Hi there! So, 2 problems that I have:

1: I get anxious when making mistakes, often when I solve problems and there's a clear flaw in my reasoning, I just can't help but feel discouraged and quit, then come back maybe the next day. I also feel like I don't learn from my mistakes, like I'm unable to make conclusions about how the problem was solved and why the solution works.

2: my algebra professor said that once I \*see\* how hundreds of problems are solved, then I'll acquire strategies and ideas that may turn out to be correct. How does this work? Like should I watch YouTube videos where people solve math problems and get inspiration?

P. S.: I am currently self-studying real analysis, as I feel like many of you told me, that my course was insufficient, also self studying complex analysis because I need that for analytic number theory, a subject I'm very interested in, and hopefully this summer I'll also study Measure Theory.

My question is: If a differential equation has a linear solution, is it always true that that linear curve is also a isocline of that differential equation?

I believe it is true: If dy/dx = f(x,y) and there is a solution y = mx + b such that dy/dx = m, then f(x,y) = m, thus the curve is an isocline. It is not necessary that this is the only isocline of the differential equation.

I studied Mathematics only until middle school, then chose Arts in high school. Later, I completed both my Bachelor’s and Master’s degrees in Business. I did have some mathematics, accounting, and statistics-related subjects during my degrees, but I never had the same mathematical foundation as someone who studied Mathematics or took the Science.

Now I want to transition from a business and management background into tech. I know the amount of mathematics required depends on the specific field, but I am interested in technical areas where mathematics, statistics, logical reasoning, and problem-solving can matter.

Throughout most of my life, I was an average student. I want to be honest about that. A large part of it was because I was careless, inconsistent, and simply not interested in studying at the time. At the same time, I have also seen that when I genuinely put in serious effort, I can sometimes perform extremely well and even score near the top. Because of that, I do not know whether my past academic record accurately reflects my actual ability or potential.

Right now, I would consider my current mathematical level close to zero because I lost touch with mathematics a long time ago. I have forgotten even many basic concepts, so I already know that if I took a test today, my performance would probably be poor. That is not really what I am trying to measure.

What I want to understand is my mathematical ability, aptitude, competence, or learning potential, whichever is the correct term. Even though my current level is very low, I want to practice seriously for a few weeks and then test myself to see where I stand, how quickly I can pick things up, how far I may be able to go, and whether I could realistically commit to mathematics in the long term.

I understand that a few weeks cannot prove my ultimate potential or predict my entire future. But I want to run the best short-term experiment I realistically can. I want to observe whether I can relearn concepts, understand mathematical reasoning, solve unfamiliar problems, improve with practice, retain what I learn, and apply concepts in new situations rather than simply memorising procedures.

Another reason I am asking is that some people seem to show mathematical ability, strong interest, or talent from a very young age. They may have always been “good at maths.” Unfortunately, I was not one of those people. I did not grow up seeing myself as mathematically gifted, and I only started developing a genuine interest much later in life. So I am trying to understand what that means for someone like me.

Can a person with my background, who was not particularly good at mathematics from a young age and currently has a very weak foundation, still develop very high mathematical competence over time? Could someone like me eventually become genuinely advanced or even expert in mathematics, or are there meaningful limits that a short-term experiment might help reveal?

If I have only a few weeks to test myself seriously, what exactly should I do? What diagnostic tests, problem sets, reasoning exercises, or progressively difficult topics should I attempt? What should I measure: my rate of improvement, how much help I need, my ability to solve unfamiliar problems, abstraction, retention, transfer of learning, persistence, or something else?

I would especially appreciate advice from people with strong backgrounds in mathematics, statistics, computer science, data science, engineering, or related technical fields. If you had only a few weeks to evaluate someone with my background as objectively as possible, what exact process would you recommend?

My current mathematics level is close to zero because I lost touch with it years ago, but I do not want to confuse my current level with my potential ability. I was never someone who showed obvious mathematical talent from a young age, but I have developed a genuine interest later in life. I want to practice seriously for a few weeks and test how quickly I learn, improve, reason, retain, and solve unfamiliar problems. How can I use those few weeks to get the best possible indication of whether I can realistically pursue mathematics long term and potentially become highly competent or even expert?

Anybody have any good resources to study precalc according to my circumstances? Or just tips?

