Comments on: My Study Technique http://blog.schauderhaft.de/2010/06/06/my-study-technique/ Softwaredevelopment, Projectmanagement, Qualitymanagement and all things "schauderhaft" Tue, 07 Feb 2012 23:24:32 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Ronan Troy http://blog.schauderhaft.de/2010/06/06/my-study-technique/comment-page-1/#comment-3065 Ronan Troy Wed, 16 Feb 2011 05:30:19 +0000 http://blog.schauderhaft.de/?p=515#comment-3065 Nice article, thanks for the tips. Nice article, thanks for the tips.

]]> By: Isla http://blog.schauderhaft.de/2010/06/06/my-study-technique/comment-page-1/#comment-2681 Isla Mon, 27 Dec 2010 18:26:39 +0000 http://blog.schauderhaft.de/?p=515#comment-2681 Keep it up and in 2011 ! Keep it up and in 2011 !

]]> By: Ruben Berenguel http://blog.schauderhaft.de/2010/06/06/my-study-technique/comment-page-1/#comment-451 Ruben Berenguel Sun, 06 Jun 2010 21:42:44 +0000 http://blog.schauderhaft.de/?p=515#comment-451 Here in Spain, in the Mathematics degree we have two part exams (and there are also two types of classes). One part is just theory (knowing your theorems, as in "Prove the fundamental theorem of calculus" for Calculus, or "Explain all you know about compactness" for Topology). Studying theory follows quite well your guidelines: learn, understand, make a big picture and then learn the tidbits. But for the problems part, the best way I found (assuming you went to the classes where you were taught how to do the "usual" problems) was to pick your whole course problem list (between 40 and 120 problems, depending on the course) and try to do them as quickly as possible. I mean, you read the problem and just write <i>how</i> you would do it. No calculations, no second guessing. Just the idea, and then forward. Do this as long as you can (10-20 problems, maybe, for around 2 hours). Then take a break (lunch, maybe, or study a little of the theoretical part and then lunch) and after that, check your sketches with the solution the professor suggested in class (if it was done in class, which is usually the case). If they are different, work out why your solution does not work. If your solution does work too, the better, if you are in doubt ask your teacher for your proposed solution. But, as my former office mate told me once, everyone studies how he wants and won't change its ways unless they don't work. Ruben Here in Spain, in the Mathematics degree we have two part exams (and there are also two types of classes). One part is just theory (knowing your theorems, as in “Prove the fundamental theorem of calculus” for Calculus, or “Explain all you know about compactness” for Topology).

Studying theory follows quite well your guidelines: learn, understand, make a big picture and then learn the tidbits.

But for the problems part, the best way I found (assuming you went to the classes where you were taught how to do the “usual” problems) was to pick your whole course problem list (between 40 and 120 problems, depending on the course) and try to do them as quickly as possible. I mean, you read the problem and just write how you would do it. No calculations, no second guessing. Just the idea, and then forward. Do this as long as you can (10-20 problems, maybe, for around 2 hours). Then take a break (lunch, maybe, or study a little of the theoretical part and then lunch) and after that, check your sketches with the solution the professor suggested in class (if it was done in class, which is usually the case). If they are different, work out why your solution does not work. If your solution does work too, the better, if you are in doubt ask your teacher for your proposed solution.

But, as my former office mate told me once, everyone studies how he wants and won’t change its ways unless they don’t work.

Ruben

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