The concept of COURS GALOIS: a new way of teaching mathematics more effectively, designed by Dr. Jérémy Marcq.
My journey
I did my undergraduate studies in France at the University of Paris VI before moving to London where after spending 6 months in the mathematics department of Queen Mary University doing my research internship in general relativity, I attended Imperial College London, where I specialized in string theory. Concluding a third year in London studying finance and economics at the London School of Economics, I moved to Boston where I completed my studies with my doctorate in mathematics at Tufts University.
Finally, I taught mathematics, physics, economics and finance for many years at various universities such as Harvard University or Boston University.
I divide my free time between research in fundamental physics or econophysics, and various sporting activities. Below at Hanscom Field, north of Boston, where I learned to fly.
A little history
In 1830, \'Evariste Galois created a course called {\it algèbre supérieure}, because he disagreed with the methods of teaching mathematics. More than a century later, the {\it Nicolas Bourbaki} group developed a new approach to mathematics and its teaching, which caused the emergence of many renowned mathematicians, so much so that even today, being French is often synonymous with ``being good at maths''. In both cases, these eminent mathematicians offered an approach and a methodology that parted with the teachings of their time, which they considered, in particular, to lack rigor and consistency.
What did I notice?
During my years of teaching mathematics at university, I was able to observe the way in which students approached mathematics, and noted their lack of knowledge and mastery of the fundamentals, generating a misunderstanding of the subject. Some learning techniques, especially those based on memorization, have been neglected in favor of longer explanations, misrepresented as more intuitive and generally so convoluted that they end up being even more complicated. This approach completely undermines what math education is all about, and produces sloppy and rather poorly educated students.
What consequences can this have ?
In many fields such as computer science or finance, mastery of mathematics is necessary, even essential. During a recruitment interview, it is indeed common for the candidate to be tested to check their level of knowledge. Intensified competition due to the increase in the number of students, in addition to the system which encourages more and more lax notations, means that obtaining a higher education degree, such as a Bachelor's or even Masters, no longer guarantees a remunerated job commensurate with the achievements. The selection being done sooner or later, it is essential to guarantee to have a solid training especially if it is accompanied by a significant student debt.
What motivated me to develop this training?
I discussed a lot with people from the teaching staff, and most were in agreement with my observations, analyzes and conclusions. On the strength of these observations, and being concerned, even worried, about the methods of teaching mathematics, used in the United States, but also in France, I decided, following the example and in the spirit of Galois and of the Bourbaki group, to develop appropriate training, which would allow students to acquire the fundamentals, efficiently and quickly. The concepts are studied in more detail with application exercises in physics, finance or economics. In addition to an adequate education in mathematics, it is also a work methodology that will extend beyond school, the goal being also to maximize the chances of success in higher education as well as the best chances for the most selective establishments.
This is why I imagined my effective and operational training method which will allow you to assimilate more easily the mathematical concepts that you will need for your studies.
