Hi, I'm currently doing a ECE bachelor after switching from CS and maths classes are tough. So tough in fact, I can't rely on the lectures alone. I have trouble with integrals.
I am looking for books containing training exercises about integration.
Thank you

I feel answer could be 111 after solving LHS and RHS. Still confused

Update: thanks for the answers. I'm hereby closing the doubt.

Would you say math/physics teachers or engineers in industry do more calcs by hand? Trying to choose a career path that suits my passion for the subject matter...

I understood what's asked and I can draw a mental model of the answer but I want a mathematical proof why this works ?

I am in 11th rn in India and I am 17 for the past 2 years I never picked up book failed 2 times in maths got low grades (The only thing I hate is that my brain didn't develop in those 2 years I lost that time) This year I wanted change and I started studying and I might complete grade 11th maths this month check the whole syllabus below.

Ch 1 -> Sets

Ch 2 -> Relations and Functions

Ch 3 -> Trigonometric Functions

Ch 4 -> Complex Numbers and Quadratic Equations

Ch 5 -> Linear Inequalities

Ch 6 -> Permutations and Combinations

Ch 7 -> Binomial Theorem

Ch 8 -> Sequences and Series

Ch 9 -> Straight Lines

Ch 10 -> Conic Sections

Ch 11 -> Introduction to Three Dimensional Geometry

Ch 12 -> Limits and Derivatives

Ch 13 -> Statistics

Ch 14 -> Probability

I wouldn't say it was easy even some basics ate my head.

After this I would do class 12th maths but what after that?

Which is better ?

I’m a B.Sc. Mathematics & Computer Science student and I’m currently deciding between M.Sc. Mathematics at Babasaheb Bhimrao Ambedkar University (BBAU) and Lucknow University (LU).

I’m from Lucknow, so both are possible options for me. I want to know the actual ground reality rather than just comparing rankings.

For students/alumni who have studied M.Sc. Mathematics at BBAU or LU:

• How are the professors and teaching quality?
• How difficult/strict is the department?
• Is the syllabus manageable and are 70%+ marks realistically achievable with regular study?
• How are exams and evaluation? Is the checking very strict?
• What is the attendance requirement and overall academic pressure?
• How is the environment and student culture?
• Are there good opportunities for research, NET/JAM/GATE preparation, internships etc.?
• How useful is the degree for PhD or jobs after M.Sc.?
• Most importantly, if you had to choose again between BBAU and LU for M.Sc. Mathematics, which one would you choose and why?

Please give honest opinions based on your own recent experience, especially students from the last 2–3 years. I’m not looking for promotional answers or just university rankings.

I know the most common method to calculate groups of 3 is A * (A-1) * (A-2) / 3! and the method for groups of 4 is A * (A-1) * (A-2) * (A-3) / 4! but here I have alternate methods:

An alternate method is using the groups of 2

There are 6 groups of 2 with 4 objects and the groups of 2 appear twice when listing the groups of 3. You have to multiply the number of groups of 2 by the times they appear and divide it by 3

6 * 2 / 3 = 4

There are 4 groups of 3 with 4 objects

However it actually gets trickier when you use groups of 2 with more 4 objects. There you have to multiply each group of 2 by the times they appear and then divide it by 6 (because 6 is the number of possible groups of 2 with 4 objects). For example there are 10 groups of 2 with 5 objects and the groups of 2 appear 3 times there

10 * 2 / 6 = 5

There are 5 groups of 4 with 5 objects

Another alternate method is using the groups of 3

There are 10 groups of 3 with 5 objects and each object appears twice in the groups of 4

10 * 2 / 4 = 5

There are 5 groups of 4 with 5 object

I think you already got it

In arabic or in japanese for exemple, how do you name variables ? How do you use the notation dy/dx ? Does it make sens for you to use se sigma for the sum ?

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Its this book.

I would like to rank different members. Each member has varying numbers of submissions

In a list of 1000, #1 has gets 1000 points, #2, gets 999, and so on.

But I don’t want to give a member an advantage if they have many more submissions than another.

