Comments on: Case Study: How I Got the Highest Grade in my Discrete Math Class

By: Jim

Jim — Sat, 21 Jan 2012 06:59:18 +0000

Gail, you have misunderstood. The article states, in bold type no less, the following strategy: “I wanted to be able to recreate, with pencil and paper, and no helper notes, every single proof presented in class.” If you are rewriting a proof you have already seen, you are not, in any significant way, focusing on technique. Instead, a student of discrete math–or any proof-based mathematics course–should be attempting proofs that use similar techniques but are solving different propositions. For example, if the professor proved the statement “x is even if and only if x^2 is even,” then the student should not attempt this same proof; instead, the student should try to prove (or disprove) a different bi-conditional using a similar technique.

By: Gail

Gail — Thu, 19 Jan 2012 06:05:15 +0000

In reply to Jim: It appears you have misread the post.
He doesn’t memorize proofs, he ensures that he can quickly develop a proof, through to completion, and he used the proofs presented in class as a starting point. Those proofs are (hopefully) chosen to allow a variety of solving methods, and inability to solve any of those proofs, shows a weak spot in comprehending that method.

By: Jim

Jim — Mon, 02 Jan 2012 05:46:52 +0000

This is absurd. Learning proofs is about learning proof techniques and being able to recognize cases that are analogous to, but not the same as, previous proofs covered by a professor. Yes, a lot of mathematics is about memorization and repetition; however, you’re espousing only that. The focus should be on developing techniques, not the ability to copy what the professor has done previously. This method will not carry you through higher-level mathematics courses where the emphasis will be on ingenuity, not regurgitation.

By: yora

yora — Wed, 28 Dec 2011 22:54:30 +0000

This is like a dejavu to me. My parents are mathematicians. When I was growing up (in a post-Soviet and not Eastern European country btw)my dad used to make me to the exact same.Although I never understood what was the fuss about going over a calculus, a geometry, a physics and all other science books was all about (since I thought I was a diligent student anyway), each week and from elementary till high school (except for grade 11)he would have those sessions where I had to solve a randomly picked problem or prove a theorem or something else. Needless to say, I would get penalized if I couldnt do them (talk about zero tolerance…). The end was exceptional-I was the highest ranking student both in high school and in medical school. But up until now I was thinking that I was simply a diligent person myself and he just made it hard on me…Makes sense… Now if I could only become the same way again…Keep harping on it Cal, you are doing everyone here an unbelievable favor!

By: Study Hacks » Blog Archive » How I Used Deliberate Practice to Destroy my Computer Science Final

Wed, 28 Dec 2011 16:12:57 +0000

[...] problem sets in extreme detail. I ended up breaking the curve for the final.”[Cal: see here and here and here for more on applying deliberate practice to master technical [...]

By: Sabah Shams

Sabah Shams — Sat, 12 Nov 2011 12:24:49 +0000

Great stuff. Thanks for the insight.

By: Subaili Sekri

Subaili Sekri — Sun, 01 May 2011 10:26:02 +0000

now i know what’s my problem with real analysis class.

By: Geison

Geison — Fri, 29 Apr 2011 20:00:36 +0000

The questions in the comment sections are f… interesting. Thanks for taking time and answering them. Also, think about, implementing RSS feed in the comments.

By: Aaron

Aaron — Thu, 28 Apr 2011 23:33:17 +0000

Studies show that regular study over time improves long term memory, whereas with cramming around half the material is lost by the end of the week. How many of those proofs do you think you can still recreate?

By: Aik

Aik — Wed, 27 Oct 2010 09:01:38 +0000

I always study two days before exam. No wonder I never did exceptionally well. :p