as a math teacher I agree. Maybe it's because I encounter the students very late (their college years) but sometimes I feel some of the students would benefit more if we covered fraction arithmetic and simplifying expressions instead of analytic geometry or inverse matrix computations. But there's no time to do it.

@@Czeckie isn't there already a course in most math curricula (curriculums?) called "College Algebra" that already teaches "fraction arithmetic and simplifying expressions"? and also, while I agree colleges should make sure students have solid basics, I *DON'T* agree that should be done at the expense of teaching analytic geometry and inverse matrix computations, just because those things are more abstract doesn't mean they should be neglected, especially not when they're considered foundational knowledge in many scientific and engineering fields

@@YahyaFalcon I think the main problem is that if you miss or don't understand the more advanced algebra stuff and it is assumed that you know that algebra, then it's impossible to continue. Students tend to be trained to pass the tests, understanding is often too low after spring break. Just assuming the level of understanding and then saying tough luck if the student doesn't, is fine but won't produce mathematicians. Also most advanced mathematics works with proof writing with axioms, definitions and theorems, which is a completely new way to do mathematics compared to anything before. The common tale is that people good/fact at computing don't like that they have to start from the ground up again and the people that might be very good at logic but slow at computation will never encounter higher mathematics.

​@@BboyKenywhile yes, it is partially the fault of the education system that students are conditioned to immediately forget the stuff they learned to pass a test, part of that is also on them? Like hear me out, if a student doesn't bother to occasionally drill themselves on what they learned during spring break to make sure it sticks, isn't it kind of their fault? I don't really see what colleges can do in this situation other than remind the students that they shouldn't spend spring break *entirely* leisurely; As for the fact that a lot of students doing a mathematics degree are treated to the (perhaps unpleasant) surprise that math isn't mostly calculation, honestly that's on them; how the hell does anyone choose a degree without even researching what it's about? I mean, even if you *might* have an idea as to what you're going to study while pursuing a certain degree, shouldn't you atleast make sure your preconception of it lines up with reality?

bro he literally only uses a linear equation and 4 basic operations of math (summation/multiplication). believe me, its nothing to "hate".

@@----__--- He meant the logic behind it. You dont unlock mathematical intuition in 2 days. I think that the average math student has no idea on how to apply the things he learned

@@eosscripting2922 Exacly, and adding to @y? ‘s comment, I’d like to say that see that’s the thing, even to make something as cool as 3d models, you just need “basic” actually “applied” math. Not the horrible greek symbols everywhere. And adding to EoS Scripting’s comment, very well said sir, an average math student (here average probably means thé majority) has no clue how to use his knowledge in real life.

@@lucifer-5ybtn before you read: by math student I assumed you meant someone majoring in math, if that's not what you meant then disregard this comment I see your point but "the average math student" most of the time doesn't really need to know (or care) about how to apply their knowledge because they're looking to become a professional mathematician rather than something like a programmer or engineer, and so math departments and professors teach their courses and write their textbooks based on that assumption, so if someone went into a math degree to learn some cool math they can use when making math intensive software, then not only are they "not the average math student", I'd argue they chose the wrong major to begin with

​@@YahyaFalcon well actually... i don't think it's even _possible_ to complete a college math degree without being able to apply math - the entirety of math _is_ problem solving. if anything it's the sciences (e.g. physics) that are just "memorize this formula, don't ask why" (in this context i assume "good at problem solving" is equivalent to "can apply knowledge" - at the very least, in this video (but also in programming in general) you're solving a problem - either a math question, or the structure of a program by applying your knowledge to break it down and solve the parts individually)

there is difference between learning in a mechanical way and learning in a logic way, if you learn in a mechanical way, it means that you didn't learn anything

@@eosscripting2922 not always they teach logic behind concepts

I guess because it is cool run c code inside browser.

They are a good measure of how precisely one's capable of following the instructions. Which is what majority of employers want anyway.

I don't think it's about the difficulty, but the coolness. Conjuring up a 3d object in a 2d screen from data is magic and much more interesting than the compiler.