Trouble with difficulty of books

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Discussion Overview

The discussion revolves around the appropriate level of mathematics books for self-study, specifically focusing on Abstract Algebra and the challenges faced by learners in understanding complex proofs. Participants explore recommendations for alternative texts and strategies for reading advanced mathematical literature.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested

Main Points Raised

  • One participant expresses confusion regarding the appropriateness of Artin's Algebra for their current level, questioning whether it is too advanced given their background in linear algebra without significant proof content.
  • Another participant suggests starting with Pinter's book on Abstract Algebra as a more accessible introduction before attempting Artin again.
  • There is a recommendation for a basic book on proofs to build foundational skills necessary for understanding higher-level mathematics.
  • A later reply discusses the misleading nature of textbook introductions regarding accessibility and emphasizes the importance of having a solid background in prerequisite material before tackling advanced texts.
  • Participants note that mathematical maturity and prior exposure to concepts significantly influence the perceived difficulty of the material.
  • It is suggested that making an effort to fill in knowledge gaps is more beneficial than struggling with a book that is above one's current level.

Areas of Agreement / Disagreement

Participants generally agree that starting with easier texts and building foundational skills is advisable, but there is no consensus on the best approach or the specific books that should be used. The discussion reflects a range of opinions on how to effectively prepare for advanced mathematical study.

Contextual Notes

Limitations include the varying definitions of "mathematical maturity" and the subjective nature of what constitutes an appropriate level of difficulty in mathematics texts. The discussion does not resolve the complexities of individual learning paths or the effectiveness of different study strategies.

IKonquer
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I am very confused as to what type of books are appropriate for my level of mathematics. I am trying to learn Abstract Algebra myself so I am reading from Artin's Algebra. Unfortunately I am having a lot of difficulty understand the proofs he presents in the book. So am I right to say this book is way above my head? I've had linear algebra already, but there was no significant proof content. Should I just try an easier book and try to read Artin later? Or am I not spending enough time learning the material?

Also how should books like Artin's Algebra be read?

Thanks in advance.
 
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I second Pinter as first book on Abstract Algebra. I also second the suggestion of a book on how to do proofs.
 
IKonquer said:
Also how should books like Artin's Algebra be read?
Thinking more about your general question...

Textbooks in mathematics can be very misleading. The introduction usually says something like: "This book should be accessible to an undergraduate with only a course in X and Y." This is almost always completely false.

The fundamental material in something like Artin is not that hard if you have actually covered all the (real) background material and have some of that nebulous quality of "mathematical maturity." This is a good general rule: Math is easy if you have seen some of it before, it is hard if you haven't. More effort at a book beyond your level is usually not the solution. Go back a step and try to fill in the holes, then try again.

People on this forum have good recommendations for many different topics. However, it can be very difficult to know what level they are aimed at and the recommender may not remember the stage they were at when they read it. Some of the best books out there are almost impossible if you are unprepared, but almost divine if you are ready.

This goes for courses as well. Many people take the wrong course at the wrong time and get convinced that they are bad at mathematics. A good university will design the course progression to get you from A to B with all the right tools. However, you may have to do some of it yourself.

If there is one secret to doing well in math, it is to make sure you have the background sorted out for the next step you are attempting.
 

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