I'm confused, Demonark. In the application I would expect, your $\lambda = a+bi$ and you're doing $(T-\lambda)^*(T-\lambda)$, so it's not surjective when $\lambda$ is an eigenvalue.
@TedShifrin Depends. A lot of the buildings on my campus have stairways that are basically outside. Access to the stairs from the ground floor is typically impossible, but you can get into the stairwell from higher floors and go down to the ground.
My teaching for AoPS is all planned out and I hate that. Especially when the people in charge make less than intelligent choices for what's reasonable for the students.
I pointed out we could explain multiplying out (a+b)(c+d+e) by writing a 2x3 array and then combining terms at the end, but my boss vetoed that cuz it's not in the ebook
by reaching out to high schools for bright students. many of them are taking uni classes early.
they are brighter than all of my actual uni students.
no, it's not. although for a certain segment of students it's an ask-questions period for the uni number theory & crypto course, which I wrote the problem sets for
(actually saw my problems posted on MSE at one point, made me lol)
I have had a number of high school kids (or younger). Probably the most amazing was the son of one of my colleagues, who took the Spivak course from me when he was 14-15, then algebra the next year, then diff geo while he was in graduate stuff. He went off to MIT, ultimately a PhD from Princeton.
That's ok, @Antonios. I worked on it a while, then emailed the kid, who's not even replied. I'm pissed off at that.
@anon: Yes, a lot of my diff geo problems have shown up on MSE ... even when I was teaching. There's a guy in Brazil now posting some and needing copious hints.
@TedShifrin It seems like math ability is more a function of years of experience than age. A 13 year old that started young can easily be better than the average highschooler/undergrad, it seems.
@EricSilva: Certainly in the case of my student at UGA, he had two very gifted mathematician parents. I don't know about my current student. My parents didn't have anything particularly mathematical in their backgrounds, but there's no denying my sister and I were raised in an intellectual household.
I've always believed that decent teachers and hard work can get anyone through a good portion of mathematics curriculum. But that's different from just sheer gift.
i mean what you end up good at probably has a lot to do with the preferences you form very early on cause those play a role in how you form habits. I think moooost talent (aside from utter freaks of nature maybe) comes from that pivotal time, which is why being the child of academics makes you way more likely to be an academic
@TedShifrin yeah i agree with this. most of the rhetoric around mathematics and giftedness is kind of bleh, we have too many bad teachers
@Antonios-AlexandrosRobotis I disagree. Back in home country, people didn't care about education and I did 2 years of bullshit art things. I didn't know any knowledge in Science or math. I studied them by myself learned programming and reverse engineering and did SAT and AP by self-studying
Better than the last 36 hours. I had to have a root canal done (through a crown) earlier ... but my tooth has stopped hurting like crazy :P
Karim: You have incredible amounts of self-motivation, as do most of the people who spend hours in chat here. But I would argue that's atypical, based on my century of college teaching.
Programmer finds himself in need of understanding math and I was depressed because I was too dumb to understand math behind required math for my program
I actually prefer to prove it thinking about Laurent series. ... Where in the proof did he use that $f$ is bounded on that punctured disk? What happens if you try to do this with $f(z)=1/z$ and $z_0=0$?
mathb.in/22556 this was an exam question I had today that I totally screwed up bc I didn't read it closely but now I'm trying to figure it out...any suggestions? I think the answer is yes but I'm not sure why
@TedShifrin gongshow midterms all over the place assignment everywhere recently went through almost 100 research papers trying to find something on number theory that i wanna write about
I mainly think it's yes because I can't come up with any counterexample...any interval will sum to larger than one. The set of (1/2^n) won't sum to larger than one but it's countably infinite so it doesn't work as a counterexample
Right. If we have a convergent series with sum $\le 1$, we can certainly have a countable example where this holds.
This is sort of tricky, @kanderson8. If you have an uncountable set $S$, for any $n\in\Bbb N$, there must be uncountably many elements of $S$ in some interval $[k/n,(k+1)/n]$, for $k=0,\dots,n-1$.
This is a sneaky problem, @kanderson8. You see how to finish?
If I were teaching real analysis (which I assume this came from), this would be my problem to challenge the best students ... unless I'd discussed this already in class.
But, @kanderson8, I've been around for a long time and this is the first time I've seen this question. So you shouldn't think it's just "totally trivial" and you're "stooopid" for not seeing it on a test.
@TedShifrin: I'm not sure I'm clear on where to go next...I can pick an interval [0,1/n] which is uncountable but how do I show it won't sum to something larger than 1?