Secondary math education, for me in the UK, didn't deal with anything outside of elementary algebra, Euclidean geometry, some statistics, and relatively simple calculus. Nobody talked to us about imaginary or complex numbers, or bayes theorem, decision theory, or non-trivial mechanics problems until I was in college (age 16+). Nobody mentioned matrices, broader number theory or discrete transforms until I was in univ…
See Feynman's rant on textbooks - http://www.textbookleague.org/103feyn.htm which is still valid. Maybe not the corruption angle so much; but special interests. Now every book is designed to not offend the politically correct Californians, or the religious right in Texas, and to convince people that they are keeping up with the latest fads - http://www.edutopia.org/muddle-machine
Mathematicians are chronically lost and confused
131–140 of 200 posts
Re: Mathematicians are chronically lost and confused
#132Earlier quoted context omitted.
Your reply is fascinating - the part about size difference and the difficulty in expressing certain things in theorem provers. About the size difference, I don't understand why it takes so much longer. What is so fundamentally different about Coq (or E or whatever) that it takes so much more space that just specifying it with mathematical notation? Is it because you have to start from scratch? Has no one created a "s…
You seem to imply that mathematical notation should be standardized, but are omitting that even languages explicitly meant for computation are not. Why do you think mathematics should be more standardized than programming? (Actually, I'd argue it's already more standardized than programming, and you're arguing for some kind of extreme position.) Sorry, forgot to reply to part I had meant to: > Is it because you have…
> It's because we have essentially picked the parts of mathematics we're going to force to be true about half way up the stack. If the axioms don't permit those theories, then we'll do away with the axioms and pick a different set.
Is this related to the famous incompleteness theory? If you hit a proof that you can't prove with this set of axioms, you just try another one? It blows my mind that you can just pick any set of axioms you like. It feels like there should be a set of core axioms that is the fundamental truth. Maybe it's time that I read G.E.B and the Principia. Any recommendations for these kinds of questions?
> So you question about why libraries don't exist is essentially "Why have mathematicians not replicated hundreds or thousands of years of effort in to a format that's hard for them to personally use, but is good for these tools we've developed in the past couple decades?"
Okay, so people are working on it. It seems like a miracle that the alternative of "we're doing it all in our heads" actually works:
> Mathematicians generally don't evaluate the truth of a new paper relative to the axioms, but relative to the already established results in a field.
This is what I'm taking about. What if - somewhere in the middle - there was a mistake?
...
> Why do you think mathematics should be more standardized than programming? (Actually, I'd argue it's already more standardized than programming, and you're arguing for some kind of extreme position.)
My main concern is - every year we get someone who thought they proved, for example, P != NP, only to find a few months and a billion man hours later that there is a minute error on page thirty-five where the author misunderstood and overlooked some very subtle thing. Wouldn't it me much more pleasant if this task was automated?
Wouldn't it be amazing if we could use machine learning methods or tree search methods to formulate a proof mechanically? Or automatically eliminate proof steps to make them less complicated! Compiler-style optimization if you will. Wouldn't it be amazing if thousands of existing proofs could be analyzed statistically? Wouldn't it be great if we could machine-translate standardized proofs into regular ol' mathematical notation or whatever language we want? When we have the ability in the future, we can go back and verify them all en masse! Am I deluded in thinking any of this could be valuable?
> You seem to imply that mathematical notation should be standardized, but are omitting that even languages explicitly meant for computation are not.
Well, at least programming languages without standards have an implementation that is the official implementation! So arguably, they are more standardized.
Anyway, thanks for replying, I haven't had such an interesting exchange on HN in a while. I'm eagerly awaiting your response (if you have the time)!
edit: Also it seems like learning a standardized mathematical notation would be only marginally harder that learning to typeset regular mathematical notation in latex! Heck, you could have it compile down to latex.
edit2: Another thought I had was, since mathematicians don't prove things all the way from the bottom axioms up, but from the closest accepted truth, couldn't we have verification systems do that instead? That seems a more easily reachable goal.