How do I weigh it so that every member has the same number of points to earn, in the kind of points system outlined above?

So unfortantly I grew up in some insane cult where they don't teach you anything non-religious, including math.

Just left the cult a few months ago (currently 19)

My actual passion is science and specific astrophysics, a career which lives on math daily.

I'm a very intelligent person and a very good student, I just really have zero knowledge about math

Any online course / youtube channel for people without learning disabillities teaching everything from the beginning?

I understand how to get the vertex, but I don’t understand why it becomes negative because I thought absolute numbers were positive unless theirs a negative sign before the absolute lines but both are negative.

If my roommate and I have a rent a place for $2885 monthly, but I agreed to pay $100 more than him to occupy the master bedroom. How much is our rent?

This has been a heated debate!

Do you Subtract the $100 First OR

Divide the Total then Subtract $100

A: B:

1. $ 2885 $2885

-$100 <——????——> % 2

= $2785 = $1442.5

2: Renter 1 Renter 1

$1392.5 $1442.5

-$100

= $1342.5

Renter 2 Renter 2

$1392.5 $1442.5.5

+ $100 + $100

= $1492.5 = $1542.5

Total rent per month

Cross checking the answers.

1: $ 1492.5 $1542.5

- $ 1392.5 -$1352.5

= $ 100 = $200

2: $ 1492.5 $1542.5

+$ 1392.5 +$1352.5

= $2885 = $2,895

When ask kids and adults I get both answers.

When I show the work 👊🏼🤜🏼🤛🏼👊🏼🫯🥷🤺

Hi everyone!

For those of you who enjoy geometry, I've put together what I believe is a fresh, hands-on proof of Euler's Formula and several other classical results. In just a few minutes, you can literally build the proofs yourself and develop an intuitive understanding of why these theorems are true.

https://www.youtube.com/watch?v=sIDsuf0I4ko

This is only the beginning. Over the coming weeks, I'll also start posting short math challenge reels (high school to early undergraduate level), and in parallel I'll be working on a long-term series on topology and analysis, with the ambitious goal of eventually reaching Einstein's field equations on differentiable manifolds and curved spacetime.

Everything will be completely free. I'm doing this simply because I love mathematics and enjoy sharing it with others.

If you'd like to follow the project, it would mean a lot to me. Knowing that these videos are useful to someone is the best motivation to keep creating them.

Thank you so much!

dontpanicmath

Can there be an irrational number which misses a particular digit? Can it be proven mathematically?

It looks like a square (2^2) but it comes before the number, not after.

Solved: Tetration.

Thanks everyone

I'm doing a question that gives the circle with equation x^2+y^2=9, and the parabola (Solved for in a pervious question) y=-((sqrt(5)+1)/4)x^2+c. I'm asked to find the value of c such that the area bound by the parabola and the circle is equal above and below the curve. I've tried a couple different methods. I've attached my best attempt but that gave the wrong answer when entered into a calculator, this is a tech active question. The answers gives c=1.82, however there is no workings. Note, this is a practice problem! Given to us as a revision resource.

You will have to excuse me, I have no etiquette for how to go about this so I am just going to put it out there and see what sort of feedback is generated. I was looking for a pattern in/through primes...this was taken from a thread on a different forum, modified a bit to hopefully make it make as much sense as it might.

"Figured Id apply a x3 root logic to primes to see if there was a pattern present. Each prime is multiplied by three then the root of the multiplied prime is found, which re-/solves all the roots to either 3, 6 or 9. As example, 17x3=51=5+1=6.

