61–70 of 268 posts
Earlier quoted context omitted.
We did proofs in 7th grade as part of geometry, in a semi-rural United States middle school.
Can't say I remember 7th grade ... but we were doing proofs in Geometry in High School. I also lived in a semi-rural US neighborhood.
This is basically an unsolicited ad post. It communicates nothing of substance and the entire thing amounts to "click the sign-up button". It doesn't even cover the course contents. How this makes it to the HN front page is mind-boggling. Goatse would at least be more entertaining.
Thank you for bringing that visual memory back. Why do I struggle to remember my anniversary date but have that image burned into my brain.
edit: removed the unintentional reference to the url; I did not expect it would still be active!
This is basically an unsolicited ad post. It communicates nothing of substance and the entire thing amounts to "click the sign-up button". It doesn't even cover the course contents. How this makes it to the HN front page is mind-boggling. Goatse would at least be more entertaining.
I may be biased as I am a trained Mathematician, but I always feel when someone says "Math is Hard", that is because they had bad teachers. Math is easy if you build up from fundamentals, not like physics education where you say "but lets delete everything before because it had an oversimplifying assumption", rather if you build your knowledge entirely sequentially from things you know or assume, you build up a toolb…
> Math is easy if you build up from fundamentals To a certain point, I guess. Most people hit a wall of abstraction at some point, either because the abstraction is too hard or because the abstraction stops being relevant so the person loses drive to learn. For me, the wall is model theory and the second course of abstract algebra. They are both too hard and too abstract for me to push through.
I found this to be the points where abstractions being learned today are only precursors for abstractions that will be learned tomorrow. Another way to put it is at the stage where you're learning to make tools that are themselves only used to make other tools, not used to get results outside of the domain of tool making.
These stages have no apparent relevance outside of math, and if your style of memory formation depends on making many inferential links to laterally associated concepts, moreso than making a few direct links between vertically associated concepts, it can be rough going. A lot of what feels like following memorized pirate treasure map directions in the dark, with no sense of what obstacles you're working around or even the general direction where the treasure lies to give you a sense of bearing and progress.
Earlier quoted context omitted.
Good to know. I guess education in the US has local standards? I have this impression of the US not teaching proof because in a number of introductory math classes in my college, the profs dedicated chapters to teach basics of induction, how to write proofs, and etc.
> I guess education in the US has local standards? Very much so! The US didn’t have a Department of Education until the 90s.
Though "90s" is delightfully vague. You're either off by nearly 1800 years, you're very old and meant 1890s and were only off by a few years, or you really meant the 1990s and were off by nearly 130 years.
I've been doing similar for about a year. My target is to learn the math needed to make 3d games, so basically algebra, geometry, calculus and linear algebra. I started with brilliant.org, and while I liked the level of polish in the interactive lessons, I found the lesson structure to be out of sequence, often referring to things that haven't been covered yet. They didn't seem to have put as much thought into pedago…
Are you using any of the stuff you're learning for whatever practical 3d game-making things you're working on? Just curious how it's working out, you've picked a pretty broad foundation as a starting point.
I haven't started any 3d game projects yet. For that, my plan is to do the webgpufundamentals.org course first. Scanning the TOC, I think I would be able to attempt it from what I learned from the linear algebra book.
That said, I'm doing AOPS Intermediate Algebra at the moment, and the Precalc text covers more advanced trig and matrix stuff, so I'm thinking it would be good to finish at least to there before starting to apply the knowledge.
I’m a thirty-something with an arts degree who decided to learn math. Basically I was tired of reading popular science and being fed metaphors to understand concepts. I wanted to “see” it for myself. I spent time online at Khan Academy and friends for a year or so on and off. It was fine but meandering? So I enrolled in community college! It’s great. I have a clearer path, immediate feedback, teachers, and an obligat…
100% Agree. Im a big proponent of developing self-thought skills and making the best of e-learning, but I think math (alongside languages and other) are one of those areas where the real time feedback makes traditional education still worthwhile. It's hard to replace it with just books and online courses. Not impossible but harder.
I may be biased as I am a trained Mathematician, but I always feel when someone says "Math is Hard", that is because they had bad teachers. Math is easy if you build up from fundamentals, not like physics education where you say "but lets delete everything before because it had an oversimplifying assumption", rather if you build your knowledge entirely sequentially from things you know or assume, you build up a toolb…
This assumes that climbing the ladder comes easy. To me at least, it doesn't. It requires tedious labor, and lots of repetition for every single step. That's the main difference I keep noticing between me and people who say they like math or find it easy. They just look at each step of the ladder once, and immediately "get" it, sometimes even skipping steps. In contrast, I need to repeatedly step up and down the ladd…