Advanced (graduate level) topics in math with easy problems?

  • Thread starter Thread starter johnqwertyful
  • Start date Start date
  • Tags Tags
    advanced Topics
AI Thread Summary
Studying higher mathematics often presents challenges due to the complexity of problems, which can detract from understanding the core material. A graduate class in functional analysis highlighted this issue, where excessive time spent on difficult homework led to a lack of comprehension of key concepts like weak-* convergence. There is a desire for resources that provide straightforward problems to reinforce foundational knowledge, with "Introductory Functional Analysis with Applications" by Kreyzig suggested as a potential solution. The discussion also emphasizes the need for better motivation and explanations in mathematical texts, as many books focus more on application than understanding the underlying principles. Overall, a balance between challenging problems and accessible learning materials is essential for effective study in advanced mathematics.
johnqwertyful
Messages
396
Reaction score
14
I find one problem I run into when studying higher maths is that the problems that come along with them are just so difficult sometimes. I find that I spend so much time trying to figure out how to solve the problem that I lose sight of the actual material. One quarter was particularly bad, the second quarter of a graduate class on functional analysis. I really liked the class, but I feel like I got the least out of it compared to all three quarters. The teacher loved clever problems, and it took me easily 20-30 hours a week to do the homework and at the end I had no idea what I had done. I just threw every theorem I had at it. At the end of proving some obscure technical result about weak-* convergence, I would have totally forgot what weak-* convergence even meant. The problem, while seriously stretching my problem solving skills, did nothing to help me understand weak-* convergence. Not blaming the teacher, it was a fun class, I just wish I understood the topics better.

Anyway, I'm looking for books that have easy, straightforward problems in graduate subjects to cement the foundations. Something with true/false questions or simple computations/proofs that follow directly from the definition. Doesn't have to be functional analysis, it could be measure/probability theory, algebraic topology, differential geometry, etc.
 
Physics news on Phys.org
Not sure if you've heard of it, but "Introductory Functional Analysis with Applications" by Kreyzig seems like it might be a good fit. My graduate program uses it in our "bridge" analysis course between undergraduate real analysis and the more serious functional analysis course. The proof exercises are pretty straightforward and there is also a smattering of short "theory" questions. Also most odd problems have solutions/hints in the back to help the self-studying student. The last chapter of the book is also entitled "Unbounded Linear Operators in Quantum Mechanics", but since I am not personally a physicist, I have no idea how good/useful that particular material is.
 
I had a similar issue, too. Professors in grad school liked to beat us up so much with difficult problems that we didn't have time to stop and think and reflect on anything. We just had to crank out as many brilliant solutions to the massive onslaught of problems as we could. I would have remembered a bit more if I had a little more breathing room, although I can appreciate the value of having challenging problems to hone your skills. I saw a mathoverflow post of a grad student who said he was doing very well in terms of grades, but he wasn't satisfied because he didn't have time to conceptualize the stuff. I don't believe this sort of scenario is actually a good thing. I think people tend to have sort of a macho attitude that everything needs to be super-difficult, and it's counter-productive. Some things should indeed be super-difficult, but past a certain point, you are going to get diminishing returns because the difficulty is going to prevent you from doing other important things. If professors are concerned that they might not be challenging the top students enough, they should assign bonus problems.

You can always make up your own easy problems to do. I think it may even be assumed by authors/profs that you should do that.

I don't think the problems are the only issue, though. Sometimes, what you need is better motivation and better explanations, which you could take a problem-based approach for, but I don't know of that many books that do that particularly well, since the problems tend to be focused on how to use it more than where it comes from and why it's important, which, it seems not that many people care about, despite the fact that it can be a great aid to understanding and retention. A Radical Approach to Lebesgue's Theory of Integration comes to mind for measure theory, though. If I recall correctly, I thought the problems were not too difficult, and it's very well motivated. Mathematical Physics by Geroch has some really nice sections on functional analysis, and I don't think his problems are terribly hard, but I'm not sure.
 
For the following four books, has anyone used them in a course or for self study? Compiler Construction Principles and Practice 1st Edition by Kenneth C Louden Programming Languages Principles and Practices 3rd Edition by Kenneth C Louden, and Kenneth A Lambert Programming Languages 2nd Edition by Allen B Tucker, Robert E Noonan Concepts of Programming Languages 9th Edition by Robert W Sebesta If yes to either, can you share your opinions about your personal experience using them. I...
Hi, I have notice that Ashcroft, Mermin and Wei worked at a revised edition of the original solid state physics book (here). The book, however, seems to be never available. I have also read that the reason is related to some disputes related to copyright. Do you have any further information about it? Did you have the opportunity to get your hands on this revised edition? I am really curious about it, also considering that I am planning to buy the book in the near future... Thanks!
I’ve heard that in some countries (for example, Argentina), the curriculum is structured differently from the typical American program. In the U.S., students usually take a general physics course first, then move on to a textbook like Griffiths, and only encounter Jackson at the graduate level. In contrast, in those countries students go through a general physics course (such as Resnick-Halliday) and then proceed directly to Jackson. If the slower, more gradual approach is considered...
Back
Top