Differential Equations: I hate them.

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Discussion Overview

The discussion revolves around participants' experiences and perceptions of differential equations (DEs), focusing on their educational challenges, aesthetic appreciation, and the nature of problem-solving within the subject. The scope includes personal reflections on coursework, recommendations for literature, and attempts to find beauty in the mathematical processes involved.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • One participant expresses strong dislike for differential equations, describing the course as boring and likening it to a "recipe book" with mechanical steps leading to unsatisfying results.
  • Another participant counters this view by recommending books that present differential equations in a more beautiful and geometric light, suggesting that there is an underlying elegance to the subject.
  • A participant acknowledges the beauty in differential equations but still finds the process of solving them to be cumbersome and unattractive.
  • There is a request for specific bibliographic information regarding the recommended book by Arnold.
  • A participant provides details about Arnold's book on ordinary differential equations and mentions another book by Hurewicz as a good resource, noting differences in clarity and technicality.
  • One participant shares their own attempt to introduce logic and beauty into solving differential equations, particularly through a simpler case that relates to linear algebra.

Areas of Agreement / Disagreement

Participants express differing views on the enjoyment and aesthetic value of differential equations. While some find the subject tedious and unappealing, others see beauty and elegance in the mathematical concepts, indicating a lack of consensus on the overall perception of differential equations.

Contextual Notes

Participants' experiences may vary significantly based on their educational context, the specific curriculum, and personal preferences in mathematical aesthetics. The discussion reflects a range of opinions on the nature of problem-solving in differential equations without resolving the differing perspectives.

trancefishy
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Yep. Taking the course now, and out of all my math courses (calc 1-3, matrix theory&linear algebra , abstract algebra I & II, linear programming, and real analysis) I'd have to say that it's the worst. Not because it's difficult, but because it's so boring.

It seems to me, and this probably has a lot to do with my particular class, that the entire thing is set up as a recipe book. You look at the DE, decide what grouping it falls under, and apply repeated mechanical mindless steps to eventually get to a meaningless (and often rather ugly) answer.

I'll conceed that they are useful, but mathematically speaking, especially at the procedural level I'm exposed to at the moment, they are no fun at all.
 
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read arno'ld's book, which makes them seem rather beautiful and geometric and natural. also martin braun's book which makes them seem fun and fascinating.
 
Might do that.

I do see that there is some beauty underlying all of this, but when you're given a DE and told "solve", it is just an ugly process. clever, but ugly.
 
Could I have the exact reference for this "arno'ld's book", please?

J
 
the book i have by arnold is titled ordinary differential equations, mit press, copyright 1973, isbn 0-262-51018-9 paperback, and is much cheaper than the newer slightly expanded edition. the older book by witold hurewicz is also excellent but this is more modern and clearer, less technical.
 
also my little post here titled trivial solution process is an attempt to introduce some logic and beauty into one case of solving de's, the easiest one. at least if you know some linear algebra, and how to find an inverse from a minimal polynomial it will speak to you.
 

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