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You Don't Have To Be Good At Math To Learn To Code
HughPickens.com writes: Olga Khazan writes in The Atlantic that learning to program involves a lot of Googling, logic, and trial-and-error—but almost nothing beyond fourth-grade arithmetic. Victoria Fine explains how she taught herself how to code despite hating math. Her secret? Lots and lots of Googling. "Like any good Google query, a successful answer depended on asking the right question. "How do I make a website red" was not nearly as successful a question as "CSS color values HEX red" combined with "CSS background color." I spent a lot of time learning to Google like a pro. I carefully learned the vocabulary of HTML so I knew what I was talking about when I asked the Internet for answers." According to Khazan while it's true that some types of code look a little like equations, you don't really have to solve them, just know where they go and what they do. "In most cases you can see that the hard maths (the physical and geometry) is either done by a computer or has been done by someone else. While the calculations do happen and are essential to the successful running of the program, the programmer does not need to know how they are done." Khazan says that in order to figure out what your program should say, you're going to need some basic logic skills and you'll need to be skilled at copying and pasting things from online repositories and tweaking them slightly. "But humanities majors, fresh off writing reams of term papers, are probably more talented at that than math majors are."
Programming -- I don't think that word means what she think it means.
I've fallen off your lawn, and I can't get up.
Ok, so you can do a lot of coding without knowing math. So what? If you want to do anything really sophisticated, like design games or do high performance computing or any non-superficial use of a computer, you have to know math.
As an obsessive pure mathematician who is obsessed with twisted forms of coding minimalism to stave off boredom and so on, and who did his PhD in arithmetic.
1. You learn to count from 1 to 100 so well it is effortless.
2. You do so in a way that is fun (e.g. snakes and ladders).
3. You learn to code.
4. When your coding problems require mathematics, you look it up in a book.
Crucially, if you do it this way, you will have motivation to learn the hard maths. Really, motivation does seriously make a difference here.
John_Chalisque
...when you need to google the hex representation of 'red'. *much* better to understand the encoding, and it certainly isn't hard or requires tricky math. it's literally RRGGBB
This is why so much poor software exists in the world. I can only imagine what nightmare code is being generated by such efforts. Yes, anyone can code, just as anyone can build a house. Whether or not the house collapses immediately, whether it has any real value, or by any other measure still depends on the skill of the builder, just as in software. Garbage in -> Garbage out, applies to the code as well as the data. -AB
I spoke to a computer science professor about 2–3 years ago who said he had noticed a curious thing over the last few years. The students in his classes didn't seem interested--or even willing to--in solving programming problems. They just expected to be able to come in, download this framework and that framework, find a solution to a tricky problem on Stackoverflow (or wherever), and maybe write some really rudimentary code to just glue the bits together. Many of the "old " assignments--implement three different sorting algorithms and compare their properties just seemed totally archaic to his students--why would you ever want to actually write a sorting algorithm? After all, somebody out there has already done it better, and that's nothing you would ever need to do as real programmer.
The professor was somewhat alarmed by this, but not totally in disaster mode, because it was probably true that MOST of his students would never need to write a sorting algorithm. Most of his students would never need to implement an algorithm that draws a circle, etc. But still--this was computer science--not community college.
The writer here seems to fall squarely into this class of learner. Honestly, the first thing this article made me think of was that awful Barbie learns programming book where Barbie gets some other people to write the code for a program she designed, thereby becoming a real computer programmer. Maybe the book wasn't that far off the mark after all...
You don't need to be good at math to learn to code...... but as programming at its core *is* mathematics, learning math will almost certainly help you to write better code.
File under 'M' for 'Manic ranting'
need to be skilled at copying and pasting things from online repositories and tweaking them slightly
This person seems to be confusing the mechanic for the automotive engineer.
I've been writing software for more than 20 years at this point. While yes, if you're doing anything involving creating algorithms or computer graphics/gaming you will likely need higher level math, the average programmer (making websites, making desktop business apps) does not need to learn anything more than basic mathematics.
