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袧邪胁褔懈褌懈褋褟 胁褔懈褌懈褋褟. 携泻 蟹邪锌褍褋褌懈褌懈 褋胁褨泄 屑芯蟹芯泻 薪邪 锌芯胁薪褍
袩袪袨 袣袧袠袞袣校
袙懈 屑邪褌械屑邪褌懈泻 褔懈 谐褍屑邪薪褨褌邪褉褨泄? 袩褉芯褎械褋芯褉泻邪 袘邪褉斜邪褉邪 袨泻谢褨 锌械褉械泻芯薪褍褦, 褖芯 褌邪泻懈褏 锌芯薪褟褌褜 薪械 褨褋薪褍褦. 袣芯卸械薪 褨蟹 薪邪褋 屑邪褦 胁薪褍褌褉褨褕薪褨泄 锌芯褌械薪褑褨邪谢, 褖芯斜 蟹邪褋胁芯褩褌懈 斜褍写褜-褟泻褨 蟹薪邪薪薪褟. 袚芯谢芯胁薪械 鈥� 薪邪胁褔懈褌懈褋褟 胁褔懈褌懈褋褟 泄 蟹邪锌褍褋褌懈褌懈 褋胁褨泄 屑芯蟹芯泻 薪邪 锌芯胁薪褍. 袧邪胁褨褌褜 斜褨谢褜褕械, 芯写薪芯屑邪薪褨褌薪懈泄 褨 褑褨谢械褋锌褉褟屑芯胁邪薪懈泄 褉褍褏 写芯 褉芯蟹胁鈥櫻徯沸靶叫窖� 锌褉芯斜谢械屑懈 鈥� 薪械 蟹邪胁卸写懈 薪邪泄泻褉邪褖懈泄 褕谢褟褏. 袉薪泻芯谢懈 胁邪褉褌芯 蟹褉芯斜懈褌懈 泻褉芯泻 薪邪蟹邪写, 褖芯斜 锌芯谐谢褟薪褍褌懈 薪邪 蟹邪胁写邪薪薪褟 蟹 褨薪褕芯谐芯 斜芯泻褍, 蟹邪锌褍褋褌懈褌懈 褋胁芯褞 泻褉械邪褌懈胁薪褨褋褌褜, 薪邪胁褨褌褜 褟泻褖芯 胁懈 锌褉邪褑褞褦褌械 薪邪写 褉芯蟹胁鈥櫻徯沸靶叫窖徯� 屑邪褌械屑邪褌懈褔薪芯褩 蟹邪写邪褔褨.
袛袥携 袣袨袚袨 袣袧袠袞袣袗
袣薪懈卸泻邪 写谢褟 薪邪泄褕懈褉褕芯谐芯 泻芯谢邪 褔懈褌邪褔褨胁, 褍褋褨褏, 褏褌芯 锌褉邪谐薪械 写芯 褋邪屑芯褉芯蟹胁懈褌泻褍, 写谢褟 胁懈泻谢邪写邪褔褨胁, 斜邪褌褜泻褨胁, 褋褌褍写械薪褌褨胁, 褌懈褏, 泻芯屑褍 胁邪卸泻芯 胁褔懈褌懈褋褟 蟹邪谐邪谢芯屑, 邪 芯褋芯斜谢懈胁芯 褌懈褏, 褏褌芯 薪械薪邪胁懈写懈褌褜 屑邪褌械屑邪褌懈泻褍 泄 锌褉懈褉芯写薪懈褔褨 薪邪褍泻懈.
效袨袦校 笑携 袣袧袠袞袣袗
袗胁褌芯褉泻邪 锌褉芯锌芯薪褍褦 褉褨蟹薪芯屑邪薪褨褌薪褨 谢邪泄褎褏邪泻懈 褌邪 褨薪褋褌褉褍屑械薪褌懈, 褟泻褨 写芯锌芯屑芯卸褍褌褜 褕胁懈写泻芯 泄 械褎械泻褌懈胁薪芯 蟹邪锌邪屑鈥櫻徰傂拘惭冃残把傂� 褨薪褎芯褉屑邪褑褨褞, 蟹邪褋胁芯褞胁邪褌懈 斜褍写褜-褟泻褨 薪邪胁懈褔泻懈: 胁褨写 褉芯蟹褍屑褨薪薪褟 褋泻谢邪写薪懈褏 屑邪褌械屑邪褌懈褔薪懈褏 褎芯褉屑褍谢 褔懈 薪邪褍泻芯胁懈褏 泻芯薪褑械锌褑褨泄 写芯 锌芯写芯谢邪薪薪褟 锌褉芯褎械褋褨泄薪懈褏 胁懈泻谢懈泻褨胁. 袗 褌邪泻芯卸 袘邪褉斜邪褉邪 袨泻谢褨 锌芯泻邪卸械, 褟泻 蟹褉芯斜懈褌懈 薪邪胁褔邪薪薪褟 锌褉芯褋褌懈屑 褨 蟹邪褏芯锌谢懈胁懈屑.
袙懈 屑邪褌械屑邪褌懈泻 褔懈 谐褍屑邪薪褨褌邪褉褨泄? 袩褉芯褎械褋芯褉泻邪 袘邪褉斜邪褉邪 袨泻谢褨 锌械褉械泻芯薪褍褦, 褖芯 褌邪泻懈褏 锌芯薪褟褌褜 薪械 褨褋薪褍褦. 袣芯卸械薪 褨蟹 薪邪褋 屑邪褦 胁薪褍褌褉褨褕薪褨泄 锌芯褌械薪褑褨邪谢, 褖芯斜 蟹邪褋胁芯褩褌懈 斜褍写褜-褟泻褨 蟹薪邪薪薪褟. 袚芯谢芯胁薪械 鈥� 薪邪胁褔懈褌懈褋褟 胁褔懈褌懈褋褟 泄 蟹邪锌褍褋褌懈褌懈 褋胁褨泄 屑芯蟹芯泻 薪邪 锌芯胁薪褍. 袧邪胁褨褌褜 斜褨谢褜褕械, 芯写薪芯屑邪薪褨褌薪懈泄 褨 褑褨谢械褋锌褉褟屑芯胁邪薪懈泄 褉褍褏 写芯 褉芯蟹胁鈥櫻徯沸靶叫窖� 锌褉芯斜谢械屑懈 鈥� 薪械 蟹邪胁卸写懈 薪邪泄泻褉邪褖懈泄 褕谢褟褏. 袉薪泻芯谢懈 胁邪褉褌芯 蟹褉芯斜懈褌懈 泻褉芯泻 薪邪蟹邪写, 褖芯斜 锌芯谐谢褟薪褍褌懈 薪邪 蟹邪胁写邪薪薪褟 蟹 褨薪褕芯谐芯 斜芯泻褍, 蟹邪锌褍褋褌懈褌懈 褋胁芯褞 泻褉械邪褌懈胁薪褨褋褌褜, 薪邪胁褨褌褜 褟泻褖芯 胁懈 锌褉邪褑褞褦褌械 薪邪写 褉芯蟹胁鈥櫻徯沸靶叫窖徯� 屑邪褌械屑邪褌懈褔薪芯褩 蟹邪写邪褔褨.
袛袥携 袣袨袚袨 袣袧袠袞袣袗
袣薪懈卸泻邪 写谢褟 薪邪泄褕懈褉褕芯谐芯 泻芯谢邪 褔懈褌邪褔褨胁, 褍褋褨褏, 褏褌芯 锌褉邪谐薪械 写芯 褋邪屑芯褉芯蟹胁懈褌泻褍, 写谢褟 胁懈泻谢邪写邪褔褨胁, 斜邪褌褜泻褨胁, 褋褌褍写械薪褌褨胁, 褌懈褏, 泻芯屑褍 胁邪卸泻芯 胁褔懈褌懈褋褟 蟹邪谐邪谢芯屑, 邪 芯褋芯斜谢懈胁芯 褌懈褏, 褏褌芯 薪械薪邪胁懈写懈褌褜 屑邪褌械屑邪褌懈泻褍 泄 锌褉懈褉芯写薪懈褔褨 薪邪褍泻懈.
效袨袦校 笑携 袣袧袠袞袣袗
袗胁褌芯褉泻邪 锌褉芯锌芯薪褍褦 褉褨蟹薪芯屑邪薪褨褌薪褨 谢邪泄褎褏邪泻懈 褌邪 褨薪褋褌褉褍屑械薪褌懈, 褟泻褨 写芯锌芯屑芯卸褍褌褜 褕胁懈写泻芯 泄 械褎械泻褌懈胁薪芯 蟹邪锌邪屑鈥櫻徰傂拘惭冃残把傂� 褨薪褎芯褉屑邪褑褨褞, 蟹邪褋胁芯褞胁邪褌懈 斜褍写褜-褟泻褨 薪邪胁懈褔泻懈: 胁褨写 褉芯蟹褍屑褨薪薪褟 褋泻谢邪写薪懈褏 屑邪褌械屑邪褌懈褔薪懈褏 褎芯褉屑褍谢 褔懈 薪邪褍泻芯胁懈褏 泻芯薪褑械锌褑褨泄 写芯 锌芯写芯谢邪薪薪褟 锌褉芯褎械褋褨泄薪懈褏 胁懈泻谢懈泻褨胁. 袗 褌邪泻芯卸 袘邪褉斜邪褉邪 袨泻谢褨 锌芯泻邪卸械, 褟泻 蟹褉芯斜懈褌懈 薪邪胁褔邪薪薪褟 锌褉芯褋褌懈屑 褨 蟹邪褏芯锌谢懈胁懈屑.
272 pages, Hardcover
First published July 1, 2014
7,214 people are currently reading
53.3k people want to read
About the author
Barbara Oakley
28听books1,246听followersBarbara Oakley, PhD, a 'female Indiana Jones,' is one of the few women to hold a doctorate in systems engineering. She chronicled her adventures on Soviet fishing boats in the Bering Sea in Hair of the Dog: Tales from Aboard a Russian Trawler. She also served as a radio operator in Antarctica and rose from private to captain in the U.S. Army. Now an associate professor of engineering at Oakland University in Michigan, Oakley is a recent vice president of the IEEE Engineering in Medicine and Biology Society. Her work has appeared in publications ranging from The New York Times to the IEEE Transactions on Nanobioscience.
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Displaying 1 - 30 of 2,073 reviews
September 10, 2024
Luck favors the one who tries.
When I started reading it I never expected it to be this good. I was amazed and delighted to find this book to be exceptionally good. I have learned, which I feel I have forgotten, how to 'Learn to Learn'. It had shown me my flaws. It has shown me I was trying too hard, that it is easy that does it.
She starts with learning modes, that we have two important modes of thinking, focused mode and diffused mode. Focused modes are highly attentive states that are limited to the prefrontal cortex and diffused modes are diffused throughout the brain. Only one mode can be active at a time. Focused mode is related to logical, sequential, and analytical processes. As soon as you concentrate on something, you are in focused mode. Whereas, when you are not concentrating, when you let your mind just wander, you are in diffused mode. Diffused mode is related to bigger-picture. Focused mode brings you the BRICKS and diffused mode is the MORTAR.
To be attentive and try hard to get the problem inside your head is done by focused mode. Diffused mode actually works in the background under the layer of conscious awareness (and it is not that can ON and OFF, it's always On whenever you are not concentrating, diffuse mode happens when you relax). Now she asserts that the learning happens when you toggle between these two modes.
And then there is Einstellung effect: It refers to getting stuck in solving a problem or understanding a concept as a result of becoming fixated on a flawed approach. Switching modes from focused to diffuse can help free you from this effect. This made me a little more flexible regarding my thinking, and more patient too. And I've also found that sometimes initial ideas about problem solving can be very misleading. To figure out new ideas and solve problems, it is important not only to focus initially but also to subsequently turn our focus away from what we want to learn.
In subsequent chapters, the author deals with:
* The problems of procrastination and how to deal with it. There were four chapters dedicated to it. (And it was here I found myself, a little, dragging the book).
* Memory and how to enhance it. I remember one technique known as Memory Palace which was similar to Mind Palace shown in Sherlock TV series. It was here, once again, that I gained many insights which proved to be useful.
* In the last chapters she gives miscellaneous tips and tricks for enhancing your learning and sculpting your brain.
......................................................................
The central theme of this book is the paradoxical nature of learning. Focused attention is indispensable for problem-solving, yet it blocks our ability to solve problems. Persistence is key, but it can also leave us unnecessarily pounding our heads. Memorization is a critical aspect of acquiring expertise, but it can also keep us focused on the trees instead of forest. Metaphor allows us to acquire new concepts, but it can also keep us wedded to faulty conceptions.
Our desire to figure things out right now is what prevents us from being able to figure things out. Reshaping your brain is under your control. The key is patient persistence: working knowledgeably with your brain's strengths and weaknesses. We can achieve startling insights into how to understand more simply, easily, and with less frustration: By understanding your brain's default settings- the natural way it learns and thinks, and taking advantage of this knowledge one can become an expert.
HIGHEST RECOMMENDATIONS!
When I started reading it I never expected it to be this good. I was amazed and delighted to find this book to be exceptionally good. I have learned, which I feel I have forgotten, how to 'Learn to Learn'. It had shown me my flaws. It has shown me I was trying too hard, that it is easy that does it.
