Can you do a PhD in maths with 2.1?

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Discussion Overview

The discussion centers around the feasibility of pursuing a PhD in mathematics with a 2.1 degree classification. Participants explore the implications of academic performance, personal interests in mathematics, and the challenges of graduate-level study, including the necessity of mastering foundational topics like calculus and algebra.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • One participant expresses concern about the pressure to achieve high grades at the expense of genuine learning, particularly in subjects they find less interesting, such as MATLAB and calculus.
  • Another participant argues that a strong grasp of basic topics like calculus is essential for anyone pursuing a PhD in mathematics.
  • Some participants suggest that enjoyment of the subject matter is crucial for success in a PhD program, emphasizing the need to engage with all areas of mathematics, not just preferred topics.
  • There is a discussion about the potential difficulty of obtaining funding for a PhD with a 2.1, with varying opinions on what grades are acceptable for funding opportunities.
  • A participant mentions that while they excel in certain areas like algebra and analysis, they struggle with the memorization required in other topics, leading to frustration about the learning process.
  • Concerns are raised about the expectation to recall definitions and concepts from memory during PhD studies, suggesting that reliance on textbooks may not be feasible in practice.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the necessity of mastering all foundational topics for a PhD in mathematics. Some emphasize the importance of a broad understanding, while others focus on personal interests and the challenges of rote learning. The discussion remains unresolved regarding the implications of a 2.1 for PhD applications and funding.

Contextual Notes

Participants express varying views on the balance between achieving high grades and fostering a deep understanding of mathematics. There are also differing opinions on the importance of foundational knowledge versus personal interest in specific mathematical areas.

  • #31
gb7nash said:
This is a lot less strict than the US. I've never seen the highest grade (A) being equivalent to +70%.

Don't be fooled into thinking percentage grades can be compared between countries. It is all how the tests are written. Getting in the high 90's in North America is common, it is almost impossible in the UK University system as I experienced it.
 
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  • #32
gb7nash said:
This is a lot less strict than the US. I've never seen the highest grade (A) being equivalent to +70%.

That depends heavily on the class. I've gotten an A with a 58% before. Some classes are heavily curved, some are not.
 
  • #33
cjl said:
That depends heavily on the class. I've gotten an A with a 58% before. Some classes are heavily curved, some are not.

Of course. I'm assuming classes with no curve. For the other case, I've seen people completely bomb a final exam (relatively difficult for the class) and obtain an A in a class. For a lot of bell curve classes, as long as you stay ahead of the pack, you're in the clear. What percentage this is strongly depends on how everyone does.
 
  • #34
gb7nash said:
Of course. I'm assuming classes with no curve. For the other case, I've seen people completely bomb a final exam (relatively difficult for the class) and obtain an A in a class. For a lot of bell curve classes, as long as you stay ahead of the pack, you're in the clear. What percentage this is strongly depends on how everyone does.

I remember a class where the teacher was experimenting teaching general measure theory to freshman with no background beyond AP calculus. 30% was an A; 55% was the second highest grade in class (this was Ivy league school). At least when I was in school, it was all up to professor in private schools, no one else had any say.
 
  • #35
Is it better to study 1 area of Maths. As I could study, a mix between algebra, logic and analysis this year.

However, I can just do algebra this year and then logic the next.

Like I was thinking what I study either looks like this

project
Group theory
Topology
Algebraic topology
Algebraic geometry
commutative algebra
lie algebra.

Or it could look like this

fourier analysis
complex analysis
matrix analysis
intro to topology
group theory

Linear analysis
Analytical number theory
Lie algebra
AT
AG
commutative algebra.

(note the first one has less courses as they would be techniquely fourth year topic instead of third year).

I feel I could get a higher score just studying algebra, then just studying logic at fourth year.

Don't know what to do?
 

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