JustinSkycak

8 ms·

61.
People Differ in Learning Speed, Not Learning Style(justinmath.com)
3 points by JustinSkycak 2y ago|1 comments
62.
Athletes and musicians pursue virtuosity in fundamental skills(notes.andymatuschak.org)
159 points by JustinSkycak 2y ago|154 comments
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You Are Not Lazy, You Just Lack a Habit(justinmath.com)
5 points by JustinSkycak 2y ago|0 comments
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Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels(researchgate.net)
3 points by JustinSkycak 2y ago|0 comments
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by JustinSkycak 2y ago
Yes, exactly.
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by JustinSkycak 2y ago
> For papers with algorithms in them, it helps me to write out my own copy of the algorithm. It's a similar mental process as if I were to code an algorithm from a paper -- that's when I really understand it. Yeah, that makes s
67.
Are kids learning math, or are they getting the "think system"?(hollykorbey.substack.com)
3 points by JustinSkycak 2y ago|0 comments
68.
by JustinSkycak 2y ago
In mathematics, deliberate practice amounts to working out a high volume of practice problems at the edge of your ability, with proper scaffolding and rapid feedback, and continually pushing forward into more advanced problems. You don&#x27
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Why I Recommend Students NOT Take Notes(justinmath.com)
4 points by JustinSkycak 2y ago|4 comments
70.
Acquisition of Expert Performance as Problem Solving Through Deliberate Practice(nibmehub.com)
1 points by JustinSkycak 2y ago|0 comments
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San Francisco's Algebra for None Policy and How Virginia Avoided a Similar Fate(baconsrebellion.com)
4 points by JustinSkycak 2y ago|0 comments
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Deliberate Practice: The Most Effective Form of Active Learning(justinmath.com)
1 points by JustinSkycak 2y ago|4 comments
73.
Deliberate practice is NOT all it takes to become an expert [pdf](gwern.net)
2 points by JustinSkycak 2y ago|0 comments
74.
by JustinSkycak 2y ago
"Beyond the edge of one's capabilities" means that you're working on things outside of your current repertoire. This could mean any of a number of things, e.g.: 1) Maybe you can do it with scaffolding, but you are unabl
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by JustinSkycak 2y ago
Alternatively, Wiley also provides the full article on a HTML page: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1553-2712...
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by JustinSkycak 2y ago
Huh, I guess academia.edu does something weird with the PDF-specific links where it can't be revisited by someone else. Anyway, here's a link to the page where you can read the PDF: https://www.academia.edu/3421791
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Study time does not predict grade point average across college students [pdf](academia.edu)
3 points by JustinSkycak 2y ago|2 comments
78.
Deliberate Practice and Acquisition of Expert Performance: A General Overview(onlinelibrary.wiley.com)
112 points by JustinSkycak 2y ago|84 comments
79.
by JustinSkycak 2y ago
As detailed in the article, my conclusion of there being a limit does not rest on the assumption that higher math is intrinsically incomprehensible to a subset of people (though, unrelatedly, I would expect that to be true in some cases). I
80.
Your Mathematical Potential Has a Limit, but It's Likely Higher Than You Think(justinmath.com)
3 points by JustinSkycak 2y ago|0 comments
81.
by JustinSkycak 2y ago
Totally. It's a vicious cycle. Once you get knocked off course, you fall into this current that's pulling you further off course. And the further off course you go, the stronger that current is.
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by JustinSkycak 2y ago
Thanks! Yeah, I guess I should probably link to some of those later posts about active learning and deliberate practice in the article. If you want to read more about that part you liked, here's the main one I'd follow up with: h
83.
by JustinSkycak 2y ago
Agree, it depends highly on goals. Using off-the-shelf ML/AI models (to make great software) requires far less background knowledge than implementing new models being introduced in papers, which in turn requires far less background
84.
by JustinSkycak 2y ago
What exactly is too good to be true? The idea that there's a path of knowledge leading from high school math to cutting-edge ML/AI?
85.
by JustinSkycak 2y ago
Yes, which is why most people struggle so much with the top-down approach ;)
86.
by JustinSkycak 2y ago
It can definitely be helpful to take a top-down approach in planning out your overarching learning goals. However, the learning itself has to occur bottom-up. Especially in math. Math is a skill hierarchy, and if you cannot execute a lower-
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by JustinSkycak 2y ago
Sure, there is such a thing as mathematical talent. However, few people actually reach their full mathematical potential because they get knocked off course early on by factors such as missing foundations, ineffective practice habits, inabi
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by JustinSkycak 2y ago
100% agree. What I typically tell people is "your mathematical potential has a limit but it's likely higher than you think." Not everybody can learn every level of math, but most people can learn the basics. In practice, howe
89.
by JustinSkycak 2y ago
I don't think there's anything wrong with trying to jump headfirst into things that interest you. I would just recommend that you need to be honest with yourself about whether you're making progress -- and if you're star
90.
by JustinSkycak 2y ago
One problem is that it's easy to think you know the prerequisites when in fact you don't. For instance, a student struggling in calculus may think they know algebra because they got a decent grade in algebra class, even though

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