Another piece of advice is to bookmark this rant to read when especially fed up, saved me at the end of second year: https://www.uni-muenster.de/Physik.TP/~munsteg/arnold.html …https://twitter.com/Meaningness/status/895309130616905729 …
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Lucy Keer Retweeted David Chapman
Another piece of advice is to bookmark this rant to read when especially fed up, saved me at the end of second year: https://www.uni-muenster.de/Physik.TP/~munsteg/arnold.html …https://twitter.com/Meaningness/status/895309130616905729 …
Lucy Keer added,
This is wonderful, even though my experience was exactly opposite! I could only start to make sense of normie math after I’d done >
transfinites to grok the reals, and topology to grok continuity, and then I could appreciate abstract analysis as an application of that, >
and then work my way down to actual differential equations. Obviously I am a weirdo. But suspect that math is *best* taught by combining >
as many different styles of explanation as possible, because you get different intuitions from each.
Arnold is IMO overreacting (perhaps for performative and political reasons) against the horrors of mid20C French mathematics.
That era was something of a Grothendieck cargo cult, and did for mathematics education what Le Corbusier did for architecture. Still...
Speaking as a perhaps-decent algebraist once upon a time who nevertheless is hopeless at both logic AND physics.
I was hopeless at algebra, so maybe that is my problem...
IMO algebra is the hardest part of calculus & differential equations. Can't ever remember all the rules properly.
Yes, in general the hardest part of learning layer n of math seems usually to be the complexity of layer n-1 that’s required.
When you’re learning highschool algebra, the hard part is doing the arithmetic properly; in calculus it’s the algebraic manipulations.
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