Maximizing Efficiency in Textbook Learning: Tips for High School Students

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Discussion Overview

The discussion revolves around strategies for efficiently learning from textbooks in mathematics and physics, particularly for high school students. Participants share their experiences with various textbooks, express concerns about certain publishers, and seek advice on balancing textbook reading with a busy schedule.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification
  • Homework-related

Main Points Raised

  • One participant expresses uncertainty about the quality of Pearson textbooks, questioning if their publication makes them inherently boring or unreadable.
  • Another participant argues that the perception of textbooks as "boring" is subjective and may depend on comparisons with earlier educational materials.
  • Some participants emphasize the importance of working through problems to truly understand the material, suggesting that merely reading textbooks does not equate to learning.
  • A participant shares their method of mastering topics by ensuring they can solve a significant number of problems correctly before moving on.
  • Concerns are raised about the appropriateness of advanced textbooks for someone not yet in high school, with suggestions to focus on high school materials first.
  • There is a discussion about the differences in textbook quality between middle/high school and college/university levels, noting the influence of educational bureaucracies on the former.
  • One participant encourages the original poster to embrace their unique learning path rather than conforming to typical teenage activities.

Areas of Agreement / Disagreement

Participants express a mix of opinions regarding the quality of textbooks from certain publishers, the best approaches to learning, and the appropriateness of advanced materials for high school students. No consensus is reached on these issues.

Contextual Notes

Participants reference personal experiences with various textbooks and educational systems, highlighting the subjective nature of textbook readability and the differing expectations at various educational levels.

Who May Find This Useful

High school students interested in self-studying mathematics and physics, educators seeking insights into textbook selection, and individuals exploring efficient learning strategies in STEM subjects.

Thinkaholic
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Hi. So I’ve been teaching myself mathematics and physics, and over the past year I’ve been buying various textbooks. I’m currently reading Stewart’s “Calculus” (6th edition), “Elements of Set Theory” by Enderton, and “Number Systems and the Foundations of Analysis” by Mendelson, and I’ve been loving all of them. I have a lot of textbooks that I’m waiting to read, but there are some that I bought without being that informed about the said textbooks. For example, I have two Pearson textbooks: “University Physics with Modern Physics” by Young be Freeman, and “Linear Algebra and its Applications” by Lay. I don’t know what to think about these textbooks due to the Pearson thing; does having Pearson as a publisher immediately make a textbook boring and unreadable? Also, I want to know how my physics textbook reading list should go. I will read University Physics first and I’m planning on getting rigorous single-subject (Classical mechanics, E&M, TD, Relativity, QM; etc.) textbooks, but when I read the single subject textbooks, where do I start? I was thinking maybe Goldstien’s book on CM, as I will have learned a lot of higher level math by the time I’m finished with UP, but I don’t know if that’s right.Also, does anybody have any suggestions on how to get through textbooks faster while still learning everything? Seeing as I’m about to be in high school, my schedule will be packed, so I want to be able to read all of these textbooks without taking forever to do so.
 
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Thinkaholic said:
I don’t know what to think about these textbooks due to the Pearson thing; does having Pearson as a publisher immediately make a textbook boring and unreadable?
"Boring and unreadable" is highly subjective. If you're comparing these books with your middle school science textbooks, university textbooks with fewer color pictures might seem less readable.

Thinkaholic said:
Also, does anybody have any suggestions on how to get through textbooks faster while still learning everything? Seeing as I’m about to be in high school, my schedule will be packed, so I want to be able to read all of these textbooks without taking forever to do so.
Getting through a textbook fast probably doesn't equate to learning much. If all you're doing is reading these books, there's probably not much learning going on. Math and physics textbooks aren't meant to be rushed through -- it's necessary to spend a lot of time working problems in order for the material to really sink in.
 
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Mark44 said:
it's necessary to spend a lot of time working problems in order for the material to really sink in.
Absolutely! That's where the real learning takes place. After you've put the book down and started tackling problems.

It's all too easy to fool yourself into thinking you understand something as you read it. Only when you can solve the problems -- without looking at the book -- will you be able to say that you really understand the stuff. Young & Freedman has plenty of problems. So dig in! :smile:
 
In my experience are books from publishers like Addison Wesley, now Pearson, Springer or similar editors all but boring. They are usually very exciting and you rarely get to a point at which you could call them "unnecessary anymore". There are other books like GEB or similar, which are entertaining, however, they cannot be called scientific. There are also paperbacks on basic topics with titles like "Introduction to Topology", "Geometry" and such, which are suited to be read while waiting somewhere, but I don't think that increases speed, the opposite is true. And in all cases, to read those books properly, one needs a lot of paper.
 
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Thanks for the replies! I don’t rush through textbooks, I still do the problem sets and don’t move on to the next topic until I can get 20 or so problems correct in a row. For example, just this week I’ve been spending a lot of time mastering integration by parts. Also, thank you for the Pearson info. Science and math textbooks in 8th grade at my school are published by McGraw Hill, and they are absolutely terrible. My geometry textbook, for example, explains different geometric theorems and relations in the most minimalistic way, as if to teach kids to not think about them at all. I’m going to start reading University Physics soon, can’t wait!
 
Thinkaholic said:
Also, does anybody have any suggestions on how to get through textbooks faster while still learning everything? Seeing as I’m about to be in high school, my schedule will be packed, so I want to be able to read all of these textbooks without taking forever to do so.

You're not even in high school and you want to be reading Goldstein? Why can't you be a teenager and do teenage things without being burdened with graduate school...I advocate for you to work through your high school texts and actually learn the materials in there before going off and trying to be a college/graduate student.
 
Dr Transport said:
Why can't you be a teenager and do teenage things without being burdened with graduate school...
Good advice!
 
Thinkaholic said:
Science and math textbooks in 8th grade at my school are published by McGraw Hill, and they are absolutely terrible.
Middle and high school textbooks on the one hand versus college and university textbooks on the other hand, are completely different worlds. The former are basically written by committees, and are chosen or approved by state committees loaded with educational bureaucrats and politicians. The latter are written by individuals (occasionally two or three in collaboration) and are usually chosen by the professor teaching a course, sometimes by the department (e.g. physics) if it's a large course taught by several professors.

At the high school level, AP courses are more like college courses because they use the same books that the corresponding college courses use.
 
Dr Transport said:
Why can't you be a teenager and do teenage things without being burdened with graduate school
Look at his name! :biggrin:
Now seriously, the brains of some people just don't work the same way they do in the rest of us.
So my advice for the OP is: Don't try to fit in and be like the others if you think you can do better than that!
 

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