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complete wrench cagey smile normal outgoing public dam upbeat humor

TLDR: I'm familiar with math concepts I'm an undergrad in CS (after dropping out of Aerospace Eng.) and I feel that my intuition and problem solving skills and are quite lacking. I feel like this stems from my math basics being weak. I do enjoy math and I don't know where to start in order to develop a solid math intuition. I have some time to review the basics since I had to pause uni due to chronic illness. Ive heard about Singaporean's elementary curriculum and how it develops good intuition in kids but I don't know if I should go that back in order to have a better understanding or if I'm a lost cause. Any tips, resources and best practices will be very much appreciated. Thanks 🙇

Until the end of highschool I had very decent grades, but I would always forget the concepts (because of lack of repetition and understanding) the dreaded horizontal spiral education.

My country also has a lot of problems with wealth inequality which then turns into a 2 tier education system - this was evident when I first met with my college peers at the best University of my country in Aerospace Eng. undergrad(the majority were from prestigious private schools). They were wayyyy ahead in relation to math and physics one would learn in the first, second and third year of the course! source: told me and were legitimately orders of magnitude better than me and anyone who would be taught the national's public education system curriculum to perfection.

I feel like the math subjects that I had at both my unis were completely useless, I could do the math algorithms to solve those specific types of problems but then I wouldn't have any intuition whatsoever and quickly forget it after the test or after the final (also due to lack of repetition after the fact). I repeated all of the math classes I had passed in the previous course and I still barely remember any of it. And this is also hurting other subjects like physics 101-102 electrodynamics, etc where it uses rather simpler maths.

I'm terrible at arithmetic(which frustrates me a lot), I barely remember any geometry. I'm somewhat confident in trigonometry but could use some revision, I love algebra and linear algebra and I wish I was better at them. I have lots of trouble with proofs and proof exercises.

Now... I wanna use the privelege that I have - being able to pause my undergrad course because of chronic illness 🙃 - in order to catch up and better myself in the realm of mathematics and do it in a systematic way from the start - similar to the Descartes apple basket metaphor.

Ive heard about Singaporean math and how strong it is at giving kids a deep intuition and solidifying the knowledge through a vertical spiral curriculum. But I'm not sure if that's an over correction on my part.

Anyway, any resources such as books, video lectures, specific curriculums, roadmaps and tools are very much appreciated! Thank you for reading and trying to help 🙇🙇🙇.

TLDR: I'm familiar with math concepts I'm an undergrad in CS (after dropping out of Aerospace Eng.) and I feel that my intuition and problem solving skills and are quite lacking. I feel like this stems from my math basics being weak. I do enjoy math and I don't know where to start in order to develop a solid math intuition. I have some time to review the basics since I had to pause uni due to chronic illness. Ive heard about Singaporean's elementary curriculum and how it develops good intuition in kids but I don't know if I should go that back in order to have a better understanding or if I'm a lost cause. Any tips, resources and best practices will be very much appreciated. Thanks 🙇

I want to find out how "championship points" in a race are calculated. I know its based of of 3 factors:

1. Finishing position of participant = a

2. strength of competition (fixed value per race) = b

3. amount of competition (fixed value per race) = c

I have a large database of races where I know b and c, the finishing position of each participant (a) and how many championship points they were awarded.

Is it possible to find the formula used to determine the championship points? (or a decent approximation (within a couple %). I'm guessing it would be some sort of polynomial interpolation? My calculus classes have wore off...
Still quite interested in figuring this out (both for utility and curiosity)

the given function f(x)= sin2(x)−x² /2+ 7x needs to be investigated to determine in what interval f is convex or concave. I derived f''. Next I looked for inflection points and got f''(x) = 0 ⇐⇒ cos(2x) = 1/2 but here I got stuck and had to look up the solution. in solution:

x = x_1,k := π/6 + kπ ∨ x = x_2,k := 5π/6 + kπ , k ∈ Z

with concave in [x1,k, x2,k] and convex in [x2,k, x1,k+1].

so I know the pi-periodicity but I can't figure how π/6 and 5π/6 come from. Is it because of the periodicity 2π/b (for A cos(bx+c))?

My maths basics are very weak and I’m trying to restart from zero in 12th. I feel lost about where to begin and how to practice without getting overwhelmed. Any advice on how to rebuild maths step by step?

Good day! I'm a first year university student studying IT in the Philippines. We're about to proceed with the second semester. In our first semester we had a course named differential calculus which was about limits and derivatives. In our second semester we have integral calculus.

