数学和统计学教程外文文献.pdfVIP

C H A P T E R 3 Mathematics and Statistics Tutorial 3.1 INTRODUCTION Not everyone who intends to start practicing the neurosciences can be expected to do so with a perfect knowledge of mathematics. As a matter of fact, due to the inherently interdisciplinary nature of the field, it would be quite surprising if this were the case. Educational backgrounds are diverse, and not everyone is privileged enough to hail from a “math-heavy” one as afforded by physics, computer science, or engineering (to be sure, plenty do, but they tend to be similarly challenged by a lack of prior exposure to biological concepts). This state of affairs can usually be traced to the quality and style of the typical high school and college education in mathematics, which tends to be heavy on proofs and rote memorization of formulae, but falls short on good explanations that could foster con- ceptual understanding, visualization, and establishing a working knowledge that allows problem solving. In reality, the only thingk most people actually learn (in terms of long term retention) from their high school education in mathematics is that the field is deeply foreign and full of alien and intimidating topics that can trigger deep-seated insecurities. But people do learn, so most usually stay clear of math-heavy fields after an initial nega- tive exposure if they can help it, further solidifying the deficiency. Worse than just the absence of knowledge, many people are actively avoiding math. In our information-based society, few admissions of ignorance are received with such impunity and, indeed, acclaim as that of “not getting math.” Math phobia has swept wide parts of the population and is flaunted as a badge of honor. The bi