I was just solving 4x4 matrix for like an hour or so just because i kept making arithmetic mistakes. However, I've been trying to not do much calculation on paper but do much of them mentally. I guess it contributed to my errors substantially. When I started writing everything down, it was quite easy

Am I the only one struggling with this problem?

Heyo! I'm a senior student in High School and recently had the resolve to begin actually attempting to self-study, but unfortunately as school starts in very little time, I'm on a rather tight time crunch on understanding basic concepts which I've neglected for many, many years.

I was primarily curious on how I'm able to navigate this type of issue while still being efficient with my learning!

I managed to take a much easier course despite being a Senior in order to have more of a fighting chance, being Integrated Math 1.

What is the best pathway for someone like me to study, especially with such weakened skills? I've considered Khan Academy, but attempting to use it alongside attempting to study for my primary school course might present some overwhelming challenges, so I'm a little unsure of what to exactly do.

Primarily, I have been using Youtube content such as the Organic Chem Tutor, Math Antics, and any other content I find helpful, but it feels like an uphill battle, especially with the fact that I have nearly zero clue on how to efficiently or properly study given material.

I primarily struggle with Arithmetic and other foundational elements of math, and haven't really memorized my multiplication table, so I'm curious on tricks to help engrave or at least make it a little bearable, as I really do not want to fall back onto my destructive old habit once I am met with a challenge.

The thing about vacuous truths is that, you can you this to generate statements that are true but practically useless if the premise never happens. Take the Mean Value theorem for instance. For all functions f, and for all a,b \\in R (f is differentiable on the open interval (a,b) and f is continuous on the closed interval \[a,b\]) implies \\exists c in (a,b), f'(c) = \\frac{f(b)-f(a)}{b-a}. This theorem would still be true even if you work in a function space where no function is both differentiable and continuous on the interval (a,b). It would be vacuously true. The most useful statements in math are those where you can find examples, counterexamples or both. So a mathematician could simply write a statement that useless because the premise never happens.

I have to take an Accuplacer test, so I decided to try a practice test just to prepare myself and i quickly realized I dont remember anything. I used to be super good at algebra so im pretty upset with myself.

I tried Khan academy but I really dont have the money for a subscription and I have to take this test tomorrow to enroll for fall classes.

Ive watched several videos but im just not understanding where these people are pulling these numbers from. Ive looked at the formulas. I just dont understand it.

I was trying to avoid taking extra refresher type classes but im afraid I might have to :(

I have been studying complex numbers for the past couple of months (I'd say I'm fairly confident with them at this point).

The one thing that drives me crazy about this topic is how you can solve those long Euclidean geometry and trigonometry problems in what, like, minutes, and that too with such insane elegance.

So I just wanted to find more geometry and trig problems of this kind, but I couldn't find any good material anywhere. I just wanted some suggestions about what resources I should refer to.

BTW, I'm just 16, so don't expect me to know very high-level stuff, but you can expect me to have a solid foundation in algebra and geometry.

(English isn't my first language btw, so excuse any errors lol.)

in general ive been having trouble factoring polynomials because the steps dont seem to mean anything, and it seems more like simplifying than factoring even though i guess those are similar?

but onto more pressing matters. my book factors trinomials with substitution as such:
consider trinomial 3x^2 - 2x - 8
step 1: multiply ax^2 + bx + c by a to transform x^2 into (ax)^2.

i dont understand why we do this, no other video has done this before. i'd understand this step if the 3x^2 term was to equal 3(3x^2) which i think would be 9x^2 but it doesn't equal that. in general, i dont know what "transform x^2 into (ax)^2" really means. or why we do this when other videos have a common binomial substitution which i can do easily. after the supposed multiplication of 3 to every term, we have:

(3x)^2 - 2(3x) - 24
(Why isn't 2(3x) just 6x???????? why is - 24 not -24x since in some places we multiply by 3x and others by 3??)

replace ax with a variable p. p = ax.

we now have p^2 - 2p - 24. the typical factoring commences where c = pq and b = p + q.

we now have (p - 6)(p + 4). we substitute ax back into p.

