Math subjects you hate - Like /sci/, but on KF

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Hmmm, but to keep it simpler, if you just break down the operations to their basics, (skipping the fact that 2=1+1, 3=1+1+1, etc) then we have:

3*4 = 3+3+3+3
therefore 2+3*4 = 2+3+3+3+3 = 14

With this approach, there is no way you can get 20, so the operation order is not just a convention, and this is why parenthesis are needed. Therefore those people who are changing PEMDAS and BEMDAS (I dunno which is which) are morons.
 
Trigonometry was the beginning of the end, when some part of my brain officially usurped control and landed my ass from a guaranteed "A" in mathematics all the way down to a floater only occasionally rising above "C" levels. Working with sin, cos, and tan equations just made them all blend together in a confusing mess, which wasn't helped by how my classmates seemed to pick up on it so quickly, and it wasn't long before I lost my fondness for the subject.
 
Technetium dijo:
Hmmm, but to keep it simpler, if you just break down the operations to their basics, (skipping the fact that 2=1+1, 3=1+1+1, etc) then we have:

3*4 = 3+3+3+3
therefore 2+3*4 = 2+3+3+3+3 = 14

With this approach, there is no way you can get 20, so the operation order is not just a convention.
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You get that result because you assume the order of operations and calculate 3*4 before 2+3*4. You can get the result that 2+3*4 = 5+5+5+5 = 20 if you assume that all operations are sequential unless notated using parentheses.
 
Un Platano dijo:
You get that result because you assume the order of operations and calculate 3*4 before 2+3*4. You can get the result that 2+3*4 = 5+5+5+5 = 20 if you assume that all operations are sequential unless notated using parentheses.
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I disagree. I get that result because before solving the operation, I expand all the sub-operations and break them down to their unit (2=1+1, etc). Then I solve in the order it's written.
 
Technetium dijo:
I disagree. I get that result because before solving the operation, I expand all the sub-operations and break them down to their unit (2=1+1, etc). Then I solve in the order it's written.
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The answer still depends on the order that you want to solve the sub-operations. In this case, you decided that the multiplication operation takes priority over addition. If we grant the addition operation priority over multiplication (which conventionally we can do by writing the equation as (2+3)*4) then the decomposition of the equation becomes 2+3+2+3+2+3+2+3 = 20. This is what happens when you solve the equation calculating the + operation first. To suggest that this is not a valid solution to the problem and that * must always be solved first is clearly not correct, because that would say that (2+3)*4 always equals 14. We can grant priority to any operation we want using parentheses, and the convention we use is to grant priority according the the order of operations in the lack of parentheses.
 
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It's Isaac Asimov who once aptly observed that everyone runs into a wall at math at some point. First it'san easy jog down the lane and everything makes sense, then suddenly, bam, you have to climb vertically to progress.

Some hit it in primary school, some in high school, the smartest don't run into it until university, but everybody runs into that steep incline at some point. And then suddenly a leasuirely jog becomes blood sweating work. You can continue of course, but it won't be easy and it won't be what most signed up for.
 
Geometry was ok, algebra somewhat was logical in the beginning, but some time later it turned into nightmare.

I give up at the most basic problems if it includes trigonometry and complex numbers.
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In 90% of jobs you don't need any maths that you didn't learn in primary school, but fail maths in the finals and it will fuck up most of your employment prospects. The whole system is fucked up.
 
Positron dijo:
More like a Middle-school thing in Asia -- and the West say their curricula are noting but cramming facts.
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Definitely a middle school/high school thing in the US, at least in more advanced classes. First formalized proofs I remember doing were in middle school geometry, and I’m pretty sure we did trig proofs in whatever class that popped up in.
 
Un Platano dijo:
The answer still depends on the order that you want to solve the sub-operations. In this case, you decided that the multiplication operation takes priority over addition. If we grant the addition operation priority over multiplication (which conventionally we can do by writing the equation as (2+3)*4) then the decomposition of the equation becomes 2+3+2+3+2+3+2+3 = 20. This is what happens when you solve the equation calculating the + operation first. To suggest that this is not a valid solution to the problem and that * must always be solved first is clearly not correct, because that would say that (2+3)*4 always equals 14. We can grant priority to any operation we want using parentheses, and the convention we use is to grant priority according the the order of operations in the lack of parentheses.
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Oh yeah I see it now, you're right. Thanks for putting it out like that.
 