She starts with learning modes, that we have two important modes of thinking, focused mode and diffused mode. Focused modes are highly attentive states that are limited to the prefrontal cortex and diffused modes are diffused throughout the brain. Only one mode can be active at a time. Focused mode is related to logical, sequential, and analytical processes. As soon as you concentrate on something, you are in focused mode. Whereas, when you are not concentrating, when you let your mind just wander, you are in diffused mode. Diffused mode is related to bigger-picture. Focused mode brings you the BRICKS and diffused mode is the MORTAR.
To be attentive and try hard to get the problem inside your head is done by focused mode. Diffused mode actually works in the background under the layer of conscious awareness (and it is not that can ON and OFF, it's always On whenever you are not concentrating, diffuse mode happens when you relax). Now she asserts that the learning happens when you toggle between these two modes.
And then there is Einstellung effect: It refers to getting stuck in solving a problem or understanding a concept as a result of becoming fixated on a flawed approach. Switching modes from focused to diffuse can help free you from this effect. This made me a little more flexible regarding my thinking, and more patient too. And I've also found that sometimes initial ideas about problem solving can be very misleading. To figure out new ideas and solve problems, it is important not only to focus initially but also to subsequently turn our focus away from what we want to learn.
In subsequent chapters, the author deals with:
* The problems of procrastination and how to deal with it. There were four chapters dedicated to it. (And it was here I found myself, a little, dragging the book).
* Memory and how to enhance it. I remember one technique known as Memory Palace which was similar to Mind Palace shown in Sherlock TV series. It was here, once again, that I gained many insights which proved to be useful.
* In the last chapters she gives miscellaneous tips and tricks for enhancing your learning and sculpting your brain.
......................................................................
The central theme of this book is the paradoxical nature of learning. Focused attention is indispensable for problem-solving, yet it blocks our ability to solve problems. Persistence is key, but it can also leave us unnecessarily pounding our heads. Memorization is a critical aspect of acquiring expertise, but it can also keep us focused on the trees instead of forest. Metaphor allows us to acquire new concepts, but it can also keep us wedded to faulty conceptions.
Our desire to figure things out right now is what prevents us from being able to figure things out. Reshaping your brain is under your control. The key is patient persistence: working knowledgeably with your brain's strengths and weaknesses. We can achieve startling insights into how to understand more simply, easily, and with less frustration: By understanding your brain's default settings- the natural way it learns and thinks, and taking advantage of this knowledge one can become an expert.
HIGHEST RECOMMENDATIONS!
September 26, 2015
I first heard of this book from an online course given by the author, Barbara Oakley. The course is called "Learning how to Learn", and you can find it at .
Despite the title of the book, most of the advice here is appropriate for just about any subject. It is especially appropriate for subjects with concepts that might be difficult to grasp. And the book is most definitely geared toward students. There are highlights and questions at the end of each chapter, to reinforce the key points.
There is a useful chapter on how to prepare for tests, and how to take tests. The advice is not always intuitive, but it is all common sense. Study groups are often beneficial. There are some situations, where they may be a waste of time.
Much of the advice in the book is based on common sense. Don't cram for exams; study some each day, and don't overdo it. Lots of advice on how to make sure that you really understand the concepts. Re-reading material and highlighting key phrases is NOT very beneficial. Make up your own test questions, put them on flash cards with answers on the back. Flash cards are your friends.
The book is filled with anecdotes and stories about educators, students, scientists, engineers, and mathematicians. These stories help make the book engaging, where otherwise it would be rather dry and uninteresting.
The main theme of the book is that there are two modes of thinking; focused and diffuse. Focused thinking is what you do when you concentrate very hard to solve some problem. You need to remove yourself from distractions during focused thinking, and you probably should only perform focused thinking for a short amount of time; 25 minutes is recommended. Diffuse thinking, however, is somewhat more relaxed and actually creative. This kind of thinking allows your mind to wander in search of "out of the box" solutions to problems.
If you are a student or even studying some subject on your own, then this book could be very helpful.
Despite the title of the book, most of the advice here is appropriate for just about any subject. It is especially appropriate for subjects with concepts that might be difficult to grasp. And the book is most definitely geared toward students. There are highlights and questions at the end of each chapter, to reinforce the key points.
There is a useful chapter on how to prepare for tests, and how to take tests. The advice is not always intuitive, but it is all common sense. Study groups are often beneficial. There are some situations, where they may be a waste of time.
Much of the advice in the book is based on common sense. Don't cram for exams; study some each day, and don't overdo it. Lots of advice on how to make sure that you really understand the concepts. Re-reading material and highlighting key phrases is NOT very beneficial. Make up your own test questions, put them on flash cards with answers on the back. Flash cards are your friends.
The book is filled with anecdotes and stories about educators, students, scientists, engineers, and mathematicians. These stories help make the book engaging, where otherwise it would be rather dry and uninteresting.
The main theme of the book is that there are two modes of thinking; focused and diffuse. Focused thinking is what you do when you concentrate very hard to solve some problem. You need to remove yourself from distractions during focused thinking, and you probably should only perform focused thinking for a short amount of time; 25 minutes is recommended. Diffuse thinking, however, is somewhat more relaxed and actually creative. This kind of thinking allows your mind to wander in search of "out of the box" solutions to problems.
If you are a student or even studying some subject on your own, then this book could be very helpful.
May 20, 2021
I had always been frightened by mathematics since I was a child. In high school all of my grades were A or B but the highest grade i had achieved in math was D. This trend was continuing until three years ago, when I had to learn maths in order to pass the exam in university. At first I was baffled with algebra, geometry, trigonometry and most of all calculus. It was a total nightmare for me. So I realized that I had to triumph over my fear and learn it properly once and for all. I started to watch khan academy videos on any math subjects.
This was an epic moment in my life because I found out that my greatest fear was indeed my true passion in life. I just loved the harmony and beauty of algebraic expressions and calculus formulas especially the meaning behind all of these abstract symbols. With intuitive method of teaching of the khan academy and some mental exertion I managed to learn so many precious things in maths even difficult parts of calculus and I got an A in my AP exam. Since three years ago I have never stopped learning mathematics (except few months for TOEFL) and currently I am studying for the GRE test. Which I am really thrilled by this process and it is not stressful anymore at all. The most important thing is that I鈥檝e decided to keep learning maths for the rest of my life, especially probability and statistics.
That was my personal experience. But about the book. It is a really good guide for anyone who has similar difficulties regarding math and science. And even it is so helpful for people who are good at math, it could help them get better. The author herself had been so terrible at math until she saw better job opportunities in scientific disciplines like engineering, so she learned some important principles which helped her start learning math when she was 26, she got a bachelor degree in mechanical engineering, a master in computer engineering, and finally a doctorate in system engineering. In her insightful book she collected and explained those principles. She also relate some stories of other people who had the same experiences and how they got successful in this path, and she adds some advice from math and science professors.
This was an epic moment in my life because I found out that my greatest fear was indeed my true passion in life. I just loved the harmony and beauty of algebraic expressions and calculus formulas especially the meaning behind all of these abstract symbols. With intuitive method of teaching of the khan academy and some mental exertion I managed to learn so many precious things in maths even difficult parts of calculus and I got an A in my AP exam. Since three years ago I have never stopped learning mathematics (except few months for TOEFL) and currently I am studying for the GRE test. Which I am really thrilled by this process and it is not stressful anymore at all. The most important thing is that I鈥檝e decided to keep learning maths for the rest of my life, especially probability and statistics.
That was my personal experience. But about the book. It is a really good guide for anyone who has similar difficulties regarding math and science. And even it is so helpful for people who are good at math, it could help them get better. The author herself had been so terrible at math until she saw better job opportunities in scientific disciplines like engineering, so she learned some important principles which helped her start learning math when she was 26, she got a bachelor degree in mechanical engineering, a master in computer engineering, and finally a doctorate in system engineering. In her insightful book she collected and explained those principles. She also relate some stories of other people who had the same experiences and how they got successful in this path, and she adds some advice from math and science professors.
October 6, 2020
I have read a few of these books at this point, I bought a bunch of them when I was on my productivity kick, so a lot of the information was things I already knew. I do think just knowing what to do isn't enough, it's very much the execution that ends up being the issue. That said I think this is one of the better ones. Some of the ideas are repetitive but it's clearly done intentionally to help anyone reading the book internalize those ideas, which is probably really important if this is someone's first time encountering these things. I do also think the advice is solid and the book delivers it in an accessible and easy to internalize fashion. Probably a good book for anyone that doesn't have the best habits or relationship with long term sustained learning, including myself. Mostly its been useful as I've been studying to help get me into a place where I find it easier to do my work. It kind of serves to prime me for what I need to do which helps with execution and maybe I can try to sustain this by replacing reading books on how to be efficient with just journaling and trying to be more mindful of my behavior.
July 31, 2014
This book IS a book on how to excel at math and science -- even if you previously flunked them. However, it is also much more. It's a book that is transformative for anyone who does creative work that requires writing and thinking and taking in information and creating something new out of it.
The science on how to do optimal work in 鈥淎 Mind For Numbers鈥� has transformed my writing life from hellish to a tough job I love. Through what I learned from about diffuse mode thinking, I鈥檓 careful to put in daily work in reading, researching, and writing, especially on tough concepts.
Our minds, as Dr. Oakley explains in the book, seem to do a lot of work in the 鈥渂ackground鈥� while we鈥檙e sleeping and doing things other than working. Each day, I find that I鈥檓 enjoying my work so much more because it isn鈥檛 a struggle; I, piece by piece, simply pull together tough concepts into a coherent and far better whole.听
Dr. Oakley鈥檚 book ultimately helped me enjoy what I do in a way I never could before, when I procrastinated and was stressed out and then tried to shoehorn a bunch of information I hadn't processed into something coherent.听This book was a life-changer for me.
--Amy Alkon, syndicated columnist and author, "Good Manners for Nice People Who Sometimes Say F*ck" (St. Martin's Press)
The science on how to do optimal work in 鈥淎 Mind For Numbers鈥� has transformed my writing life from hellish to a tough job I love. Through what I learned from about diffuse mode thinking, I鈥檓 careful to put in daily work in reading, researching, and writing, especially on tough concepts.
Our minds, as Dr. Oakley explains in the book, seem to do a lot of work in the 鈥渂ackground鈥� while we鈥檙e sleeping and doing things other than working. Each day, I find that I鈥檓 enjoying my work so much more because it isn鈥檛 a struggle; I, piece by piece, simply pull together tough concepts into a coherent and far better whole.听
Dr. Oakley鈥檚 book ultimately helped me enjoy what I do in a way I never could before, when I procrastinated and was stressed out and then tried to shoehorn a bunch of information I hadn't processed into something coherent.听This book was a life-changer for me.
--Amy Alkon, syndicated columnist and author, "Good Manners for Nice People Who Sometimes Say F*ck" (St. Martin's Press)
February 8, 2015
Probably some of the advice in the book is good. I just wasn't in the target audience. I like math, I'm very good at math, and this book is for those who struggle.
I liked Paul Lockhart's book "A Mathematician's Lament" much, much better. In that one, he really makes you want to DO math, to DISCOVER mathematical truth, to LOVE math. In Barbara Oakley's book, she teaches you how to "get by", and maybe even "get an A". Much, much less inspirational. Where's the fun? Where's the love?
I liked Paul Lockhart's book "A Mathematician's Lament" much, much better. In that one, he really makes you want to DO math, to DISCOVER mathematical truth, to LOVE math. In Barbara Oakley's book, she teaches you how to "get by", and maybe even "get an A". Much, much less inspirational. Where's the fun? Where's the love?
January 19, 2017
This book is not at all what it says on the cover, it's just more tired "study tips" the same as you would get from any Universities student resource center. There's nothing inherently specific about learning Math and honestly I found the book to be full of an awful lot of fluff... It's a rather shockingly callous thing to do considering how many people struggle with Math to continually dance around the one fact present, it just takes a lot of time and effort and work and you may simply never crack it. Terrible book.
June 30, 2016
tl;dr: Read if you want to learn general study skills, skip if you're interested in skills specifically for math/science.
Why did the author write a book about getting better at numbers and math and science and not really talk specifically about how to get better at math and science? This book is 90% about general study skills with lackluster tie-ins to how it might work with math/science. Don't go into this thinking you'll learn stuff specific to math/science 鈥� you'll be disappointed.
As an introductory book to study skills, it's not too bad, though it's overshadowed by more compelling books that specifically talk about general study skills like and 's books. Many of the productivity and study tips it mentions are good, but they fall into the classic non-fiction personal development book trap of telling you some common-sensical thing you should be doing and adding an anecdote in there. It's OK if it's common-sense advice, but it's not really that useful if it's common-sense advice without much follow-through information on how to implement that advice.
Maybe it's just me. Admittedly, I've read a lot about productivity and study skills so most of this was a reminder at best, boring repetition at worst. If you've read books like Make It Stick or Cal Newport's books and want to get a more math- and science-focused advice on how to do better, don't pick this up. If you've read some but aren't sure, maybe pick up the audio version (which is what I did). Or go to a bookstore, skim through, and decide from there.
It's not that there aren't gems in this book. There are a few. Diffuse mode vs. focused mode thinking, a core part of the book, is pretty interesting. The fact that the memory palace technique works well for unrelated things, which I never thought about. And some other ones that weren't so memorable. It's good for reminding you about all the productivity tips that you should be doing. But for me, there was nothing novel in here.
