Timeline for How can an extremely mathematically talented young person be helped to fulfill his/her potential?
Current License: CC BY-SA 4.0
64 events
| when toggle format | what | by | license | comment | |
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| Oct 4, 2021 at 20:58 | vote | accept | Amir Asghari | ||
| Dec 10, 2020 at 4:29 | history | edited | David | CC BY-SA 4.0 |
Latex edited
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| Dec 2, 2014 at 22:11 | comment | added | Jim Stasheff | you might read Love and Math by Frenkel | |
| Dec 2, 2014 at 22:10 | comment | added | Jim Stasheff | yes, stay outside the standard curriculum | |
| S Dec 15, 2013 at 11:35 | history | bounty ended | gideon | ||
| S Dec 15, 2013 at 11:35 | history | notice removed | gideon | ||
| Dec 14, 2013 at 12:49 | answer | added | Konstantinos Gaitanas | timeline score: 14 | |
| Dec 14, 2013 at 11:58 | comment | added | stankewicz | I have no personal experience, but something that I've heard repeatedly is NOT to push the child through the normal curriculum as quickly as possible. If someone is interested in math, there's a lot that you can learn before getting to calculus. Teach the child the rest of math and they will have a much more robust background by the time they get past calculus. As a nice side effect, they will get to have some semblance of a normal social life if they aren't being rushed through different grades. | |
| Dec 14, 2013 at 11:25 | answer | added | Sylvain JULIEN | timeline score: 7 | |
| Dec 14, 2013 at 8:03 | comment | added | Amir Asghari | @BenjaminDickman Yes, and No. Yes, human-wise, No, professional-wise! I always enjoyed your answers. In this case, I shall add that I have some ideas (at least, practice-wise) about gifted education. But, I am not aware of any research on phenomenonally gifted people. Any idea in that direction is very welcomed. Best regards :) | |
| S Dec 14, 2013 at 5:12 | history | bounty started | gideon | ||
| S Dec 14, 2013 at 5:12 | history | notice added | gideon | Reward existing answer | |
| Dec 14, 2013 at 2:22 | comment | added | Benjamin Dickman | @AmirAsghari Do you feel this question has been sufficiently answered? Perhaps you recognize my name now that I've responded to a few of your other queries (from the perspective of Math Education rather than, say, Pure Mathematics) so I could attempt some sort of answer here, if you'd like. However, it seems to me that you already have many responses, and so perhaps you now possess sure enough footing to move ahead. (Note further that gifted education is not my area of research.) BD | |
| Dec 13, 2013 at 21:08 | comment | added | TROLLHUNTER | You need to show him that math is interesting, not a competition that he has to take part in because he has talent. | |
| Dec 13, 2013 at 21:03 | comment | added | Stefan | @AmirAsghari : tell him to learn some programming, applied math, or something people will actually pay him to do when he grows up. There is a glut of math Ph.D.'s with no job skills to do anything but teach. The percentage of them that find rewarding employment is determined by market forces, no matter now brilliant they are. | |
| Dec 13, 2013 at 17:40 | review | Close votes | |||
| Dec 13, 2013 at 18:52 | |||||
| Dec 13, 2013 at 17:16 | answer | added | Gerhard Paseman | timeline score: 5 | |
| Dec 13, 2013 at 16:44 | comment | added | Amir Asghari | @AakashM Maybe! But, if you had ever met a young natural talent who wasted her youth to prove Goldbach's conjecture without learning anything new on the way, then you would believe that "maybe" much more cautiously.The week before, I met such an untrained prodigious natural talent! | |
| Dec 13, 2013 at 16:24 | comment | added | Ryan Reich | @AakashM Recent progress on said conjecture suggests that exactly the opposite kind of talent is more useful. | |
| Dec 13, 2013 at 15:52 | answer | added | Floris | timeline score: 11 | |
| Dec 13, 2013 at 13:13 | comment | added | AakashM | @AmirAsghari maybe what Goldbach's conjecture needs is an untrained prodigious natural talent! | |
| Dec 13, 2013 at 5:59 | answer | added | zinking | timeline score: 2 | |
