Mapping Mathematical Subjects: Prerequisites & Dependencies

In summary: They are certainly good things to know, but I don't think they are required. In summary, the conversation discusses how certain mathematical subjects depend on each other, with a focus on defining prerequisites for different subjects. The conversation includes a crude ascii diagram and a list of dependencies between subjects, with some discussion about the organization and the strictness of the requirements for real analysis. The conversation ends with a comment on the importance of understanding the "epsilon-delta" formalism in analysis.
  • #1
outis
1
0
I'm trying to map out how certain mathematical subjects depend on each
other, i.e. which subjects could be described as prerequesites for
which other subjects, in the sense that the former define needed or
helpful concepts for the latter. In a crude ascii diagram, which
might look messed up depending on the width of your spaces, what I've
got so far is:

A
/ \
B C
|\ /|
| D |
|/|\|
E | F
| |\|
| | G
\|/
H

where:

A= set theory
B= abstract algebra
C= general topology
D= real analysis
E= Lie groups and algebras
F= algebraic and geometric topology
G= differential topology
H= differential geometry

Higher levels are prerequisites for lower levels, and connecting lines
represent strong dependencies.
As the ascii diagram might be illegible, the dependencies are:

B depends on A
C depends on A
D depends on B and C
E depends on B and D
F depends on B, C, and D
G depends on D and F
H depends on D, E, and G

Of course this partitioning of knowledge is rather arbitrary and
subjective. To explain a couple choices:
I've extracted "Lie groups and algebras" from "abstract algebra"
because I'm considering the latter as strictly the general, elementary
stuff. And both "Lie groups and algebras" and "algebraic and
geometric topology" depend on "real analysis" for its rigorous notions
about continuity, or so it seems to me.

I'm interested in people's opinions about whether this particular
organization seems reasonable, or whether some dependencies should be
added or removed, etc.
 
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  • #2
Hi, outis. Welcome to PF.

This topic reminds of a picture I have seen in a website called Relativity on the WWW. Unfortunately, it is no longer online.
 
  • #3
It's actually a pretty nice map. However, I hope you aren't making a huge intimidating list of books you may never have time to read them all.. I have mostly concentrated on analysis, and find that along the way I pick up a lot of other things..
 
  • #4
The requirements for real analysis seem too strict to me.
 
  • #5
CRGreathouse said:
The requirements for real analysis seem too strict to me.

Not clear if you are criticizing the "map" or if you are asking for analysis help? If criticizing the map, I agree no real need to dwell on set theory, topology, algebra before studying analysis. Analysis only really asks that you read the complete ordered archimedean field properties very carefully, and apply the "epsilon-delta" formalism with the same central importance that the "transistor" has in electronics.

Nonetheless, if I had to order the subjects in this way, I would keep set theory - general topology above analysis (for sake of organization) and put algebra near lie groups, because I'm not real big on abstract algebra..
 
  • #6
rudinreader said:
Not clear if you are criticizing the "map" or if you are asking for analysis help?

Somewhere between criticizing and commenting on the map. Perhaps I understand the terms "abstract algebra" and "general topology" differently, but they don't really seem necessary for real or complex analysis.
 

FAQ: Mapping Mathematical Subjects: Prerequisites & Dependencies

1. What is the purpose of mapping mathematical subjects?

The purpose of mapping mathematical subjects is to visually represent the relationships and dependencies between different mathematical concepts and topics. This can help students and educators better understand the structure and organization of mathematics, and identify the necessary prerequisites for learning certain subjects.

2. How is mapping mathematical subjects done?

Mapping mathematical subjects is typically done through the use of diagrams, such as mind maps or concept maps. These diagrams use nodes or bubbles to represent different mathematical topics and arrows or lines to show the connections between them. There are also software tools available that can help with creating these maps.

3. What are the benefits of mapping mathematical subjects?

Mapping mathematical subjects can have several benefits. It can help students see the bigger picture and understand how different concepts are related, making it easier to remember and apply them. It can also help educators in curriculum planning and identifying any gaps or overlaps in the subject material.

4. Who can benefit from using mapped mathematical subjects?

Mapped mathematical subjects can benefit a wide range of individuals, including students, educators, and curriculum developers. Students can use these maps to better understand the structure of mathematics and plan their learning journey. Educators can use them to design lesson plans and identify the necessary prerequisites for teaching certain topics. Curriculum developers can use them to ensure a logical and coherent progression of mathematical concepts.

5. Are there any limitations to mapping mathematical subjects?

While mapping mathematical subjects can be a helpful tool, it is important to note that it is not a comprehensive solution. These maps are intended to be a visual representation and may not capture all of the complexities and nuances of the subject. They should be used as a supplement to traditional learning methods and not as a replacement for them.

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