(3x - 6)(3x + 4)

3(x - 2)(3x + 4) factoring out common factors we end up with (x - 2)(3x + 4) im under the impression the common factor of the second binomial was 1 which i've never seen before. but that doesn't make sense as what did we divide 2 by then?

and then since we started by multiplying the trinomial by a , we must divide by a, and this obviously doesn't make sense to me as someone not behind the reason we multiplied by a. the answer is (x - 2)(3x + 4)

we have the easier and obvious method of AC grouping (i dont get it but its consistent so whatever) but we also have substitution and im scared i might get a question asking me to factor by substitution specifically in our upcoming midterm.

help to understand or other resources much appreciated.

I can't seem to understand this one problem. could somebody help me solve for X?

(lnx)^3-ln(x^25)=0

cos y dx - sin y dy = 0
cos y dx = sin y dy
cos y = sin y dy/dx
exp x) cos y = exp x) sin y dy/dx
exp x) cos y - exp x) sin y dy/dx = 0
(exp(x) cos y)' = 0
int (exp(x) cos y)' dx = 0
exp x) cos y + c = 0
exp x) cos y = c

The reason I am being cautious is that:

1. I was taught that this method of solving applies only to linear cases; and

2. I was told that one must be careful when dealing with dy dx and that I am not yet at a level where I can fully grasp those concepts.

Generally, my friends think I am good at math. But I think I am bad at it, even when I get good grades, it feels like 'by luck' to me. MY confidence is really dropping. It's quite evident that I am not necessarily bad at math. This was my performance last year:
92%, 80%, 94%, 45%, 65%, 96%
And this is my performance this year:
96%, 81.333%

Today I attended another exam- and this is the most important of all. And this is where I messed up badly. I'm estimating 60-70% this time. I needed at least 80% to keep my grades intact, but now it got harder for me.

I keep failing to solve several of the problems, and seeing my friends effortlessly solve the problems, For more context, I secured top 13% in last exam this year, and previous years grades placed me in 99th percentile (all subjects).

I got 45% and 65% in 2 tests last year, due to lackage in geometry and vector-so after that, I fully mastered those chapters. But in geometry (coordinate), I still keep messing up known formulas when applying, and plus-minus of course.

My main weakness is time management, anxiety and nervousness I think which worsens my natural performance. Amongst the disliked chapters are- Trigonometry (Quadrant equation solving), Coordinate Geometry (Reason stated).

Please advise me what I can do to overcome these issues.

Looking for someone to help me with an undergraduate Real Analysis math course.

Willing to pay but i’m also a student so please be reasonable.

**Edit:

Thank you all for your willingness to help! I have found someone from this post and am no longer looking for a tutor :)

Okay, so I have this sum:

"A printer numbers the pages of a book starting with 1 and uses 3189 digits in all. How many pages the book have?

Options:

a) 1074

b) 1075

c) 1000

d) None of the above"

My solution:

"The total number of pages have 3189 digits. (given)

⇒ the number of combinations= 9*10³¹⁸⁸.

∴ The total number of numbers= 9*10³¹⁸⁸*3189!

∴d) None of the above"

The Book's Solution:

"1 digit numbers have 9 digits (9 numbers)

2 digit numbers have 180 digits (90 numbers)

3 digit numbers have 2700 digits (900 numbers)

4 digit numbers have 300 digits (75 numbers)

[since total number of digits is 3189, hence

Number of digits for 4 digit numbers

=3189-(9+180+27000)= 300]

Total number of pages

= 9 +90 +900 +75= 1074"

So, according to them, the correct answer is a) 1074, but for me its d) None of the above.

Please help

Note: The solution of the book is almost verbatim, with marginal changes in the format.

Like how does a niche operation designed to number a matrix such an importn concept. Like it feels so niche and unique but this function is there everywhere please help me conceptualise it.

Thanks in advance!

