I consider myself an applied mathematician though technically I’m an economist (macro models, mostly) and operations researcher and differential game theorist (odd combination, but whatever). For context I’m 45 and I’ve spent most of my working life in corporate life.
I’ve always been at a disadvantage academically because I’m rather clumsy with my manipulations, derivations, and I’m a disaster at mental arithmetic. I’m also dyslexic. But starting in the late 1990s when I was in High School I started to become fluent with CAS (Computer Algebra Systems): first Derive, then the Symbolics capabilities of Mathlab, and ultimately Mathematica.
The whole transition is turning out quite well for me: I’m now able to delegate exploring my intuitions to increasingly powerful tools, I no longer have to haul the pyramid blocks up the ramp myself but I can drop them in by helicopter (as if were) and what I bring to the party is intuition and understanding.
I view it a bit like astronomy: in ancient times, before telescopes, keen eyesight was a prerequisite to be an astronomer. Later, after telescopes, anybody with eyesight had enormously enhanced capabilities of observation, and now, with radioastronomy and other forms of remote sensing (neutrino observatories, gravitational interferometers) the whole field has opened up to people who by virtue of being blind would’ve literally been excluded only a few decades ago.
Go forth and multiply: everybody can become a mathematician now. There’s an infinite number of potential universes out there with an infinite number of facts to prove and disprove. And while we’re at it: there’s so much more to mathematics than conjectures, proofs and counterexamples. Solve, model, approximate, fiddle around: as long as you’re not doing trite numerics on arbitrary systems of equations you’ve cooked up for your own amusement you’re good in my books.
Enjoy the tools. Keep your wits about you. Work through the steps that are presented to you. Build your intuition. HAVE FUN.
> I no longer have to haul the pyramid blocks up the ramp myself... what I bring to the party is intuition and understanding.
Hauling the pyramid blocks is what gives people intuition and understanding. It is true that school systems usually have way too much computation -- it is easier to test and grade computation. But the only way that you were able to use computer algebra systems fluently is because you had internalized how algebra worked by hand. If we tell students that they no longer need to learn how to solve equations we are seriously depriving them of a mathematical education.
Maybe. As a parallel, I know C# and F#. They are programming languages. They are built on top of Microsoft products like the JIT and more basically Assembly language.
I have no idea how assembly works - in my years of experience I’ve never had an issue that required I dig that deep into it. Does that mean I can’t be effective with higher-level tooling because I do not know the absolute basics?
First of all, programming isn't necessarily a very skilled task as being a mathematician.
Secondly, I've encountered compiler bugs many times, so it is very helpful.
That's the difference between a senior and a junior: the junior goes to the senior and the senior figures it out. You can remain a junior at any age.
qubex · · focus · HN ↗
I’ve always been at a disadvantage academically because I’m rather clumsy with my manipulations, derivations, and I’m a disaster at mental arithmetic. I’m also dyslexic. But starting in the late 1990s when I was in High School I started to become fluent with CAS (Computer Algebra Systems): first Derive, then the Symbolics capabilities of Mathlab, and ultimately Mathematica.
The whole transition is turning out quite well for me: I’m now able to delegate exploring my intuitions to increasingly powerful tools, I no longer have to haul the pyramid blocks up the ramp myself but I can drop them in by helicopter (as if were) and what I bring to the party is intuition and understanding.
I view it a bit like astronomy: in ancient times, before telescopes, keen eyesight was a prerequisite to be an astronomer. Later, after telescopes, anybody with eyesight had enormously enhanced capabilities of observation, and now, with radioastronomy and other forms of remote sensing (neutrino observatories, gravitational interferometers) the whole field has opened up to people who by virtue of being blind would’ve literally been excluded only a few decades ago.
Go forth and multiply: everybody can become a mathematician now. There’s an infinite number of potential universes out there with an infinite number of facts to prove and disprove. And while we’re at it: there’s so much more to mathematics than conjectures, proofs and counterexamples. Solve, model, approximate, fiddle around: as long as you’re not doing trite numerics on arbitrary systems of equations you’ve cooked up for your own amusement you’re good in my books.
Enjoy the tools. Keep your wits about you. Work through the steps that are presented to you. Build your intuition. HAVE FUN.
tylerhou · · focus · HN ↗
Hauling the pyramid blocks is what gives people intuition and understanding. It is true that school systems usually have way too much computation -- it is easier to test and grade computation. But the only way that you were able to use computer algebra systems fluently is because you had internalized how algebra worked by hand. If we tell students that they no longer need to learn how to solve equations we are seriously depriving them of a mathematical education.
SamuelAdams · · focus · HN ↗
I have no idea how assembly works - in my years of experience I’ve never had an issue that required I dig that deep into it. Does that mean I can’t be effective with higher-level tooling because I do not know the absolute basics?
LtWorf · · focus · HN ↗
Secondly, I've encountered compiler bugs many times, so it is very helpful.
That's the difference between a senior and a junior: the junior goes to the senior and the senior figures it out. You can remain a junior at any age.