Here are a few of my thoughts regarding your questions, coming from a retired engineer. I went through high school in Washington, then graduated from the U of W in Seattle in 1968 with BS in physics and math. I might add that I have privately tutored high school students in Arizona for the past 10 years, so for all intents and purposes, I have been an instructor. While I was in HS, I took every math class available, which included one year of Plane Geometry which focused an entire year on using only formal proofs (definitions, theorems, hypostulates, etc.), followed by an second year of Analytical Geometry, which overlapped much of the same material, proving concepts by use of graphs and equations. This was topped off with a half year of trigonometry. Somewhere in all of that was the notion of both rectangular, cylindrical, and spherical coordinates, along with transformations from one to another. The basic notion of vectors was also covered. However, when I entered the U of W, I had to take a placement test in math, which resulted in my having to take a quarter of elementary algebra, and a quarter of trigonometry again, before I could start the freshment Calculus series. In hind sight, I'm glad I had to, even though at the time it seemed like it was all going to be redundent. However, the intensity and depth of those two classes was invaluable. That was 40 years ago, and much has changed in the type of instruction given in high school today. At the potential risk of offending some of today's instructors that might read this, I feel that the primary concern in HS is to move the students through the system, literally leaving "no students behind." Modern text books have evolved into graphic wonders, suitable for anyone's livingroom coffee table. Their physical size and weight is overwhelming, as are the tremendous glossy pages abounding with full-sized photographs of bridges, buildings, and doo-dads. Mixed in with these inspirational images and marvelous graphics are some less appealing blocks of actual text and meaningful definitions. However, many of the math classes in our local high schools never use a text book, no matter how pretty they are. The teachers hand out one or two zeroxed pages of homework problems that include small blocks of space on the page for the actual work to be done. They solve a few similar problems in class, and whatever notes the students might take become the only reference material the students use. To my old-fashioned mind, this is not only absurd, it's criminal. I might add that I live in one of the most affluent neighborhoods in metro Phoenix. None of this has said anything about what to do to better you situation, but it might serve to explain why so many students rolling out of high school are in total shock when the reality of their preparation sets in , should they enroll in a University, but not necessarily a commuity college curriculum.
I, personally, am a book freak. A have shelves of books of reference material that I have purchased through eBay, old bookstores, and via a website specializing on searching for used books: www.abebooks.com. Most of these are older, to very old, books. As far as the math books are concerned, they are filled with math....no colored pictures, but rather definitions, theories, proofs, derivations, and many, many problems. Some of my favorite books are dated in the late 1800's through the early 1900's. These contain of wealy of knowledge, at a fundamental level, that does not appear in modern texts. In your quest for basic geometry, find a good, used bookstore. Downtown Seattle, or the University district should have several. Find several geometry books published in the 1950-1970 era. If they have big covers, and glossy pages with colored pictures, leave them behind. Find some that are loaded with proofs dealing with lines, angles, triangles, and circles. Get several. Don't worry about pencil marks or high-lighted definitions. They are usually cheap, anywhere from $1-$5. Few people buy them anymore. Reading seems to have gone out of fashion, especially of non-fiction. These books are everywhere. Look on eBay. A majority of people who have been through a university probably have a box or two of old text books stacked in a back corner of their garage, or basement. If buying old books doesn't appeal, take a trip to the public library downtown and you'll find more old books than you can imagine, sitting on shelves waiting for the likes of you to check them out for free (got to get a library card, another invaluable privelege). Then, read. Read several. Read a lot. Find a quiet place, take a pad of paper and lots of pencils, and work problems...many problems. Learning math is not a lot different than learning to play an instrument, or learning a foreign language. If you do not practice, you do not learn (unless you have a special abililty that most of us don't have). If you are lucky enough to be attending a decent school, go to the math department and ask about the availability of any teaching assistents, or volunteer grad students, or study groups. I know the U of W has a study area set up where various tables are designated to different topics. Studens can drop to study, and asks questions to other peers. I doubt that anyone there asks for IDs, so if you are not a student there, but live in the area, drop in and look for a seat. If anyone asks, tell them an alumni told you to go!
"Christopher M. Vanderwall-Brown" <firstname.lastname@example.org> wrote in message news:11365212.1215594859163.JavaMail.email@example.com... > Question: How can a sentient being understand the rigours of modern > Calculus without geometry? > > I'm an engineering student who decided to take calculus last Winter at my > current institution, and for all intensive purposes I thought I was > prepared. I had taken all necessary prerequisites (making up for an > appalling high school education), including Algebra I, II, Intermediate > Algebra, College Algebra and Analytic Trigonometry (Elementary Functions I > & II). > > I received an A in all 5. (I had great instructors) I was in my Jr. Year. > Upon switching institutions I took calculus and was thrust into a new > world. A wonderful world. However, my instructor, being an older > gentleman, saw fit to assume all the students in class were well versed in > geometry. > > I sadly did not have the opportunity in high school, and seeing most > colleges, especially community colleges these days, do not provide > coursework in the subject, I was not. My previous instructor at my > previous institution was great about realizing the students you get, > especially those in a community college environment, may not have all the > necessary prerequisites. As such, you cannot just assume they know > everything. > > This was a problem for me. > > So I have a question for all the mathematicians out there. > > Can you adequately learn and comprehend higher mathematics without > understanding the fundamentals of geometry? And, I'd like to make the > added suggestion, we need a comprehensive system for people who were not > able to study it in HS. Perhaps a comprehensive compilation of videos, > texts, exercises. Something that can help out students like myself who > have to scrounge the entire internet for much of their summer trying to > find what little is out there. > > I have only the option of studying old text books. I admit, perhaps I am a > spoiled fool, but I tend to learn a lot more from a lecture, simply > because my mind is more audio/visual than just visual/linguistic. I need > math humor and analogies to keep me alert and cognizant. > > Currently I am making up for my high school deficiencies, ironically after > I thought I had already done so, but this is life and it often throws you > a curve ball. > > I guess this is half a plea, and half a question to mathematicians out > there to realize, many of your undergraduate students who enter, > especially those who come from the community college section, can be > deficient in geometry. Why? Because our college system does not consider > it an important venture. > > All I'm asking is if I can understand ideas like cords, lines of tangent > and sine effectively without understanding the fundamentals of geometry, > and if not, what can I do to foster my understanding. > > I live in the Seattle Metro area, and there is not a single institution > teaching the subject besides a high school. (I don't think the district > would like a college student crashing a math class...I would be > interesting though.) > > I'm studying a few books, and in general they are low level texts on > geometry. One more advanced college text went missing with my copy of the > Elements after I moved, I think it's in a box somewhere... > > Besides reading that copy of the Elements, and what few texts have been > recommended out there, do you all have any suggestions? > > I have acquired some videos on geometry from the teaching company on HS > geometry, but besides that, is there anything else out there? Lectures on > geometry that really give the subject a full and intuitive look. Something > of classical rigour that we lack today. I really want to walk back into my > calculus class when I transfer to Berkeley and be able to take whatever > geometric problem they throw at me. I can't have these cases of needing to > understand the relationships of geometric objects I've never looked into. > > Advanced studies on trigonometry. All the fun stuff I wasn't able to cover > because of time restraints in my Elementary Functions II class. (We were > on a Quarter System) > > Please, if anyone has any suggestions I'd truly appreciate it. Sorry if > this post is so long, but I've been struggling with this for over three > terms. > > -Chris