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I find this vlog experiment of Gowers very brave, and I think his idea of having examples of real-time mathematical thinking by experts can be very encouraging for young mathematicians, who imagine the pace of the greats is impossibly far and away above that of mere mortals when they meet new problems. (Online comments by Borcherds, as well as this wonderfully courageous experiment by Gowers suggest otherwise.) A funny anecdote along these lines: Once a graduate student said to me: "I have an image of Terry Tao eating his breakfast one morning, eating his cereal, and as he lifts his spoon to his mouth he pauses, looks off into the distance, and in that moment does more productive mathematics than I will in my entire lifetime."

Have others participated in this experiment? Are there other online video examples of "real time raw thinking" by leading mathematicians, following up on Gowers's experiment above?

Whether this question should be on MO is undoubtedly going to be controversial but I think it has to do with mathematical practice, and particularly the working styles of top mathematicians who frequent this forum.

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    $\begingroup$ Is "the pace of the greats" even a well-defined topic? I think what you typically see among great mathematicians, or average mathematicians who have attained expertise in a particular topic, is that some questions they are able to solve very quickly at a speed that seems magical and other questions they take a long time on or can't solve at all. There are also of course differences between great mathematicians - Terry Tao writes a lot of papers quickly, but there are plenty of equally great mathematicians who prefer to write fewer papers. $\endgroup$
    – Will Sawin
    Commented Nov 9, 2021 at 17:35
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    $\begingroup$ Not exactly what you're asking for, but perhaps in the same spirit, are Terry Tao's account of his generals and his Notices article A Close Call: How a Near Failure Propelled Me to Succeed. $\endgroup$ Commented Nov 9, 2021 at 22:35
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    $\begingroup$ The problem is that the solution often really comes in a flash, so there is a sharp transition from blind poking and moving in random directions to a fully developed argument and for me the most interesting question would be what triggers that transition. Unfortunately, this triggering mechanism is more often than not relying on something that occurs behind the scenes: long branching chains of associations with few explicitly pronounced words. @WillSawin "plenty of equally great mathematicians"? Hmm.. I can name a few, of course, but I suspect that "plenty" is quite an exaggeration. :-) $\endgroup$
    – fedja
    Commented Nov 11, 2021 at 1:28
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    $\begingroup$ @fedja I think I meant plenty for the purposes of this discussion. But maybe I should have said "incomparable" in the partial order sense, rather than "equal". $\endgroup$
    – Will Sawin
    Commented Nov 11, 2021 at 1:46
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    $\begingroup$ In other words, Gowers willingly suppresses all his prior experience and intuition at least in the beginning and that suppression is detectable, which casts the doubt on whether the declared goal of showing the thought process as it is is really pursued here. I cannot prove anything, of course, but, unfortunately, @gowers won't be able to disprove my statements either. Nobody except himself will ever know for sure how the movie was really made. I'm just saying that it looks grossly incongruous to me and am trying to clearly explain why :-) $\endgroup$
    – fedja
    Commented Nov 16, 2021 at 14:47

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When I taught a beginners course in analysis a few years ago I wanted to give the students an impression of how one can work on exam problems. I asked somebody to prepare a test exam (I had my exam prepared already and asked for an exam in a similar style). I got the exam in a closed envelope and walked into an empty lecture hall with a blackboard and document camera. There I recorded myself solving the exam problems thinking out loud all the time. I first went through the problems, commented on then, then went to the blackboard and started solving them and once I was seeing how I should do it, I went to the document camera and wrote down the solution as I would write them to get full marks. I posted the video uncut for the students. It was actually a nice experience for me and I got a lot of feedback saying that this was very helpful for the preparation of the exam (and also it helped some people with "test anxiety" - if that is the correct word in English…).

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    $\begingroup$ I usually run such review sessions "live" before qualifiers, meaning that I come to class and let the students throw any problems at me (they take it from old exams, from internet, whatever). I also solve the problems on the fly thinking at the board and, once (or, rather, if: I failed a couple of times) I figure them out end with showing how I would present them. Recording such session and letting someone else to create a full exam is actually a great idea. I'm willing to try it before our next quals. Can you post the link to your video so that I can look at how you've done it? $\endgroup$
    – fedja
    Commented Nov 18, 2021 at 5:43
  • $\begingroup$ Of course, one problem with this approach is that you often see the solution more or less immediately (I doubt an exam problem from "beginner analysis course" would normally present a real challenge to you), so I suspect that what you show is more about how to organize your thinking and writing rather than how to find solutions but even that can be of tremendous help to the students, I agree here. So thanks for sharing the idea and thanks in advance for the video if you decide to share it too! :-) $\endgroup$
    – fedja
    Commented Nov 18, 2021 at 5:52
  • $\begingroup$ We have an installed recording system in the classrooms and the recordings appear in our teaching management system behind a login. Moreover, they are in German… I could try to download them and upload them somewhere else, if you would be interested. $\endgroup$
    – Dirk
    Commented Nov 18, 2021 at 7:27
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    $\begingroup$ Here is a link: youtu.be/ldo6P1BO2HY. While downloading and uploading, the quality got worse, but I hope you can see what was going on… $\endgroup$
    – Dirk
    Commented Nov 18, 2021 at 11:46
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    $\begingroup$ I hope it works now. $\endgroup$
    – Dirk
    Commented Nov 18, 2021 at 16:47
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I feel that after what I said I should offer something constructive here as well. Part of the problem with such movies is that the very act of verbalizing the thought process interferes with it quite severely. At the very least it significantly slows you down (take any computer program you ever wrote for computing something interesting, add the command to print the result after every operation, and watch it running). But that is not all. Interrupting a human thought is worse than interrupting a computer program because most of us are incapable of storing a SSW at the moment of interruption and retrieving it without error once the interruption is over. Also, when talking, we feel like we need to exhibit some clear logic in our transitions, while in fact many of them occur merely because one chain of thoughts suddenly outpaces the other, so we just switch to a more promising approach, and so on, and so forth.