Re: Mathematicians are chronically lost and confused
#133What's the best way to relearn math?
For each sub-topic, most math books give you the tools first and then teach you problems they should be used on. Read the problems first, and think how you might solve them (don't expect to figure it out, but if you do, great!). Then, go back and learn the tools, trying mostly discern the "how" and the "why" as opposed to the "what". Math is all about "how" and the "why". As some motivation, whenever a new thing clicks, it is very satisfying! :) But it definitely is a tough process.
Good luck!
Re: Mathematicians are chronically lost and confused
#134Earlier quoted context omitted.
No, I'm correct: He set up an extreme straw man to knock it down. I clearly agreed that his extreme straw man is foolish. There is a common reason students fall for his straw man: They are concerned that if there is an exercise they can't work they are missing something important. My advice was, instead, for a very diligent student, to solve 90-99% of the exercises and just let go of the last few as illposed, stated…
I don't think it's an extreme straw man, because I saw notebooks of my math teacher in high school where he decided to take classes and did exactly that, just to make sure he knew it really well. Just the other day I was wondering if I should try to do the same thing in order to get good at math.
Although too many students do this, for the OP it was a straw man to have something to knock down so that they could say something else. Not good. The exercises are one of the best aids to a good student trying to learn; but, can do well working 1/3rd of them, or half, or the more difficult 1/3rd, or 90-99%, but on that last 1% can spend more time than on the first 99% and just shouldn't do that. Don't worry: In any decently well written book, if get 90% of the exercises, then have done well. If really insist on the last 1%, cover the rest of the book and then come back with the additional understanding and maybe some crucial results didn't have the first time through. If really want to know the material well, then get 2-3 competitive books and work through those also.
Re: Mathematicians are chronically lost and confused
#135Earlier quoted context omitted.
I agree wholeheartedly with how frustrating it is. I think part of the problem is that really great mathematicians are encouraged to stay as far away from teaching (and improving their teaching) as possible, and great teachers are often discouraged from pursuing more mathematics for a variety of reasons. And when I personally teach calculus I make sure to explain derivatives in the way you want in the very first day…
The problem is really very simple. First you teach the basics of the language. Then you teach how to express concepts in that language and what those concepts mean . Finally, you teach how to manipulate those concepts to build new higher-order forms. Mathematics is taught like this: First, students are shown how to manipulate symbols they do not understand. During this process, sometimes (if you're lucky) these symbo…
Re: Mathematicians are chronically lost and confused
#136Earlier quoted context omitted.
You seem to imply that mathematical notation should be standardized, but are omitting that even languages explicitly meant for computation are not. Why do you think mathematics should be more standardized than programming? (Actually, I'd argue it's already more standardized than programming, and you're arguing for some kind of extreme position.) Sorry, forgot to reply to part I had meant to: > Is it because you have…
Hey - thanks for actually replying and taking me seriously. This is as far as this discussion has ever gotten between me and someone who seems to know what they are doing. I'm actually learning a lot. > It's because we have essentially picked the parts of mathematics we're going to force to be true about half way up the stack. If the axioms don't permit those theories, then we'll do away with the axioms and pick a di…
Think of it like this: it's not that Euclid set out a set of axioms and they just happened to make geometry we could use to talk about triangles, lines, squares, and matched up (to varying degrees) with behavior we see in the world; rather, it's that we saw those relationships and went looking for the minimum set of rules from which they could all be derived. There are (of course) other choices we could have made, which are useful in different cases, such as talking about geometry on a sphere instead of geometry on a flat piece of paper.
> This is what I'm taking about. What if - somewhere in the middle - there was a mistake?
It's happened before, it'll probably happen again.
But there's a use in doing this that you might not see. Let's take for an example the history of limits. Originally, there was a sort of fuzzy conception of what a limit was - and everyone knew that it was problematic - but the results of limits if they had a particular kind of behavior were insanely useful, proving all kinds of things about the real numbers and how functions on them behaved. And so people, as they realize more formality was needed, went back and redefined a limit over and over in more rigorous terms until we reached the modern definition.