I'm not sure what I'll read next to replace this. Here are some that I'm considering, if you're curious:
鈥�
鈥�
鈥�
鈥�
Why did the author write a book about getting better at numbers and math and science and not really talk specifically about how to get better at math and science? This book is 90% about general study skills with lackluster tie-ins to how it might work with math/science. Don't go into this thinking you'll learn stuff specific to math/science 鈥� you'll be disappointed.
As an introductory book to study skills, it's not too bad, though it's overshadowed by more compelling books that specifically talk about general study skills like and 's books. Many of the productivity and study tips it mentions are good, but they fall into the classic non-fiction personal development book trap of telling you some common-sensical thing you should be doing and adding an anecdote in there. It's OK if it's common-sense advice, but it's not really that useful if it's common-sense advice without much follow-through information on how to implement that advice.
Maybe it's just me. Admittedly, I've read a lot about productivity and study skills so most of this was a reminder at best, boring repetition at worst. If you've read books like Make It Stick or Cal Newport's books and want to get a more math- and science-focused advice on how to do better, don't pick this up. If you've read some but aren't sure, maybe pick up the audio version (which is what I did). Or go to a bookstore, skim through, and decide from there.
It's not that there aren't gems in this book. There are a few. Diffuse mode vs. focused mode thinking, a core part of the book, is pretty interesting. The fact that the memory palace technique works well for unrelated things, which I never thought about. And some other ones that weren't so memorable. It's good for reminding you about all the productivity tips that you should be doing. But for me, there was nothing novel in here.
I'm not sure what I'll read next to replace this. Here are some that I'm considering, if you're curious:
鈥�
鈥�
鈥�
鈥�
October 14, 2014
The title of the book doesn't do it justice. This is a book about how to get good at anything, not just math and science. It's a light read because it's full of simple advice. But the stuff it teaches is effective, and I wish it had been taught to me back in 1997 when I was starting graduate school.
If you find yourself checking your phone or screwing around on Facebook while you should be working, read this book. If you're having trouble learning stuff you need for work at a higher rate than you're forgetting it, read this book. Do so especially if you're young, because the longer the time you have left to reap the benefits, the more reading this book is worth to you.
Read this book, put your butt on a reasonable schedule, get your sleep and exercise, and the chances are excellent that you will never want for satisfying, well-paid employment no matter your field. This is a book about making your zombies work for you, not about learning how to fight them.
If you find yourself checking your phone or screwing around on Facebook while you should be working, read this book. If you're having trouble learning stuff you need for work at a higher rate than you're forgetting it, read this book. Do so especially if you're young, because the longer the time you have left to reap the benefits, the more reading this book is worth to you.
Read this book, put your butt on a reasonable schedule, get your sleep and exercise, and the chances are excellent that you will never want for satisfying, well-paid employment no matter your field. This is a book about making your zombies work for you, not about learning how to fight them.
April 4, 2017
Fantastic learning hacks! How our brain works concerning learning, retaining. Everyone should read this, every pupil/student in school.
We learn all our lives and sometimes we have exams - this book will tell you how to prepare well.
The title "A Mind for Numbers" is misleading, it's about learning in general.
We learn all our lives and sometimes we have exams - this book will tell you how to prepare well.
The title "A Mind for Numbers" is misleading, it's about learning in general.
March 10, 2025
I'm very fond of practical books, clearly written, that can be immediately applied.
One thing, however, does need to be mentioned from the beginning: This is not only a book for those looking to excel in math and science. These tricks and methods can be used for any subject. My suspicion is that the "math and science" aspect of the title is a marketing ploy more than anything.
That's a shame because there is a lot in this book that I hope to pass on to language learners and students of International Relations.
Getting that out of the way, let's focus on the good. The book is clearly written, easy to follow, and frequently engaging.
The book will introduce you to important concepts like:
*the difference between focused and diffuse thinking (and how to switch between these modes);
*using recall in your studying;
*the idea of chunking concepts;
*tricks for studying such as the Pomodoro technique and spaced repetition;
*the value of walks and frequent breaks; and
*ways to overcome procrastination.
The book also helps you become a deeper learner, someone more in love with education. It does so by:
*helping you understand yourself as a learner;
*promoting the virtues of teamwork and providing tips for how to use partners and teammates; *promoting broad studying and creative exploration;
*by promoting real education over vulgar grade accounting; and
*by demonstrating how much science and math are like poetry.
The book also asks you practice these methods by putting down the book and trying to recall key concepts, and by doing exercises for each chapter. Early in the book, there were also some mental exercises that I quite enjoyed.
Now, a little bit of the bad. There really isn't that much.
I felt like a lot of the "testimonials" in between the chapters and in the sidebar "success stories" gave the book a kind low-rent "kitschy" feel to it. It reminded me of self-help seminars, infomercials, the adverts of private colleges (which emphasize testimonial "successes" and overlook failures), and the other quasi-get-rich-quick, let's-find-short-cuts aesthetics of quasi-education.
I feel like that aesthetic needs to be fought at all costs. I feel like that mentality is destroying education (and America for that matter). Education is hard work. There is no getting around that. And, as several other reviewers have pointed out, by only highlighting the successes, the author is being very unscientific (she is sampling on the dependent variable, as they say).
The book is better than this. It's better than its cheap, attention-getting marketing ploys.
Still -- overall, a great book for just about anyone who wants to improve their learning!
One thing, however, does need to be mentioned from the beginning: This is not only a book for those looking to excel in math and science. These tricks and methods can be used for any subject. My suspicion is that the "math and science" aspect of the title is a marketing ploy more than anything.
That's a shame because there is a lot in this book that I hope to pass on to language learners and students of International Relations.
Getting that out of the way, let's focus on the good. The book is clearly written, easy to follow, and frequently engaging.
The book will introduce you to important concepts like:
*the difference between focused and diffuse thinking (and how to switch between these modes);
*using recall in your studying;
*the idea of chunking concepts;
*tricks for studying such as the Pomodoro technique and spaced repetition;
*the value of walks and frequent breaks; and
*ways to overcome procrastination.
The book also helps you become a deeper learner, someone more in love with education. It does so by:
*helping you understand yourself as a learner;
*promoting the virtues of teamwork and providing tips for how to use partners and teammates; *promoting broad studying and creative exploration;
*by promoting real education over vulgar grade accounting; and
*by demonstrating how much science and math are like poetry.
The book also asks you practice these methods by putting down the book and trying to recall key concepts, and by doing exercises for each chapter. Early in the book, there were also some mental exercises that I quite enjoyed.
Now, a little bit of the bad. There really isn't that much.
I felt like a lot of the "testimonials" in between the chapters and in the sidebar "success stories" gave the book a kind low-rent "kitschy" feel to it. It reminded me of self-help seminars, infomercials, the adverts of private colleges (which emphasize testimonial "successes" and overlook failures), and the other quasi-get-rich-quick, let's-find-short-cuts aesthetics of quasi-education.
I feel like that aesthetic needs to be fought at all costs. I feel like that mentality is destroying education (and America for that matter). Education is hard work. There is no getting around that. And, as several other reviewers have pointed out, by only highlighting the successes, the author is being very unscientific (she is sampling on the dependent variable, as they say).
The book is better than this. It's better than its cheap, attention-getting marketing ploys.
Still -- overall, a great book for just about anyone who wants to improve their learning!
February 10, 2024
Oh my. I wish I had read this in High School or between High School and College or in College. This book is less about Math and Science and more about learning and studying. There are certainly some techniques that are specific to or a better fit for Math and Science, but most of the ideas and material will work for almost any area of study. Many of the recommendations were not new to me. I had used quite a few of them throughout my years as a student and learner. The real insight came from the overall package, putting the techniques together and most importantly, finding ways to use them persistently and with discipline. Developing the techniques and organizational methods as a complete skillset was not something I ever really accomplished. I would use a few techniques in this class and a few others in this other one, but I lacked consistency. I also lacked the discipline. My intentions were always worthy, but my execution was lacking. I would like to think I could give this book to a high school student today and they would get the benefit I missed, but I am afraid only a small percentage of those students would take the time to review the book much less read it.
Even today, I see opportunity to use what I have found in this book. As I attempt to learn something new as an adult, as I take on a new project, the opportunity is there.
Even today, I see opportunity to use what I have found in this book. As I attempt to learn something new as an adult, as I take on a new project, the opportunity is there.
September 6, 2018
賰鬲丕亘 毓馗賷賲 賱丕 賷購賮賵賾鬲貙 賵賯乇丕卅鬲賴 賵丕噩亘丞 毓賱賶 賰賱 賲鬲禺氐氐 賮賷 丕賱毓賱賵賲 賵丕賱賴賳丿爻丞 禺丕氐丞貙 賵賰賱 賲賳 賱賴 丕賴鬲賲丕賲 亘胤乇賯 丕賱鬲毓賱賲 賵兀爻丕賱賷亘賴. 賵賲丕 夭賱鬲 賲爻鬲睾乇亘丕賸貙 賰賷賮 兀賳 賰鬲丕亘丕賸 匕丕卅毓 丕賱氐賷鬲 賰賴匕丕貙 賱賲 賷鬲乇噩賲 亘毓丿 賱賱毓乇亘賷丞 !
~~~
賲賳 丕賱賲亘丕丨孬 丕賱乇卅賷爻賷丞 亘丕賱賰鬲丕亘貙 廿賷囟丕丨 胤乇賷賯丞 毓賲賱 丕賱丿賲丕睾 禺賱丕賱 毓賲賱賷丞 丕賱鬲毓賱賲貙 賵賰賷賮 亘丕賱廿賲賰丕賳 鬲賵馗賷賮 賴匕賴 丕賱賲毓乇賮丞 賮賷 鬲賰賵賷賳 丕爻鬲乇丕鬲賷噩賷丕鬲 鬲毓賱賲 賲孬賲乇丞 賵賮毓賾丕賱丞. 賵賰匕賱賰 鬲賮賳賷丿 毓丿丿 賲賳 丕賱賲賮丕賴賷賲 丕賱賲賱鬲亘爻丞 毓賳丿 賰孬賷乇 賲賳 丕賱賲鬲毓賱賲賷賳貙 毓賱賶 爻亘賷賱 丕賱賲孬丕賱貙 賲爻兀賱丞 丕賱丨賮馗 兀賵 丕賱賮賴賲貙 兀賷賴賲丕 兀賴賲責... 賵睾賷乇賴丕 賲賳 丕賱賯囟丕賷丕貙 賵丕賱鬲賷 丿購毓賲賾鬲 亘鬲噩丕乇亘 卮禺氐賷丞 賱兀爻丕鬲匕丞 噩丕賲毓賷賷賳 賵胤賱亘丞 噩丕賲毓丕鬲 賳賵丕亘睾貙 賵賲賳 丕爻鬲禺賱丕氐丕鬲 丕賱亘丨賵孬 丕賱丨丿賷孬丞 賮賷 毓賱賲賷 丕賱廿丿乇丕賰 賵丕賱兀毓氐丕亘
~~~
乇丕亘胤 丕賱賰鬲丕亘 丕賱氐賵鬲賷 毓賱賶 丕賱賷賵鬲賷賵亘 馃敆
August 13, 2016
I didn't like the way Barbara repeats over and over the same agruments for nearly trivial statements. For example she was able to write about 30 pages only about the fact that you need to sleep and relax in order to enhance your learning. For me, it seems like a 1000-year-old advice but she kept repeating it as if I haven't read it already 16 times before in this chapter. The entire book could be summarized in 5 pages. Although I must admit that I surely enjoyed reading her life story, about how she approached the math and the science which was in the beginning of the book.
October 12, 2022
袣薪懈谐邪 褟泻褍 胁邪褉褌芯 锌褉芯褔懈褌邪褌懈 泻芯卸薪褨泄 谢褞写懈薪褨. 袘邪谐邪褌芯 泻芯褉懈褋薪懈褏 锌芯褉褟写 锌褉芯 褌械 褟泻 褋褎芯褉屑褍胁邪褌懈 蟹薪邪薪薪褟 胁 斜褍写褜 褟泻褨泄 褋褎械褉褨
October 30, 2017
賲賳 丿乇賵丕賯毓 丕蹖賳 讴鬲丕亘 乇賵 賳禺賵賳丿賲. 讴賵乇爻卮 乇賵 讴賴 亘丕 鬲賵噩賴 亘賴 賲鬲乇蹖丕賱 讴鬲丕亘 鬲賵爻胤 賳賵蹖爻賳丿賴 丿乇 讴賵乇爻鈥屫ж必� 亘賵丿 乇賵 诏匕乇賵賳丿賲.
讴鬲丕亘 馗丕賴乇丕 亘蹖卮鬲乇 丕夭 丕蹖賳 讴賴 丿乇 賲賵乇丿 蹖丕丿诏蹖乇蹖 乇蹖丕囟蹖 亘丕卮賴 亘賴 卮讴賱 毓賲賵賲蹖 鬲乇 丿乇 賲賵乇丿 蹖丕丿诏蹖乇蹖 賴爻鬲. 賳賵蹖爻賳丿賴 亘賴 禺賵亘蹖 丕夭 丌賳丕賱賵跇蹖鈥屬囏й� 賲鬲賮丕賵鬲 丕爻鬲賮丕丿賴 讴乇丿賴 鬲丕 丨乇賮卮 乇賵 亘乇爻賵賳賴.
