▲ | psyklic 5 days ago | |||||||||||||||||||||||||
I'm not sure that's a simple argument and can't imagine many would agree. Undergrads who do research generally aren't very good at research yet. A major reason is they either lack or don't fully understand the pre-reqs, which they progressively and cumulatively learn during undergrad. A student can be incredibly smart, but acquiring a strong rigorous math background will still take years. | ||||||||||||||||||||||||||
▲ | dh2022 5 days ago | parent | next [-] | |||||||||||||||||||||||||
About pre-reqs: third and fourth year PureMath classes at UofWaterloo consisted of math I already took in HighSchool in Romania: group theory, ring theory. Plus some calculus I already read in high school out of curiosity: measure theory and the Lebesgue integral. Another Romanian guy at UofW was auditing 4th year classes while in his first year (he is now a math professor at an American university) I can see a committed and gifted student being able to get most of the pre-reqs for doctoral studies in America or Canada while in high school. | ||||||||||||||||||||||||||
▲ | skeptrune 5 days ago | parent | prev [-] | |||||||||||||||||||||||||
Working on that skill and ability is the entire point of postgrad. If those are the skills you're working on then you should be in a postgrad program. | ||||||||||||||||||||||||||
|