I'm pretty sure I have some kind of selective retardation when it comes to math becasue fuck me, I don't think I should have as much trouble as I do with basic things. It's always been a struggle and most of my math teachers were awful until college.

Geometry was the only class I ever had to retake in High School partly becasue my teacher was terrible, and the sad thing is that I actually did very little geometry in the class. It was mostly "Algebra 2 but worse" and "prepare your anus it's Trigonometry time". There were proofs at some point, I only vaugly remember but sometimes I wake up at night screaming at some horrible past memory that returned to haunt me in my slumber.

I took a bronzecasting class in college where one of my fellow students was a geometry teacher and he was very sorry to hear that I had such a bad experience with geometry. He was all into the Platonic Solids and certain forms symbolizing different elements, which is what his project centered on. He made math sound cool. Funny thing, is geometry is the class where I can honestly say I used something from it in real life. The rare moment of actual fucking geometry in the class included constructions- enlarging shapes and making them out of paper, etc. I did a very basic construction when designing some spikes for costume armor.


Other shit that makes my brain bleed? Long division with polynomials. What the fuck was the purpose of inventing that, torturing war criminals? Also logarithms. Might as well taught the class in some African bushman language. My professor, bless his heart, actually went out of his way to ask me if I was doing ok and if something was wrong when he saw how bad my exam score was that unit.
 
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I understand math conceptually but have always struggled with the actual number crunching. It was a huge issue because my parents were the types who tolerated nothing but A’s. I dreaded class constantly.

However, on my last year of high school, I did have a good AP calc teacher who went above and beyond to make sure none of his students fell behind. It was a pleasant surprise because my previous teachers always got frustrated and stopped helping me.

I scored high enough to get AP credit. It was incredibly gratifying. Never having to take math again was helpful to my college GPA as well.
 
If you hate math of any form, you are a libtard.
Lone MacReady dijo:
Is math actually needed? Never use it in my daily life, and what little I would need it for can be handled by a fuckbutt TI calculator. Unless you are going into engineering or banking and the like, having it be required coursework for an art degree is exceptional
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>The Low-T artcuck.. .
 
I actually used to hate Algebra and Algebra II, because my school never equipped me properly to solve anything pertaining to the subjects, and I was sick constantly. I have to see how something is done, and then try to mimic it with something else. If I had something different, I couldn’t do the problem because I had no idea on how to go about it. It was fear of messing up.

When my school shut down, I fell into depression. I eventually got motivated to get my GED, studied on my own, and something my teacher said managed to ring a bell, and bam. I got it and passed my GED test. I still don’t understand some mathematical subjects, but I do make the effort to review stuff to keep the skill every now and then.

And if you’re still shaking on some mathematics, look up sources that breaks it down. When you dissect it, it makes it easier to understand.
 
I view people who enjoy maths the same way I view people who get sexually aroused by their partner taking a shit on their chest. It's not morally wrong and if it brings them pleasure then good for them, but I'll never understand it in a million years.
 
Lone MacReady dijo:
Is math actually needed? Never use it in my daily life, and what little I would need it for can be handled by a fuckbutt TI calculator. Unless you are going into engineering or banking and the like, having it be required coursework for an art degree is exceptional
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A four year degree is more than just your major, it's an indication to employers that you've covered general ED. This is also why a lot of post grad education favors people with a college degree- even if it's completely unrelated to what you want to study.

Also, most high paying jobs also require some variation of math.

Edit:

I legitimately feel bad for people who didn't at least have a parent or a tutor to help with these classes. I never realized how much this would've bitten me in the ass if I was allowed to quit when I got frustrated.
 
Math is fucking gay lol.
I don't understand fuck all about it except the basics. At most i excelled in stocks like a greedy jew i should of became.
 
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