Another Story

Recently, I’ve been teaching a friend calculus, with little progress. Though this may not be much of a dilemma for all those rather proficient in mathematics (or like me, can scrape along in whatever the level of difficulty in math class), it is such a difficult decision in how to approach math in a tutor setting. If I teach along the basics, it consumes too much time and can quickly digress away from the problem in discussion. Yet pursuing the method of detailed solving of the problem itself only teaches the method of solving a specific type of question. In describing the theorem or method used in the problem, often “why so” question can lead to a much complexed reasoning behind a simple theorem (aka. proof ) that often loses the pupil in the steps.

So are some people naturally prone to mathematics than others? Or is this entirely dependent on how much time one spends doing math?

I’ve read some articles claiming they have found the “math genes” which deal with concept of how much a mind can abstract out from simple numbers to sheer logical relationships between those given equations of numbers. Also as  psychology- a branch of science that only emerged recently- developed, we are now aware that there are indeed those with less mental capacities than others. Albeit the factor of genetics influencing intelligence is still questionable,  people may be “born to do math” or “not designed to do math.”

However, I disagree.

We can all do well in math so long as we study enough. This math I am referring to is up to calculus and statistics, and is exclusive of math department studies. The abstraction required for this “math” is minimal in contrast to the actual mathematics at its highest level. I think the abstraction required is comparable to seeing a red apple and being able to grasp the attribute of “red” or being able to see the buying and selling in the supermarket and eventually understand the abstract concept of “economy.” If you are able to do this, you should be able to get math.

I find that the crucial factor in math is practice. Math is full of patterns in between the equations. If you really want to do well in math, try solving a hundred questions on the same topic of math. Usually the selection of problems should vary from easy to difficult. I once suggested this to a friend who thought some people were more prone to math than others and only got a response that she “preferred to have a life than do all those questions.” I probably avoided a gaffe there by saying, ”Well I guess doing well in math can lead to having a chance at a far better job, hence living a better standard of living  overall.”  Anyways, this methodology trains you to recognize the patterns in math. From one concept to another, eventually this practice will pay off and you will “get” math.

Of course this does not apply to actual mathematical genii, but those guys are built to seeing most obscure patterns in math everywhere since they were ten and think on a different dimension overall. But in perspective of relatively easy math in high school and undergrad, practice, in my opinion, should make perfect.

byk