I think I’ve had a tertiary moment in maths education and thanks to those who’ve guided from a distance.  From the outset unsurprisingly self-education was by rote and repetition. I still consider this very important as in a philosophical sense, repetition paradoxically makes a difference. The app i use for this is excellent and has facilitated a discipline

But I have to go out on my own. Once I gained traction on the fundamental theorem of calculus, introductory derivatives and antiderivatives, I differentiate between tuition styles. I like the young friendly but no nonsense approach but dislike the amateurist teachers who I’m sure though are fine mathematicians.

And then there’s the teachers as artists and those beaming with solid confident energy. In structural sense i reflect on my cognitive lapses borne from circumstance and as mentioned in a prior update I’m a relentless burrower in these “holey” spaces and will insist from my digital resources answers from my resultant learning porosity.

My understanding of the tertiary aspect is that students are instructed to basically demote the regulated script of prior learning and then learn how rules and theorems are themselves proved. I as digital autodidact ask this myself because I demand the dynamics of my porosity to be stoppered, filled, rechanneled. The spongiform between my ears. In this way am happy enough by attitude to be a beginner maths artisan and give provenance to the virtuosos