So I just finished book of proof by Richard hammack which is a book on how to Write proof (duh) whith most of the problem solved including a lot of hard one ,but now I'm bit lost on where to move on to develop advanced proof writing skill so I can tackle subject like topology n' abstract algebra cuz that's why I'm trying to learn those skill in the first place so it would be cool if u could give me some suggestions (I'm a self-taught idk if this info matter) on how to develop those skill ty in advance

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Hey guys, I am working through Lang's Basic Mathematics and was hoping to find people in the same boat to discuss concepts with, clear up doubts and bounce ideas off of. If anybody is interested, feel free to DM me. Doesn't matter what point you're at in the book, we can still find a way to make it productive for each of us.
My intention is to develop a rigorous understanding of precalculus before proceeding to undergrad calculus, so anybody looking at Gelfand's 3 books is also welcome to reach out.

Hello, I'm a first year university student and my course doesn't offer any mechanics modules so I was wondering what specifics I should cover (classical mechanics, Newtonian, etc.) and in which order. Also any suggestions on resources.

Currently a second year undergrad student taking real analysis. This is my first proof based math class and I have not taken discrete maths before either. I’ve already taken up to calc three and linear algebra, did pretty well in them.

The professor is using Understanding Analysis by Abbott, and the lectures mostly make sense to me. However, his problem sets are very very long and do not follow the textbook questions. He seems to come up with them from his brain…and he posts them every Saturday..which is also great.

I find myself really struggling to know what steps to take and where to go after reading a question asking to prove or show something. This makes me very worried for future exams.

Any and all advice would be really appreciated!

I'm a college student a few weeks into an intro to proofs course (logic, sets, induction, relations, functions, etc). I've seen proofs before, but I'm having a hard time adjusting to working with arbitrary elements and figuring out how to put proofs together. For example, when I'm asked to show two sets are equal, I understand the definitions but can't figure out where to start.

The class is flipped, so I feel like I'm mostly teaching myself from the instructor's notes. I'm worried about falling behind and want to make progress while there is still time. What helped you get through your first proof-based class? Any study habits, ways of thinking, or resources that you'd recommend?

Hii everyone. So, my parents have failed to put me into any sort of school basically my whole life (never tried homeschooling as well). Now I'm nineteen and I really don't understand any form of math, even the easiest questions, and I've been really wanting to get into learning it, so if anyone has any recommendations on videos, websites, apps. Anything. I would greatly appreciate it :D !! The easier it is to understand, the better (I have a learning disability.)

tldr: I really want to get bridge mathematical gaps after struggling in high school after seeing how it can be applied, stuck with many holes in my algebraic knowledge and would like any recommendations for this specific dilemma. Thank you!

I'm currently starting my bachelors degree in Computer Science, I have a deep love for games and want to dabble behind the scenes with game engines, 3D graphics and such. I'm well aware mathematics play a large role in this topic such as calculus and linear algebra for the algorithms and physics of certain mechanics.

My excitement has intertwined with fear due to my previous experiences in high school so long ago, especially with my overall disinterest of it general math back then that's caused gaps, I barely survived it in high school. Now that I actually have something to apply and learn math for, it excites me, but I feel slightly discouraged and not good enough for it.. especially haven’t fully grasped algebra concepts well. I also really struggled to take math notes!

Granted, I've realized I had a learning disability when I first started college, which makes a lot of sense as I can name so many points in my education where I would simply just zone out, but it doesn’t make me feel better about myself. I now have a few motivators; I want to heal the inner child in me and take control of my education after years of being frustrated from looking at my math homework. Im seeing math in such a different light when it is applicable, implementing cool, game physics mechanics looks really exciting. And of course.. to get my degree haha. Any recommendations would be appreciated! I could have searched this up, but I wanted to gather some anecdotal experience from others on here, especially if any of you have an experience similar to mine. :)

The statement : Show that every predicate in two variables can be presented as the composition of the elmentary predicates AND , OR and Negation.
I understood that steps where
1. Truth rows are constructed purely from AND and NOT
2. False row is achieved by combining the expression in 1 with OR.

How does it then “prove” that the mechanism works for every predicate?