I’d trade my car repair skill for house repair, and my musical ability for math ability. Both of those are far more useful in life. Maybe also trade my computer ability for welding or woodworking.
I’d trade my car repair skill for house repair, and my musical ability for math ability. Both of those are far more useful in life. Maybe also trade my computer ability for welding or woodworking.
Funny, while i would never give up my ability to do math for writing, i feel the other way around in regards to which one can be learned and which one can only be “gifted”.
I always was utterly unable to get decent grades in linguistics. No matter how much i tried ;)
Hilariously I’m a linguist. I actually have several degrees in the humanities and social sciences plus a masters in IT management but made the potentially questionable decision to jump into an engineering doctorate with no engineering experience. It’s been as fun as you might imagine, but I am learning lots and advancing through the program.
I wish that my undergrad advisor had let me take calculus like I wanted to, but he wouldn’t since it wasn’t required for the program. My doctoral advisor didn’t say anything so I figured that I was in the clear. What do you know? It’s all calculus based and I’m learning to do derivatives and integrals in realtime.
What I’ve learned here is that if we squished our brains together, we’d form a single, complete person.
That or two vacant bodyes XD
On a more practical note. If you have some time to spare, i really would advise you (if you’ve got spare time ofc) to watch videos by 3b1b, the gray cuber, 2swap, lines that connect etc… While you don’t come out with a complete mastery of the subject, you do get a really deep intuition which i can’t seem to get from teachers. + you get to learn that math is trully FUN rather than jusy interesting ;)
I will check those out, thanks.
I have long understood that one of the problems with mathematics (and you see this in chemistry, physics, logic, etc) is that it is assumed that by learning to approach a problem algorithmically, an intuition has been formed. Then the test maker will throw a problem at you that does not follow the algorithm and the student who does not notice the relationship between two things is unable to complete it. This is basically where I am at with my statistics work–some basic probability questions still escape me.
I totally get this, it’s so frustrating when you know there is a geometric, aproachable and intuitive way to get at the subject and your proffessor just throws formulas at his students •π•
I just finished a course called Statistical Process Control. In brief, create two normal distributions and hope that the means of your customer specification and your manufacturing tolerances match up. If they don’t fix it.
I put together a study guide of just equations. No information on how to use them or interpret their results, just the equations and it came to 14 pages. This professor provided an equation sheet for the final exam that listed 2 of them, suggesting that we should be able to derive the remainder. This seemed like a big ask and requiring additional cognitive load when not necessary, but, apparently, I am the exception in this course because I scored below the fourth quartile (66%) with a median of 82%. Guess the others could, indeed, do the derivations…
Fortunately my homework, course project, and course paper are much better and helped raise final grade. I found it frustrating because I believe that he is teaching towards those who need a guide rather than those who need to learn.
Good luck with that. It must be difficult in a field where everybody’s got a head start on you. But i believe you can do it [insert never give up japanese man here] as you get more comfortable, pathways should start to form in your mind which will truly help to cut down on the cognitive load of memoryzing all the different variations of formulas ;)
Thanks, I appreciate the support.