This process of continual refinement fleshed out the concept much better than had someone simply plopped down the modern definition and called it good. It gave a corpus of different approaches, linked up the intuitive notions with formalisms, and led to several generalizations applied to different contexts.
This organic process of exploring an idea iteratively is really what drives mathematics forwards.
> Wouldn't it be amazing if we could use machine learning methods or tree search methods to formulate a proof mechanically? Or automatically eliminate proof steps to make them less complicated! Compiler-style optimization if you will. Wouldn't it be amazing if thousands of existing proofs could be analyzed statistically? Wouldn't it be great if we could machine-translate standardized proofs into regular ol' mathematical notation or whatever language we want? When we have the ability in the future, we can go back and verify them all en masse! Am I deluded in thinking any of this could be valuable?
No, no, most people in the math community agree with you. They've been working on it since at least the late 1600s, with some of Leibniz's work, and likely much earlier. Euclid's work on geometry, in some ways, was the start of making mathematics so explicit as to be obviously true (or able to be reasoned about without anything being inferred).
However, it wasn't really until the 1950s that we settled on the way to formally describe a mechanistic calculation and really fleshed out the details there. Similarly, it wasn't until 1880-1920ish that we settled on most modern formalisms (ZFC, the set of axioms most often used for modern math, is from the 1920s), and really, some of that stretched all the way in to the 1940s.
If you need an analogy to what this would be like in a different field, we discovered (modern) formalism around the same time that biology discovered evolution, and formal (mechanical) computation around the same time they discovered DNA. Much like biology is still a very active field trying to build on these results, mathematics is trying to build on the big shake-up it went through in the first half of the 20th century. (Principia Mathematica, the Hilbert program, modern axiom set ZFC, incompleteness, and uncomputable numbers all date to this period.)
> Well, at least programming languages without standards have an implementation that is the official implementation! So arguably, they are more standardized.
It may not look like it, but mathematics actually is highly standardized within its various subdomains. I recently picked up a book on number theory slightly outside of my background, and was familiar with all the symbols they used. (There's an argument to be made we'd be better off with English terms/abbreviations in the style of programming, but I actually don't agree with that. I think the symbols reduce the cognitive load to keep something in your head, because they're formatted in a 2D (instead of 1D) fashion, and use typeface to represent types of the objects.)
However, that standardization process takes time. If you read the first couple papers in a subdomain, they often will use different symbols and structures than the subdomain eventually settles on. After a while, though, it tends to settle on a particular set of symbols used a particular way.
You can define those standard symbols in terms of the basic operations in a system like Principia Mathematica uses, but the usual omitted formality actually greatly helps readability. If you don't believe me, try reading a derivation in Principia Mathematica.
tl;dr:
I agree that more mechanical computing would be good (and so do lots of other people), but I don't think the highly specialized symbols are as bad as people outside the field make them out to be. Math contains lots of big, very specific, and slightly unusual ideas, so it makes sense to give them a particular language to write them in. It's actually very consistent once you get a knack for it. Try to think of it like learning a foreign language!
Also, if you want to look up active areas of research on this topic, you might want to check out Category Theory or Homotopy Type Theory. Both are very applicable to programming or science, if either is your field!
> Hey - thanks for actually replying and taking me seriously. This is as far as this discussion has ever gotten between me and someone who seems to know what they are doing. I'm actually learning a lot.
> Anyway, thanks for replying, I haven't had such an interesting exchange on HN in a while. I'm eagerly awaiting your response (if you have the time)!
Anything to get a chance to rant about how awesome math is, hahahahaha.
More seriously, I'm glad you find the topic interesting, and I generally think that the math community could do a better job of explaining the context of their work and what the current developments in the field are. Most people aren't really exposed to math invented after the 1700s unless they go in to a technical field, and even then, not much of it.
If you want any book recommendations, feel free to let me know (and tell me a little of your background, so I can pick the right level of book) and I can try to find something good.
Alright, going to stop ranting for one post, though there's much, much more to say!
