Being successful in theoretical math is 90% hardwork and 10% smarts right?

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Discussion Overview

The discussion revolves around the relationship between hard work and innate ability in achieving success in theoretical mathematics. Participants explore the idea that effort and persistence may outweigh natural talent, particularly in the context of academic performance and personal experiences in math.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • Some participants argue that consistent effort and practice are key to success in mathematics, suggesting that anyone can improve with dedication.
  • Others express skepticism about the claim that success is primarily due to hard work, stating that some level of aptitude for math is necessary to begin with.
  • One participant shares personal experience, noting that despite achieving a high grade in high school calculus, significant effort was required.
  • Concerns are raised about the influence of others' opinions on one's potential, with some suggesting to disregard negative comments from peers or even educators.
  • A participant mentions that individuals who struggle with math may excel in other areas, indicating a diversity of skills among people.
  • There is a humorous remark about the comparison of studying to hard labor, suggesting that the effort put into studying should not be underestimated.
  • Another participant proposes that the relationship between hard work and success might not be as straightforward as a 90/10 split, implying that the dynamics could vary.

Areas of Agreement / Disagreement

Participants generally express a mix of agreement and disagreement regarding the importance of hard work versus innate ability. While many support the idea that effort is crucial, there is no consensus on the exact proportions of hard work and intelligence required for success in mathematics.

Contextual Notes

Some participants acknowledge that their views may depend on personal experiences and the context of different educational environments, such as high school versus university-level mathematics.

Who May Find This Useful

This discussion may be of interest to students considering a degree in mathematics, educators, and individuals exploring the balance between effort and ability in academic pursuits.

kramer733
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So there's this guy that's trying to downplay me saying i don't have the smarts for math. I tell him that if you're prepare to work for it, then you can eventually get it. If you do anything consistently, you can only get better right? So I'm in need of assurance and prove to him that this is true.
 
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Strongly agree.

The only people I see struggling, are the ones that don't put the time and practice in.
 
kramer733 said:
So there's this guy that's trying to downplay me saying i don't have the smarts for math. I tell him that if you're prepare to work for it, then you can eventually get it. If you do anything consistently, you can only get better right? So I'm in need of assurance and prove to him that this is true.

Who is this "guy"? Don't let anyone tell you that you can't do something. You may indeed not be able too, but surely don't try because someone tells you that you don't have what it takes.

There are some people that I have met that I know could never do math. They simply just don't have the thinking required. However, usually they excel at something else such as sports or artistic things(music, painting, drawing, etc...). I also think this is a very small portion of the population.

It's really amazing to see what so called "average people" with herculean determination can achieve. I have seen this personally in sports, music, and math/physics.

Don't get too discouraged if you get bad grades. Learn from your mistakes and work harder the next time, and surely don't let some douchebag determine your future.
 
No it's not that. I got a 90 in my high school calculus class but had to put in the time and effort. I haven't taken university yet though (will in 4 months)
 
Unless it's a math prof that knows you well and they are advising you to go down a different path... Ignore them.

Or tell 'em to go do something crude.

Your choice.
 
QuarkCharmer said:
The only people I see struggling, are the ones that don't put the time and practice in.

If this were Facebook, I'd "like" this post here...
 
Who is this guy? A fellow student? Somebody who only knows high school math? Then you can safely ignore him, university math is nothing like high school math... at all!

Is he your teacher, with a math degree?? Maybe spend some more attention then. But still don't let him influence you, I've seen many teachers make bad judgements...

And I don't necessarily agree that being successful is 90% hardwork and 10% smarts. You'll need a aptitude for math to begin with. But the fact that you're actually considering a math degree means to me that you have the aptitude and the interests. So I think you're good to go!
 
Yea i agree, I think if want to math then you already have the potential to do it. People who don't have any skill for it won't like/want to do it.
 
Communist propaganda.

Spending 10 hours a day studying beats the heck out of hard labor in the sun for 10 hours. Yet the latter is quite popular..
 
  • #10
Well when you do your own research maybe the numbers are the other way around. But in just coursework, I agree
 

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