How to Build Mathematical 'Muscle and Power'

Рет қаралды 2,435

11 жыл бұрын

If you have been following this video series, you should now have an effective study system/structure in place and an understanding of how your memory works, good study attitudes, a good working environment, and an established daily routine.
But what do you actually do when you sit down to study mathematics? There are four ways in which you can study mathematics and this video describes the fourth method: seeking out challenging and very difficult problems to develop superior mathematical 'muscle,' finesse and expertise.
A free PDF summary of the four methods is available at crystalclearmaths.com/wp-conte....
To find out about Parabola Magazine for High School Students (Australia), visit www.parabola.unsw.edu.au/. Articles from earlier editions are available for free viewing or download.
For more information about how to study and about learning mathematics visit my website, Crystal Clear Mathematics, at www.crystalclearmaths.com/
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Download my FREE 32 page PDF "How to Study" booklet at crystalclearmaths.com/wp-conte....
Download my FREE PDF "How Your Memory Works" summary from crystalclearmaths.com/wp-conte....
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It would be appreciated if you would like or comment on this video as well.
Best wishes with your study and your mathematics!
Thank you.

Пікірлер: 7

@CrystalClearMaths 11 жыл бұрын

Your comment is very encouraging, thank you. I hope the videos and website help you with your studies. Best wishes from Australia

@Maya_s1999 9 жыл бұрын

Hello Graeme, I am really glad I discovered your channel! I have returned to studying maths (biostatistics) and your calculus videos are just amazing revision material. I have just submitted my first assignment and I have missed the full marks because of a couple of mistakes copying questions (solved the wrong problem right) or got lost in my reasoning half way through. I was so mad at myself!! Your video is very thought-provoking. I made a resolution of printing the questions and glue them on top of the page to stop myself from miscopying. I am interested in the story of your discovery of a geometry theorem at age 14!

@yonatanofek4424 7 жыл бұрын

Hey thanks this is pretty cool! I heard somewhere that our culture formalized and scaled the "factory-line" for creating genious-level violinists. If you want to become one, just do 10,000 hours of w/e your Russian teacher says you should do. So you are convincing me that the same might be the same for math. Very cool.

@CrystalClearMaths 7 жыл бұрын

You are quite right, Yonatan.

@CrystalClearMaths 7 жыл бұрын

The same is certainly true for mathematics. There are exceedingly few "natural geniuses" in mathematics. Those who appear to be are often working quite hard also ... although they don't always confess to it. Even very "average" students can do quite well if they are prepared to put in the practice. On a number of occasions I have seen students move from near last in their class to top of their class in about six months once they have become inspired to work hard at their mathematics (as they would with anything they wanted to be "good at"). I wish you well and hope you will keep in touch and let me know how you progress! Best wishes and thank you for leaving your comment. It is appreciated. Graeme

@vidhyamadhavan1989 2 ай бұрын

Hello Mr Graeme, I'm a special educator. How do I create that interest in a child who likes solving problems but dislikes the uncomfortable feeling of solving challenging problems?

@CrystalClearMaths 2 ай бұрын

Greetings, Vidhya. You have asked a very interesting question. Thank you. Not all children will respond to the "uncomfortable feeling of solving challenging problems." I think of it like asking children to run or hike up a tall hill or mountain, or to engage in a multi-day hike. Some children respond positively. Some do not. I have taken reluctant children on a multi-day hike or had them camp alone in the 'bush' for a night and had some of them respond extremely positively. I believe it is because they realise that they have succeeded at something big and momentous ... something that they did not believe that they could do (or wanted to do). In all cases, I believe it was MY PARTICIPATION and ENCOURAGEMENT at all steps that made the difference. Their sense of achievement is what may motivate them to engage in future challenges. In the case of mathematical problems, I do not leave them alone (at first). If they struggle and are on the verge of 'giving up,' I ask a QUESTION. Good leading questions lead to discussions that allow them to make discoveries, so that they can take another step. Finally, when they reach the goal and solve the difficult problem, I am full of PRAISE for their achievement. I will tell others and tell their parents (and, sometimes, though rarely, provide a extra reward). You will not win with everyone (as not everyone will develop a passion for mathematics), but your successes will sustain you ... and you will profoundly help and motivate some students.