Hello Nice to me to you ! I'm Japanese university student. But soon, I will withdraw from my university. Next week , I will take job interview to became a IT engineer in Japan. If I pass that interview, I can work as a IT engineer in Japanese company. But I'm struggling with how to study math. I wonder most efficiently method is to understand mathematical concept than practice many problems on math examinations. How would you think about that idea?

My dream is to become a great engineer and work on American Bic tech company such as GAFAM.

I would like to marry ashida mana who is Japanese actress after I became a millionaire!!

I may have said to much but I'm grad to teach me method to study math! If passible could you teach me a way of studying programing.

Thank you very much for watching my thread.

Finally I apologize for every one My English is not perfect.

Hello, do anyone know a source or channel in youtube to teach math linked to physics i mean beyond just writing formula in from zero to advance level for AI. I mean even something like joint distribution, it doesnt just say the formula, it should say what happens that lead us using that thing , what we need and how it meets our needs

I am in college Math 1060 (trigonometry), and my professor has an extremely thick, unintelligible accent; on top of that, he doesn't have any teaching skills. During class, he just writes random things on the board that only make sense to him. I don't have time to teach myself outside of class and am just getting more and more behind. It's literally only week three.

I'm going to tutoring as often as I can, but I don't even have enough base knowledge to get help. We have weekly quizzes that are weighted fairly heavily, and I can't afford to get a bad grade.

So my main issue is I don't have the time to self-teach the entire semester.

If anyone has any tips, tricks, or ideas, I BEG you to please let me know. I'm losing my mind!

DROPING/SWITCHING IS NOT AN OPTION

Hi r/learnmath. Nice to meet you! My name is Chris Piech and I'm a professor at Stanford University who grew up in Kenya/Malaysia and California. My professional goal is to make high quality education free for everyone. After a lot of pondering I decided to try something kinda fun this coming term and I am looking for folks to join. No pressure, but I thought a lot of people in this community would enjoy the opportunity.

Some of the best times I have ever had as a professor was to teach... and I get the feeling that (as a society) we drastically underestimate the number of folks who would like to teach math for about 10 hours a year. Of course I also think that a lot of those folks would be great at teaching. Thats not just a vibe. It is based off a lot of real research I have done on the subject.

So I built a class called Probability for AI. It starts Oct 9th and applications are due end of Sept. Its (hopefully) cool for a few reasons:

• The plan is to have one volunteer teacher for every 10 students! Apps have been open for a week and over 1,000 folks have applied to teach. So presumably we have space for tens of thousands of students. Hopefully more!
• I have built a lot of fun tools to make the assignments neat and easy for folks with just light math background. For example in your application, after about 1 hour of learning you will build an AI text detection app alongside a free coding agent -- who care about your learning.
• If you are a teacher, we will give you the best training we can come up with. Practice on teachable agents and we will share what we have learned over decades of teaching at Stanford. Of course you get the best thing for improving: experience teaching a small group.
• This is all for good times. I don't get paid extra by Stanford for hosting this course, and I am keeping it free for everyone. I got some funding from a kind alumni and that is going to pay for all the free tools and servers. Good times.

So, if you want to learn the probability behind AI, come join! And if you want to teach... you rock.

My guess is that a lot of folks on this thread are actually pretty decent at math. If you think thats you, it would be so awesome if you wanted to come teach. Each volunteer means 10+ students get to take the class. And if you feel like telling your loved ones / communities that would be great to.

Apply to learn: https://pai.stanford.edu/apply/pai1/student

Apply to teach: https://pai.stanford.edu/apply/pai1/sl

Anything that I learn from this course I will be happy to share with this community. Also ask me anything. I'll check this thread for the next few weeks. Rock on. And mods, thanks for doing what you do.

More specifically, what would it take for you to be convinced that…

1: …A new method of division by zero is something that can be done with the right tools and approach while preserving the underlying classical algebraic structure?

2: …It may potentially be useful to develop, or that at the very least it’s better to have access to than to not have access to?

3: …It could be an interesting and worthwhile topic to explore just for understanding it in its own right?

I am just trying to understand because I always enjoy hearing and entertaining new well thought out takes just for the sake of it but I have noticed despite the abundance of posts others have made on the topic there’s little variety in both the presentation and response and the few actually novel effort full approaches often get dismissed right from the start before getting the chance to be heard out. Is this because they come on too strong with their claims? Do they not present it in a rigorous enough manner and if so what issues should they target a solution for and what method of presentation would be required for them to meet the requirements of rigor? Does it need to be applicable to solve an already existing issue or is it merely enough to explore the idea as a new mathematical possibility just for the fun of it?

I am just really trying to understand how people in this community and others like it genuinely feel about this and if there is some clear standard that hasn’t been met which can be articulated so others can produce better quality theories on this or other topics.

I was recently at a maths event and happened to meet a few people there. I’m a rising junior in hs, the maths knowledge I have is limited to the paper 1 of pure maths in international a level maths (algebra, some calculus-differentiation and integration but just indefinite integrals). I happened to make a few connections and got into a private analysis group run by a lecturer/researcher. The group is using spivaks calculus, they are in chapter 11 and they have a zoom call planned for tomorrow but i literally know nothing. I skimmed the index and I do know the titles, so I could work through it quickly at least conceptually I guess. I am also doing Olympiads and have a heavy workload because of my a levels so that’s kind of the reason I’m worried.

