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Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

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Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#91

I couldn't agree with the last point more. > A course taught as a bag of tricks is devoid of educational value. One year later, the students will forget the tricks, most of which are useless anyway. The bag of tricks mentality is, in my opinion, a defeatist mentality...In an elementary course in differential equations, students should learn a few basic concepts that they will remember for the rest of their lives... I…

Nothing so quickly emphasizes that a bag of tricks can turn into actual math more than a linear algebra course. In a math degree you can literally take the same course twice. At a first year level you will learn to perform all these tricks with matrices and get a hint of inner product spaces. In 2nd or 3rd year you'll do the reverse and justify why matrix algebra works in the first place.

But the harder a subject, the longer it feels like learning a bag of tricks. The first partial differential equations course feels like you are working on only 3 problems for 4 months.

edit: I had a prof whose first DE course was at the graduate level. At the oral exam he was asked to give an example of a differential equation and all he could do was point to phi on the blackboard.

Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#92

Earlier quoted context omitted.

Probably the second example here [1] for those curious (I think the integral of sin(x)*e^x dx is the only place I've seen this used, would love to know if there are other examples). [1] https://en.m.wikipedia.org/wiki/Integration_by_parts#Tabular...

This becomes much more transparent if you realize you're integrating Im(e^x * e^{ix}). And it's no longer a trick but a technique.

It becomes a technique once you realise it is a specific case of change of bases. Even just getting to basic theorem of algebra does not provide this insight.

Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#93
post #63

Can anybody comment on that? (page 8 paragraph 1 ): Professional mathematicians have avoided facing up to density functions by a variety of escapes, such as Stieltjes integrals, measures, etc. But the fact is that the current notation for density functions in physics and engineering is provably superior, and we had better face up to it squarely

In physics and engineering, you traditionally talk about things like "delta functions", write expressions involving them as if they are actual functions, etc. This is notationally very convenient but may be misleading because these things are not really functions.

So, what are they really? Well, the key things you can do with them are (1) "boring" linear algebra operations (you can add and subtract them, and multiply them by scalars) and (2) multiplying by some function and taking the integral. E.g., what delta(x) -- the Dirac delta function -- really is, is a thing such that when you compute integral f(x) delta(x) dx, you get f(0).

And so pure mathematicians have ways of dealing with them that make this property more explicit. The theory of distributions says: no, these aren't functions, they're linear functionals on the space of functions (e.g., the delta function is the thing that maps f to f(0)). So now you're no longer allowed to write them as integrals, which means that the very close analogy between "distributions" and ordinary functions is obscured, and e.g. if you need to do a change of variables you can no longer just do it the same way you already know about from doing integrals.

Alternatively, the theory of signed measures says: no, these aren't functions, they're kinda like probability distributions except that the total "weight" doesn't need to be 1 and the density can be negative in places. They are naturally applied not to points but to sets of points. (E.g., the delta function is the signed measure that gives a measure of 1 to any set including 0 and a measure of 0 to any other set.) Now you are allowed to write those integrals, but instead of writing integral f(x) delta(x) dx you need to write integral f(x) dH(x) where H(x) is the "Heaviside step function", so instead of delta(x) appearing there you have (morally) its integral, and again if you want to change variables or something you need to know a new set of rules for what you do to the measure.

Note: I have skated over some technicalities. They are quite important technicalities. Sorry about that.

The sloppy non-rigorous physicists' and engineers' notation, where you just pretend the damn thing is a function and manipulate it as you would any other function, is more convenient. (Right up to the point where you do some manipulation that is safe for actual functions but gives nonsense when applied to singular things like delta functions, and get the wrong answer.)

It's a little like calculus notation. The "Leibniz" notation we all use these days writes derivatives as dy/dx as if dx and dy were just small numbers (compare: we write integrals against distributions as integral f(x) delta(x) dx as if delta were just a function), which is kinda nonsensical if you take it too seriously but very convenient because it makes things like dz/dy dy/dx = dz/dx "obvious", which is not just coincidence but has something to do with the fact that derivatives really are kinda like quotients (in fact, they are limits of quotients). Similarly, using "function" notation for distributions lets you write things like "integral f(x) delta(x-3) dx" and see that "of course" that's f(3), and this convenience isn't mere coincidence but has something to do with the fact that distributions really are kinda like functions (and in fact every distribution "is" a limit of functions).

Newton had a different notation for derivatives. It didn't have a conceptual error baked into it (pretending that derivatives just are quotients), but it turns out that that's a useful conceptual error and that's part of why everyone uses Leibniz's notation these days.

Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#94

I couldn't agree with the last point more. > A course taught as a bag of tricks is devoid of educational value. One year later, the students will forget the tricks, most of which are useless anyway. The bag of tricks mentality is, in my opinion, a defeatist mentality...In an elementary course in differential equations, students should learn a few basic concepts that they will remember for the rest of their lives... I…

>I felt like it was nothing but a bag of tricks... had to substitute a "2" with "1/2 + 3/2".