It irritates me when I hear elitist coders or hiring managers harp on about the need to be a PhD Mathematician on the side while also being an expert in coding. Just as you don't need Picasso painting your bathroom, you don't need a rocket scientist to code your shitty business app.
These resumes from India all have 10 years of programming experience in html 5 and everyone of them have a degree in mathematics or cs! It is time Americans also had such backgrounds or we can't find enough qualified workers to do differential equations for Adobe Dreamweaver
http://saveie6.com/
We have Google!
Lord, help us!
“He’s not deformed, he’s just drunk!”
This is exactly what is wrong with a lot of modern coding. People become too reliant on "black box" functions and libraries where you simply pass in values and the output magically appears. The problem is that there are a lot of poorly written libraries that simply get used over and over again without a care in the world.
Yes, it makes it easier for common tasks but it also takes away a lot of the creativity that drew me to programming in the first place.
"In most cases you can see that the hard maths (the physical and geometry) is either done by a computer or has been done by someone else." (Since the author of TFA was too lazy to [sic], I too should follow her example)
What happens when this become a recursive problem where all programmers rely on the "someone else" programmer who doesn't exist based on this definition?
"Journalism", yay!
And there's a shit ton of CRUD apps that people want written that don't need anything of the sort. There's a world between high-performance computing and the most superficial use of a computer. Excel macros spring to mind, as an example. We can also draw a line between simple computation and more complex mathematics -- simple calculations are absolutely the computer's job.
To answer your "So what?": useful shit can be done even without having learned everything that you did. What useful purpose does elitism serve?
Those who advocate genocide deserve every protection afforded by law, and none afforded by common human decency.
The author doesn't seem to understand what math IS, how and why programming IS math. The author writes that you don't do a lot of algebra and such in typical web pages. Does your PHP script use SQL? That's algebra, relational algebra. It's not that you need to remember mathematical formulas; it's that have a half decent design for your software, you need mathematical THINKING. If your high school algebra homework was wrong, your sql is probably wrong too.
The author likes to copy and paste a lot. Yeah, I've seen a lot of that kind of code, mostly while rewriting it to work properly.
Programmers with a clue #include, they don't copy-paste.
It's not that you need to write the tangent function from scratch, and purely from memory. It's realizing that tangent() SHOULD be a function, which you should call from libmath. The author managed to copy-paste code that computes a tangent into the middle of the onclick() handler. That's Doing It Wrong.
Certainly, not every programmer with a strong background in math is like this. But I've worked with people who are proud of their math ability, and who would be the first to tell you how critical math is to programming, who write terrible code. And I think their math ability may be at the root of the problem. I've decided that the kindest thing I can assume about them is that they're, perhaps, math savants.
They pride themselves on their "uncommon" ability to keep lots and lots abstract details "in their heads," and in their "analytical" skills. Their ability, I imagine, encourages them to write their programs as one big ticker tape, and their programming suggests they have no idea of how to name variables, much less compartmentalize. Next, they "debug," which translates to running their coughed up hairball of code through the debugger, iteration after iteration, until they've finally straightened it out and "got something working." And, then, that's the end of it for them—program, done.
I would much rather work with someone of either more modest math ability, or someone who, in addition to their math ability, had some idea of how to communicate (which, I think, is a critically important skill to a good programmer). That person might actually have a chance of writing maintainable code, instead of producing a "class" that's 5,000 lines long with 30 instance variables, and a 7 or 8 methods all marked "static."
quiquid id est, timeo puellas et oscula dantes.
Yet have spent most of my career as an embedded programmer. Arithmetic and basic algebra have done fine for me.
// Sorry, I'll write an apology and sin it
/// After I get my boss to cosine it
/ Only time I use my math degree is when I go off on a tangent
Yes, anyone can code, just as anyone can build a house. Whether or not the house collapses immediately, whether it has any real value, or by any other measure still depends on the skill of the builder, just as in software.
If builders built buildings the way that programmers wrote programs, then the first woodpecker that came along would destroy civilization.
