This Looks So Great! I Need To Check This Out As Well

may I add some very red trains

red inside as well

If anyone wondered what do I mean when I'm saying our trains are "very green":

And yep inside they are also green:

(Usually not that nice looking though)

The ones in my area usually look like this ↑

(all pics are from Google images lol)

“Netflix and chill?”

No, PDF and cry

sn

℘²

Please fund my research in finding fewer applications of mathematics. I'm going to start my project with trying to find fewer uses of trigonometry, so that ideally we can eliminate the need for remembering trigonometric identities. Then I'm going to move on to researching fewer uses for integration by parts, because that tends to get real tedious real fast. With your unending financial support, I believe I can return mathematics to the purity and simplicity it has always yearned for.

have you ever wished for an interactive phase plot of polynomials in the complex plane?

one that you could use even from your phone?

then good news!

[neocities]

yes, this, but also among other stem courses in a typical school, math is taken the most seriously. idk about other countries, but in poland in highschool people study chemistry, biology, physics and geography only if they decide to take the advanced final exams in these subjects. with math, everyone has take the standard level exam, so it can't be ignored like other subjects

up to highschool everyone has to complete their share of stem courses, but with the subjects other than math, the teachers often allow students to pass by memorizing the theory or by making some extra projects to earn points. with math you can't do that. when someone struggles with physics, the teacher sometimes says "alright, next year you won't have to study physics, so just learn those formulas and definitions and write them down on a test and I will let you pass". in math this is not an option, the student will have to take n more years of math courses

also, math mainly requires learning new skills, not just new information. many people never memorize the "dry theory" in highschool, because you have access to a reference table of formulas during exams and your job is only to know where to use those formulas – no need to memorize anything. but this does not come naturally to everyone and I think a huge part of the problem is teaching people how to work on their problem solving skills. I tutored a few students who believed they were bad at math and their mindset was "I can solve this type of problem because I know how to substitute into this formula, but when the problem is slightly different I panic, because the teacher never showed us how to solve it", which can be fixed by practicing a wider variety of problems and practicing the awareness of one's thinking process

people do not understand that problem solving is a skill on its own and I blame schools for that, because what we are offered is the image of math being about re-using the same kind of thinking processes but with different numbers. heck, when I was in elementary school I thought this is what math is about and I hated it because it's so boring and repetitive. I can imagine, when someone believes that this is what math is supposed to be and then they see the "more real math", which is about creativity, they panic (and rightfully so, they've been lied to)

my unpopular opinion is that not everyone can be good at this, just like I will never be good at understanding literature – my brain just sucks at processing this kind of stuff and I have aphantasia which doesn't help at all. but what makes it even worse for those people is the belief that it should be about repeating the same patterns over and over, so when they see that it's something completely different, it must be very frustrating – the reality is inconsistent with their beliefs

I am sure it doesn't cover the entirety of the "oof I always hated math" phenomenon, but it certainly does explain some of it, especially in the context of the education system in my country

As I said in a previous post, I have deep sympathy for the frustration of people who are good at math when they see math so almost universally hated by children and adults

And again and again, they try to explain that math is very much within everyone's reach and can be fun and, at least in western countries, education was to blame, messing up this very doable and fun thing by teaching it wrong

But I still gotta wonder - why math? If it is really just education messing this up, why does it mess up so much with math, specifically? I'm sorry but I still cannot shake the sense that even if it's just bad teaching, math is especially vulnerable to bad teaching.

Or is it maybe just that math is the only truly exact science, so there is no margin of error, so unlike every other field where you can sortof weasel around and get away with teaching and retaining half-truths and oversimplifications and purely personal opinions, math is unforgiving with the vague and the incorrect?

