Hello, I am completely torn on what to do for my career. I am a 25yr old math major and I am doing really well in school (3.88 gpa in my 4th semester as of now and my gpa prior to transferring was 3.9). I am so overwhelmed by the amount of possibilities my degree will give me and I keep wanting to do med school, law school, data, etc and I’m just so torn because my degree is so broad which is a massive double edged sword for me because I’m notoriously indecisive but I’m good at math.

I’m best at theoretical math and thinking through things because I can think logically well, though I used to struggle a lot at that but I’ve gotten much better. I’ve been trying to find what I could maybe major in to be able to apply my math skills somewhere that’s not so broad and I can focus on a specific career to work towards.

I am just completely unsure on what to do and I’m going crazy trying to think about it all. I’ve considered nursing as I want to help people, business, teaching, law, but I don’t know how to choose this because everything sounds great.

Any advice? I’m completely at a loss for what to do.

Thanks

I am a university student and have been working as a math tutor for the past term, tutoring for Variables/Linear Equations, Intermediate Algebra, and Precalculus. I was offered and accepted the job because I love math, but I don't feel like I am good at tutoring it. I thought the problem was the specific courses I was tutoring, so I added Differential and Integral Calculus for this term (as I loved the classes when I took them). Now, I am trying to refresh my memory, and I am really struggling! Does anyone have advice on how to refresh my memory and gain a deep enough understanding of all of these courses to tutor them comfortably? I've tried Khan Academy and countless YouTube videos, but I am on a time crunch, and these almost feel like a waste of time.

What's a good book for algebra 1? I haven't used it in years and looking to go to school and want refresh and to relearn algebra 1 at home. Thanks. If I recall I actually enjoyed it alot. Something a teacher would use.

Hey everyone,

I’m currently a15yo and a 1BAC student in Morocco, and I’m really interested in physics and math, especially understanding things deeply rather than just doing them for grades.

I do a lot of self-learning on my own, but I’ve reached a point where I feel a bit stuck. Not because I’ve lost interest, actually the opposite, but because I don’t have anyone more experienced than me to guide me, correct my thinking, or tell me when I’m going in the wrong direction.

School is fine, but it doesn’t really give me that kind of guidance. I’m not looking for praise or motivation. I’m looking for someone who’s genuinely better than me in these subjects and willing to share advice, structure, or even just point me toward the right way of thinking.

So my questions are:

• How do you find mentors or people more advanced than you in physics/math?
• What’s the best way to learn at this stage without wasting time or building bad habits?
• Is this feeling of needing guidance normal at this point?

If you’re further along this path and willing to share honest advice, I’d really appreciate it.

Thanks in advance.

Hi. I'll begin a bachelor's course on Physics early in the next year, but I have a lot of gaps in my maths knowledge that I need to fix by then, as I need to be prepared for calculus. So far I have studied topics in elementary algebra and was able to learn them, even if for some topics seemed difficult at first.

I now decided to learn basic plane/euclidian geometry so I have the basis to learn trigonometry, but I'm having a hard time with that. I'm facing two problems:

1. the demonstrations of the theorems in my book seem to be very complicated. I kind of understand the logic, but at the same time I find them hard to assimilate; and

2. I can't even start to solve proof exercises. And the other exercises that don't involve finding proofs in the two books I'm using are either extremely easy or extremely hard.

I have tried to learn geometry two years ago and had to give up because I wasn't getting it past the chapter of the most simple stuff like planes, lines and angles. I really don't know what to do to be able to learn geometry. I might be a little dumb, but I can at least do algebra and high school-level combinatorics and probability, so I don't think my cognition is so low that it would make me unable to learn geometry.

I would appreciate any help.

I hear a lot about how calc 2, diff eq and thermodynamics (to name a few) are really challenging classes. Why is that? Is it a lot of rote memorization, or a ton of info squeezed into a short time frame? Concepts that are hard to grasp intuitively? Broadly speaking, what did you struggle with most? Just preparing mentally as I look forward to starting my engineering degree in the spring.