| Dec 12, 2013 at 4:16 | answer | added | Misha | timeline score: 1 | |
| Dec 12, 2013 at 1:15 | answer | added | nimble agar | timeline score: 1 | |
| Dec 11, 2013 at 22:57 | answer | added | user3093115 | timeline score: 5 | |
| Dec 11, 2013 at 22:29 | answer | added | user44032 | timeline score: 89 | |
| Dec 11, 2013 at 21:51 | answer | added | ε-δ | timeline score: 7 | |
| Dec 11, 2013 at 20:47 | answer | added | aaaaaaaaaaaa | timeline score: 21 | |
| Dec 11, 2013 at 18:06 | answer | added | Deane Yang | timeline score: 16 | |
| Dec 11, 2013 at 17:53 | answer | added | Michael | timeline score: 28 | |
| Dec 11, 2013 at 17:46 | answer | added | Flavian | timeline score: 3 | |
| Dec 11, 2013 at 17:33 | comment | added | Flavian | Another concern: he may be very talented in maths, but I think maths understanding and research also stems from interests in wider areas. Interesting maths problems can come from biology, sociology, physics, etc. | |
| Dec 11, 2013 at 17:31 | history | edited | Ricardo Andrade | CC BY-SA 3.0 |
added tags which appears relevant
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| Dec 11, 2013 at 16:55 | answer | added | username | timeline score: 23 | |
| Dec 11, 2013 at 16:32 | answer | added | Leo Alonso | timeline score: 4 | |
| Dec 11, 2013 at 16:21 | answer | added | Per Alexandersson | timeline score: 2 | |
| Dec 11, 2013 at 16:07 | comment | added | Olivier | Though I voted to close the original question, I found the edited version much better and indeed quite crucial for the development of our field. | |
| Dec 11, 2013 at 16:06 | comment | added | user25199 | If you try the programming, I would suggest Project Euler, where it goes hand in hand with mathematics. | |
| Dec 11, 2013 at 16:05 | comment | added | Todd Trimble | It's true that MO does on occasion entertain questions that are not strictly speaking about research mathematics, but about situations that frequently arise (and are thus of interest) for professional mathematicians. Mentoring a gifted student is one such situation. If anyone wants to debate the suitability of this question, please post at meta (and at meta.mathoverflow.net/questions/223/requests-for-reopen-votes for a bid to reopen). | |
| Dec 11, 2013 at 15:56 | history | reopened |
alvarezpaiva Amir Asghari Lucia Stefan Kohl♦ Francois Ziegler |
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| Dec 11, 2013 at 15:47 | history | edited | username | CC BY-SA 3.0 |
rephrased the question
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| Dec 11, 2013 at 15:35 | comment | added | Amir Asghari | @AthanagorWurlitzer Indeed, there is no rush as far as I like to see the situation. But, not many people do think so. And indeed, I try to keep him "safe". Thus, I advised his father to keep him away of the media, and also not let him to work on Goldbach's conjecture! | |
| Dec 11, 2013 at 15:16 | comment | added | Lucia | I also voted to reopen. There have certainly been other pedagogical questions on MO, and this seems like a good question to me. | |
| Dec 11, 2013 at 15:12 | comment | added | username | What is the rush? Apparently he has found enough maths books to entertain himself so far. Why is there a case that he should do anything more? I have encountered several math prodigies who had finished their undergraduate studies in their early teens, and in some cases they had absorbed a lot of material, but not digested it. Having an 'ok' PhD before adulthood is less desirable than a ground breaking PhD later. What's wrong with taking time to form your own ideas? | |
| Dec 11, 2013 at 15:09 | review | Reopen votes | |||
| Dec 11, 2013 at 15:59 | |||||
| Dec 11, 2013 at 14:52 | comment | added | alvarezpaiva | I agree this is not a research level problem, but it treats an issue that is vital to researchers: how to orient young talent in our field. I voted to reopen. | |
| Dec 11, 2013 at 14:49 | history | closed |
Olivier Daniel Moskovich j.c. Olivier Benoist Fernando Muro |
Not suitable for this site | |
| Dec 11, 2013 at 14:48 | comment | added | Amir Asghari | @WillieWong Dear Willie. Though the languge would be a barrier at this case, from the time that I asked the question I have found a group of people who may help, and we solve the problem with the language if we know how we can solve the main problem. | |