Re: Mathematicians are chronically lost and confused
#137Earlier quoted context omitted.
No, I'm correct: He set up an extreme straw man to knock it down. I clearly agreed that his extreme straw man is foolish. There is a common reason students fall for his straw man: They are concerned that if there is an exercise they can't work they are missing something important. My advice was, instead, for a very diligent student, to solve 90-99% of the exercises and just let go of the last few as illposed, stated…
This is a good example of how being correct is completely irrelevant if you can't communicate it well. That said, I still maintain that you're thoroughly misunderstanding the position the OP was arguing for.
> I still maintain that you're thoroughly misunderstanding the position the OP was arguing for.
Okay, let's see. The OP wrote:
> The second approach is to try to understand everything so thoroughly as to become a part of it. In technical terms, they try to grok mathematics. For example, I often hear of people going through some foundational (and truly good) mathematics textbook forcing themselves to solve every exercise and prove every claim “left for the reader” before moving on.
> This is again commendable, but it often results in insurmountable frustrations and quitting before the best part of the subject. And for all one’s desire to grok mathematics, mathematicians don’t work like this! The truth is that mathematicians are chronically lost and confused. It’s our natural state of being, and I mean that in a good way.
So he has "forcing themselves to solve every exercise and prove every claim 'left for the reader' before moving on.".
So, clearly OP and I agree that this "forcing" is bad.
So, here with "forcing" and "every exercise" the OP was mentioning an extreme case, yes, one that too many students fall for, but one that both OP and I agree is bad.
My view is that OP is inserting this extreme case to have a 'straw man' to knock down so that he can propose something else.
For his straw man "forcing" case, a better response would be that it can be okay for a good, diligent student with high standards to work 90-99% of the exercises as I wrote. Leave out a few exercises in case some exercises were stated in error, are out of place, that is, given before material needed for a solution, are just too darned difficult, etc. But OP didn't mention this approach.
Instead OP went on with "The truth is that mathematicians are chronically lost and confused". Here, no: A student working carefully through good material is mostly not lost or confused, certainly not chronically. OP wants to set up and then knock down his straw man to propose that students should feel "chronically lost and confused" which, for students working carefully through good material, is just not true and "bad advice".
In research? Sure, lost and confused might be one description: That is, once understand, i.e., find the light switch in the sense of Wiles, then move on to more where are lost and confused again.
Re: Mathematicians are chronically lost and confused
#138Earlier quoted context omitted.
The purpose of most academic papers is not to explain (let alone teach!) ideas in an intuitive manner, but rather to express them in formal, correct, unambiguous terms -- that is, to make them as accurate and critique-proof as possible for publication in some journal. In other words, the purpose is primarily tenure and advancement. This may be a problem.
The issue is that a lot of intuitive stuff is wrong. When you formalize, you remove the simple, intuitive explanation - but you make it much harder for you to remain wrong, if you are wrong - or to become wrong, if you started off right. As a simple explanation, consider the difference between explaining the Monty Hall problem - which might seem to be philosophical, open to interpretation - and coding it up. The mome…
Re: Mathematicians are chronically lost and confused
#139Secondary math education, for me in the UK, didn't deal with anything outside of elementary algebra, Euclidean geometry, some statistics, and relatively simple calculus. Nobody talked to us about imaginary or complex numbers, or bayes theorem, decision theory, or non-trivial mechanics problems until I was in college (age 16+). Nobody mentioned matrices, broader number theory or discrete transforms until I was in univ…
For me the problem is that math papers/articles lack a proper API documentation. By that I mean that it's very hard for me to understand what a lot of symbols mean because mathematicians (and physicians) love to use single letters to name various concepts and functions. Worse, they also like to use the same symbol to denote different things in different fields. I'm sure it's extremely convenient to have a shorthand w…
Re: Mathematicians are chronically lost and confused
#140FYI, the Andrew Wiles quote is from the opening of an awesome BBC documentary about how he solved Fermat's Last Theorem - http://www.youtube.com/watch?v=7FnXgprKgSE