What's so bad about Maths?
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Canadian here.
I did just as well in Math as just about any other topic until University and Calculus hit. High school calculus was fine, and I had a great teacher.
University became a different story. Each week we had a different formula to memorize, which consisted of copying the basic theory and copying the process in class, then being assigned several problems on the formula for next week.
I failed the course twice, hitting in the mid to high 40s both times.
The problem was not the basic formulas themselves, but when they started getting combined in unfamiliar ways, particularly whenever trigonometry and calculus were combined. If the formula was unknown, trying to recall a 3-hour long note on the procedure was difficult at best, and trying to build something up in what I thought was logical resulted in the incorrect answer.
Now this could have been solved with taking more time with the homework, or going to the professors and working through difficult problems.
The sciences, it felt like the process could be visualized and understood more (speaking as chemistry and biology, I had a difficult time with more advanced physics in high school, and never had it in university), where as math had you working with more abstract concepts, and things worked this way because your professor said so, and that you needed to solve it with a calculator almost all the time, which hid much of the process.
I'm going to go out on a limb and say it is calculators that cause much of the gap. the focus is on knowing what buttons to press and in what order, where as other areas there isn't this technological shortcut that hides the process (at least not that I encountered). I never reached that "click" moment where everything falls into place and it all makes sense. More time invested in math would likely have provided this, but since that moment had occurred with the other subjects first, it felt like math was the outlier.
In addition, there wouldn't be any specialized math courses beyond that first calculus class, much of which I was reminded that we'd never use any of the formulas in future courses anyway. This made it feel like I was wasting my time, and nothing kills interest faster than that.
I did just as well in Math as just about any other topic until University and Calculus hit. High school calculus was fine, and I had a great teacher.
University became a different story. Each week we had a different formula to memorize, which consisted of copying the basic theory and copying the process in class, then being assigned several problems on the formula for next week.
I failed the course twice, hitting in the mid to high 40s both times.
The problem was not the basic formulas themselves, but when they started getting combined in unfamiliar ways, particularly whenever trigonometry and calculus were combined. If the formula was unknown, trying to recall a 3-hour long note on the procedure was difficult at best, and trying to build something up in what I thought was logical resulted in the incorrect answer.
Now this could have been solved with taking more time with the homework, or going to the professors and working through difficult problems.
The sciences, it felt like the process could be visualized and understood more (speaking as chemistry and biology, I had a difficult time with more advanced physics in high school, and never had it in university), where as math had you working with more abstract concepts, and things worked this way because your professor said so, and that you needed to solve it with a calculator almost all the time, which hid much of the process.
I'm going to go out on a limb and say it is calculators that cause much of the gap. the focus is on knowing what buttons to press and in what order, where as other areas there isn't this technological shortcut that hides the process (at least not that I encountered). I never reached that "click" moment where everything falls into place and it all makes sense. More time invested in math would likely have provided this, but since that moment had occurred with the other subjects first, it felt like math was the outlier.
In addition, there wouldn't be any specialized math courses beyond that first calculus class, much of which I was reminded that we'd never use any of the formulas in future courses anyway. This made it feel like I was wasting my time, and nothing kills interest faster than that.
Accountant here. For me its all the goddamn equations I have to memorise. And trying to remember in this area what is z meant to represent. What about rf, r*, n, m, I/Y, P/Y, C/Y you get the idea. It just gets to be too much.
Oh and people hate the BODMAS/PEDMAS bullshit. Its like that much used question "Whats 1+1+1+1+1x1+1+1=" everyone is used to #x0=0 but people pull out this BODMAS bullshit and claim that no, its "meant" to be done seperately. I love arguing that by stating that no, you do the equation you are given. If they wanted you to do it (1x0)+1+1+1+1+1 etc then they would have put it like that. As they did not you are wrong to make the assumption they want you to use the BODMAS system.
Oh and people hate the BODMAS/PEDMAS bullshit. Its like that much used question "Whats 1+1+1+1+1x1+1+1=" everyone is used to #x0=0 but people pull out this BODMAS bullshit and claim that no, its "meant" to be done seperately. I love arguing that by stating that no, you do the equation you are given. If they wanted you to do it (1x0)+1+1+1+1+1 etc then they would have put it like that. As they did not you are wrong to make the assumption they want you to use the BODMAS system.
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I like math. Math was my best subject and I always had fun doing it, even when I was a kid. Hell, through the first three years of high school I had two math classes a year, until senior year, where I had Logic and Reasoning, which was also a lot of fun.
Actually, in a lot of countries in Asia, children are taught from an early age to do sums quickly on abacuses, which is a very hands on approach and is a big visual aid. Almost every kid there can do large sums near instantly that most of us would have to think through for 5-10 seconds, as once they stop using an abacus, they can visualize it in their head.TestECull said:
Okay, I may not have read the entire wall 'o text that you have printed for the intro, but have taken the main point for the three different reasons. Before anyone finds issue with this, however, I must say that I don't feel the need to continue to read them to agree with them.
In my course of (Australian) studies these are the main things that we are taught to avoid in any classroom situation. We are taught that the interpersonal relationships of students when learning something such as maths, the teacher themselves and the general tone of the teachings are important as the work itself when teaching.