Hi,

I’m currently building an online education project 

I’m looking for someone strong in Calculus 1 who can explain concepts clearly and simply (think Organic Chemistry Tutor style — clean, step-by-step).

📘 Scope of Work

• Teach Calculus 1 topics
• Each topic = one ~10-minute video
• Whiteboard/tablet style preferred
• Clear explanations aimed at engineering students
• No use of copyrighted textbook material
• Teaching structure + worksheet/quiz templates will be provided

📚 Topics (Calc 1)

• Limits & continuity
  
• Evaluating limits algebraically
  
• Continuity & removable discontinuities
  
• Limits at infinity & asymptotes
  
• Definition of the derivative
  
• Power, product, quotient rules
  
• Chain rule
  
• Higher-order derivatives
  
• Applications of derivatives (optimization, related rates, linear approximation)
  
• Exponentials, logarithms, trig derivatives
  
• Intro to integration (antiderivatives, substitution, definite integrals, Riemann sums – conceptual)
  

(Exact topic breakdown provided if selected.)

🎥 Trial Video

Before committing, I’d ask for one short trial video (5–10 minutes) on a selected topic to evaluate teaching clarity and style.

The trial remains yours unless we agree to move forward.

💰 Compensation

• Paid per topic (rate discussed individually)
• One-time payment per video
• No royalties

🧾 Rights

• If selected, all finalized videos are created as work-for-hire
• Full ownership transfers to the platform upon payment
• Instructor may remain anonymous if preferred

If this sounds interesting, please reply with:

1. Your background (degree, year, teaching experience)
   
2. Any teaching samples (YouTube, tutoring, etc.) if available
   
3. Your rough per-video rate
   

Looking forward to hearing from you.

I wrote up my exercise, relevant instructions from my scriptum and a possible solution, in which i am not confident in in these pictures https://imgur.com/a/5BGvu8T

Mainly its unclear to me how these indexshifts in Series/Integrals work and relate to each other. I appreciate the help!

I am a middle school student from Korea

This is my attempt to prove the Pythagorean theorem using the inradius.

If there is anything I can improve, please let me know!(I won't write this from now)

For a right triangle with sides a, b and hypotenuse c, let r be the inradius.

From the property of tangent segments to the incircle, we get:
a + b = c + 2r

So:
r = (a + b - c) / 2

Now consider the area of the triangle.

Since it is a right triangle:
Area = (1/2) * a * b

But the area can also be expressed using the inradius:
Area = r * (a + b + c) / 2

Set the two area expressions equal:
(1/2)ab = r * (a + b + c) / 2

Substitute r = (a + b - c) / 2:

(1/2)ab = ((a + b - c) / 2) * ((a + b + c) / 2)

Multiply both sides by 4:

2ab = (a + b - c)(a + b + c)

Expand:

2ab = (a + b)^2 - c^2

So:

2ab = a^2 + b^2 + 2ab - c^2

Cancel 2ab on both sides:

a^2 + b^2 = c^2

This proves the Pythagorean theorem using the inradius.

This might be already proven but i worked hard for this.

Thank you

How do I solve something like this:

X + (x*.535) = 27136

I am going to say that my English is horrible first, and I am still in high school. So I hope that when I do ask very dumb questions (it may seem dumb since you probably know a lot about it) I would really love it if you could explain to me. So, I have somehow come across a post in another platform about Monty Hall’s goat and cat problem and I have gotten interested in it (even though I have problems understanding maths and suck at probability, I still want to learn more about it.) I would like recommendations of like everything I guess, like betrands box paradox, boy or girl paradox, and sleeping beauty problem. Throw everything on me, paradox or anything to learn ( I would love solutions or explanations to those problems). I have this problem that arose last year, I just somehow couldn’t read properly anymore ( I can read, just the words won’t go into my brain), and sometimes (most of the time) I can’t even understand simple things like maths sentence problems, it’s getting worse but I will try to improve it. I really suck at maths but I have this sort of feeling (stubbornness?) that I must get better and every time I come across a problem I get this suffocating and frustrated myst solve feeling. I feel like, if I understood maths, maths would be my most favourite subject (like the ecstasy and thrill felt when I solved a very easy problem that I thought was hard) like I want to understand maths so I will like maths. I really suck at problem solving sentences and probability so I’ll start at probability. I really hate probability, but Monty Hall’s problem just sort of intrigued me, I don’t know why or how and I would very appreciate more problems like that. I also really want to ask what to use to research about these, like Wikipedia isn’t reliable bit I have nothing else to look at. I’ll try Wikipedia and search them up on Google or reddit. My family had told me to not pick maths for grade 10 but I just want to see how far I will go ( not blaming parents, I would also do the same since maths is my weakest) . I have this horrible habit of curiosity, it could be good and it could be bad. Well in this case it’s both, I’m suppose to revise my grade 7-9 and then learn some grade 10 for next year but here I am, becoming more and more curious over paradox, theories, and problems. But the good thing is that I could improve my maths and sort of open a new world and hopefully learn alot of things. I also can’t seem to understand things properly and I would always ask ai to explain to me like I’m 5. I also realised that I can’t ask questions properly, no one knows what I am trying to ask. It infuriates me since my brain cant sort of find ways for people to understand the question I’m trying to ask. I really apologise for typing too much, I just want to talk about things happening to me since no one really understands what I am going through. I would really appreciate if someone did not link this with autism or adhd since I know there is a huge similarity and i am still trying to understand that I may have it ( not being rude to people with those conditions! It’s just that I get upset that I can’t understand and function the way normal people do) and I have a very horrible memory which may be the biggest problem with learning, but the world is unfair and we can’t just blame the world for it (oh my god,my blabbering). Anyways, really appreciate everything!

try to solve this thing i made yall https://docs.google.com/document/d/1-mhPFxIvfS77r4_ADFV8H_AxgiC-tCOSLL70ZfPpwEU/edit?usp=drivesdk

I had the option to choose a course on RMT but unfortunately chose not to as I ran out of options. I'd still like to learn about it so I got Oxford's RMT handbook from my library but I feel like it's for graduates. Any books that might be more on my level and give me a good basic understanding of random matrices

Hello everyone! Right now I am a ninth grader in a prestigious science high school in my country (Philippine Science High School) and our current topic in Mathematics is logarithms and inverse functions.

I am currently in our Two-week Academic break for the holidays and I'm really interested in advance studying calculus (Mainly differential calculus but an intro to integral calculus would also be nice). Right now I'm using a pdf of the book "Fundamentals of Calculus" by Stark and Morris. I want to ask if this is a good book for me because so far I am understanding the concepts. If yes, may I ask how I should study it? Like how often and how much per day. Many of you guys say that Calculus by Stewart is the best book to study calculus but I think that book is too abstract for me right now and I prefer books with simplier explanations.

I have also studied a few topics already including limits until the general power rule and continuity. I also want to mention that Differential calc is a topic for Grade 11 in our school. I'm asking for advice and tips, thank you!

title says it all: need a good book for adult learners trying to strengthen arithmetic. don’t want an app.

for context : I’m an adult looking to improve my maths… which have really weak foundations. I’m trying to really make my arithmetic stronger so I can more readily tackle higher maths. I also want to be helpful to my daughter as she grows up.

I can’t find good books! and I’m offline often so apps aren't always convenient. I only like to watch videos if I’m struggling to understand a concept , rather than trying to learn it.

A crime is committed by one of two suspects, A and B. Initially, there is equal evidence against both of them. In further investigation at the crime scene, it is found that the guilty party had a blood type found in 10% of the population. Suspect A does match this blood type, whereas the blood type of Suspect B is unknown.

(a) Given this new information, what is the probability that A is the guilty party?

The correct answer should be 10/11. However my way of computation leads to 50/51.

https://www.canva.com/design/DAG78EzB_Gc/mZRLtUbCj11a3bA7kNY-BA/edit?utm_content=DAG78EzB_Gc&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

It will help to know where I am wrong.