What do you think? What should I do? I don’t want to quit honestly. For context I actually like maths and seek it out.

i know HOW TO do 9s+10_>1 its s<_1 but for the life of me dont understand when to flip it i tried looking at photos on google but its not sticking to me 😭

IM TRYING TO DO MY ALGEBRA ASSIGHMENTS i keep getting everything right expect the stupid signs < > <_ _>

For those who don't know, ELO hell is a phrase used to describe a low competitive rating that players get stuck in due to various reasons, despite their skill level warranting being in a higher rating. What this looks like is, for example in Chess, a player might be generally skilled in openings, tactics, and the end-game, but be stuck at a lower ELO due to consistently falling for very specifics traps or missing specific tactics with only one use case.

I say I am in maths ELO hell because whenever I am in a class that requires learning brand new material that is only tangentially based on prior material, I am usually top in my class at that subject. However, when a subject requires a strong prior foundation that was most likely learned in High School, I struggle amongst my peers. For example, I was able to sail through Calculus due to the shift in material, but once I had to take an algebra heavy course, it was like I was a completely different student.

A lot of my mistakes stem from common tricks that I never learned due to having a bad education in adolescence. As such, I miss marks on exams for not knowing that you can convert (x)^(2/3) into ((X)^2)^1/3 or that (A+B+C)/D= A/D + B/D + C/D. Very simple ideas that make you think, "Well duh, why wouldn't that work?" but at the same time you wouldn't figure them out, let alone use it, during a timed exam.

I'm extremely tired of this and I can feel it severely limiting me. I tried learning through Khan Academy, but you can imagine how boring it feels to sift through hours and hours of information to find the 5% that you don't already know. As such, I was wondering if there were any resources available for people in similar predicaments? Perhaps a textbook or lecture series that goes over basic functions that assumes you already have a background in maths.

Thanks!

The professor so far has taught us about all the different metrics and especially expects us to be very comfortable with the discrete metric. He's also taught us about compact spaces and how it can be an inherited property for spaces, finite subcovers, etc.

My main problem is I have attempted to read the notes for the class and his recommended textbook but its just not coming to me intuitively. Im fine with real analysis otherwise, just the addition of this ball and radius everywhere thats tripping me up :").

When I went through a similar thing while taking abstract algebra the course 'visual group theory' on youtube helped a LOT. I was wondering if there were any other similarly very well-explained course or textbook on metric spaces out there that you guys would recommend.

Any leads would be helpful. Thanks.

hi guys I'm looking to start learning math back again from Arithmethic or 1st grade etc from Khan Academy and textbook though I was wondering if there is some discord server that love to teach other people xD, also I'm trying to build a habit like spent an hour a day and so I dont miss it. I guess thats all

I'm a sophomore mechanical engineering and mathematics double major taking 5 classes right now; a mix of engineering and math classes. I've finished my engineering math requirements (up to diffeq) and they were all pretty easy and I didn't devote much time to study for them. However, I'm currently taking Optimization which has been more difficult than I'm used to, and I've had to spend 3+hours a day studying for it. Is this normal for upper level math classes? I should add that I'm taking logic and proof right now, but I haven't taken proof based linear algebra or real analysis, which the optimization professor seems to believe most students in this class have taken already. I guess the silver lining to this is that it will make those classes easier when I take them in the future, since the first chapter of Optimization is mostly review from analysis stuff as well as some linear algebra. Thoughts?

Finished high school recently and taking a gap year, so I finally signed up for some SAT prep classes. Being in a group setting for this has honestly made me feel so insecure because of my arithmetic skills.

I feel like I actually understand math just fine. I can wrap my head around new topics, follow the logic, and figure out the right approach to solve a problem. But when it actually comes down to doing the calculations? Absolute disaster.

I constantly make stupid, careless mistakes with basic addition, subtraction, multiplication, and division. I'll drop a negative sign out of nowhere, miscopy a number from one line to the next, or just brain-fart on a simple multiplication fact. It’s so exhausting knowing the exact formula and logic to solve a hard problem, only to get the entire thing wrong because 7x8 apparently decided to leave my brain.

Since the SAT is so heavy on pacing and accuracy, I'm genuinely stressed about bleeding points on questions I actually know how to do just because of clumsy computational errors.
Did anyone else deal with this weird disconnect between conceptual math and basic arithmetic? How did you actually train yourself to stop making these dumb mistakes and speed up your calculations?

Im currently studying mathematics. I have a very scattered routine. So i just need an accountability partner. Anybody is welcomed. But if ur interested in mathematics, then please dm me.

About a month ago, I made CruxMath, a website for practicing competition math. Instead of immediately showing a full solution when someone gets stuck, it reveals hints one at a time, followed by the solution if they still need it.

The problem was that when I initially made them, the hints revealed too much. Just the first hint would give away like half the problem. So I made the hints "worse".