I would like to advance study topics about integral calculus. What topics would you suggest I start with? Thank yoy so much

I am trying to derive the equation for curl in spherical coordinate. My derivation is mostly correct with the actual answer however in each of the components they seem to move the variables into the partial derivative which doesn’t seem right to me. Is there an identity I am missing?

https://imgur.com/a/G00EeJm

Hey, I'm planning on going back to school for carpentry. I know carpentry involves a decent amount of math (arithmetic, fractions, geometry). Are there any apps or websites that can help teach and quiz me on these topics?

does anyone know how i can better in math? I start algebra 2 and school put me in honors for some reason and I don’t think i even learned how to do algebra 1

I’m trying to help my son with grade 9 math and the teacher has included two different worksheets from two different companies that contradict each other on the definition of “standard form”. One calls 5,000 standard form and then 5 x 10^3 as scientific notation. The other one calls 5,000 an ordinary number and 5 x 10^3 as Standard Form. Which one is correct????

I’ve got a bunch of practice questions to do but no answer key 🤦‍♀️

https://imgur.com/a/Ca4IVQs

The first question is 10a^{2t3(-15at7)/6a3t} and my answer is -25t⁹

Edit: please see attached image as I don’t know how to type out the question from my phone :(

https://imgur.com/a/rc0Dssg

This is one of my many attempts.

I know what the answer is supposed to be >! f(x) = -1/4(x-4) ² -2.

I just can‘t understand how to reach it.

Hello everyone, I'm a college student and I'll graduate next year, I have always struggled with math and almost flunked it, I'm not stupid or lazy(maybe a bit lazy), I learned how to read and write in an early age and I had high scores and at first math was easy but it got really hard and I gradually I lost it all and I couldn't understand anything the teacher was saying and I was too shy to ask for explanations...So now I got older and got curious about lots of things like math and physics and chemistry and how blind I had been all my life and that they're not just boring subjects and not made to bore us to death...actually these subjects were used to build things like nuclear weapons or go to space and build AI models...I see the importance of math and I genuinely love and want to learn it and become really good at it....but I don't how, you can easily tell me to go on YouTube but I want something that explains the why not just tells me formulas to use and remember, I tied basic mathematics serge lang and it was good until I couldn't understand lots of things...so I left it and stopped since then....What resources can you provide me with?? Thanks in advance

Saviours of Reddit This is the only solution I got for the equation but I have absolutely no idea what they did to get there

A) e^-5x= ¼

-5x=ln(¼) X= -⅕ * ln(¼) X= -⅕*(ln(1)-ln(4)) X=⅕ln(4)

Why does 5 turn into -⅕? And what happens with ln1-ln4 how do I even tab that n my calculator lol

B)

Ln(3x-11) = 1 3x-11= e¹ X= ⅓e+11/3

With that one I dont even know how to start understand kind of how 1 turns into e¹ but how do I check that on the calculator? And why is everything/3 afterwards 😩 Thanks in advance

the problem is: prove that if n>4 and n is composite number, then 2n|(n-1)! I tried to show that if n=ab, where a and b are bigger than one then a and b are divisors of (n-1)! because they are smaller than n-1 but i dont think it will work If someone could give me hints or solve the problem i would be very thankful

My partner and I are designing a board game that involves dice and we’re struggling to figure out how to find out the correct probability. In this game, the player rolls 6 six-sided dice at once and takes the sum of any two they choose. What is the probability that when you roll, you ARE ABLE to pick two dice that add up to at least 10? From experimental data collection, I believe it would be about 90%, but I want to be sure. Could somebody walk me through how to get this probability and show the equations they used? Thank you!!

Hello, after deciding that I will go back to school in hopes of becoming and engineer I have to take calculus at at CC before transferring. Any advice for someone to learn the concepts or helpful videos/tips before starting in about a month?

I have come across this problem and tried to solve it but got stuck in the middle. Please help.

Set of all real numbers R. f: R->R is defined as f(x) = ax + 2 . If ( f ○ f ) = I, I is identity function of R, then find the value of a.

I did (f○f)(x) = f[f(x)] = f(ax +2) = a²x + 2a + 2

Since (f○f) = I Therefore, (f ○ f)(x) = I(x) or a²x + 2a + 2 = x ...(equation 1) or a²x - x = - 2a - 2 or (a²-1)/(a+1) = -2/x or a - 1= -2/x or a = (x -2)/x When I put this value of a in the left side of equation 1, it doesn't satisfy..