Faster! Faster! Faster would be better!
When I coded up an orbit propagator, a lot of math was involved. Oh how I wish I had consulted with Olga Khazan, to learn her math-less way of doing it.
That that is is that that that that is not is not.
Just because I can change my break pads, or replace the vacuum assist for them, doesn't make me a mechanic. I found that article to be insulting to programmers, men, and women. I can't believe I just read an article that said the only reason math and CS are linked is because they are full of men. Really?!?!
Math is a tool like a hammer or a screw driver. A carpenter typically does not love their tools, but they sure know which one to use with a nail or a screw.
Math is being taught wrong. Most math teachers love their subject and do not understand why the students do not also love the subject, when they provide no practical use. Practical uses are many, such as amortization, 3D physics accurate simulation, and robotics.
For example, I teach typical HIGH SCHOOL students bubble sort, then merge sort using recursion in GCC. We then create a list of 1,000,000 fake names using "rig", and temporarily replace the /usr/bin/sort program with our own, discussing the big O.
The students typically enjoy these assignments as they begin to understand the GNU tools, and have a practical use for both math and logic. The problem solving process and application of new concepts are valuable whether or not students will ever write a sort program again in their lives.
Coding is what kids do in their basements and students do in CS class. Coding is to a professional software developer/engineer what skating is to a professional hockey player. The job can't be done without it, but it's only one of many core skills. Yea, it may not require a lot of math, but don't expect to be able to just code and get far.
Based upon my three decades of programming experience, programming at rare times may require you to brush up on what you learned in engineering school, but essentially your degree is mostly a worthless piece of paper in terms of career usefulness. I've used much less than 5% of what I learned there, and probably more like less than 1%. My most useful class was software engineering, because it touched on the non-technical aspects of being a programmer.
There are small subsets of programmers that use geometry and calculus, but even if we only remember the basics those types of programmers don't need to worry about nit picky details because we all use libraries. You'd be absolutely foolish to open up a calculus book and write your own library function, unless you're doing something extremely novel. Novel is bad when you are trying to write maintainable code.
What is useful to you as a programmer is to understand what big O notation is. It's advanced math beyond calculus, but it always seemed like common sense to me. If you have to do n^2 operations for every n, that's worse than having to do n operations. In 30 years I've never had to worry about little o or logarithms. Google gets specific in interview questions about all of these notations, but I'm telling you what is actually useful.
What is not useful to you is mastery of the syntactical details of any language. Try to program as if you're writing English. Write software in such a way that you could be doing it in any language. Write software that the next person can read, instantly understand, and begin modifying.
Programming isn't purely doing Google searches. What I spend most of my time on is seeing how the software I'm working on already solves a problem and to use as similar techniques as possible, so that the next person who works on it will encounter consistency. Every change I make I make for a reason, and I understand every change I make well enough to explain it to my mom.
Another way of looking at it is the technical interview is almost completely useless. You can ace a technical interview and write the shittiest code I've ever seen. You can perform average on an interview and write the cleanest code I've ever seen. If anything, detailed technical knowledge should count against you. The next person to maintain your code might not know every trivial little feature of the language you're using and has no admiration for your cleverness.
Write software like Hemingway, not Thomas Hardy, and don't sweat the math.
Certainly, not every programmer with a strong background in math is like this. But I've worked with people who are proud of their math ability, and who would be the first to tell you how critical math is to programming, who write terrible code ... They pride themselves on their "uncommon" ability to keep lots and lots abstract details "in their heads," and in their "analytical" skills.
Throughout elementary, middle, high school and even into college (dependent a bit on major), we tell kids that "math" is learning your times tables, balancing a checkbook, and basically arithmetic skills. There's some algebra thrown in there in high school but for the most part, most people think of math as doing arithmetic. I'll give you an example. My mother says "You're so good at math!" whenever she's baking cookies and asks me how much flour to use if she wants to double the recipe and she typically uses 1/3 cup of flour. This isn't unusual; I heard this all through my life, from family, friends and even teachers.
