“A differential equation is a mathematical equation that, for an unknown function of one or several variables, relates the values of the function itself and of its derivatives of various others.” Yeah, I have full confidence in that. Now ask me if I understand it. Go ahead, ask. You know you want to.
My answer: nope.
Traditionally, when a professor gives you a formal definition in any topic related to math, it sounds like the teacher in Charlie Brown. It isn’t until students see practice problems up the wahzoo that they can really understand what’s going on.
Now, if you can understand one of these formal definitions in math, kudos! I’m thoroughly and genuinely impressed. I, however, sit there with a blank stare until I see an example done out.
My professor for Differential Equations is a really nice guy, and obviously brilliant; however, in the teaching department, there is certainly room for improvement. In the past two weeks’ worth of classes, we have done one example problem. There have been about seven pages of notes, but they are entirely formal definitions—minus that single, lonely problem. Commence the frustrated ripping out of hair!
Two Thursdays ago, my section of lecture was left sitting in DCC 330 sans professor for 20 minutes until students got fed up with waiting for nothing. The next lecture gave many students false hope—there was a different professor. The professor could not speak English very well and spoke very softly, but both my friend and I got more out of that lecture than we had out of all the other ones combined! Unfortunately, the next lecture, we were back to the original professor.
Now, you might think I’d have salvation in recitation with the TA. Wrong. So, during the recitation, I have a question to ask about how the TA got from step A to B. The TA opens her mouth, and I am left more confused than before. The TA can speak English and knows the material. The problem lies in the TA being able to transfer that knowledge to you in English you can actually understand ... and hear despite her very soft voice. Yesterday, we got a new TA. There’s a slight improvement on the English factor, but she doesn’t do examples; she only answers questions. My questions tend to be a little vague; “Can you help me understand the entirety of the course?” would be an example.
As you look around in lecture, most students are either on a laptop in WoW land or drifting into somewhere that’s not DiffEQ-ville. A smaller number are furiously trying to scribble down incomprehensible notes, and others sit in the back so that they can leave if they don’t get anything out of the lecture by the halfway point.
I find myself slipping into the last category, and for such a difficult class, I certainly wish we didn’t have to debate whether or not to even bother showing up. It’s a sad state of affairs when reading the textbook gives you better explanations than the class itself.
