted a lot of time to studying Russian and then maths. Perhaps the actual way she spent the time is not that relevant? Not saying it is irrelevant, but for example maybe simply doing problems in maths for the same amount of time would have been just as effective?
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