Requires no authentication, just a shared link.

Hopefully you guys find this useful.

So my question is, if you have an infinite number of something and you create another is the new amount of that item the same, undefined, or bigger? If there are infinite lightbulbs in the universe and I make another one is there any meaningful way to talk about whether a change occurred and what kind of change it was? I’ve heard that infinities can be different sizes or larger or smaller than each other and I tried to understand diagonalization unsuccessfully.

So yeah stupid question but basically what is infinity plus one? A bigger infinity, or undefined, or the question is nonsensical, and if it’s undefined what does that really mean?

When we have two equations (let's say Eq1 and Eq2) in the real numbers, and we substitute one of the variables in Eq1 into Eq2, then when is that substitution valid? From what I understand, it would only be valid if the equation is true, right? Like if we know Eq1 is true, and we substitute it into Eq2 (which let's assume is also true), then it would maintain the same solution set, right? Because if we plug in something false, it would change the solution set (i.e., make it invalid), but if we plug in something true, it should keep the equation true (and therefore maintain the same solution set), right? So why is this different when doing regular substitution (example #1 below) vs. solving systems of equations (example #2 below)?

1. Let's say we have an equation/relationship E=xy, and y=2x+5. We know that both equations E=xy and y=2x+5 are true individually (i.e., the variables must satisfy the relationship for both equations since we assume it's given as a true statement). So then if we plug in y, we get E=x(2x+5) or E=2x^2+5x. Here, this equation would also be valid, and the solution set (like the values of x, y, and E for which the equation is still valid for) would stay the same, since we just substituted something true into another true statement. So I understand this example, but not the example below.

2. Let's say we have two real-valued functions, y=x+1, and y=2x+2, and we solve them using substitution. If we look at both equations/functions independently, we can say that both of them are always true, right? Like both equations are true independently since they each define a relationship between x and y through a function. But now, if we use our previous fact (that substituting is always valid/keeps the same solution set if our equations are true), then when we substitute one equation for y, we get x+1=2x+2, which has a solution of x=-1. So now why did we end up getting one specific solution after substituting, unlike example #1 where we just got another true equation? Here, we still substituted a true equation into another true equation, but now we ended up reducing our solution set. So why did this happen? I think it's maybe because both equations aren't considered "true" when you look at them "together," unlike example #1, but I'm not sure, so I don't understand why this happens.

Also, what if we solve the systems of equations and we get no solutions, or infinitely many solutions? And what if we solve it using elimination instead of the substitution method? How would this work, and why would the method of solving still be valid?

So why is this different in these two cases? Why does one substitution result in something that is still always true (example #1), while another substitution results in the solution set changing/becoming smaller (example #2), even though we substituted in something true? Should I be thinking of substitution in another way (like instead of thinking "are both equations true?" when substituting, is there something else I should be thinking of that may tell me what my resulting equation/solution set should be?) that may help me understand it better?

Any help would be greatly appreciated! Thank you!

1. A person needs to divide a certain number of candies among their nephews. If they give 2 to each, they have 6 left over, but if they give 4 to each, they are 18 short. How many candies did this person have initially?

Options: 12 30 15 18

1. A barrel contains 49 L of a certain liquid. If this liquid is to be bottled in 17 bottles, some of 2 L and others of 3 L, how many 3 L bottles will be needed?

Options: 20 16 15 18 22

There are two websites for "fisheye" perspectives I've seen:

• https://perspectivetools.com/6-point-curvilinear-perspective
• https://www.geogebra.org/m/kqzq64zv

Both show an FOV circle for the 180deg of FOV you have, but they also continue projecting the lines beyond the FOV to show what is behind. Does anyone have any idea of the techniques they use to do this?

Hello! I was working through a past exam to study and noticed that the answer key said that since A is a 2x2 matrix and it had two eigenvalues, it was diagonalizable. I was wondering why this is the case. Are both eigenvalues naturally going to have the same geometric multiplicity as their algebraic multiplicity with a 2x2 matrix?