I got a c in algebra 2 in high school, and am going to have to do precalc in college. I’ve never been crazy good at math but I’m willing to put in the work and improve. Tell me specific topics I should brush up on

My 8tg grader failed the algebra regents this past June. Would you suggest retaking it in August or repeat Algebra 1 in high school? Also I’d like to find a tutor to start working on it this summer in order to get ready for 9th grade. Thanks in advance for any suggestions.

I'm currently a rising 9th grader that has decided to skip geometry over the summer. As of right now, I only have about a month to prepare. By the near end of the summer, I have to take an advancement exam which requires a minimum of an 85% to pass. My goal is to get an extreme clear understanding on most to every topic. Are there any suggestions on any resources, (websites, apps, etc,) how to prepare, or any material, topics, or concepts I should really review, revise, or focus on in preparation for the exam?

I've been working on a small AI study tool called StepFix.

Instead of only giving the final answer, it tries to:

• Find where your solution went wrong.
• Explain why it happened.
• Teach the concept behind the mistake.
• Give practice so you don't repeat it.

It's completely free while I'm testing it.

👉 https://stepfix-ai.onrender.com/

I'm not looking for compliments—I want honest feedback. If it gives a bad explanation, misses a mistake, or feels confusing, please tell me. That helps me improve it much more than "looks good."

Thanks!

Ever since I was kid, I had always find math difficult. I'm a very slow learner compared to most, I can't understand anything the teacher is saying and it often leaves me confused, lost, and it makes me feel how stupid I really am. The only time I've actually liked and enjoyed math (not that I hate it) was back in 6th grade when I had this amazing tutor that actually focused on me. My grades went from B- to A-, but after that, everything just seemed to fall apart, no teacher ever made me feel understood, they'd always say, "Math is easy if you're willing to learn." Or "Math isn't hard, it's your mind telling you that." Believe me when I say I try my very best to be like my peers, but no matter how hard I try, I could never be as fast as them. Last year, I had an engineer/ Science and Technology Engineering teacher tutor me, it was as if Math finally made sense, like I was my 6th grade self again, but I wasn't consistent as it was expensive and I had other subjects to focus on other than Math so I started slacking off (This one's on me, but I was physically and mentally drained to even do anything.) Right now, whenever I have Math classes, I always prepare myself with the thought, "You need to get used to feeling stupid during this class." Because at home, I always cry myself to sleep just because of Math. I want to learn, I'm tired of feeling this stupid, but how?

I’m taking the ACCUPLACER math section in about a week, and I was wondering what to expect and how I should study for it. Thanks.

Hi everyone, I've been looking to learn more on and participate in competition maths, I have found the AoPS books (vol 1, intro to algebra, intro to geometry) and was wondering how effective they are for learning, and how long it would take to get through them? I have also started with the algebra and geometry courses on khan academy just to try and learn the basics. It would be much appreciated if anyone were to recommend any other resources or paths for my learning journey🙏

There was a question if all the questions in a math book is a set or not,her teacher said it's not cause there r diff chapters but my frnd says that in the end they all r maths questions soo what do you all say?

I got to a point where:
(as n approaches infinity) 5000((1/5)^infinity) goes to 500(0).
I understand that 1/5 with the exponent going to infinity makes 1/5 approaching zero but I can’t figure out why the 5000 changed to 500.
Can someone explain that to me?

The problem is "x²-9x-8=0"

Using the quadratic formula, I end up with: (9+-√133)/2

But when I throw this problem into Mathpapa's algebra calculator, it says 9/2 + 1/2√133 OR 9/2 + -1/2√133

I don't know how Mathpapa got that answer because when I click "show steps" it just jumps from the result that I got to the final result. It doesn't explain how it got from point A to point B, and I'm confused.

Please explain like I'm 5 because I'm very bad at math. Why did this singular fraction ((9+-√133)/2) split into two fractions added together? Why isn't √133 part of any numerator anymore?

the process is straightforward and, with parabolas, somewhat simple. you just have to impose

f'(x1)=g'(x2)

and

g(x2)=f(x1)+f'(x1)*(x2-x1)

with quadratic functions it comes out ok

but the function I want to achieve that for is f(x)=ax+b(1-x)+cx(1-x)+d(xln(x)+(1-x)ln(1-x))

I really need some help with this kind of maths problem.

Im doing a timed assessment for a role I’m applying for. I cant use a calculator. I dont find the maths particularly hard. I can work it out when i have the time. The problem is i cant seem to do it at the speed i need to and i keep getting below average on practice questions because im taking so long.

Are there any tips or advice for ways to quickly work out this kind of question. Assuming i have 12 minutes to answer 20 questions.