丕诏乇 亘賴 蹖丕丿诏蹖乇蹖 毓賱丕賯賴 賲賳丿 賴爻鬲蹖丿 賲賳 蹖讴 禺賱丕氐賴 爻賴 賴夭丕乇 讴賱賲賴 丕蹖 丕夭 讴鬲丕亘 乇賵 丿乇 賵亘賱丕诏賲 賲賳鬲卮乇 讴乇丿賲:
賲蹖鬲賵賳蹖丿 丕蹖賳噩丕 亘禺賵賳蹖丿卮.
讴鬲丕亘 馗丕賴乇丕 亘蹖卮鬲乇 丕夭 丕蹖賳 讴賴 丿乇 賲賵乇丿 蹖丕丿诏蹖乇蹖 乇蹖丕囟蹖 亘丕卮賴 亘賴 卮讴賱 毓賲賵賲蹖 鬲乇 丿乇 賲賵乇丿 蹖丕丿诏蹖乇蹖 賴爻鬲. 賳賵蹖爻賳丿賴 亘賴 禺賵亘蹖 丕夭 丌賳丕賱賵跇蹖鈥屬囏й� 賲鬲賮丕賵鬲 丕爻鬲賮丕丿賴 讴乇丿賴 鬲丕 丨乇賮卮 乇賵 亘乇爻賵賳賴.
丕诏乇 亘賴 蹖丕丿诏蹖乇蹖 毓賱丕賯賴 賲賳丿 賴爻鬲蹖丿 賲賳 蹖讴 禺賱丕氐賴 爻賴 賴夭丕乇 讴賱賲賴 丕蹖 丕夭 讴鬲丕亘 乇賵 丿乇 賵亘賱丕诏賲 賲賳鬲卮乇 讴乇丿賲:
賲蹖鬲賵賳蹖丿 丕蹖賳噩丕 亘禺賵賳蹖丿卮.
March 22, 2016
Like many of 'these' books, most of the advice seems, to a stud like me, mostly common sense.
But, A Mind for Numbers, has more 'takeaway' value than most.
If you want to grow ya brain (the one up top) then give this book a whirl.
If you want to grow the other one, I have a plethora of www. recommendations.
Either way, stay sexy.
November 20, 2014
Got to this book after reading about it in the Coursera course "Learning how to learn". Some very good ideas not at all obvious, at least not to me, that make perfect sense. Go have a look at the author's website for the 10 principles of learning and, if you find them interesting, grab a copy!
January 1, 2015
A fantastic book for understanding how we best learn complex concepts. Initially I thought because I already have college degrees in Math and CS that I didn't need to read this book. I though I already knew how to learn match and science. I was wrong.
In retrospect, the subjects and classes that came easily to me were the classes in which I was practicing many of the good habits prescribed in this book. The subjects in which I struggled, were plagued by many of the bad habits and pitfalls outlined by Dr Oakley.
In fact, I have resolved to revisit some of those subjects that proved difficult in school using these techniques.
The book is written at a very easy reading level, making it very approachable for readers as young as 12. I will be testing this theory by making this book required reading for my kids before they start middle school.
This is the companion book to the Coursera course taught by Dr Barbara Oakley.
In retrospect, the subjects and classes that came easily to me were the classes in which I was practicing many of the good habits prescribed in this book. The subjects in which I struggled, were plagued by many of the bad habits and pitfalls outlined by Dr Oakley.
In fact, I have resolved to revisit some of those subjects that proved difficult in school using these techniques.
The book is written at a very easy reading level, making it very approachable for readers as young as 12. I will be testing this theory by making this book required reading for my kids before they start middle school.
This is the companion book to the Coursera course taught by Dr Barbara Oakley.
September 21, 2021
丿賯蹖賯丕賸 蹖丕丿賲 賳蹖爻鬲 亘乇丕蹖 趩蹖 爻乇丕睾 丕蹖賳 讴鬲丕亘 乇賮鬲賲貙 賮賯胤 蹖讴 噩賵乇丕蹖蹖 丕夭 賱蹖爻鬲 禺乇蹖丿 讴鬲丕亘賲 爻乇锟斤拷乇丌賵乇丿賴 亘賵丿 (丕賱亘鬲賴 賳卮乇 趩鬲乇賳诏 讴鬲丕亘鈥屬囏й� 亘丕讴蹖賮蹖鬲蹖 鬲乇噩賲賴 賲蹖鈥屭┵嗁� 賵 蹖讴蹖 丕夭 丿賱蹖賱鈥屬囏ж� 賲蹖鈥屫堎嗁� 丕蹖賳 亘丕卮賴).
賵賱蹖 亘丕 丕蹖賳 丨丕賱 讴鬲丕亘 亘丿蹖 賳亘賵丿. 賲禺丕胤亘 丕氐賱蹖 丕蹖賳 讴鬲丕亘 丿丕賳卮鈥屫①呝堌操囏� 賵 丿丕賳卮噩賵賴丕 賴爻鬲賳丿 讴賴 丿乇 蹖丕丿诏蹖乇蹖 丿乇爻鈥屬囏й屰� 賲孬賱 乇蹖丕囟蹖貙 賮蹖夭蹖讴貙 卮蹖賲蹖 賵 丿乇爻鈥屬囏й� 丨賮馗蹖 賲卮讴賱 丿丕乇賳. 丕賲丕 睾蹖乇 丕夭 賲賵丕乇丿蹖 讴賴 亘賴鈥屫蒂堌必� 丕禺鬲氐丕氐蹖 亘乇丕蹖 丕蹖賳 丿爻鬲賴 丕夭 賲禺丕胤亘蹖賳 賳賵卮鬲賴 卮丿賴 亘賵丿 (賲孬賱 乇賵卮 丕賲鬲丨丕賳 丿丕丿賳 賵 蹖丕丿诏蹖乇蹖 亘丕 丕賲鬲丨丕賳)貙 亘賯蹖賴鈥屰� 賲胤丕賱亘 亘乇丕蹖 丕賮乇丕丿蹖 讴賴 賴賲趩賳丕賳 亘毓丿 丕夭 賲丿乇爻賴 賵 丿丕賳卮诏丕賴 丿賳亘丕賱 蹖丕丿诏蹖乇蹖 賲胤丕賱亘 賴爻鬲賳丿 賲賮蹖丿賴 賵 讴賲讴 賲蹖鈥屭┵嗁� 亘賴鈥屫焚堌� 賲賵孬乇鬲乇蹖 賲胤丕賱毓賴 讴賳賳丿.
賵賱蹖 亘丕 丕蹖賳 丨丕賱 讴鬲丕亘 亘丿蹖 賳亘賵丿. 賲禺丕胤亘 丕氐賱蹖 丕蹖賳 讴鬲丕亘 丿丕賳卮鈥屫①呝堌操囏� 賵 丿丕賳卮噩賵賴丕 賴爻鬲賳丿 讴賴 丿乇 蹖丕丿诏蹖乇蹖 丿乇爻鈥屬囏й屰� 賲孬賱 乇蹖丕囟蹖貙 賮蹖夭蹖讴貙 卮蹖賲蹖 賵 丿乇爻鈥屬囏й� 丨賮馗蹖 賲卮讴賱 丿丕乇賳. 丕賲丕 睾蹖乇 丕夭 賲賵丕乇丿蹖 讴賴 亘賴鈥屫蒂堌必� 丕禺鬲氐丕氐蹖 亘乇丕蹖 丕蹖賳 丿爻鬲賴 丕夭 賲禺丕胤亘蹖賳 賳賵卮鬲賴 卮丿賴 亘賵丿 (賲孬賱 乇賵卮 丕賲鬲丨丕賳 丿丕丿賳 賵 蹖丕丿诏蹖乇蹖 亘丕 丕賲鬲丨丕賳)貙 亘賯蹖賴鈥屰� 賲胤丕賱亘 亘乇丕蹖 丕賮乇丕丿蹖 讴賴 賴賲趩賳丕賳 亘毓丿 丕夭 賲丿乇爻賴 賵 丿丕賳卮诏丕賴 丿賳亘丕賱 蹖丕丿诏蹖乇蹖 賲胤丕賱亘 賴爻鬲賳丿 賲賮蹖丿賴 賵 讴賲讴 賲蹖鈥屭┵嗁� 亘賴鈥屫焚堌� 賲賵孬乇鬲乇蹖 賲胤丕賱毓賴 讴賳賳丿.
January 26, 2015
is a worthy addition to the "owner's manual for the brain" genre. It's billed as a description of how people who did not do well in math or science in school can learn to effectively study topics within those fields.
As someone who did well in math and science in school, this book reminded me of many successful study habits, some cultivated on purpose and some by accident during my preprofessional academic career. The book also has some great ideas that run counter to the conventional wisdom (in this case, foolishness) of our day. I'll list these separately:
Good study habits:
- Building my ability to memorize scripts, movies, jokes, etc. (on purpose: I still love quoting things)
- Not cramming (accidental: I never had the need, though I procrastinated on projects)
- Reviewing before bed (on purpose, but only for subjects I was particularly interested in)
- Reading ahead (on purpose, but driven by annoyance at how similar arithmetic lessons were from grades 1 through 3)
- Focusing on the edge of my understanding rather than burning study time on mastered material (on purpose: I didn't like "studying," so why would I waste "study" time on stuff I already knew?)
- Teaching others (on purpose: helping someone understand new concepts makes you feel like a boss)
- Paraphrasing (accidental: I never enjoyed the physical act of writing longhand, so I was often annoyed by any hint of verbosity in definitions or descriptions. I actually got in trouble once for not copying sections of my science textbook's glossary verbatim for an assignment!)
- Joking about the material (accidental: you have to have a sense of humor)
- Interleaving material (accidental: it just felt right. I never thought of myself as "studying" because "studying" was something that was supposed to feel miserable. I did my homework and I reviewed the syllabus before tests.)
Good ideas:
- Creativity is retrieving from long-term memory something that was never there
- The necessary ping-pong between the brain's focused and diffuse modes
- It's not a coincidence that we experience "aha!" insights when we step away from a problem we've been working hard for a while. Harness this phenomenon.
- Memorization as critical to creativity and effective problem-solving. This is a big one for two reasons:
1. Some nonsense started getting popular around the turn of the 21st century that knowing facts is inconsequential so long as you know where to find them.
2. Memorization assignments fell out of fashion since they're confused with rote-learning. In fact, perfect memorization of longer scenes is *only* possible by "chunking" the details into an outline of overall concepts.
As someone who did well in math and science in school, this book reminded me of many successful study habits, some cultivated on purpose and some by accident during my preprofessional academic career. The book also has some great ideas that run counter to the conventional wisdom (in this case, foolishness) of our day. I'll list these separately:
Good study habits:
- Building my ability to memorize scripts, movies, jokes, etc. (on purpose: I still love quoting things)
- Not cramming (accidental: I never had the need, though I procrastinated on projects)
- Reviewing before bed (on purpose, but only for subjects I was particularly interested in)
- Reading ahead (on purpose, but driven by annoyance at how similar arithmetic lessons were from grades 1 through 3)
- Focusing on the edge of my understanding rather than burning study time on mastered material (on purpose: I didn't like "studying," so why would I waste "study" time on stuff I already knew?)
- Teaching others (on purpose: helping someone understand new concepts makes you feel like a boss)
- Paraphrasing (accidental: I never enjoyed the physical act of writing longhand, so I was often annoyed by any hint of verbosity in definitions or descriptions. I actually got in trouble once for not copying sections of my science textbook's glossary verbatim for an assignment!)
- Joking about the material (accidental: you have to have a sense of humor)
- Interleaving material (accidental: it just felt right. I never thought of myself as "studying" because "studying" was something that was supposed to feel miserable. I did my homework and I reviewed the syllabus before tests.)
Good ideas:
- Creativity is retrieving from long-term memory something that was never there
- The necessary ping-pong between the brain's focused and diffuse modes
- It's not a coincidence that we experience "aha!" insights when we step away from a problem we've been working hard for a while. Harness this phenomenon.
- Memorization as critical to creativity and effective problem-solving. This is a big one for two reasons:
1. Some nonsense started getting popular around the turn of the 21st century that knowing facts is inconsequential so long as you know where to find them.
2. Memorization assignments fell out of fashion since they're confused with rote-learning. In fact, perfect memorization of longer scenes is *only* possible by "chunking" the details into an outline of overall concepts.