Many techniques in math are "tricks" like this. Think of solving a quadratic by completing the square, or integrating by substitution or integrating by partial fractions, etc. You could arrive at these techniques on your own, but that is a lot of trial-and-error, deep understanding of theory, and applying it, which all takes a huge amount of time. Meanwhile, previous mathematicians figured this out and we get to benefit from their work. ;)

Maybe your instructor didn't present it well - plopping out the answer without a good enough explanation of the technique, why it works, etc.

Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#95
+1 to teaching concepts - but I don't agree with the author's opposition to word problems and learning to apply a "bag of tricks". I'd argue that "deciphering vaguely-phrased word problems and figuring out which of a selection of tricks to apply" is the MOST transferrable skill somebody can take away from a math class, because it's a major component of working in lots of other fields. For instance, the biggest difficulties I've observed in novice developers are in breaking apart a big challenge ("write a program that solves this Sudoku board") into digestible / implementable pieces and in understanding which piece of information they already know can get the result they want.

Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#97

I once told a math teacher at a Big Ten university, that I thought their undergrad math instruction for engineers was weak. As an example, I said that I didn't think students learned any engineering applications of differential equations. He looked at me with a straight face and said: "There are no engineering applications of differential equations."

"He looked at me with a straight face and said: "There are no engineering applications of differential equations."

This made me laugh; I think he wanted you to laugh too.

Some DE courses could be better described as _histories_ of the applications of mathematics. Consequently they appear to be little more than a patchwork of tricks and hints. My DE professor, as adept with applications as theory, weaved this patchwork together quite skillfully and held our interest.

BTW his DE skills paid his bills extremely well (oil companies have lots of DEs to solve), while the university position allowed time for theory and was frosting on the cake.

Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#98
post #94

I couldn't agree with the last point more. > A course taught as a bag of tricks is devoid of educational value. One year later, the students will forget the tricks, most of which are useless anyway. The bag of tricks mentality is, in my opinion, a defeatist mentality...In an elementary course in differential equations, students should learn a few basic concepts that they will remember for the rest of their lives... I…

>I felt like it was nothing but a bag of tricks... had to substitute a "2" with "1/2 + 3/2". Many techniques in math are "tricks" like this. Think of solving a quadratic by completing the square, or integrating by substitution or integrating by partial fractions, etc. You could arrive at these techniques on your own, but that is a lot of trial-and-error, deep understanding of theory, and applying it, which all takes…

The implication seems to be that students can't do the trial-and-error, understand then apply the theory. I agree with parent comment that this is awfully defeatist.

But even if it is futile to teach true understanding, why are we knowingly teaching computation in its place? What if we left the computation to the computers from the get-go? Could we then have enough time to teach true understanding?

I can't tell you how much time I spent trying to memorize my multiplication table – a 12x12 grid of numbers that for most students became arbitrary 3-number sequences. "3, 3, 9" is different from "3 sets of 3 is equal to 9." Most students learn the former in place of the latter.

Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#99

I couldn't agree with the last point more. > A course taught as a bag of tricks is devoid of educational value. One year later, the students will forget the tricks, most of which are useless anyway. The bag of tricks mentality is, in my opinion, a defeatist mentality...In an elementary course in differential equations, students should learn a few basic concepts that they will remember for the rest of their lives... I…

Nothing so quickly emphasizes that a bag of tricks can turn into actual math more than a linear algebra course. In a math degree you can literally take the same course twice. At a first year level you will learn to perform all these tricks with matrices and get a hint of inner product spaces. In 2nd or 3rd year you'll do the reverse and justify why matrix algebra works in the first place. But the harder a subject, th…

I'm thankful that my calculus courses were extremely heavy in showing how the tricks actually worked. It wasn't on the level of grad school analysis, but the professor pulled no punches and we went extremely in depth.

Years later when I was learning multi-variable calculus, I found most of it easy because, even having forgotten most of the tricks within those years, the method behind the madness was still there.

Re: Ten lessons I wish I had learned before teaching differential equations (1997) [pdf]

#100
post #94

Earlier quoted context omitted.

>I felt like it was nothing but a bag of tricks... had to substitute a "2" with "1/2 + 3/2". Many techniques in math are "tricks" like this. Think of solving a quadratic by completing the square, or integrating by substitution or integrating by partial fractions, etc. You could arrive at these techniques on your own, but that is a lot of trial-and-error, deep understanding of theory, and applying it, which all takes…

The implication seems to be that students can't do the trial-and-error, understand then apply the theory. I agree with parent comment that this is awfully defeatist. But even if it is futile to teach true understanding, why are we knowingly teaching computation in its place? What if we left the computation to the computers from the get-go? Could we then have enough time to teach true understanding? I can't tell you h…

>The implication seems to be that students can't do the trial-and-error, understand then apply the theory. I agree with parent comment that this is awfully defeatist.

All teaching is a balance between various factors, and perhaps the instructor didn't get right in this specific instance.

Ideally the instructor would teach the theory, allow some trial-and-error as students grapple with new information, and then step in with prodding towards how to do it - but fundamentally, there is a limit on how the instructor can let the class wander without needing to move on to cover the rest of the material (this wasn't a special topics class covering how to solve this one specific problem).

Hence, go through the information but provide the technique involved after suitable time passes. That's just the nature of teaching/learning when the students don't have infinite time to essentially re-invent the material they are trying to learn.

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