So, simultaneous verbalization is a killer. What to do then? The only way out I see is to think it all through in the usual way and then post all that we wrote on paper in the order of writing with some short comments about the places that would look totally unclear to an outsider. That is like having a fossil record of your thought that tells about it as much as fragments of dinosaur bones about the terrible lizards themselves, which is not everything, but still quite a lot. Here is mine for the same problem. What I had in front of my eyes at the moment of writing was the screen with 4 first determinants, out of which only the last one really mattered, i.e., I was looking at $$ \begin{matrix} 1&1&1&1 \\ 1&2&3&4 \\ 1&3&6&10 \\ 1&4&10&20 \end{matrix} $$ What I wrote is here: writing (the top scribbled line reads "row - part. sums of prev. rows?"). The rest should be clear from my comments.

I feel like I have to add in the end that it doesn't mean that my thinking is better than that of Gowers. In fact, IMHO, compared to him, I am a hopeless imbecile sliding into senility. It merely means that I believe that the movie he posted does not (and, as conceived, could possibly not) reflect his true thinking. Also, to speak frankly, the Terry Tao's blog post titled "Does one have to be a genius to do maths?" reminds me of the phrase "Superman just helps now and then" in the famous cartoon. It is all fine, but if you watch that cartoon with a timer in hand, you'll realize that this "now and then" occupies about 90% of the shown events and the corresponding percentage in Terry's published papers is fairly close. As to his "generals", his account, if you translate it into layman language, reads to me "On my test I had to jump over the Empire State building and I almost knocked the spire off plus made a couple of unnecessary extra steps when landing, which showed to me that I need some more training before I attempt an unaided flight to the stratosphere". Disagree? Then try to pass his test yourself right now. You have enough information about what the questions were in his post, so just sit down and honestly write the answers to the best of your abilities. If you get happy with the result, let me know. I'm willing to take your word for it. But I give you mine that I failed miserably :-)

I am as curious about how great minds work as the OP, so if somebody has a good idea of how to observe that thought process, I will be happy to hear it. I also admire Tim Gowers for his attempt despite the fact that I still firmly believe that the way he approached it was hopelessly doomed from the beginning unless the true goal was very different from the proclaimed one.

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    $\begingroup$ I mostly agree, but the discussion of Tao’s post confuses me and distracts from the clarity of the other things you say. $\endgroup$
    – user44143
    Commented Nov 17, 2021 at 14:37
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    $\begingroup$ @fedja: This is something that has fascinated me for years. Somehow thinking about math (productively) is highly intuitive and nonverbal. It's possible to "mumble" while working and not interrupt the intuition, but outright verbalization and even writing can interrupt key aspects of the process. Somehow writing formulas isn't as bad as sentences for this, though. On the other hand, it seems that sometimes writing/recording seems to slow things down enough to direct the intuition productively. I can sort of feel some of this happening in Gowers's video. $\endgroup$
    – Jon Bannon
    Commented Nov 17, 2021 at 15:38
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    $\begingroup$ "try to pass his test yourself right now" is irrelevant. I can't pass the harmonic analysis portion, because I never studied harmonic analysis. But I'm pretty sure I could if I had a year to prepare, because I passed a similar test after a year of preparation. So could most mathematicians! (Most mathematicians passed some kind of exam in grad school of roughly similar difficulty, and could do better now.) The point of the story is that Terry didn't study enough and thus didn't do well on the test (though he did pass), i.e. that Terry needed to study to do well, just like the rest of us. $\endgroup$
    – Will Sawin
    Commented Nov 17, 2021 at 17:23
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    $\begingroup$ @fedja I do not agree that this video cannot reflect Gowers's true thinking (modulo the fact that he wouldn't be talking out loud). I did not watch the whole thing, but what he did was close to what I would have done. The first thing I usually do is to numerically check that the claim is true. At minimum, this ensures that I have the statement correct. So I would certainly check the 3x3 case, and it's faster for me to do that by hand than to use the computer. I'd probably check the 4x4 case too; I'd use a computer, but some people I know enjoy hand computations and might do that by hand too. $\endgroup$ Commented Nov 18, 2021 at 16:40
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    $\begingroup$ Of course, doing row reductions is a pretty obvious thing to do as well, but Gowers didn't dilly-dally very long before doing row reductions. That's about as far as I watched, and I didn't see anything artificial. Now maybe all this proves is that my problem-solving ability is no better than that of an average undergraduate. I won't try to argue that point, but I work in a rather collaborative problem-solving environment and have observed my colleagues thinking out loud (and some of them are excellent problem solvers) and Gowers's video doesn't seem that far off. $\endgroup$ Commented Nov 18, 2021 at 16:43

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