Mathematics, however, is really just logical thinking. It is the art of logical reasoning about problems. Often applied to numbers, sure, but it doesn't have to be, or at least not in a concrete sense. It's more about reasoning about patterns, abstracting different types of problems (realizing that two problems you thought were different are actually the same type of problem!) There are whole college courses in mathematics I took back in the day where not a single number was written on the board. It was all symbols and functions and proving properties of things (meaning: what can I logically conclude about something based on this list of facts?). Being good at math really means being good at reasoning about problems, abstract away the difficulty, and notice patterns.
I think the disconnect is that there is a healthy population of people running around that declare themselves "good at math" because everyone they know (family friends teachers) tells them they are good at math... because they did arithmetic and basic algebra well. The end. I've met several people like that. Doing those things at a high school level is more about memorization (think: memorizing times tables, memorizing "FOIL" method for multiplying polynomials, memorizing quadratic formula, etc.) than logical reasoning. You might get a taste of that in high school geometry if you're lucky, but honestly even that seems to mostly be "memorize this proof about geometry" without really building logical reasoning skills that can be applied to other problems. You just do it for the sake of doing it, from the students' perspective.
The people that are "good at math" you meet that suck at programming are likely the people that fall into this category. They were great at K-12 math classes because they can memorize and hold a lot in their head, and they probably learned programming by the same method -- look at code (in a book, google search, whatever) and memorize the code. They memorize what functions do what, and how to throw things together, but they never really internalized that abstraction and problem solving that a true mathematical mind has. So they never really learned how the code goes together, or why one pattern is better than another. They just memorized an approach that worked in the past. I've seen a lot of that too unfortunately.
A real college level course in mathematics is really eye-opening (likewise, I think physics majors and a few others also experience this), and I think that ability to reason abstractly really does make a huge difference in how you approach problems. Even if you never directly use your math classes at your job, having gone through those classes permanently change how you think about and approach problems, and I think that is a huge benefit. It's a shame most people -- even the ones "good at math" -- never take one of those classes.
When I was in hobby programming, I was advised that Combinatorics is necessary for learning (at least basic) algorithms, but combinatorics require some set theory, linear algebra, and group theory. Computer graphics, I thought linear algebra is enough. But modern CG requires also calculus, digital signal processing, etc. Digital signal processing require mathematical analysis, probability, calculus. Computer vision requires knowing statistical mathematics, but to understand statistic, one must understand probability, which requires at least mathematical analysis.
Apparently this dummy, Olga Khazan (if that is indeed her real name) doesn't realize that there's a difference between "hating math" and not knowing any math beyond that taught in the 4th grade. Shit, I hated math, but I went through Calculus and Real Analysis. Then I married a mathematician so that I could get my partial differential equations solved via the bonds of matrimony. You know, whenever the need arises.
If you don't know basic algebra, you're not going to code for shit. It's like that Republican legislator from Arizona, Al Melvin, who believes that doing math with letters instead of numbers is a liberal conspiracy.
https://freethoughtblogs.com/p...
If you can't do that liberal math with letters instead of numbers, you can't code for shit.
You are welcome on my lawn.
In Australia the girls are getting better scores at high school mathematics than the boys by a wide margin. There was a bit of an effort in the 1980s to do something about the almost complete non-existence of girls in the advanced maths classes in co-ed schools while the effort to promote mathematics in general was reduced. Over the last few decades it's become a weird cultural thing where mathematics is seen as "girly" by the boys that are trying to be the alpha males via sport and peer pressure discourages the boys just like the girls were discouraged before.
It's hard to do almost any programming without understanding boolean operations (both logical and bitwise), and one will be really limited if one doesn't understand binary arithmetic and how hexadecimal works. I don't think this stuff is ordinarily taught in grades K to 4. One isn't going to understand how what integer types in many languages do unless one understands modulo-2^n arithmetic. Again, that's not ordinarily taught in grades K to 4. It may not even be taught in grades 5 to 12 (no doubt depends on school). None of this is *hard* mathematics, but it's mathematics nonetheless.