1 X 2022

new month huh

yesterday the commutative algebra teacher sent out the first homework assignment. you know, fuck the holiday, we need that grind

I have a week to solve it but I started yesterday as I was so excited

we need to prove some elementary properties of commutative unitary rings and I am enjoying it, I completed a half of the exercises so far. I can tell that the intuition acquired from studying module theory is paying off. many of the requested properties are the special cases of what I encountered during my module venture, so I feel like I understand them quite well. the problem I come across is how to write it down in a rigorous way, but I guess this is why we're supposed to do those exercises

I just got home from the math camp, it was so exhausting. I am not used to being around people all the time, so I my tolerance for interactions is low. I'm glad I went there tho, because I gained some teaching experience – my lecture, choosing contest problems and then grading the solutions

my university offers jobs as graders, older students can make some extra money checking homeworks of younger ones. the requirement is to have a decent GPA, which I don't have so I'm afraid they won't accept me. I don't know how decent exactly tho, so I'm going to try. in particular I might get bonus points for my extracurricular activities, giving talks at conferences and the grading I did at the camp. I'm so done with being poor, I hope I get in. otherwise I might start looking for some programming jobs, not for this academic year but in general, to find out what I could do at all

a few days ago I found a book that I wish I had found sooner: Vector Analysis, Klaus Janich

these are some of the chapters I needed a few months ago for my analysis course. the book is written like a novel and contains many interesting examples. on the bright side there are chapters about riemannian manifolds and other stuff that I haven't yet had an opportunity to study, so I plan to skim through the topics I already know and stay longer at those new to me

well, the sememster starts on tuesday so I don't have much time for that book, but as a sidequest it seems just right

6 VIII 2021

went back home

sleep: good, finally, although it's already almost 3 and i'm still up so i gotta go be unconscious for a few hours soon

concentration: fine

phone time: fine

did some measure theory, only this today and i'm in love, shit's fucking amazing

tomorrow i'll probably do more measure theory and possibly some coding

I've been thinking about how different math feels after three years of consistently doing it. it's a sad thought, because I used to get super excited about learning new things and solving problems, whereas now my standards seem to be higher..?

I spent the day doing exercises from galois theory and statistics, in preparation for the tests I have soon. it felt like a chore. sure, the exercises were easy and uninteresting, I decided to start from the basics, so there is that. however, in general practicing like this became a routine and there used to be a sense of mystery around it that is now gone

when I don't have any deadlines but feel like doing some math the obvious choice is to learn something that will be useful in the future. more homological algebra, algebraic geometry, K-theory, or digging deeper into the topics I already am familiar with. all of those are good candidates and I used to be very motivated to just learn something new. but here comes to paradox of choice, where every option is good, but there isn't a great one

I think I might be annoyed with always learning the prerequisites for something not yet defined. it did feel exciting when I was studying the modules of tangles so that I could answer an open question, it doesn't feel as exciting to learn about the galois theory to pass a test. a metaphor comes to mind. doing math without a fulfilling goal feels like taking a walk – it's rather nice, I enjoy going on walks. with a fulfilling goal it feels like walking towards a destination such that the walk itself is a pleasant activity, but I really want to get to said destination. by that I mean that I still enjoy simply learning new stuff and working on exercises, but it doesn't feel as fulfilling as it used to, how much walking without getting anywhere can you do in three years? you can do the same thing in prison

three years is nothing compared to how much knowledge and experience is necessary to do actual research, I know that. I fail to feel it, but I know it. when I am asking myself what state of mind is the most fulfilling I'd say exploration, discovery, getting an idea that is new to me and seemingly comes from nowhere, not just an obvious corollary of what I've seen in lectures, an insight, an act of creating. I suppose all those things are to be found in the future, but god how long do I have to wait

on a more pragmatic and realistic note, I think I'll talk to my professors about what I can do to speed up that process. I'll ask them how the actual research feels and how they went from being a student learning basic concepts to where they are now

a question to those of you who are more experienced than me: does this even sound familiar at all? what were you like as a student and what took you to where you are now? how does math feel after 3, 5, 10 years?