When and how did math click for you?

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Discussion Overview

The discussion revolves around personal experiences and reflections on when and how individuals began to understand mathematics. Participants share their ages, pivotal moments, and varying degrees of comprehension, touching on both early childhood experiences and later academic encounters.

Discussion Character

  • Exploratory
  • Conceptual clarification
  • Debate/contested
  • Meta-discussion

Main Points Raised

  • Some participants express a lack of understanding of math at the age of 24, indicating a desire to learn.
  • One participant suggests that understanding math is a gradual process rather than a sudden realization.
  • Another participant recalls early childhood experiences of learning math through practical problems posed by a parent.
  • A participant describes a significant moment of clarity when learning about binary numbers and their relation to arithmetic.
  • Several participants mention that math "clicked" for them at different stages, such as during high school or college, often linked to specific subjects like geometry or calculus.
  • One participant notes that their understanding of math increases with study, but they feel overwhelmed by the complexity of new concepts.
  • Another participant reflects on the transition from computational to abstract thinking as a critical moment for understanding math.
  • A participant shares a personal anecdote about a social experience that contributed to their understanding of math.
  • Some participants question the effectiveness of current educational approaches in teaching math, suggesting a focus on abstract thinking is necessary for deeper understanding.

Areas of Agreement / Disagreement

Participants generally do not reach a consensus on when or how math "clicks" for individuals, with multiple competing views and personal experiences shared throughout the discussion.

Contextual Notes

Some participants express uncertainty about their understanding of advanced topics like Laplace Transforms and abstract algebra, indicating that foundational knowledge varies widely among individuals.

Who May Find This Useful

This discussion may be of interest to individuals reflecting on their own mathematical journeys, educators exploring teaching methods, and those seeking to understand the diverse experiences related to learning math.

  • #31
Although it's been said, I have yet to wake up and think 'so that's how that math thing works'

however, I find every time I finish a year and have a summer break, I find upon my return what was once the shaky structure is now embedded in the foundation from which to further build. That said, I probably couldn't solve most of the stuff I was doing at the end of the previous semester, but the underlying rules and structure seem natural as opposed to confusing or contradictory.
 
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  • #32
Gale said:
Math has clicked for me more than once.

First time I can remember was after learning division in elementary school, later that day my dad taught me binary. Realizing arithmetic worked in binary was an amazing discovery for me; realizing counting made sense in a new way, also had a huge impact on me.

I know that one (rough) definition of binary is something that deals with two, but I think Gale is talking about something beyond that definition when she speaks of binary.

What does binary mean in mathematics beyond the definition I already stated above? Gale, what does it mean when you say you realized arithmetic worked in binary?
 
  • #33
Jimmy Snyder said:
When I was in HS, I called up the prettiest girl in the class to ask if we could study together. That's when it clicked for me.

Lies...

I understand math in the sense of completing problems and applying it to some situations. But mostly, I feign understanding to myself in the hopes that one day it will 'click'.
 
  • #34
when i was 4 and my mother commented how i could write the number "2" calligraphically with a pencil all the time
 
  • #35
Tyrion101 said:
I was just wondering how old you were, and what got you to finally understand math?
4th grade. The music teacher confiscated my math book during music lesson, and my 4th teacher admonished me for being so far ahead of the class. I didn't show my work because I did it in my head instead of canceling and carrying over with pencil and paper.

We also had math contests with flash cards where the teacher would call out a number and we had to pick the card with the appropriate dyadic scalar operation to solve the problem. I found myself considering whether or not I should not respond so quickly and let a girl in whom I was interested win the contest. I chose to answer the problems quickly and win the contest. I was subsequently given the name Spock because of my interest in math and science, my generally serious demeanor, and my resemblance (mainly my hair) to the character on Star Trek.

Between 4th and 5th grade, I was introduced to matrices and matric algebra during a summer program.

Unfortunately, my education in primary school was rather incongruous.
 

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