Generally speaking, all algorithms should probably be thought of as mathematical entities. So whenever one is trying to figure out an algorithm for a task, one is doing mathematics. It's not the sort of mathematics one typically does in K-12, but it's mathematics nonetheless. And it's not uncommon to have to do a little bit of traditional mathematics on the side to figure out if you're going to run out of memory or take too long.
And even if you're not trying to understand an algorithm yourself, at least you need to be able to understand statements like "Worst case performance of a merge sort is O(n log n) while the average case performance of a bubble sort is O(n^2)" in order to choose between off-the-shelf ones.
As a programmer for over 20 years, this flies in the face of all my experience. While, there may not be a direct correction to one’s mathematical abilities and one’s programming skills, I have never worked with a *good* programmer who disliked or was poor at math. You need have a strong mathematical background to be a decent programmer.
The real question here is why the hell a staff writer for The Atlantic who specializes in gender issues writing this article? From this quote: "From my experience, one thing you do need when learning to code is an ability to stifle your rage when computers don’t do what you want. Which is, alas, why I am not a good coder."
Sounds like she too some online "web coding" class, failed miserably, and decided to turn it into a bullshit, poorly researched story. I mean really "People who program video games probably need more math than the average web designer.” Probably? I mean that's like saying Olga Khazan is probably smarter than my dog. Although with articles this poorly written, maybe that's a bad analogy.
Let's call this style of coding "Dunning-Kruger-coding".
Personally, I think humanities majors should be good at math too. (And, for that matter, journalists and politicians.)
Of course the level of math you need to have varies. But I don't think you can be a "good" programmer without understanding logic.
Certainly you don't need the single spearhead knowledge of a single or a few topics that a "math major" gets. And you can probably ignore most of calculus and analytic algebra. But knowing trigonometry and signal theory will most likely make you better and higher paid pretty quickly. Being able to look up and study the math you need at the moment, quite certainly so.
But that doesn't mean that a lot of girls that think they are bad at math should stay away from trying programming. Girls specifically have a tendency to undervalue their own knowledge. (While guys tend to overvalue.) (I personally think this behaviour is social training.)
If you think you are bad at math but programming comes easy, you might find that you weren't actually bad at math.
You don't have to be good at anything to plagiarize
We have Googling and trial&error because documentation of APIs is universally deficient.
I just spent two days trying to figure out why my OpenGL 3.2 context would not initialize on Linux. In the end I found it was because I was not using a private colormap. It doesn't make any kind of sense to me, even now, and even knowing what to look for I wasn't able to find any kind of warning in what is laughably called a "manual" (it sure looks like a quick list of function calls without any structure and barely any explanation to me, but YMMV).
How many times do we have to see this:
int CreateContext (int, void*)
"this function creates a context. The first parameter is flags. The second is used to pass additional information."
and are left wondering:
- what _is_ a 'context', what do I need one for, and what is its lifetime?
- what flags can I pass? What do they do, _in detail_?
- what "additional information" can I pass? Is it mandatory? Is it flag-dependent? What structure should it have?
- can there be errors? How do I see them? How do I decode them into something human-readable?
- if I delete the context, will it take any associated items with it, or do I need to free those manually?
- what sort of thread-safety can I expect?
The problem is not skill level, although it certainly helps to be equipped with knowledge of other APIs and the right level of paranoia. It is, for a very large part, badly designed and even badlier documented APIs. And it really doesn't matter where it comes from, amateurs or pros, open source or closed, it's all painfully bad. The best you can usually hope for is a list of function calls, but almost never any sense of how it hangs together, good explanations of parameters and return codes, and let's not even start about thread safety...
As an example of good documentation, I'd like to point out Postgres. These guys really work hard on documentation, and it shines as a result. MSDN, assuming you can find what you were looking for to begin with, is not bad either. And on the other end of the scale we have things like OpenSSL, where I believe lack of documentation is in fact part of their business model. That alone should be reason to avoid it...