October 31, 2018
袚邪写邪褞, 褟 斜褍写褍 薪械 褦写懈薪芯褞, 褏褌芯 锌褨褋谢褟 锌褉芯褔懈褌邪薪薪褟 褑褨褦褩 泻薪懈谐懈 (邪斜芯 锌褉芯褏芯写卸械薪薪褟 胁褨写锌芯胁褨写薪懈褏 泻褍褉褋褨胁 薪邪 Coursera/Prometheus) 锌芯写褍屑邪褦: "效芯屑褍, 褔芯屑褍 薪褨褏褌芯 薪械 褉芯蟹锌芯胁褨写邪褦 锌褉芯 胁褋褨 褑褨 褕褌褍泻懈 褖械 褍 褕泻芯谢褨?" ;)
袉薪褋褌褉褍屑械薪褌懈, 锌褉懈泄芯屑懈 褌邪 褌械褏薪褨泻懈 薪邪胁褔邪薪薪褟, 写芯 褟泻懈褏 斜邪谐邪褌芯 谢褞写械泄 锌褉懈褏芯写褟褌褜 褨薪褌褍褩褌懈胁薪芯, 锌芯胁褨谢褜薪芯, 蟹 写芯褋胁褨写芯屑, 屑械褌芯写芯屑 锌褉芯斜 褌邪 锌芯屑懈谢芯泻, 胁懈泻谢邪写械薪褨 褌褍褌 褔褨褌泻芯 褌邪 褋褌褉褍泻褌褍褉芯胁邪薪芯, 锌褉懈褔芯屑褍 泄写械褌褜褋褟 薪械 褌褨谢褜泻懈 锌褉芯 "褟泻", 邪 泄 锌褉芯 "褔芯屑褍" 褨 "褟泻 褑械 锌褉邪褑褞褦", 邪 褑械 写褍卸械 胁邪卸谢懈胁芯 褨 写邪褦 斜褨谢褜褕械 屑芯褌懈胁邪褑褨褩 胁褋械-褌邪泻懈 褋锌褉芯斜褍胁邪褌懈. 袣褉褨屑 邪褉谐褍屑械薪褌芯胁邪薪芯谐芯 胁懈泻谢邪写褍 蟹 锌褉懈泻谢邪写邪屑懈 褌邪 锌芯褋懈谢邪薪薪褟屑懈 薪邪 写卸械褉械谢邪, 写褍卸械 褋锌芯写芯斜邪谢芯褋褟 褌械, 褖芯 褋邪屑邪 锌芯斜褍写芯胁邪 泻薪懈谐懈 胁褨写锌芯胁褨写邪褦 锌褉懈薪褑懈锌邪屑, 锌褉芯 褟泻褨 褉芯蟹锌芯胁褨写邪褦: 胁褔懈褌懈褋褟 屑邪谢械薪褜泻懈屑懈 锌芯褉褑褨褟屑懈, 蟹 锌械褉械褉胁邪屑懈 薪邪 褨薪褕褨 蟹邪薪褟褌褌褟 - 屑邪褦褌械 褉芯蟹写褨谢懈 褌邪 锌褨写褉芯蟹写褨谢懈, 褉芯蟹屑械卸芯胁邪薪褨 薪械胁械谢懈泻懈屑懈 褨褋褌芯褉褨褟屑懈; 邪褋芯褑褨邪褑褨褩 褌邪 屑械褌邪褎芯褉懈 写褍卸械 胁邪卸谢懈胁褨 - 薪邪褌械 褟褋泻褉邪胁懈泄 锌褉懈泻谢邪写 褔懈 锌芯褉褨胁薪褟薪薪褟 写芯 泻芯卸薪芯褩 褌械屑懈; 械褎械泻褌懈胁薪械 薪邪胁褔邪薪薪褟 斜邪蟹褍褦褌褜褋褟 薪邪 褉械谐褍谢褟褉薪芯屑褍 锌芯胁褌芯褉械薪薪褨, 锌芯谐谢懈斜谢械薪薪褨 褌邪 褋邪屑芯锌械褉械胁褨褉褑褨 - 胁泻褨薪褑褨 泻芯卸薪芯谐芯 褉芯蟹写褨谢褍 褦 锌褨写褋褍屑泻懈 褌邪 泻芯薪褌褉芯谢褜薪褨 蟹邪锌懈褌邪薪薪褟, 褌邪 泄 薪邪胁褨褌褜 褋邪屑 锌芯褉褟写芯泻 褉芯蟹写褨谢褨胁 胁褨写锌芯胁褨写邪褦 褑褨泄 谢芯谐褨褔薪褨泄 褋锌褨褉邪谢褨, 褨 褌.写.
袩芯锌褉懈 褌械, 褖芯 芯褉懈谐褨薪邪谢褜薪邪 薪邪蟹胁邪 褌邪 褔懈屑邪谢芯 邪泻褑械薪褌褨胁 褍 褌械泻褋褌褨 - 锌褉芯 胁懈胁褔械薪薪褟 屑邪褌械屑邪褌懈泻懈 褌邪 锌褉懈褉芯写薪懈褔懈褏 薪邪褍泻, 褑褟 泻薪懈谐邪 - 褔褍写芯胁懈泄 锌芯屑褨褔薪懈泻 胁 芯锌邪薪褍胁邪薪薪褨 斜褍写褜-褔芯谐芯.
小褌邪胁谢褞 胁懈褋芯泻褍 芯褑褨薪泻褍 薪械 褌芯屑褍, 褖芯 胁褋褟 褨薪褎芯褉屑邪褑褨褟 胁 泻薪懈蟹褨 斜褍谢邪 写谢褟 屑械薪械 蟹芯胁褋褨屑 薪芯胁邪, 邪 褌芯屑褍, 褖芯 褟泻斜懈 褟 写褨蟹薪邪谢邪褋褟 锌褉芯 褑械 褉邪薪褨褕械, 胁褔懈褌懈褋褟 胁 褕泻芯谢褨 褌邪 褍薪褨胁械褉褋懈褌械褌褨 斜褍谢芯 斜 薪邪斜邪谐邪褌芯 谢械谐褕械 褌邪 褑褨泻邪胁褨褕械. 袦械薪褕褨泄 褋械褋褌褉褨 芯斜芯胁'褟蟹泻芯胁芯 锌芯写邪褉褍褞, 褨 胁邪屑 褉邪写卸褍. ;)
袉薪褋褌褉褍屑械薪褌懈, 锌褉懈泄芯屑懈 褌邪 褌械褏薪褨泻懈 薪邪胁褔邪薪薪褟, 写芯 褟泻懈褏 斜邪谐邪褌芯 谢褞写械泄 锌褉懈褏芯写褟褌褜 褨薪褌褍褩褌懈胁薪芯, 锌芯胁褨谢褜薪芯, 蟹 写芯褋胁褨写芯屑, 屑械褌芯写芯屑 锌褉芯斜 褌邪 锌芯屑懈谢芯泻, 胁懈泻谢邪写械薪褨 褌褍褌 褔褨褌泻芯 褌邪 褋褌褉褍泻褌褍褉芯胁邪薪芯, 锌褉懈褔芯屑褍 泄写械褌褜褋褟 薪械 褌褨谢褜泻懈 锌褉芯 "褟泻", 邪 泄 锌褉芯 "褔芯屑褍" 褨 "褟泻 褑械 锌褉邪褑褞褦", 邪 褑械 写褍卸械 胁邪卸谢懈胁芯 褨 写邪褦 斜褨谢褜褕械 屑芯褌懈胁邪褑褨褩 胁褋械-褌邪泻懈 褋锌褉芯斜褍胁邪褌懈. 袣褉褨屑 邪褉谐褍屑械薪褌芯胁邪薪芯谐芯 胁懈泻谢邪写褍 蟹 锌褉懈泻谢邪写邪屑懈 褌邪 锌芯褋懈谢邪薪薪褟屑懈 薪邪 写卸械褉械谢邪, 写褍卸械 褋锌芯写芯斜邪谢芯褋褟 褌械, 褖芯 褋邪屑邪 锌芯斜褍写芯胁邪 泻薪懈谐懈 胁褨写锌芯胁褨写邪褦 锌褉懈薪褑懈锌邪屑, 锌褉芯 褟泻褨 褉芯蟹锌芯胁褨写邪褦: 胁褔懈褌懈褋褟 屑邪谢械薪褜泻懈屑懈 锌芯褉褑褨褟屑懈, 蟹 锌械褉械褉胁邪屑懈 薪邪 褨薪褕褨 蟹邪薪褟褌褌褟 - 屑邪褦褌械 褉芯蟹写褨谢懈 褌邪 锌褨写褉芯蟹写褨谢懈, 褉芯蟹屑械卸芯胁邪薪褨 薪械胁械谢懈泻懈屑懈 褨褋褌芯褉褨褟屑懈; 邪褋芯褑褨邪褑褨褩 褌邪 屑械褌邪褎芯褉懈 写褍卸械 胁邪卸谢懈胁褨 - 薪邪褌械 褟褋泻褉邪胁懈泄 锌褉懈泻谢邪写 褔懈 锌芯褉褨胁薪褟薪薪褟 写芯 泻芯卸薪芯褩 褌械屑懈; 械褎械泻褌懈胁薪械 薪邪胁褔邪薪薪褟 斜邪蟹褍褦褌褜褋褟 薪邪 褉械谐褍谢褟褉薪芯屑褍 锌芯胁褌芯褉械薪薪褨, 锌芯谐谢懈斜谢械薪薪褨 褌邪 褋邪屑芯锌械褉械胁褨褉褑褨 - 胁泻褨薪褑褨 泻芯卸薪芯谐芯 褉芯蟹写褨谢褍 褦 锌褨写褋褍屑泻懈 褌邪 泻芯薪褌褉芯谢褜薪褨 蟹邪锌懈褌邪薪薪褟, 褌邪 泄 薪邪胁褨褌褜 褋邪屑 锌芯褉褟写芯泻 褉芯蟹写褨谢褨胁 胁褨写锌芯胁褨写邪褦 褑褨泄 谢芯谐褨褔薪褨泄 褋锌褨褉邪谢褨, 褨 褌.写.
袩芯锌褉懈 褌械, 褖芯 芯褉懈谐褨薪邪谢褜薪邪 薪邪蟹胁邪 褌邪 褔懈屑邪谢芯 邪泻褑械薪褌褨胁 褍 褌械泻褋褌褨 - 锌褉芯 胁懈胁褔械薪薪褟 屑邪褌械屑邪褌懈泻懈 褌邪 锌褉懈褉芯写薪懈褔懈褏 薪邪褍泻, 褑褟 泻薪懈谐邪 - 褔褍写芯胁懈泄 锌芯屑褨褔薪懈泻 胁 芯锌邪薪褍胁邪薪薪褨 斜褍写褜-褔芯谐芯.
小褌邪胁谢褞 胁懈褋芯泻褍 芯褑褨薪泻褍 薪械 褌芯屑褍, 褖芯 胁褋褟 褨薪褎芯褉屑邪褑褨褟 胁 泻薪懈蟹褨 斜褍谢邪 写谢褟 屑械薪械 蟹芯胁褋褨屑 薪芯胁邪, 邪 褌芯屑褍, 褖芯 褟泻斜懈 褟 写褨蟹薪邪谢邪褋褟 锌褉芯 褑械 褉邪薪褨褕械, 胁褔懈褌懈褋褟 胁 褕泻芯谢褨 褌邪 褍薪褨胁械褉褋懈褌械褌褨 斜褍谢芯 斜 薪邪斜邪谐邪褌芯 谢械谐褕械 褌邪 褑褨泻邪胁褨褕械. 袦械薪褕褨泄 褋械褋褌褉褨 芯斜芯胁'褟蟹泻芯胁芯 锌芯写邪褉褍褞, 褨 胁邪屑 褉邪写卸褍. ;)
September 20, 2024
This book is really helpful if one trusts and follows the tips here that are based on research. One thing needs to be remembered that it will take time to develop the correct learning habits.
Many think that they their natural habit of learning is the best that if they don't 'get' something it's just not for them.
This is not always the case. Many of us have been diagnosed as failed students before we even started.
I also thought this way. Assuming that despite my hard-work getting bad results meant I was defective.
1. The fundamentals: Focus and diffuse
鈥淣ot thinking can make you think in ways you never thought of, but thinking can only make you think in ways you already thought鈥�
When you first look at math problems, manys' initial thought's are to analyze, rationalize and look for sequences, Neuroscientists call this focus mode 鈥� a highly attentive state the brain goes into when learning.
This was my only strategy, figure it out using focus mode and continue that until the problems solved and if I can't solve it become frustrated and reluctantly give up. People who are good at math and science realize there is actually a 2 part process in solving problems.
The first is the Focused mode and the second is to let your mind wander, be creative or what Neuroscientists call the diffuse mode - a relaxed resting state the brain goes into when learning. more of a meditative approach to solving problems. Just using your diffuse mode doesn鈥檛 mean you
can lollygag around and expect to get anywhere. As the days and weeks pass, it鈥檚 the
distributed practice鈥攖he back and forth between focused-mode attention and diffuse-mode
relaxation鈥攖hat does the trick.
2. Strategies for learning : Active recall, spaced repetition and active learning.
active recall" (Recalling what you have just learnt from your memory), "spaced repetition" (repeating active recall again and again over increasing gaps of time) and "active learning" (studying in different locations as not to become dependent on the location of study when recalling memories). As it has shown in numerous studies and by numerous geniuses to be the most affective.
(See the book: moonwalking with Einstein.)
3. Using less energy to remember: Chunking
Do you have a skill you can just do on auto-pilot? If so, you鈥檝e probably have together up in your brain. For example, when many people first learn how to juggle, they have to really focus on where the balls were in the air and what why hands and arms were doing. Eventually they can kind of just do it mindlessly. Nothing has changed in my actions, but it鈥檚 all been integrated into a single action.
Barbara says this is called "chunking" information and it has 3 parts. The first is directly focusing on what you want to learn (puts information into neurons). Second Is understanding what you are learning (this binds neurons together) and you have successfully made a chunk , but unfortunately it isn't easy to recall yet. Finally you must understand how the chunk does and doesn't fit into the bigger picture to make the information useful and acessable - understanding when to use information creates pathways to the chunks.
