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I don't have a degree. I've found that I learn better if I write this site than burning myself over grades and exams. I was enrolled at a very large university pursuing a degree in applied sciences but it didn't work after long years and a ridiculous quantity of failures. I took the conscious decision to not care about grades or exams, but to care about the applications in life instead. I'd say that way over 50% of all students at university are so much worried with the credits and the grades that learning is left behind. Every semester the same question repeats. Students ask to each other "Professor A is going to teach subject X. Is he/she good? Is he/she friendly? Is he/she rigorous?". See? Almost all students are worried not about learning, but whether they are going to have a hard | easy time with professor A or B. There is also a matter regarding being a scientist vs. being a teacher and not everyone excel at both.

I'm not saying that people should dismiss a degree, but as long as one has the will and access to textbooks, one can learn without having to wait for somebody to teach it for them. Haver you ever thought that whoever wrote a textbook, is in fact, waiting for people to open that book and read it? Now there is a whole debate all over the world about what to teach, when, what methodology and so on. What I came to realise is that every degree program has its own pace, own challenges, own order of subjects. Mathematics and every other science that relies on mathematics have the property of being cumulative and more or less linear. One can't understand calculus if one can't get pass basic algebra first. In spite of being linear, some topics can be rearranged. For example Newton's laws of motions rely on calculus, but with both being taught in the first semester, Physics I can't have a pre-requisite of calculus unless it's postponed to the next semester. With multivariable calculus some concepts of linear algebra show up, but calculus doesn't have a pre-requisite of linear algebra. Some people may excel at calculus and fail at linear algebra, or it could very well be the other way around. It's just the natural variance among people.

There is something about asking questions that I noticed in some classes. There are questions that people make that the teacher answers with "What?" or "What you are asking doesn't make sense". When a question doesn't make sense for the teacher it means that you are probably not understanding some concept and the question really doesn't make sense from the point of view of someone who understands that concept. For example: is the tangent function continuous? Because tangent of the right angle doesn't exist. Yes, the tangent of 90° yields a vertical line which extends to infinity. However, the right angle is not part of the domain of said function. When we plot the graph of tan(x) we don't consider the right angle.

When reading the solution for an exercise, try to understand what you were missing or what you were doing wrong. Just reading and then copying it won't make you really learn it. Some authors like to leave proofs to the reader, which is often annoying for some people because they were expecting the author to do it. If you are going to do the proof don't overdo it, they aren't meant to be burdens.

Once upon a time I was talking to a teacher, after he finished giving a calculus lecture, about my struggle with functions. I don't remember what about functions I was talking about. But I remember that he told me that some mathematicians go very deep into functions. They go deeper and deeper, losing themselves and losing the sight of the real world somewhat. As if they "drowned" in mathematics itself and lost the connection with reality. It's rather odd that some teachers do make lots of mistakes during classes and many of them are related to algebraic properties that people often go wrong in exams. I've lost count of how many times I witnessed a teacher erase everything on the blackboard because there was a mistake in a sign here or a misnamed variable there.

The first section in each chapter is dedicated to mistakes. I did that because there is a mistake in the way mathematics and sciences in general are taught. Most of the time teachers focus on what is right, because what is right is a truth that is the outcome of some proof. What about what is wrong? There is the mistake! There is so much emphasis on what is right that we are taught to see the world as either right or wrong. Proofs are seen as undeniable truths, while mistakes are seen as evil. What is wrong is wrong because it is wrong. There is so much focus on proving what is right that the wrong is left unexplained. We are left with a bottomless pit where all the wrong reasoning are discarded because they are worthless. This is exactly where I see an advantage in physics, statistics and computer science. Because if you find a force vector that is pointing in the wrong direction, you can clearly see that something is not right. If you calculated that the average temperature over 100 years is not compatible with the real world data, something is going wrong. If a program is a game and the player is gaining momentum by violating the principle of conservation of energy, there is some mistake with the calculation and to fix it we have to know what the mistake is in the first place.

Learning disabilities

Mathematics have the property of being both concrete and abstract. Some problems arise from geometrical interpretations, while the reverse direction is also possible. Some problems can be translated to geometrical interpretations. It's quite natural for people to find some parts of mathematics easier than others. I mentioned that reading is the source of much of the difficulty to learn math. It can happen that some people are unable to read and yet excel at doing mental calculations. There are also those who are unable to do simple arithmetic operations in their minds.

https://www.researchgate.net/publication/286439968_Dyslexia_in_the_Arab_world https://blogs.scientificamerican.com/observations/its-all-chinese-to-me-dyslexia-has-big-differences-in-english-and-chinese/

I've found articles that describes that dyslexia is language dependant. There are people who are dyslexic in one language but not in another. I'm only speculating here, but suppose we have a list:

1 - | (one bar)

2 - || (two bars)

3 - △ (three sides)

4 - □ (four sides)

5 - ⬠ or ☆ (five sides)

6 - ⬡ (six sides)

7 - † (the seven deadly sins)

8 - ۞ (two overlapped squares, Rub el Hizb in Arabic)

9 - 🐈 (a cat has nine lives)

0 - Ϲ (crescent moon)

Suppose there are people who are unable to carry out this computation: 1 + 2 = 3. Now if that same person sees "| + || = Δ" they can do it. Is that related to dyslexia? I don't know. For most people arithmetic isn't a problem, but higher level mathematics is. I had a teacher of calculus who mentioned that in an exam some people were writing the partial derivative (∂) mirrored, which for her read as the letter "G". I have no idea if mirroring math symbols is an habit or something else. It could be related to languages such as arabic that are written right to left. I remember that at some point in school I had trouble confusing ">" (greater than) and "<" (less than) for unknown reasons.

https://www.nature.com/articles/news040816-10 https://www.sciencedaily.com/releases/2012/02/120221104037.htm

There is a certain tribe in the Amazon rainforest that lacks words for numbers. How is that possible? I have no idea, but it shows that a life without numbers is possible.