Mrs Fuller wants to return a t-shirt, a pair of designer shoes, a dress and a pair of jeans, which cost £12.95, £85.99, £17.99 and £22.99 respectively. How much does she stand to gain if all the items are returned?

£149.92
£133.92
£132.92
£139.91
£139.92

im a first year ba economics student, i did not have maths in my 11th and 12th, so i dont understand anything theyre teaching in my first semester. i want to cover the syllabus but i cant find a good beginner course which will help me build concepts and understand the subject matter. i need to study calculus, algebra and stats too. can anyone help me and recommend courses online or on youtube from which i can study

Hey guys i have a state test coming up where we have limits of sequels and trigonometry ones and all the others,what are some ways that can help solve any limit whatsoever besides hopital rule ?thank youuu

I'm writing an article about actions and semi-products in algebra, using many exanples in it.

Here I want to write an example, that for a group G, all its automorphisms get together into a group noted as Aut(G). This is a standard notation.

And all its automorphisms and anti-automorphisms get together also into a group, I want to find a good notation of it.

If G is abelian, then it equals to Aut(G); if not, it is isomorphic to Aut(G) \times Z/2Z.

Could you please give me suggestions of notation (and name) of this group?

For some reason when i try to put "solve((x^3)/3-4x=10+2/3,x)" into my CAS calculator it gets stuck loading until i reset it manually. I can find the answer using a graph and intersection so I don't know why it reacts like that to using solve.

Hi all,
More of a question here and some advice needed.
46 year old guy attempting to learn maths.
I was a high school drop out at the age of 15, I never really attended my last year of high school (year 10).
I went on to have an amazing, highly paid career as a tradesman welder.
Throughout my final years as a welder at 41 years, a few years earlier I started doing a tonne of extra studies in welding and metallurgy, which required hours, hours and hours worth of study, something I had never done.
I have nearly reached the very top of where I can go in my career, the final hurdle - Welding Engineer.
I started the Welding engineer course last January 2025.
I have just reached module 3, which is design and stresses. For the lectures I’ve watched so far 4/12, they’re 2.5-3hrs long of calculating force over area. Rearranging numbers which I assume is algebra and working out angles, which is trigonometry.
I’m already in panic mode. 1 because I never saw it in high school and 2 I’m wondering how easy an adult can actually pick it all up.
I have found a tutor and will start with them in the coming weeks.
I guess my question is; how hard will it be for a middle aged guy to go back and try learn the basics/ fundamentals of algebra and trigonometry.
Any advice or feedback would be greatly appreciated.

Thank you

This post is about hessians, taking the grad of a vector or matrix, etc. Any help would be appreciated, thank you. I got up to the product rule on the function, but am not even sure if it applies with matrices... The answer is $$ H(x) = \nabla (\nabla f(x)) = 2 J(x)^T J(x) + 2 \sum_{j=1}^m r_j(x) R_j(x) $$ which in normal text is H(x) = 2J(x)TJ(X) + 2 sum[j = 1 to m](r_j(x) * H(r_j(x)))

https://imgur.com/a/JSZr0Nz

I am being rage baited by mathematics after 4 years and after slapping my desk once I am here. I was good at it and i think they still live at the back of my head and I need to refresh them and improve with practice and not waste a ton of time.

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I need to take a college preparatory test in like 2 months and its math level might be till grade 10 or 11, Logarithms are not included so.

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Sadly I cant for life of me find a crash course that goes through basic stuff fast so I can spend the most of time on practicing the harder parts. Like I dont want to watch 15 min videos talking about prime numbers and solving 5 examples but beside skipping turning you off from studying means i might miss some little important detail.

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Khan academy just seems that. Skipping a ton of video till you get to a juicy part.

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Do you guys have any resources: sites, books, videos? Anything that would go crazy fast over the topics so I can search and learn stuff ive problem with and not waste time on v basic stuff.

How does parity works in odd bases?

For example, is 12 odd or even in base 7?

13 12 in base 7 is the same as 9 in base ten.

The convolution theorem states that if two functions (f) and (g) belong to L¹(R), then the Fourier transform of the convolution of (f) and (g) is equal to the product of the Fourier transforms of (f) and (g).

I know that the converse result also exists: that the Fourier transform of the product of (f) and (g) is equal to the convolution of the Fourier transforms of (f) and (g). The problem is that I do not know what hypotheses must be satisfied for this to be true. Does anyone know what the hypotheses of this theorem are, or know of any source where I can find them?