4. Why it hurts to work: Eating your frogs and letting your Zombie roam around pain free
Eating frogs: do the difficult tasks first.
Barbara realises there aren't just frogs involved, there are also zombies. She points out that when we engage in a task our brain loses to go into a zombie habit mode, where it just plods along where it won't use much thought or energy. This then makes it easier for the brain to do other things.
Leaving an undesirable task in the back of the mind, activates pain receptors in the brain which hurts your Zombie mode, as more energy and attention are used and it becomes less likely that the task gets completed - the result being further zombie pain. This is where a lot of procrastination comes from.
Do the worst tasks first, and stop them from draining you throughout the day.
5. Get proper sleep and exercise.
... duh.
5/5
Beautiful descriptions to really understand points.
Be wary though, it is DRY , hence me taking so long to get around finishing it. This book helped me get a STEM degree in Biology and get into reading over 50-100 books a year because of it. This book is for high school students who love art and English classes but despise
math.
Many think that they their natural habit of learning is the best that if they don't 'get' something it's just not for them.
This is not always the case. Many of us have been diagnosed as failed students before we even started.
I also thought this way. Assuming that despite my hard-work getting bad results meant I was defective.
1. The fundamentals: Focus and diffuse
鈥淣ot thinking can make you think in ways you never thought of, but thinking can only make you think in ways you already thought鈥�
When you first look at math problems, manys' initial thought's are to analyze, rationalize and look for sequences, Neuroscientists call this focus mode 鈥� a highly attentive state the brain goes into when learning.
This was my only strategy, figure it out using focus mode and continue that until the problems solved and if I can't solve it become frustrated and reluctantly give up. People who are good at math and science realize there is actually a 2 part process in solving problems.
The first is the Focused mode and the second is to let your mind wander, be creative or what Neuroscientists call the diffuse mode - a relaxed resting state the brain goes into when learning. more of a meditative approach to solving problems. Just using your diffuse mode doesn鈥檛 mean you
can lollygag around and expect to get anywhere. As the days and weeks pass, it鈥檚 the
distributed practice鈥攖he back and forth between focused-mode attention and diffuse-mode
relaxation鈥攖hat does the trick.
2. Strategies for learning : Active recall, spaced repetition and active learning.
active recall" (Recalling what you have just learnt from your memory), "spaced repetition" (repeating active recall again and again over increasing gaps of time) and "active learning" (studying in different locations as not to become dependent on the location of study when recalling memories). As it has shown in numerous studies and by numerous geniuses to be the most affective.
(See the book: moonwalking with Einstein.)
3. Using less energy to remember: Chunking
Do you have a skill you can just do on auto-pilot? If so, you鈥檝e probably have together up in your brain. For example, when many people first learn how to juggle, they have to really focus on where the balls were in the air and what why hands and arms were doing. Eventually they can kind of just do it mindlessly. Nothing has changed in my actions, but it鈥檚 all been integrated into a single action.
Barbara says this is called "chunking" information and it has 3 parts. The first is directly focusing on what you want to learn (puts information into neurons). Second Is understanding what you are learning (this binds neurons together) and you have successfully made a chunk , but unfortunately it isn't easy to recall yet. Finally you must understand how the chunk does and doesn't fit into the bigger picture to make the information useful and acessable - understanding when to use information creates pathways to the chunks.
4. Why it hurts to work: Eating your frogs and letting your Zombie roam around pain free
Eating frogs: do the difficult tasks first.
Barbara realises there aren't just frogs involved, there are also zombies. She points out that when we engage in a task our brain loses to go into a zombie habit mode, where it just plods along where it won't use much thought or energy. This then makes it easier for the brain to do other things.
Leaving an undesirable task in the back of the mind, activates pain receptors in the brain which hurts your Zombie mode, as more energy and attention are used and it becomes less likely that the task gets completed - the result being further zombie pain. This is where a lot of procrastination comes from.
Do the worst tasks first, and stop them from draining you throughout the day.
5. Get proper sleep and exercise.
... duh.
5/5
Beautiful descriptions to really understand points.
Be wary though, it is DRY , hence me taking so long to get around finishing it. This book helped me get a STEM degree in Biology and get into reading over 50-100 books a year because of it. This book is for high school students who love art and English classes but despise
math.
December 23, 2020
This should be a text book for every high school (8th grade or 9th grade) students. Additionally, there should be a mandatory course in the first semester of every undergraduate program which will teach the students how to study well. In schools and colleges students are only taught what to study, however its important to teach them how to study.
A very well written book.
A very well written book.
June 21, 2018
賰鬲丕亘 乇丕卅毓 賷毓賱賲 賰賷賮賷丞 丕賱鬲毓賱賾賲 亘賮丕毓賱賷丞. 丕賱賰孬賷乇 賲賳 丕賱胤賱丕亘 賷賵丕噩賴 氐毓賵亘丞 賮賷 賮賴賲 丕賱乇賷丕囟賷丕鬲 賵丕賱賲賵丕丿 丕賱毓賱賲賷丞 賱兀爻亘丕亘 賲禺鬲賱賮丞貙 兀睾賱亘賴丕 毓丕卅丿 賱禺賱賱 賮賷 毓賲賱賷丞 丕賱鬲毓賱賲 賮賷 賲乇丕丨賱 賲亘賰乇丞. 賵賱兀賳 賴匕賴 丕賱賲賵丕丿 賴賷 匕丕鬲 胤亘賷毓丞 鬲乇丕賰賲賷丞 (賮賴賲 丿乇賵爻 丕賱氐賮 丕賱孬丕賳賷 賷毓鬲賲丿 毓賱賶 賮賴賲 丿乇賵爻 丕賱氐賮 丕賱兀賵賱... 賵賴賰匕丕) 賮廿賳 賲毓丕賳丕丞 兀賵賱卅賰 丕賱胤賱丕亘 鬲氐亘丨 鬲乇丕賰賲賷丞 兀賷囟丕賸貙 賵鬲爻鬲賲乇 廿賱賶 毓賲乇 賲鬲賯丿賲貙 賮賷毓鬲賯丿 丕賱胤丕賱亘 兀賳賴 睾賷乇 賲丐賴賱 賱賮賴賲 賴匕賴 丕賱賲賵丕丿貙 賮囟賱丕賸 毓賳 丕賱鬲賮賵賯 賮賷賴丕.
賷兀鬲賷 賰鬲丕亘 (毓賯賱 賱賱兀乇賯丕賲) 亘賮賰乇丞 氐丕丿賲丞 賵賴賷 兀賳 丕賱噩賲賷毓 賷爻鬲胤賷毓 兀賳 賷鬲毓賱賲 丕賱乇賷丕囟賷丕鬲 賵丕賱賲賵丕丿 丕賱毓賱賲賷丞 廿匕丕 毓乇賮賳丕 丕賱胤乇賷賯丞 丕賱賲賱丕卅賲丞 賱鬲毓賱賲 賴匕賴 丕賱賲賵丕丿. 賵賷賮賰賰 丕賱賰鬲丕亘 毓賲賱賷丞 丕賱鬲毓賱賲 亘卮賰賱 毓賱賲賷 賲乇鬲賰夭丕賸 毓賱賶 賳鬲丕卅噩 丿乇丕爻丕鬲 賮賷 毓賱賲 丕賱賳賮爻 賵毓賱賲 丕賱兀毓氐丕亘. 孬賲 賷氐亘 賴匕賴 丕賱賳鬲丕卅噩 賮賷 賯賵丕賱亘 賲賳 爻賱賵賰賷丕鬲 亘爻賷胤丞 賵賵丕囟丨丞 賷爻鬲胤賷毓 兀賷 胤丕賱亘 兀賳 賷賲丕乇爻賴丕. 賮丕賱賰鬲丕亘 賷爻丿 丕賱賮噩賵丞 亘賷賳 丕賱賳鬲丕卅噩 丕賱毓賱賲賷丞 賵丕賱賳氐丕卅丨 丕賱爻賱賵賰賷丞 丕賱毓賲賱賷丞 (賵賴賵 兀賲乇 囟乇賵乇賷 賱賱睾丕賷丞 賮賷 賳馗乇賷)!
兀毓噩亘賳賷 賮賷 丕賱賰鬲丕亘 兀賳 丕賱賲丐賱賮丞 (丿. 亘乇亘乇丞 兀賵賰賱賷) 賰丕賳鬲 鬲毓丕賳賷 賰孬賷乇丕 賲賳 丕賱乇賷丕囟賷丕鬲 賮賷 丕賱氐睾乇 賵鬲賰乇賴賴丕 亘卮丿丞: "賰賳鬲 兀賮賰乇 兀賳 丕賱兀乇賯丕賲 賵丕賱賲毓丕丿賱丕鬲 賷噩亘 鬲噩賳亘賴丕貙 賰賲丕 賳鬲噩賳亘 丕賱兀賲乇丕囟 丕賱賯丕鬲賱丞". 賱匕賱賰 賴乇亘鬲 賲賳 賰賱 賲丕 賱賴 毓賱丕賯丞 亘丕賱乇賷丕囟賷丕鬲 賵鬲禺氐氐鬲 賮賷 丕賱賱睾丕鬲 賵丕賱鬲乇噩賲丞. 賵賱賰賳 兀孬賳丕亍 毓賲賱賴丕貙 鬲賲鬲 鬲乇賯賷鬲賴丕 賱賲賳氐亘 賷鬲胤賱亘 賮賴賲丕 噩賷丿丕 賱兀爻丕爻賷丕鬲 丕賱乇賷丕囟賷丕鬲貙 賮丕囟胤乇鬲 賱鬲毓賱賲賴丕貙 孬賲 兀賰賲賱鬲 丿乇丕爻鬲賴丕 賱鬲丨氐賱 毓賱賶 亘賰賱乇賷賵爻 賮賷 丕賱賴賳丿爻丞 丕賱賰賴乇亘丕卅賷丞貙 孬賲 賲丕噩爻鬲賷乇 賮賷 丕賱賴賳丿爻丞貙 賮丿賰鬲賵乇丕丞 賮賷 賴賳丿爻丞 丕賱賳馗賲! 賵丕賱丌賳 賴賷 亘乇賵賮賷爻賵乇丞 賮賷 丕賱賴賳丿爻丞!
賲賳 丕賱賲賵丕囟賷毓 丕賱賴丕賲丞 丕賱鬲賷 兀爻賴亘 丕賱賰鬲丕亘 賮賷 丕賱丨丿賷孬 毓賳賴丕 (賲孬丕賱丕賳 賮賯胤):
* 丕賱毓賯賱 丕賱賲乇賰夭 賵丕賱毓賯賱 丕賱賲賳鬲卮乇: 賷卮乇丨 丕賱賰鬲丕亘 兀賳 丕賱鬲毓賱賲 丕賱賮毓丕賱 賷賰賵賳 亘丕賱鬲賳賯賱 亘賷賳 賳賵毓賷賳 賲賳 丕賱鬲賮賰賷乇 (丕賱賲乇賰夭 賵丕賱賲賳鬲卮乇). 賮丕賱胤丕賱亘 丕賱匕賷 賷丨丕賵賱 兀賳 賷丨賱 賲爻兀賱丞 氐毓亘丞 賱賲丿丞 3 爻丕毓丕鬲 (鬲賮賰賷乇 賲乇賰夭)貙 賲賳 丕賱兀賮囟賱 賱賴 兀賳 賷鬲乇賰 丕賱賲爻兀賱丞 賱亘乇賴丞 賲賳 丕賱夭賲賳貙 兀賳 賷丨丕賵賱 丨賱賴丕 賮賷 丕賱賷賵賲 丕賱鬲丕賱賷. 睾丕賱亘丕賸 爻賷噩丿 兀賳 丕賱賲爻兀賱賴 氐丕乇鬲 兀爻賴賱 兀賵 兀賳賴 兀氐亘丨 賷賳馗乇 賱賴丕 賲賳 賲賳馗賵乇 賲禺鬲賱賮. 賱賲丕匕丕責 賱兀賳 丕賱毓賯賱 丕賱賲賳鬲卮乇 (diffused mind) 賰丕賳 賷毓賲賱 亘氐賲鬲 毓賱賶 乇亘胤 丕賱兀賮賰丕乇 賵丕爻鬲禺賱丕氐 丕賱賳鬲丕卅噩. (兀毓鬲賯丿 兀賰孬乇賳丕 賲乇 亘賴匕丕 丕賱賲賵賯賮).
