When I started graduate school 34 years ago I was 25 years old. I had scored sufficiently high on the math section of the GMAT to be accepted into a program that assumed all students would be comfortable with calculus. Not only was I years since my last math class but I had never taken calculus. The experience of starting a quantitative program of study for which I was mathematically unprepared was no fun whatsoever. But there is a funny story to share, another day. For now, all eyes on this book, which a while back I had read an excerpt of here:
Illustration by Nicholas Konrad / The New Yorker
If one is inclined toward mysteries, mathematics can lead one to the conclusion that behind the veil of life there is a structure and an order.
I have written about mathematics for The New Yorker and, lately, also in my book “A Divine Language: Learning Algebra, Geometry, and Calculus at the Edge of Old Age,” and I thought that I had said everything I had to say about mathematics and my simple engagement with it, but I find I can’t stop thinking about it…
María Medem
And then yesterday I followed that up by reading this op-ed, which on its own is also worth anyone’s reading:
As a boy in the first weeks of algebra class, I felt confused and then I went sort of numb. Adolescents order the world from fragments of information. In its way, adolescence is a kind of algebra. The unknowns can be determined but doing so requires a special aptitude, not to mention a comfort with having things withheld. Straightforward, logical thinking is required, and a willingness to follow rules, which aren’t evenly distributed adolescent capabilities. Continue reading
Organikos 