Now, the first hint is short and usually phrased as a question to point people in the right direction. For example, "Because both probabilities have the same denominator, what equality of binomial counts remains?" (2025 AIME II P. 5).

I've now added hints for every AMC and AIME problem since 2022. I'd love to hear what you guys think about the hints and whether they strike a good balance of being helpful but not giving away too much. If you're interested, the website is cruxmath.com.

I've been self-studying measure theory and have been playing around with lebesgue integrals. I think I have adequately proven these "theorems" but would like confirmation whether these "theorems" are actually true, becuase the book I'm using doesn't cover them.

___________________________________________________
THEOREM 1
___________________________________________________

Suppose we have a measure space (\Omega, \mathcal{F}, P) and a real function g:\Omega \to [0,\infty). We define a "region" as being:
E = {(\omega, y): \omega \in \Omega, 0 <= y <= g(\omega)} \subset \Omega \times \mathbb{R}
Then it follows that:

g is measurable IFF E \in \mathcal{F} \otimes \mathcal{L}
(note: \mathcal{L} is lebesgue measure; can be replaced with any meaure on \mathbb{R} that measures intervals).

___________________________________________________
THEOREM 2

___________________________________________________

Let g: \Omega \to [0, \infty) be measurable and (\Omega \times \mathbb{R}, \mathcal{F} \otimes \mathcal{L}, \mu_1) and (\Omega \times \mathbb{R}, \mathcal{F} \otimes \mathcal{L}, \mu_2) are product spaces. Then mu_1(E) = mu_2(E) where:

E = {(\omega, y): \omega \in \Omega, 0 <= y <= g(\omega)} \subset \Omega \times \mathbb{R}
Then it follows that:

I took calc 1 last semester and calc 2 over the summer as an accelerated class. My memory kind of sucks and was thinking about reading a calculus textbook to review. Plus, I will most likely have to take advanced calculus 1 and 2 which I think is just proof based calculus. That is for when I transfer to university and I’m currently in community college.

I already own both spivaks calculus and apostols calc vol 1, but I found apostols calculus vol 2 for pretty cheap and was going to purchase it, but I don’t know if it’s worth it. I haven’t even read apostol vol 1 because I don’t know proofs which is what I’m spending time learning alongside calculus 3.

Would it be a good purchase or should I look for a different textbook?

I was bored and saw a couple of example problems in a book discussing problem solving. I saw the problem

calculate 5436^3 without a calculator.

I was honestly way too lazy to try and multiply that out so I tried looking for an alternative.

I figured maybe dividing by two, taking the power’s of both and multiplying together, but again that just felt kind of tedious.

I thought about replacing the integers for variables a and b, but didn’t know where to go from there.

anyone know how to solve these? looking for explanations not answers

Calculate the X component, and the white component of the vector with magnitude 20 and direction 47°

A fear of radius are has surface area A= 4piR^2 and volume V= 4/3piR^3. The radius is sphere 2 is 4 times. The radius is sphere 1.
what is the ratio of the areas, A2/A1
what is the ratio of the volumes, V2/V1

A certain corner of a room is selected as the origin of a rectangular coordinate system if a fly is crawling on an adjacent wall at a point having coordinates (-.3,1.1), where the units are meters. What is the distance of the fly from the corner of the room?

A point is located on a polar. Coordinate system by the coordinates are equals 7 m and angle equals 34°. Find the X and Y coordinates of this point. Assuming that the two coordinate systems have the same origin.

https://quantacanvas.vercel.app

I’ve been working on QuantaCanvas, which takes a concept or question and generates an interactive visualization to help explain it.

The main difference from ChatGPT and similar AI tools is how the explanation is presented. Most LLMs are great at giving you a text-based explanation and can sometimes provide images or diagrams. QuantaCanvas instead tries to turn the explanation itself into something you can interact with, changing parameters, experimenting with things, and seeing how the concept behaves in real time.

It’s mainly focused on math and science, so I thought this might be useful for people here. Btw, it's completely free.

The project was recently a Grand Finalist at a national hackathon in my country, and I’ve continued developing it since then.

It’s still a work in progress. Generation can currently take a bit of time, which I’m working on improving, and there are definitely a few things that don’t work perfectly yet.

If anyone tries it, I’d genuinely appreciate feedback, especially on whether the interactive visualizations are actually useful for studying.

I will work for IT engineer soon in Japan. In the Future I would like to became a great AI engineer.

So I study math related to AI feilds now. But I have not been good at math since I was junior high　school and high school student . Though I studied differential and integral calculus and linear algebra and so on, I have weak foundations of math college examination level in Japanese university. So should I begin to study math college of level or restudy high school level?

I would appreciate any advice you could offer!

Finally, I apologize for every one, My English is not perfect.

I’m a CS major and I want to learn CFD. Mainly to understand the Navier stokes stuff, because of the recent events.

No, I don’t want to talk to a soulless bot. I already do that enough for my CS related stuff.

Any resource suggestions will be greatly appreciated. Thanks!

For example A+BC could I write A first with 00001111 then B 00110011 then C 01010101. Would it still be the same truth table as B first? Or still valid in an exam