* 丕賱鬲禺賱氐 賲賳 丕賱鬲爻賵賷賮: 賴賳丕 賷卮乇丨 丕賱賰鬲丕亘 賱賲丕匕丕 賳丨亘 丕賱鬲爻賵賷賮貙 賵賰賷賮 兀賳賴 賳賵毓 賲賳 兀賳賵丕毓 丕賱廿丿賲丕賳貙 賵毓丕丿丞 賷賲賰賳 丕賱鬲禺賱氐 賲賳賴丕 亘賮賴賲 賲賰賵賳丕鬲賴丕 賵鬲睾賷賷乇 亘毓囟 丕賱馗乇賵賮. 賷丨賱賱 丕賱賰鬲丕亘 丕賱賲賰賵賳丕鬲 丕賱孬賱丕孬丞 賱賱毓丕丿丕鬲 (丕賱廿卮丕乇丞貙 丕賱乇賵鬲賷賳貙 丕賱噩丕卅夭丞) 賵賷卮乇丨 賰賷賮 賷賲賰賳 賰爻乇賴丕 亘爻賴賵賱丞. 毓賱賶 爻亘賷賱 丕賱賲孬丕賱貙 丕賱胤丕賱亘 丕賱匕賷 賷爻賵賮 丕賱亘丿亍 亘丕賱賲匕丕賰乇丞 賱爻丕毓丕鬲 亘爻亘亘 丕賱丕賳卮睾丕賱 亘丕賱噩賵丕賱貙 賴賵 賷爻鬲噩賷亘 賱廿卮丕乇丞 (cue) 毓亘丕乇丞 毓賳 鬲賳亘賷賴丕鬲 兀賵 賳睾賲丕鬲 丕賱噩賵丕賱貙 賮賷賯賵賲 亘乇賵鬲賷賳 賲毓賷賳 (賵鬲爻丕亘 賷賵鬲賷賵亘 ....廿賱禺) 賱兀賳 賴賳丕賰 噩丕卅夭丞 鬲毓賵賾丿 毓賱賶 丕賱丨氐賵賱 毓賱賷賴丕 賵賴賷 賲鬲毓丞 賵爻丕卅賱 丕賱鬲賵丕氐賱 賵丕賱鬲禺賱氐 賲賳 兀賱賲 丕賱賲匕丕賰乇丞. 賷爻鬲胤賷毓 賴匕丕 丕賱胤丕賱亘 兀賳 賷賯賱賱 賲賳 兀孬乇 丕賱噩賵丕賱 亘鬲乇賰賴 禺丕乇噩 丕賱睾乇賮丞貙 賵亘丕賱鬲丕賱賷 賷賯囟賷 毓賱賶 賮乇氐丞 兀賳 鬲爻乇賯賴 賲賳亘賴丕鬲 丕賱噩賵丕賱 (廿卮丕乇丞 cue). 賱賲丕匕丕 賳鬲丨丿孬 毓賳 丕賱鬲爻賵賷賮 賮賷 爻賷丕賯 鬲毓賱賲 丕賱乇賷丕囟賷丕鬲 賵丕賱毓賱賵賲 亘丕賱匕丕鬲責 賱兀賳 賴匕賴 丕賱賲賵丕丿 鈥� 賰賲丕 兀爻賱賮鬲 鈥� 鬲乇丕賰賲賷丞. 亘丕賱鬲丕賱賷 賮廿賳 賱賱鬲爻賵賷賮 兀孬乇 爻賱亘賷 賲囟丕毓賮 (賴賱 乇兀賷鬲 胤丕賱亘丕賸 賷丨丕賵賱 兀賳 賷賮賴賲 賲賳賴噩 丕賱賮賷夭賷丕亍 賰賱賴 賮賷 賱賷賱丞 丕賱廿賲鬲丨丕賳責)
賰賲丕 鬲丨丿孬 丕賱賰鬲丕亘 亘廿爻賴丕亘 毓賳 賲賵丕囟賷毓 兀禺乇賶 賲孬賱: 賵爻丕卅賱 鬲賯賵賷丞 丕賱匕丕賰乇丞貙 丕賱丕爻鬲毓丿丕丿 丕賱兀賲孬賱 賱賱廿賲鬲丨丕賳丕鬲貙 丕賱胤乇賷賯丞 丕賱賲孬賱賶 賱賱賲匕丕賰乇丞 丕賱噩賲丕毓賷丞貙 兀賴賲賷丞 丕賱賳賵賲貙 丕賱鬲禺賱氐 賲賳 丕賱賯賱賯貙 賰賷賮賷丞 丕賱廿噩丕亘丞 兀孬賳丕亍 丕賱丕賲鬲丨丕賳貙 賵睾賷乇賴丕.
賮賷 乇兀賷賷 賴匕丕 丕賱賰鬲丕亘 乇丕卅毓 賱賰賱 賲賳 賷乇賷丿 兀賳 賷囟丕毓賮 賯丿乇鬲賴 毓賱賶 丕賱鬲毓賱賲. 鬲賯賷賷賲賷 賱賴 賴賵 4 賲賳 5貙 賮賯胤 賱兀賳 兀爻賱賵亘 丕賱賲丐賱賮丞 賮賷 丕賱卮乇丨 賰丕賳 賲鬲毓亘 賯賱賷賱丕賸貙 賵賱兀賳 賴賳丕賰 賲賵丕囟賷毓 賲鬲毓賱賯丞 賴丕賲丞 賱賲 賷鬲賲 丕賱鬲胤乇賯 賱賴丕.
賷兀鬲賷 賰鬲丕亘 (毓賯賱 賱賱兀乇賯丕賲) 亘賮賰乇丞 氐丕丿賲丞 賵賴賷 兀賳 丕賱噩賲賷毓 賷爻鬲胤賷毓 兀賳 賷鬲毓賱賲 丕賱乇賷丕囟賷丕鬲 賵丕賱賲賵丕丿 丕賱毓賱賲賷丞 廿匕丕 毓乇賮賳丕 丕賱胤乇賷賯丞 丕賱賲賱丕卅賲丞 賱鬲毓賱賲 賴匕賴 丕賱賲賵丕丿. 賵賷賮賰賰 丕賱賰鬲丕亘 毓賲賱賷丞 丕賱鬲毓賱賲 亘卮賰賱 毓賱賲賷 賲乇鬲賰夭丕賸 毓賱賶 賳鬲丕卅噩 丿乇丕爻丕鬲 賮賷 毓賱賲 丕賱賳賮爻 賵毓賱賲 丕賱兀毓氐丕亘. 孬賲 賷氐亘 賴匕賴 丕賱賳鬲丕卅噩 賮賷 賯賵丕賱亘 賲賳 爻賱賵賰賷丕鬲 亘爻賷胤丞 賵賵丕囟丨丞 賷爻鬲胤賷毓 兀賷 胤丕賱亘 兀賳 賷賲丕乇爻賴丕. 賮丕賱賰鬲丕亘 賷爻丿 丕賱賮噩賵丞 亘賷賳 丕賱賳鬲丕卅噩 丕賱毓賱賲賷丞 賵丕賱賳氐丕卅丨 丕賱爻賱賵賰賷丞 丕賱毓賲賱賷丞 (賵賴賵 兀賲乇 囟乇賵乇賷 賱賱睾丕賷丞 賮賷 賳馗乇賷)!
兀毓噩亘賳賷 賮賷 丕賱賰鬲丕亘 兀賳 丕賱賲丐賱賮丞 (丿. 亘乇亘乇丞 兀賵賰賱賷) 賰丕賳鬲 鬲毓丕賳賷 賰孬賷乇丕 賲賳 丕賱乇賷丕囟賷丕鬲 賮賷 丕賱氐睾乇 賵鬲賰乇賴賴丕 亘卮丿丞: "賰賳鬲 兀賮賰乇 兀賳 丕賱兀乇賯丕賲 賵丕賱賲毓丕丿賱丕鬲 賷噩亘 鬲噩賳亘賴丕貙 賰賲丕 賳鬲噩賳亘 丕賱兀賲乇丕囟 丕賱賯丕鬲賱丞". 賱匕賱賰 賴乇亘鬲 賲賳 賰賱 賲丕 賱賴 毓賱丕賯丞 亘丕賱乇賷丕囟賷丕鬲 賵鬲禺氐氐鬲 賮賷 丕賱賱睾丕鬲 賵丕賱鬲乇噩賲丞. 賵賱賰賳 兀孬賳丕亍 毓賲賱賴丕貙 鬲賲鬲 鬲乇賯賷鬲賴丕 賱賲賳氐亘 賷鬲胤賱亘 賮賴賲丕 噩賷丿丕 賱兀爻丕爻賷丕鬲 丕賱乇賷丕囟賷丕鬲貙 賮丕囟胤乇鬲 賱鬲毓賱賲賴丕貙 孬賲 兀賰賲賱鬲 丿乇丕爻鬲賴丕 賱鬲丨氐賱 毓賱賶 亘賰賱乇賷賵爻 賮賷 丕賱賴賳丿爻丞 丕賱賰賴乇亘丕卅賷丞貙 孬賲 賲丕噩爻鬲賷乇 賮賷 丕賱賴賳丿爻丞貙 賮丿賰鬲賵乇丕丞 賮賷 賴賳丿爻丞 丕賱賳馗賲! 賵丕賱丌賳 賴賷 亘乇賵賮賷爻賵乇丞 賮賷 丕賱賴賳丿爻丞!
賲賳 丕賱賲賵丕囟賷毓 丕賱賴丕賲丞 丕賱鬲賷 兀爻賴亘 丕賱賰鬲丕亘 賮賷 丕賱丨丿賷孬 毓賳賴丕 (賲孬丕賱丕賳 賮賯胤):
* 丕賱毓賯賱 丕賱賲乇賰夭 賵丕賱毓賯賱 丕賱賲賳鬲卮乇: 賷卮乇丨 丕賱賰鬲丕亘 兀賳 丕賱鬲毓賱賲 丕賱賮毓丕賱 賷賰賵賳 亘丕賱鬲賳賯賱 亘賷賳 賳賵毓賷賳 賲賳 丕賱鬲賮賰賷乇 (丕賱賲乇賰夭 賵丕賱賲賳鬲卮乇). 賮丕賱胤丕賱亘 丕賱匕賷 賷丨丕賵賱 兀賳 賷丨賱 賲爻兀賱丞 氐毓亘丞 賱賲丿丞 3 爻丕毓丕鬲 (鬲賮賰賷乇 賲乇賰夭)貙 賲賳 丕賱兀賮囟賱 賱賴 兀賳 賷鬲乇賰 丕賱賲爻兀賱丞 賱亘乇賴丞 賲賳 丕賱夭賲賳貙 兀賳 賷丨丕賵賱 丨賱賴丕 賮賷 丕賱賷賵賲 丕賱鬲丕賱賷. 睾丕賱亘丕賸 爻賷噩丿 兀賳 丕賱賲爻兀賱賴 氐丕乇鬲 兀爻賴賱 兀賵 兀賳賴 兀氐亘丨 賷賳馗乇 賱賴丕 賲賳 賲賳馗賵乇 賲禺鬲賱賮. 賱賲丕匕丕責 賱兀賳 丕賱毓賯賱 丕賱賲賳鬲卮乇 (diffused mind) 賰丕賳 賷毓賲賱 亘氐賲鬲 毓賱賶 乇亘胤 丕賱兀賮賰丕乇 賵丕爻鬲禺賱丕氐 丕賱賳鬲丕卅噩. (兀毓鬲賯丿 兀賰孬乇賳丕 賲乇 亘賴匕丕 丕賱賲賵賯賮).
* 丕賱鬲禺賱氐 賲賳 丕賱鬲爻賵賷賮: 賴賳丕 賷卮乇丨 丕賱賰鬲丕亘 賱賲丕匕丕 賳丨亘 丕賱鬲爻賵賷賮貙 賵賰賷賮 兀賳賴 賳賵毓 賲賳 兀賳賵丕毓 丕賱廿丿賲丕賳貙 賵毓丕丿丞 賷賲賰賳 丕賱鬲禺賱氐 賲賳賴丕 亘賮賴賲 賲賰賵賳丕鬲賴丕 賵鬲睾賷賷乇 亘毓囟 丕賱馗乇賵賮. 賷丨賱賱 丕賱賰鬲丕亘 丕賱賲賰賵賳丕鬲 丕賱孬賱丕孬丞 賱賱毓丕丿丕鬲 (丕賱廿卮丕乇丞貙 丕賱乇賵鬲賷賳貙 丕賱噩丕卅夭丞) 賵賷卮乇丨 賰賷賮 賷賲賰賳 賰爻乇賴丕 亘爻賴賵賱丞. 毓賱賶 爻亘賷賱 丕賱賲孬丕賱貙 丕賱胤丕賱亘 丕賱匕賷 賷爻賵賮 丕賱亘丿亍 亘丕賱賲匕丕賰乇丞 賱爻丕毓丕鬲 亘爻亘亘 丕賱丕賳卮睾丕賱 亘丕賱噩賵丕賱貙 賴賵 賷爻鬲噩賷亘 賱廿卮丕乇丞 (cue) 毓亘丕乇丞 毓賳 鬲賳亘賷賴丕鬲 兀賵 賳睾賲丕鬲 丕賱噩賵丕賱貙 賮賷賯賵賲 亘乇賵鬲賷賳 賲毓賷賳 (賵鬲爻丕亘 賷賵鬲賷賵亘 ....廿賱禺) 賱兀賳 賴賳丕賰 噩丕卅夭丞 鬲毓賵賾丿 毓賱賶 丕賱丨氐賵賱 毓賱賷賴丕 賵賴賷 賲鬲毓丞 賵爻丕卅賱 丕賱鬲賵丕氐賱 賵丕賱鬲禺賱氐 賲賳 兀賱賲 丕賱賲匕丕賰乇丞. 賷爻鬲胤賷毓 賴匕丕 丕賱胤丕賱亘 兀賳 賷賯賱賱 賲賳 兀孬乇 丕賱噩賵丕賱 亘鬲乇賰賴 禺丕乇噩 丕賱睾乇賮丞貙 賵亘丕賱鬲丕賱賷 賷賯囟賷 毓賱賶 賮乇氐丞 兀賳 鬲爻乇賯賴 賲賳亘賴丕鬲 丕賱噩賵丕賱 (廿卮丕乇丞 cue). 賱賲丕匕丕 賳鬲丨丿孬 毓賳 丕賱鬲爻賵賷賮 賮賷 爻賷丕賯 鬲毓賱賲 丕賱乇賷丕囟賷丕鬲 賵丕賱毓賱賵賲 亘丕賱匕丕鬲責 賱兀賳 賴匕賴 丕賱賲賵丕丿 鈥� 賰賲丕 兀爻賱賮鬲 鈥� 鬲乇丕賰賲賷丞. 亘丕賱鬲丕賱賷 賮廿賳 賱賱鬲爻賵賷賮 兀孬乇 爻賱亘賷 賲囟丕毓賮 (賴賱 乇兀賷鬲 胤丕賱亘丕賸 賷丨丕賵賱 兀賳 賷賮賴賲 賲賳賴噩 丕賱賮賷夭賷丕亍 賰賱賴 賮賷 賱賷賱丞 丕賱廿賲鬲丨丕賳責)
賰賲丕 鬲丨丿孬 丕賱賰鬲丕亘 亘廿爻賴丕亘 毓賳 賲賵丕囟賷毓 兀禺乇賶 賲孬賱: 賵爻丕卅賱 鬲賯賵賷丞 丕賱匕丕賰乇丞貙 丕賱丕爻鬲毓丿丕丿 丕賱兀賲孬賱 賱賱廿賲鬲丨丕賳丕鬲貙 丕賱胤乇賷賯丞 丕賱賲孬賱賶 賱賱賲匕丕賰乇丞 丕賱噩賲丕毓賷丞貙 兀賴賲賷丞 丕賱賳賵賲貙 丕賱鬲禺賱氐 賲賳 丕賱賯賱賯貙 賰賷賮賷丞 丕賱廿噩丕亘丞 兀孬賳丕亍 丕賱丕賲鬲丨丕賳貙 賵睾賷乇賴丕.