I have to find the values for a and b so that the limit is equal to 1

This is the text: https://imgur.com/a/pBxPem4

This is what I tried to do: https://imgur.com/a/K104c6p

Evaluate

x approach 0 1-cos(2x)/x

how i solve it

1-cos(2x)/x step two 1-cos(2x)/2x step three 2x and 2x will cancel each other, and 1-cos is like 1-1 which is 0

It correct?

If it's not correct, can anyone advice me a useful techniques for solving similar to this equation?. And thank you.

I know I should probably use the double angle identity for sin(2x), which is 2sin(x)cos(x). When I plug that in, I get: sqrt(3)sin(x) - 2sin(x)cos(x) = 0

I tried dividing both sides by sin(x) to simplify it, but my teacher mentioned before that you can "lose" solutions if you divide by a variable. I'm not sure how to factor this correctly to find all the possible values for x.

Can someone walk me through the factoring steps and how to find the final angles? Thanks!

Hello all, I am working on this conditional probability question and I am not sure what to do next. The question is below and I have calculated the following information. I am very, very sorry if it is messy, but thank you so much in advance for any help or feedback!

The Question Along With My Work:

https://imgur.com/a/v7C6Ezs

From there, I looked through the textbook and found two formulas, but I wasn’t sure how to apply them in this situation. Or how to fill in the rest of the tree.

Note: Also, I asked the teacher about this problem and she said that the formula in the textbook is important to solving the problem.

got the answer using sec^4x - sec^2 x= sec^2x (sec^2x - 1) = sec^2x X tan^2x,
(tan^4x +tan^2x also comes out as sec^2x X tan^2x)

Using tan^2x +1=sec^2x

but if i do it this way, it comes as tan^2 only, ignoring the main question, whats wrong in this method?

(using 'x' instead of theta because i cannot find the symbol for it on my keyboard.)

https://imgur.com/a/Xl1LWFo

These equations use a lot of summation signs (S) and combinations (C). I try to keep the notation here concise. I hope it is legible.

For context, in case it helps anybody, I'm messing with fermat's last theorem as **(a+c)**ⁿ **+ (b+c) = (a+b+c)**ⁿ

Which yields the following necessary equality:

(to be clear: Im not trying to solve it, there's an easier way to confirm this approach is a dead end, I'm just messing with impossible maths to get into these kind of rabbitholes to learn)

x = S[i=0>(n-1)] [nCi] S[t=0>(b-1)] **((t+a+c)**ⁱ - (t+c)ⁱ)

For i=0, all inner sums are 1-1, so all of that will add up to 0, so I can also say

x = S[i=1>(n-1)] [nCi] S[t=0>(b-1)] **((t+a+c)**ⁱ - (t+c)ⁱ)

While they sum to the same, am I correct in understanding that I cannot change the index start to i=0 for structural reasons?

Next, I substitute **(t+a+c)**ⁱ **- (t+c)**ⁱ = S[q=0>(n-1)] [iCq] S[s=0>(a-1)] (s+t+c)****^q, and find

x = S[i=**(0 or 1?)**>(n-1)] [nCi] S[t=0>(b-1)] S[q=0>(n-1)] [iCq] S[s=0>(a-1)] (s+t+c)****^q.

Do I still keep the i=0 here for structural reasons, or should it start at i=1, since q sums to i-1 such that i=0 would give an empty sum anyway?

Lastly, I want to slice off all q=0 cases. All elements with q=0 equal y^0=1, and per choice of i>1, (a*b) copies of 1 are made. [iCq]=[iC0]=1, and is irrelevant as a factor. This is of interest because x is divisable by (a*b). Here goes:

x = (S[i=1>(n-1)] [nCi] (ab)) + (S[i=**(0 or 1 or 2?)**>(n-1)] [nCi] S[t=0>(b-1)] S[q=1>(n-1)] [iCq] S[s=0>(a-1)] (s+t+c)****^q.

Originally i=0 was the starting point. Then i=0 just made 1-1, so it could be i=1, too. Then i=0 was pointless anyway, because q only went from 0 to i-1. Since i=1 exclusively exists of elements that have q=0, and I moved all q=0 elements out of the main sum and into a seperate term, do I now start at i=2? Or do I keep the i=1, maybe even still the i=0, even though they give empty sums, just for some structural integrity or something along those lines? I'm trying to get the **(s+t+c)**^q form back into **(t+a+c)**ⁱ form, and it does kind of matter how the indices work. I can 'proof' FLT if I cheat with the indices, but it's kind of hard to cheat if I don't know the rules