During school I never understood what the math was for, so my unconscious brain never saw the necessity to actually learn it. Now I want to learn - with hugely better results.
This mechanism should be utilized much more often instead of shoving seemingly unrelated knowledge into peoples ears without letting them feel the need for it first.
I can't tell you the number of 'trivial' math facts that I have (re)discovered because they were in the context of something I cared deeply about.
The point isn't to remember D_x is a linear operator--math isn't about memorization. It's about understanding the context where this is a useful fact and knowing how to figure it out.
Learn it in Calc I and you can half-heartedly reference it (...isn't differentiation linear? I feel like I remember that from senior year of high school...).
Figure it out on your own and you own it for life.
Post it to the internet and you get ridiculed and mocked for it so that you wish you could forget it.
Totally agree with this part.
> Post it to the internet and you get ridiculed and mocked for it so that you wish you could forget it.
Telling everybody you meet about a basic fact that you just learned is mildly cute when a 6-year-old does it.
It's great that this person learned something that was new to them, sure. But that doesn't mean that they need to shout about it to the tens of thousands of their closest friends who read the front page of HN.
His video on determinants (for example) teaches what they actually do, rather than emphasising a seemingly arbitrary algorithm for you to blindly follow (which is how I was taught determinants).
Your comment doesn't make sense, considering that you acknowledge math is in fact a prior requirement. Just because you didn't made heads or tails out of math during school that doesn't mean math ceased to be a prerequisite to learn applied math.