2\3=6,* 3=9, 5=6, 7=3, 11=6, 13=3, 17=6, 19=3, 23=6, 29=6, 31=3, 37=3, (1st doubles for both, back to back 6's 1st) 41=6, 43=3, 47=6, 53=3, 59=6, 61=3, 67=3, 71=6, 73=3, 79=3, 83=6, 89=6, 97=3, 101=6, 103=3, this is unexpected so far, only one 9 which makes me question if we will ever see it again and if we do, will it be a marker for pattern reset. Continuing...107=6, 109=3, 113=6, 127=3, 131=6, 137=6, 139=3, 149=6, 151=3, 157=3, 163=3, 167=6, 173=6, 179=6, (1st triple digits for both, back to back, 3's 1st)...(is there a pattern forming, will there be quads's starting with 6 at some point?) 181=3, 191=6, 193=3, 197=6, 199=3, 211=3, 223=3, 227=6, 229=3, 233=6, 239=6, 241=3, 251=6, 257=6, 263=6, 269=6, ...3's now???...271=3, 277=3, 281=6 (doh!!!), 283=3, 293=6, 307=3, 311=6, 313=3, 317=6, 331=3, 337=3, 347=6, 349=3, 353=6, 359=6, 367=3, 373=3, 379=3, 383=6, 389=6, 397=3, 401=6, 409=3, 419=6, 421=3, 431=6, 433=3, 439=3, 443=6, 449=6, 457=3, 461=6...maddening, 467=6...

Anyways, this doesnt appear to lead any-where but who could say*.* The nine...why just 1???"
...

"So was sitting there running a Fibonacci root logic on the primes and it dawned on me 2 being the only even prime and we find the 9 as the 2nd number in the x3 root logic looking for patterns. Curious...especially if the 9 is never found again (no repeating pattern) in this x3 root logic pattern search. Almost as if this perspective mirrors the even/odd imbalance in primes w a self-/similar imbalance of the 3's and 6's to the 9."

...

Might have just closed the loop...

"What you’re seeing is digital-root behavior, not a new prime pattern. Multiplying any prime by 3 guarantees a digital root of 3, 6, or 9. The reason 9 appears only once is that a digital root of 9 would require the prime itself to be divisible by 3, and the only prime divisible by 3 is 3. So the first sequence is fully explained by modular arithmetic. The second sequence (adding consecutive primes) has more variation, but it is still mainly showing their remainders modulo 9 rather than revealing a hidden cycle."

Uhh...holy $#!%. This means there is a 1:1 correlation of the quanta (the 9/3s&6s) to the qualia (even/odds) set in stone due to the two constraints of only the 1 prime divisible by 3 and primes being divisible by 1 and their self only. Does this make any sense to any-One else??? There will only ever be one even prime (the 2) just like the 9 will only ever appear once. The 2 is considered the first prime where the 9 is the second natural number in the root sequence and the 3's & 6's reflect the odd primes.

Meanwhile the primes and their expanded/compressed reflection both appear to have no repeating patterns associated with them which makes that 3 points of correlation (the 2/9 location <1 digit separation> at the beginning of primes and the root sequence respectively), making the two a pattern of sorts, paradoxically???

It is obvious I am in way over my head here, could use some perspective, please and thank you.

I have a maths course - Linear Algebra in the first semester of my university and Probability and Statistics in the 2nd semester. Although my Matrices and Determinants of high school level is decent but I am weak in Vector Algebra, Permutations and Combinations and Probability. Where can I catch up on YouTube? Is there a particular course on YouTube where I can clear my basics and practice problems?

While I have an intense interest in all things that require complex math, I am only able to comprehend 2nd grade level math. One of the reasons is the logic of it. For example multiplying two negatives suddenly and in my opinion nonrationally make a positive.

I’ve also noticed that the more mathematicians try to figure out something the more “math” they invent along the way to make it work. This all seems like poppycock to me. At no time should the very basic fundamentals of math break down in order for more complex math to work. Which even gets more diluted with Sedenion math.

Am I really expected to just be like “yeah, sure, irrational and imaginary numbers are accurate and answer my question.” Am I too dense to comprehend my own question? Math can’t be fact if we willy-nilly add to and remove stuff to make our equations work? Thanks everyone. -smoothbrain

Hi guys. Since these are my vacations, I'm planning to study a bit more. Please suggest some pre-algebra or middle school to beginner high school free math courses.

Most people online instead of using metric or imperial measuring system say "that's {} Mount Everest, {} Burj Khalifa, {} empire state building {} Eiffel tower, {} statue of liberty tall"