Not trying to troll, but if math is what you need to recap on, get a math book.

So I know this is an older post but what the the heck.

Great math review site http://tutorial.math.lamar.edu/
awesome math videos this guy will explain that shit real clear and easy https://www.youtube.com/channel/UCoHhuummRZaIVX7bD4t2czg

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My advice is to go through textbooks, and read them like you would an encyclopedia, just a rich conentrated resource full of info. As you read, compile a list of equaitons and concepts that serve as an outline of every major landmark of your learning. The goal of math learning is to wholely understand and to masterfully manipulate if you ask me; if you look at the textbook as a study guide while ytrying to understand each equation/concept it has to offer, you're done. With 80% of your development. Secondly is to drill in these equations and concepts until you feel yo have mastered them to what ever extend satsfies you. For me that means making my own tests and work sheets putting in random numbers and solving until i get some number correct in a row. Here I would say is the 100% mark of your journey in studying math. Then maybe mix and blend some concepts, play around with questions you have about whats posible, basically if you have time and drive, get creative with what youve learned. This is the last 10% of your 110% long journey.
As far as I can say, at that point you're done.

ethos: My passion for math and self taught math skills helped me skip almost two grades. I will major in math at Harvard this fall.

Knowing the source of info like this makes a big difference in how you take it. I once heard that to get better at maths you also need to practice the correct thinking methods and not drill in poor ones, or else you wont get any better. I was lead to belive that is not only futile but counterproductive to practice math unless you already know the correct/best methods for problem solving, orgaization, and avoiding simple mistakes. The unspoken context of this that I missed was that instead of trying desprately to start of your practicing with the correct methods, you should rather reach for perfection, fail, try and fail and try and try again until you find the right method for you (even if it means dirlling through wrong ones). What I shoul have done was tell myself that the advice I heard was directed at people who think that doing math without guiding your methods and mannerisms inorder to get better at it is indeed fruitful when in truth it is not.

I said all this because I want you to succeed in your campaign so I warn you of the dangers of taking advice without critical thinking and context of the advice.

to all, I second >>16596
I am >>16595
and all I have to add is that I think it would not be a waist of time to make sure you have mastered mental arithmetic up to [1-999]+ or -[1-999] and [1-99]x or /[1-99] where [1-99] is all numbers from 1 to 99, rather than negative 98.
It builds discipline and will help purge your soul of all 11+3=33 blemishes and 13+17=40 impurities. It makes you a stronger mathathlete and higher scoring student and I hope one of those is your aim, dear op.

>>16601
>I think it would not be a waist of time to make sure you have mastered mental arithmetic up to [1-999]+ or -[1-999] and [1-99]x or /[1-99]
Yes, it would be. Math is not arithmetic. Being able to multiply numbers in your head doesn't help you at all to, say, inductively prove that a given property is true for a particular infinite set of numbers.
Leave the mindless tasks to the machines.

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>>16603
You would have better inductive skills and clearer thinking with those numbers/concepts if you train your brain to handle more information at once by good arithmatic skills up to a certain point.
I didn’t make this up, my profsssor told me and didn’t believe him. Then I did it and it worked.

>>16603
And another thing, he’s trying to catch up to college level math. Mastering arithmatic is actually perfect for his goal. It will help him
thrive through algebra 1 to Calc 1 courses. He won’t make any simple mistakes and will constantly be focusing on the concepts at hand rather than the arithmatic that makes his answers correct.

>>16606
>You would have better inductive skills and clearer thinking with those numbers/concepts if you train your brain to handle more information at once by good arithmatic skills up to a certain point.
What a load of bullshit.
First off, nobody does arithmetic on more than a three or four digits on their head other than as a party trick. If you care about the correctness of your results you're at least going to grab a pen and paper to keep track of the intermediate steps. At that you're no longer keeping more information in your head.
But then again, nobody who actually needs to do arithmetic does it by hand anyway.
Second, please explain how running automated algorithms by hand increases your understanding of, say, e (Euler's number).

>I didn’t make this up, my profsssor told me and didn’t believe him. Then I did it and it worked.
Just because you didn't make X up and you believe X caused Y doesn't mean X actually does cause Y.

>Mastering arithmatic is actually perfect for his goal. It will help him thrive through algebra 1 to Calc 1 courses.
Now you're just repeating yourself.

>He won’t make any simple mistakes and will constantly be focusing on the concepts at hand rather than the arithmatic that makes his answers correct.
If you want to focus on the concepts what you do is grab a calculator to perform the calculations. Spend that time you would have wasted on arithmetic getting better at actual algebra and calculus. Just knowing how to multiply numbers won't help you realize, say, that x=2 is obviously a wrong solution to x^2 + x = 0.

>>16608
1)Up to three or four digits is the ideal
2) just saying
3)I’ll give you the benefit of the doubt
4)no, it would.

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>>16608
Also it’s not that artihmatic is gonna completely carry though all the way through. But if you study it enough it will build discipline in studying other concepts too. You may run the run the risk of pic related if you don’t have a hard work ethic in either arithmatic or other concepts, but arithmatic is a good place to start. Remember he’s not writing proofs and making conjectures, he’s doing wrote academic math.

>>16610
>he’s not writing proofs and making conjectures, he’s doing wrote academic math

College- and university-level math is all about proofs and theorems. If the curriculum of a given school spends any time at all on arithmetic exercises then that's just a shitty school, period.

If you want to build discipline you can do that by doing exercises that are actually relevant. Linear algebra problems involving matrices (e.g. finding linear transformations that meet certain conditions, eigenvalues, eigenvectors, etc.) are difficult to do on a calculator unless you have a pretty high-end one, and it's very easy to fuck up when you copy the values from one step to the next. It's even harder if the course is math-oriented rather than engineering-oriented, because then they'll ask for exact answers, and you can only get those if you use a computer algebra system.

So I stand by what I said. Any amount of time spent on basic arithmetic is time wasted.

>>16613
If he’s catching up to college level stuff he has to do highschool math first, best starting with analytic geometry ending somewhere in calculus I or II.
Arithmatic mastery will make the difference between doing well on a timed test, and the discipline from mastering arithmatic when used to master secondary school math concepts will make the difference between getting 80s n 90s vs getting 100s.

>>16617
>the discipline from mastering arithmatic when used to master secondary school math concepts
So please explain how arithmetic helps you solve quadratic equations, or systems of linear equations.
Like, if I need to find the exact roots of f(x) = -sqrt(pi) * x^2 + e*x + 10, how does it help me to know how run a multiplication algorithm by hand?

>>16540
which one

Do incredible math
https://www.youtube.com/watch?v=48sCx-wBs34