賮賷 乇兀賷賷 賴匕丕 丕賱賰鬲丕亘 乇丕卅毓 賱賰賱 賲賳 賷乇賷丿 兀賳 賷囟丕毓賮 賯丿乇鬲賴 毓賱賶 丕賱鬲毓賱賲. 鬲賯賷賷賲賷 賱賴 賴賵 4 賲賳 5貙 賮賯胤 賱兀賳 兀爻賱賵亘 丕賱賲丐賱賮丞 賮賷 丕賱卮乇丨 賰丕賳 賲鬲毓亘 賯賱賷賱丕賸貙 賵賱兀賳 賴賳丕賰 賲賵丕囟賷毓 賲鬲毓賱賯丞 賴丕賲丞 賱賲 賷鬲賲 丕賱鬲胤乇賯 賱賴丕.
March 9, 2021
t盲iesti asjalik raamat, kuigi 眉ldse mitte selline, nagu ma oleks kaanedisaini ja pealkirja ja alapealkirja p玫hjal oodanud. j盲盲b ju mulje, et see raamat on... numbritest, matemaatikast ja loodusteadustest? aga on hoopis sellest, kuidas 玫ppida. 眉ksk玫ik, mida.
eess玫nas autor kirjeldab, kuidas ta ise oli veendunud, et tal ei ole reaalainetele annet ja need ei meeldi talle, ja hakkas vene filoloogiks. aga elu n盲itas, et reaalainete oskajate j盲rele oli tema valitud t枚枚kohal (USA armee, kui te juba k眉sisite) rohkem vajadust, nii et tuli tal oma vastumeelsusest 眉le saada. selle k盲igus selgus, et kui matemaatika juba h盲sti v盲lja tuleb, on ta ka tunduvalt meeldivam, kui siis, kui millestki aru ei saa. n眉眉d on tal mingis reaalaines doktorikraad ja ta 玫hutab meidki m玫istma, et anne ei puutu siin asjasse, tuleb lihtsalt 玫igesti l盲heneda ja veidi t枚枚d teha.
siiski, kuigi tal tuleb iga natukese aja tagant meelde, et ta pidi ju matemaatikat, f眉眉sikat, keemiat ja inseneriteadusi promoma, ja seda siis kohusetundlikult teeb, r盲盲gib see raamat ikkagi 玫ppimisest 眉ldiselt. ilma liigselt ajuteadusesse s眉venemata, aga 眉ldiselt ikkagi neidsamu asju, mida ajuteadlased meile juba t眉kk aega r盲盲givad - et m盲lust ammutamine, enesetestimine ja 眉lesannete l盲bilahendamine on paremad 玫ppimisviisid kui tuimalt raamatulugemine; et tasub teha erinevaid 眉lesandeid vaheldumisi, mitte kogu aeg 眉hesuguseid j盲rjest; et enne kontrollt枚枚d tuleb korralikult magada; et viimasele hetkele ei ole 玫ppimist m玫tet j盲tta ja et m玫ned asjad tuleb ikkagi p盲he ka 玫ppida. ja k玫ik see kehtib minu meelest k眉ll 眉htviisi nii matemaatika kui n盲iteks keelte 玫ppimisel.
mulle tundub, et selle raamatu hea sihtgrupp oleks koolilapsed alates p玫hikoolist ja v玫ibolla ka tudengid - k玫ik on kirjas v盲ga lihtsas keeles ja lisatud on meeldej盲tmist ja arusaamist soodustavad peat眉kikokkuv玫tted, kordamisk眉simused jms. aga samuti v玫ib 盲ra kuluda iga眉hele, kes on sunnitud ilma suurema pedagoogilise ettevalmistuseta kedagi teist 玫ppimisel abistama (khmkhm, distants- ja kodu玫pe).
mis puutub pealkirjas lubatud numbritesse, siis kui lehek眉ljenumbreid mitte arvestada, siis esimest ja viimast korda kohtume numbritega 12. peat眉kis ja seal ei l盲he asi ka keerulisemaks kui kaks n盲idet: 10*10=100 ja 10^4*10^5=10^9. k玫ik, rohkem pole! mina isiklikult oleks t盲itsa hea meelega tahtnud mingeid reaalseid 眉lesandeid kasv玫i illustratsioonidena juurde kogu sellele v盲rgile. aga mulle isiklikult ka matemaatika ja f眉眉sika kohutavalt meeldivad.
eess玫nas autor kirjeldab, kuidas ta ise oli veendunud, et tal ei ole reaalainetele annet ja need ei meeldi talle, ja hakkas vene filoloogiks. aga elu n盲itas, et reaalainete oskajate j盲rele oli tema valitud t枚枚kohal (USA armee, kui te juba k眉sisite) rohkem vajadust, nii et tuli tal oma vastumeelsusest 眉le saada. selle k盲igus selgus, et kui matemaatika juba h盲sti v盲lja tuleb, on ta ka tunduvalt meeldivam, kui siis, kui millestki aru ei saa. n眉眉d on tal mingis reaalaines doktorikraad ja ta 玫hutab meidki m玫istma, et anne ei puutu siin asjasse, tuleb lihtsalt 玫igesti l盲heneda ja veidi t枚枚d teha.
siiski, kuigi tal tuleb iga natukese aja tagant meelde, et ta pidi ju matemaatikat, f眉眉sikat, keemiat ja inseneriteadusi promoma, ja seda siis kohusetundlikult teeb, r盲盲gib see raamat ikkagi 玫ppimisest 眉ldiselt. ilma liigselt ajuteadusesse s眉venemata, aga 眉ldiselt ikkagi neidsamu asju, mida ajuteadlased meile juba t眉kk aega r盲盲givad - et m盲lust ammutamine, enesetestimine ja 眉lesannete l盲bilahendamine on paremad 玫ppimisviisid kui tuimalt raamatulugemine; et tasub teha erinevaid 眉lesandeid vaheldumisi, mitte kogu aeg 眉hesuguseid j盲rjest; et enne kontrollt枚枚d tuleb korralikult magada; et viimasele hetkele ei ole 玫ppimist m玫tet j盲tta ja et m玫ned asjad tuleb ikkagi p盲he ka 玫ppida. ja k玫ik see kehtib minu meelest k眉ll 眉htviisi nii matemaatika kui n盲iteks keelte 玫ppimisel.
mulle tundub, et selle raamatu hea sihtgrupp oleks koolilapsed alates p玫hikoolist ja v玫ibolla ka tudengid - k玫ik on kirjas v盲ga lihtsas keeles ja lisatud on meeldej盲tmist ja arusaamist soodustavad peat眉kikokkuv玫tted, kordamisk眉simused jms. aga samuti v玫ib 盲ra kuluda iga眉hele, kes on sunnitud ilma suurema pedagoogilise ettevalmistuseta kedagi teist 玫ppimisel abistama (khmkhm, distants- ja kodu玫pe).
mis puutub pealkirjas lubatud numbritesse, siis kui lehek眉ljenumbreid mitte arvestada, siis esimest ja viimast korda kohtume numbritega 12. peat眉kis ja seal ei l盲he asi ka keerulisemaks kui kaks n盲idet: 10*10=100 ja 10^4*10^5=10^9. k玫ik, rohkem pole! mina isiklikult oleks t盲itsa hea meelega tahtnud mingeid reaalseid 眉lesandeid kasv玫i illustratsioonidena juurde kogu sellele v盲rgile. aga mulle isiklikult ka matemaatika ja f眉眉sika kohutavalt meeldivad.
July 6, 2018
鈥淭his is where the Law of Serendipity comes to play: Lady Luck favors the one who tries.鈥�
Wow! I wanna read this book over and over and over again! But actually, that is something this book told me not to do鈥� The struggle is real!
This is an excellent book for everyone who struggles with math. It doesn鈥檛 matter if it鈥檚 a 7-year old鈥檚 problem with multiplication tables or a physics master student trying to understand thermodynamics in quantum systems.
This is also a great book for everyone trying to learn anything new in their life. I am convinced that the majority of people would take a benefit in their personal and professional life from reading this book.
I can鈥檛 say that every concept in this book was completely mind-blowing and new to me, but Barbara Oakley manages to explain why things that have worked for you for years are actually excellent learning strategies. This book also inspired me to use my planner more and it had a positive effect on my self-esteem (especially before and during exams). I am completely sure that, would I go through this book again, I鈥檇 notice advice that I haven鈥檛 put to practice yet and I鈥檓 planning to implement more of it to my life. For now I鈥檓 just happy with all the help this book provided me with.
5/5
Wow! I wanna read this book over and over and over again! But actually, that is something this book told me not to do鈥� The struggle is real!
This is an excellent book for everyone who struggles with math. It doesn鈥檛 matter if it鈥檚 a 7-year old鈥檚 problem with multiplication tables or a physics master student trying to understand thermodynamics in quantum systems.
This is also a great book for everyone trying to learn anything new in their life. I am convinced that the majority of people would take a benefit in their personal and professional life from reading this book.
I can鈥檛 say that every concept in this book was completely mind-blowing and new to me, but Barbara Oakley manages to explain why things that have worked for you for years are actually excellent learning strategies. This book also inspired me to use my planner more and it had a positive effect on my self-esteem (especially before and during exams). I am completely sure that, would I go through this book again, I鈥檇 notice advice that I haven鈥檛 put to practice yet and I鈥檓 planning to implement more of it to my life. For now I鈥檓 just happy with all the help this book provided me with.
5/5
August 11, 2014
The book, even though it says so in the title, has no particular drift towards math and sciences.
I was expecting a STEM-put-ultra-simply type books, much in the vogue of some old russian calculus and physics textbooks, which employed plots like conversation and simple language to eradicate the fear for the so called hard sciences. The science I got instead was "memorizing avogadro's constant 6.022x10^7 by making it into a rhyme"
(Avogadro's constant is actually 6.022x10^23)
Two stars for being a general compilation of practical ideas about improving learning (Researchers say so, but your mileage may vary). Go through it using a technique from the book -> Read Chapter Intros, Summaries, and all the boxes.
I was expecting a STEM-put-ultra-simply type books, much in the vogue of some old russian calculus and physics textbooks, which employed plots like conversation and simple language to eradicate the fear for the so called hard sciences. The science I got instead was "memorizing avogadro's constant 6.022x10^7 by making it into a rhyme"
(Avogadro's constant is actually 6.022x10^23)
Two stars for being a general compilation of practical ideas about improving learning (Researchers say so, but your mileage may vary). Go through it using a technique from the book -> Read Chapter Intros, Summaries, and all the boxes.
December 11, 2016
Haven't finished yet... So far so good. Very applicable and readable.
The book is not only for undergrads learning math and science but also for anyone who wants to learn any subjects that require more mental power. It's also good for grad students, faculty, researchers who want to stay productive.
P.S. Finished.
The book is not only for undergrads learning math and science but also for anyone who wants to learn any subjects that require more mental power. It's also good for grad students, faculty, researchers who want to stay productive.
P.S. Finished.
July 26, 2019
賴匕丕 賴賵 丕賱賳賵毓 賲賳 丕賱賰鬲亘 丕賱匕賷 賷噩亘 兀賳 賷賰賵賳 賲丨賮賵馗丕賸 賮賷 賯賱亘 賰賱 賲丿乇爻 賯亘賱 兀賳 賷卮乇毓 賮賷 毓賲賱賴 賮賷 丕賱鬲丿乇賷爻!!
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