When students at a low level are introduced to maths, they are easily discouraged by the seemingly complex task placed in front of them. At this point if they are forced to learn one way they are discouraged for all future attempts, and may never attempt to pull themselves out of their slump. This can happen at any point, but at early levels they are most vulnerable.
There you are, a somewhat intoxicated wall o' text to give you a basic level understanding of "What's so bad about maths" from a Certificate III wielder. Don't worry, I'm certified (I've wanted to say that to SOMEONE, but have yet to have had a chance.)
In my course of (Australian) studies these are the main things that we are taught to avoid in any classroom situation. We are taught that the interpersonal relationships of students when learning something such as maths, the teacher themselves and the general tone of the teachings are important as the work itself when teaching.
When students at a low level are introduced to maths, they are easily discouraged by the seemingly complex task placed in front of them. At this point if they are forced to learn one way they are discouraged for all future attempts, and may never attempt to pull themselves out of their slump. This can happen at any point, but at early levels they are most vulnerable.
There you are, a somewhat intoxicated wall o' text to give you a basic level understanding of "What's so bad about maths" from a Certificate III wielder. Don't worry, I'm certified (I've wanted to say that to SOMEONE, but have yet to have had a chance.)
Well sort of, it's a man made language made to try and understand the universe.Sirron Kcuch said:
I'd say physics is the language of the universe, and Maths is our translator.
Let me correct myself, I don't think that Maths are a language, but just pure logic and a model of thinking. Also, the most pure science ever known to manMidgeamoo said:
I don't like math at all. I'm okay with basic arithmitic, algebra, and geometry, but the more advanced my classes get, the harder it is for me. Last semester I took Triginometry and was struggling to keep my C. I got a C - in the end, but it made me sooo happy. This semester is Stats, which isn't too bad now, but it will probably get harder because my teacher does a poor job teaching.
What really upsets me about this year is that I didn't even want to take another year of math. And it isn't even required: at my school, you only need 3 years to graduate. But my counsler insisted that I take another year of math, even though he knew that I had been struggling for the past couple of years.
I agree with everyone who says that general studants are required to learn more math than they need in their every day life. I wish there was a class on how to live on a budget, because that would sure come in handy when I'm older!
But no, my school believes that I NEED to know how to solve trigonometric functions.
Btw: While trying to remember what I learned last semester, I saw this on Wikipedia under Uses of Trigonometry:
"There are an enormous number of uses of trigonometry and trigonometric functions. For instance, the technique of triangulation is used in astronomy to measure the distance to nearby stars, in geography to measure distances between landmarks, and in satellite navigation systems. "
...Wow, what waste of my time.
What really upsets me about this year is that I didn't even want to take another year of math. And it isn't even required: at my school, you only need 3 years to graduate. But my counsler insisted that I take another year of math, even though he knew that I had been struggling for the past couple of years.
I agree with everyone who says that general studants are required to learn more math than they need in their every day life. I wish there was a class on how to live on a budget, because that would sure come in handy when I'm older!
But no, my school believes that I NEED to know how to solve trigonometric functions.
Btw: While trying to remember what I learned last semester, I saw this on Wikipedia under Uses of Trigonometry:
"There are an enormous number of uses of trigonometry and trigonometric functions. For instance, the technique of triangulation is used in astronomy to measure the distance to nearby stars, in geography to measure distances between landmarks, and in satellite navigation systems. "
...Wow, what waste of my time.
I kind of disagree here, but firstly i'd point out that i think there is a difference between understanding arithmetic and the more complex stuff. Give me a calculator and a step-by-step guide to doing quadratics and i won't have much of a problem. It's the arithmetic part that i think get's a lot of people when it comes to liking/disliking maths, and it's to do with how we are mentally hard-wired. For instance, if i play darts i'm very slow to do the mental subtractions and i find it difficult to mentally calculate how much change i'm owed. I simply can't do the mental gymnastics as well as well as other people can.McMullen said:I don't buy that. I used to not get it, and did fairly poorly in whatever math class I took. Then I got into 3d modeling and animation. At some point I realized I was doing algebra and trigonometry in three dimensions every day and enjoying it. Went back to college to take calculus and aced it.Hazy992 said:Some people just don't get maths (myself included). Everyone's brains are just wired differently, it's no big deal and it can't be helped.Midgeamoo said:But where does that confusion come from? Are teachers failing to explain it properly or something? A lot of it comes naturally if you understand the basic principles in depth.Hazy992 said:I can see the use of a lot of it, it just makes my head hurt
I don't think it's because people's "brains are wired differently", I think it's because we have an education system that fails to teach people the value of math. Even if you aren't an engineer or animator, you can still employ algebra, trig, and even calculus in your life.
I was always average at Mathis in school. I could solve logic questions but I never had the commitment to learn off the formulas you needed to do well in the trigonometry and geometry sections. That accounted for about a third of the course so I usually got C's.
Having said that, some people genuinely just do not get maths. One of my friends is extremely clever in everyday situations, aced languages and arts subjects but struggled to comprehend maths in school, even basic algebra. Almost like dyslexia but with maths.
Having said that, some people genuinely just do not get maths. One of my friends is extremely clever in everyday situations, aced languages and arts subjects but struggled to comprehend maths in school, even basic algebra. Almost like dyslexia but with maths.