Extremely discouraged by this one guy

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Discussion Overview

The discussion revolves around feelings of discouragement experienced by a participant in a Multivariable Calculus course due to the presence of a highly knowledgeable peer. Participants share their experiences and perspectives on learning, competition, and educational backgrounds, particularly focusing on differences in math education between regions.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • One participant expresses frustration about a classmate's superior understanding of the material, attributing it to a lack of personal effort in studying.
  • Another participant suggests that learning should not be viewed as a competition, emphasizing personal growth over comparison with others.
  • Some participants argue that the peer's advanced knowledge may stem from a more rigorous educational background, particularly in Eastern Europe, where math education is perceived to be more intensive.
  • There are comments about the potential for self-study and prior knowledge influencing performance in the course.
  • One participant shares a personal experience of initially feeling intimidated by a high-achieving peer but later finding success through perseverance.
  • Another participant encourages learning from the knowledgeable peer and adopting a competitive mindset to improve personal performance.

Areas of Agreement / Disagreement

Participants generally agree on the importance of personal effort and learning from others, but there are differing views on the impact of competition and the educational backgrounds of peers. The discussion remains unresolved regarding the implications of these factors on individual learning experiences.

Contextual Notes

Some participants mention varying educational systems and their effects on students' preparedness for advanced math courses, but these observations are based on personal anecdotes and may not reflect broader trends.

  • #31
Life's life...You can't compete with some of the people out there.

I like the strategy, I can learn much faster if I sit down and put 3-4 good hours into learning from the book. Sitting in class for 3-4 hours yields an equivalent of 30mins-45mins if I studied by myself.
 
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  • #32
mathwonk said:
after reflecting further, i think the poster meant he was bothered, not because the other guy knew everythign, but because the other guy talsk too much and answers every question before anyone else has a chance to think. that can be ddifficult and inhibiting,a nd poses a challenge also fore the teacher.

still, it helps to realize there is always a faster gun in town.

This is very true. I used to be the fast gun in business school before I transferred to university for mathematics, and I noticed that I was taking away everyone's chance to answer the questions or think about them. I was a tutor at the time also, so I was concerned about others doing well too. Noticing this, I slowed down, and always gave some time for people to answer the questions. It might be slow, and you might notice half the class not thinking, but there are some trying... don't ignore them.

In university, I kind of fell out of the fast gun spot, which wasn't very fun. It's my fault because I wasn't studying a lot, or doing anything for that matter. I didn't participate in most of my classes this term. I'm just bored.

I noticed one student, that I know through a friend, and he is the fast gun in Abstract Algebra. I decided to start participating. It's interesting stuff, just taught very slow. Well, when it came down to finding a contradiction, I found a different solution, which was also a contradiction. I raised my hand, and explained my solution. The prof saw I was very interested in that kind of thing, and that my intuition is pretty good. He told me to talk to him after class, then he asked me if I would like to do a little project for him, so naturally I said "YES!". Unfortunately, I don't know Complex Analysis yet, but I have it next term. He told me to go to his office and he will point me in the right direction, so that's pretty cool. I'll probably go to his office today.

Anyways, the bottom line is... start working because things will pay off in the end. Because I slacked at the beginning of the term, and worked 40 hours a week, I fell behind a lot. I'm doing great in my classes though, but next term I'm only working 8 hours a week. Dedicating my time to my academics.
 

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