| Dec 11, 2013 at 14:44 | answer | added | Alexandre Eremenko | timeline score: 7 | |
| Dec 11, 2013 at 14:42 | comment | added | Amir Asghari | @AthanagorWurlitzer The program seems to be based on Gelfand's books:Functions and Graphs, Method of Coordinate, Algebra, Trigonometry, and I meant exactly the same books. But, to give you a better idea of the situation, I shall add that the student I am talking about studies "foundation of mathematics" and "number theory" at the moment! | |
| Dec 11, 2013 at 14:12 | comment | added | Willie Wong | @AthanagorWurlitzer: from the OP's second to last comment, it may be that the student in question (a) does not reside in the USA and (b) may not be an English speaker. If that is the case E-GCPM would be a little bit harder for him to access. | |
| Dec 11, 2013 at 13:47 | comment | added | Amir Asghari | @AthanagorWurlitzer Fortunately, his books have been translated into Persian. | |
| Dec 11, 2013 at 13:37 | comment | added | Amir Asghari | @Olivier Dear Olivier. No worry. Thanks that you were kind enough to explain your reason to vote to close. I'm just hopoing that some MO people gone through some professional help when they were 11 years old, or they know what such help might be. I hope that those people contact me directly | |
| Dec 11, 2013 at 13:34 | comment | added | username | I suggest a program set-up by another child prodigy, Israel Gelfand. He has passed away but the program survived. | |
| Dec 11, 2013 at 13:28 | review | Close votes | |||
| Dec 11, 2013 at 14:54 | |||||
| Dec 11, 2013 at 13:19 | history | made wiki | Post Made Community Wiki by Todd Trimble | ||
| Dec 11, 2013 at 13:13 | comment | added | Olivier | @AmirAsghari Dear Amir, I understand your concern for this child and genuinely would like to help you (if I could) but the only question you asked is the one in the title, and that one is obviously both much too broad and largely unrelated to math, let alone research math. This is why I voted to close (while hoping that some people will answer you directly). | |
| Dec 11, 2013 at 13:09 | comment | added | Amir Asghari | @Flav I get your point about programming and I am quite in agreement with you about "the complexity of ancient maths". But, he is well aware of some tools of "new maths" that is way beyound his age. That is why I doubt history works in his case. | |
| Dec 11, 2013 at 12:54 | comment | added | Flavian | Here is my point: - Programming: gives you a nice entry point in logic manipulation. If he delves enough he will encounter very abstract Computer Science problems. Programming gives you a nice way to interact with your objects, as well as practical skills, which are always useful. - History: I understand he is very gifted, but let's not underestimate the complexity of "ancient maths". I'm thinking about demonstrating Euclide theorems, maybe the Chinese Remainder Theorm as well, which gives him natural entry points to number theory and algebra. | |
| Dec 11, 2013 at 12:50 | comment | added | Amir Asghari | @Flav History, for what he knows. I don't also know how learning programming might help him. | |
| Dec 11, 2013 at 12:46 | comment | added | Amir Asghari | @Flav I doubt it works. He was fluently working with complex numbers algebraically. And when I challenged him with a problme in complex plane he came up with the geometric interpretation of multiplication of those numbers! | |
| Dec 11, 2013 at 12:41 | history | edited | Amir Asghari | CC BY-SA 3.0 |
Correct some words
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| Dec 11, 2013 at 12:39 | comment | added | Flavian | Introduce him to programming? (e.g python) Another idea (hard to achieve): try to introduce him to early mathematical works, from the greeks to the arabs, chinese, etc. he will understand better what modern maths stands upon while not being too bored by what he learns in school (he'll have a way deeper understanding of it though). If you get a book out of this, I'll buy it 10 times. | |
| Dec 11, 2013 at 12:32 | history | asked | Amir Asghari | CC BY-SA 3.0 |