Nov 21 2011: Tomas,
As others have said, mathematics basically uses a specific algorithm to resolve different exercises (of course, there are lots of algorithms, formulae and theorems because there is a large spectrum of domains and areas of mathematics). In other words, you learn to apply a pattern to various problems, which leads to convergent thinking. This is useful because there are so many problems that you can't solve each one of them in a different way. So in this way, it does develop your analytical process of thinking, it helps you make rational connections and optimize the path to a solution.
However, creativity in its main meaning is about divergent thinking, which is the opposite of what maths help you improve. Here, you find multiple solutions to a single problem (all kinds of problems, not necessarily involving numbers and calculations), and you choose the one that represents the best compromise.
So in my opinion, the fact that you become more open-minded and creative is indirectly related to better understanding and knowing mathematics (for example, your passion can drive you to research a specific mathematician, you find about more about his life and work and you can make a better connection between the rational side and how he did it).
I'm studying engineering like you, so I'm more interested in mathematics and physics more than the other subjects and this has indeed helped me rationalize most of the things in my life. I can advise you though to not become hung up on it because it might block/lead to a slower development of your interpersonal abilities (because you can't find reason in feelings, emotions and so on).
Nov 19 2011: Hi Casper,
As a fellow college student I find myself in roughly the same situation as you. Even though in university we have supposedly chosen our domain of specialization to study the subjects we're interested in, some of the ones I'm having this semester and not only are vaguely correlated to my area of interest, which makes for lower attendance in lectures and lack of motivation in seminaries.
From what I understood, your post refers to the professors' lack of practising what they know, to facilitate the learning process and intrigue us into their subject. I too have been experiencing this type of teaching (for example,my teacher who lectures on Pedagogy - the science of Teaching - is not at all engaging and seems to not care a lot about teaching us this practice), and from my point of view, the reasons may vary: from having multiple generations of uninterested students -which can lower your passion for teaching-, to having a too small salary that is not worth the struggle of enticing students into being interested and so on. From what I've seen, the first argument is more applicable to my university, due to the majority (~80%) of students who show such little interest in the subject, regardless their relevance to their future careers, which determines professors to have low expectations and, consequently, low commitment. You seem to be part of the other group, who would like to be drawn to the subjects he's studying but the teachers are not interested enough.
What I would do in your situation is try to be more active in seminaries (if you have such things), where things are more personal in groups of 20 than scores of 80-100, and answer, ask questions, show interest, research something to challenge your teacher and maybe he'll find a new way to connect and better put into practice what he knows.
Nov 18 2011: To be honest, I clicked on this conversation because I have problems being motivated enough for a task I don't enjoy doing. As a college student who realises everyone has been through this, I'm having trouble doing what is expected of me, partly by others and partly by myself - studying for good results.
From the replies I've read, I need to find a place where I can meditate upon why I should be more active, split the less pleasant activities with relaxation (I've tried that a couple of times and I always end up lengthening the breaks up to the point it's so late I don't have a choice but resume studying/working), be more afraid of the negative results I will get by being lazy and picturing the 'finish line' in a more appealing way.
The most interesting idea for me, was the idea of Team Spirit brought up by Debra Smith (thank you), which I feel is almost completely neglected in our college, with everyone focusing on individual work, studies and projects. I think that teaming up for a task will make a daunting problem less daunting and will provide the nudge we need some more often than others. Sorry I didn't contribute with an original idea to this conversation, just wanted to give you my subjective insight. I will be thinking of new ways which I'll most surely share here with you.
TEDCred score: +0.10 TEDCred reflects your contribution to the TED community.
A comment on Conversation: What do you think TED is? (almost in a word)
A comment on Conversation: Do Mathematics really help us to think and open our minds?
As others have said, mathematics basically uses a specific algorithm to resolve different exercises (of course, there are lots of algorithms, formulae and theorems because there is a large spectrum of domains and areas of mathematics). In other words, you learn to apply a pattern to various problems, which leads to convergent thinking. This is useful because there are so many problems that you can't solve each one of them in a different way. So in this way, it does develop your analytical process of thinking, it helps you make rational connections and optimize the path to a solution.
However, creativity in its main meaning is about divergent thinking, which is the opposite of what maths help you improve. Here, you find multiple solutions to a single problem (all kinds of problems, not necessarily involving numbers and calculations), and you choose the one that represents the best compromise.
So in my opinion, the fact that you become more open-minded and creative is indirectly related to better understanding and knowing mathematics (for example, your passion can drive you to research a specific mathematician, you find about more about his life and work and you can make a better connection between the rational side and how he did it).
I'm studying engineering like you, so I'm more interested in mathematics and physics more than the other subjects and this has indeed helped me rationalize most of the things in my life. I can advise you though to not become hung up on it because it might block/lead to a slower development of your interpersonal abilities (because you can't find reason in feelings, emotions and so on).
All the best!
A comment on Conversation: The gap between knowledge and practice. - A students thoughts on how universities don't implement what they know.
As a fellow college student I find myself in roughly the same situation as you. Even though in university we have supposedly chosen our domain of specialization to study the subjects we're interested in, some of the ones I'm having this semester and not only are vaguely correlated to my area of interest, which makes for lower attendance in lectures and lack of motivation in seminaries.
From what I understood, your post refers to the professors' lack of practising what they know, to facilitate the learning process and intrigue us into their subject. I too have been experiencing this type of teaching (for example,my teacher who lectures on Pedagogy - the science of Teaching - is not at all engaging and seems to not care a lot about teaching us this practice), and from my point of view, the reasons may vary: from having multiple generations of uninterested students -which can lower your passion for teaching-, to having a too small salary that is not worth the struggle of enticing students into being interested and so on. From what I've seen, the first argument is more applicable to my university, due to the majority (~80%) of students who show such little interest in the subject, regardless their relevance to their future careers, which determines professors to have low expectations and, consequently, low commitment. You seem to be part of the other group, who would like to be drawn to the subjects he's studying but the teachers are not interested enough.
What I would do in your situation is try to be more active in seminaries (if you have such things), where things are more personal in groups of 20 than scores of 80-100, and answer, ask questions, show interest, research something to challenge your teacher and maybe he'll find a new way to connect and better put into practice what he knows.
A comment on Conversation: What motivates you?
From the replies I've read, I need to find a place where I can meditate upon why I should be more active, split the less pleasant activities with relaxation (I've tried that a couple of times and I always end up lengthening the breaks up to the point it's so late I don't have a choice but resume studying/working), be more afraid of the negative results I will get by being lazy and picturing the 'finish line' in a more appealing way.
The most interesting idea for me, was the idea of Team Spirit brought up by Debra Smith (thank you), which I feel is almost completely neglected in our college, with everyone focusing on individual work, studies and projects. I think that teaming up for a task will make a daunting problem less daunting and will provide the nudge we need some more often than others. Sorry I didn't contribute with an original idea to this conversation, just wanted to give you my subjective insight. I will be thinking of new ways which I'll most surely share here with you.