I was never told, for example, that matrices are a useful abstraction (shorthand?) for representing linear equations.
Or that imaginary numbers were an invented abstraction that made certain calculations easier.
It would have been nice to learn it from the perspective of how those abstractions came into being and why they're useful.
Congratulations on overcoming the (very weird) choice of whoever taught your intro to linear algebra class.
Regardless, it's a shockingly common occurrence. I'd agree it's not the right way, but it is also a common way. That perspective might define those priors
But yes, I am expressing honest admiration—it was a bad move on the part of the teacher I think, which the poster seems to have overcome!
I went through the same thing, it really isn't easy. But it is also why I don't blame others for not seeing it. It would be hypocritical to do so. I'm just not sure what's the best way to share, I'm open to ideas. Unfortunately we have to contend with priors that we see here, though I'm happy if my efforts even make one more person able to share in this beauty.
But nobody even told us why! And at that time I never thought to ask.
I'm not going to sit here and act like I was a star student or anything. I was more of a class clown type. I absolutely hate math and all things math. That was, until I went to college. A switch flipped when I was in a Calculus II class.
Our professor asked, "What is a 100 divided by 0?" People in the class responded with, "You can't divide by 0 because it's undefined." To which our professor responded with, "Why?" Then a student took out a calculator and showed the professor that the answer as indeed undefined. To which he responded with, "Ok, how do you that calculator is correct? Do you just believe it because people told you that dividing by zero is undefined? Ok, the answer is undefined... but why?"
Right then and there, a switch flipped in my brain. I realized that I was basically institutionalized to just not question math and to just accept that things work a certain way "just because." It was at that point I actually started to become interested in math, and it completely changed my outlook on math in a positive manner. I love math now (despite being horrible at it).
> I’ve always been a straight-A student.
> if something was not written in a book I could not invent it unless it was a rather useless variation of a known theory. More annoyingly, I found it very hard to challenge the status-quo, to question what I had learned.
But I think people themselves are uncomfortable with not knowing. I know I am! But that isn't a feeling of shame, it is a feeling that creates drive.
[0] https://thomwolf.io/blog/scientific-ai.html
[1] Alternatively, variations like: "That's a good question, I don't know" or "Great question, but we don't have the tools to address that yet". The last one need not undermine your authority either. Truthfully, the common responses resulted in me becoming strongly anti-authoritarian. Which, also has greatly benefited my career as a researcher. So, thanks lol
I guess I've been lucky with my math teachers.
The patterns of repetitions of single things, repetitions over different things, repetitions between different things, repetitions over repetitions, ...
Natural/counting numbers are just the simplest patterns of repetition.