I'll try to reply to the frustrations of
the author of the OP.
I'll give some high level views and also
outline the math topics mentioned, high
school through much of a Ph.D. in parts of
applied math.
I respond in three parts:
Part I
I have a good pure/applied math Ph.D. and
work in applied math and computing; while
I call my work applied math and not
artificial intelligence (AI), machine
learning (ML), or computer science, it
appears from the OP that there is
significant overlap between my background
and work and what the OP is concerned
about.
The Reddit post by the guy in Germany was
terrific although easy to parody as a big
feature of old German culture! :-)!
That post is maybe a bit over organized.
I've posted too often that the best future
for computer science was pure/applied
math, e.g., that someone seriously
interested in the future of computing
should as an undergraduate just major in
pure math with some applied math and,
essentially f'get about anything
specifically about computer science.
Or, for the essential computer science,
write some code in some common procedural
programming language for some simple
exercises, check out at the library D.
Knuth's The Art of Computer Programming,
Volume 3, Sorting and Searching, learn
about big-O notation, the heap data
structure and heap sort, as an exercise
program, say, a priority queue based on
the heap data structure, learn about the
Gleason bound and how heap sort achieves
it so is in an important sense the fastest
possible sort algorithm, as a side
exercise look at AVL trees, and call
computer science done for an
undergraduate! This is partly a joke but
not entirely.
Well, it appears that the OP has started
to discover some of why I've said such
things about math.
This role for math is just a special case
of the old standard situation that, in
nearly all fields, the best work
mathematizes the field as in, e.g.,
mathematical physics. Indeed, there is
the old joke that good coverage of the
math needed for theoretical physics is so
much about just the math that can do the
physics just in the footnotes.
It is a standard situation that nearly
everyone in the STEM fields is convinced
that they need to know more math. As I
read papers by computer science
professors, I tend to agree!
Here I'll try to help the person with
their lament in the OP:
(1) Start at about 50,000 feet up and
begin to identify in what fields, broadly
on what problems, you want to work.
Remember: One of the keys to success is
good, early work in problem selection.
(2) If you want to work in AI, I suggest
you try to regard the current headline
topics in AL/ML as nearly irrelevant.
Sure, for political reasons, might have to
keep up, and maybe there are some current,
hot applications, but I don't see that
work -- first-cut, ballpark, basically
empirical curve fitting to huge quantities
of data -- as much of a start on AI.
E.g., at one time I was hired to work in
an AI project, specifically expert
systems. My first reaction was that
expert systems -- rule based programming,
working memory and the RETE algorithm,
rule firing conflict resolution -- were
junk and, in particular, nothing like a
good start on AI, programming style, or
anything else. After 20 years my opinion
has changed: Expert systems were worse
than junk, as a style of programming, for
much of anything, and in particular on
anything like AI.
Maybe I got some revenge: We were trying
to use expert systems for the monitoring
and management of large server farms and
networks. For the monitoring, for
essentially health and wellness, they
were using essentially just thresholds set
by hand on single variables one at a time.
My view was, wrap that data and processing
in all the rules possible, and still the
results won't be very good.
Sure, for monitoring there are two ways to
be wrong, (A) a false alarm and (B) a
missed detection. So, right, we're forced
into statistical hypothesis testing with
(i) a null hypothesis that the system is
healthy, (ii) a false alarm is Type I
error, (iii) a missed detection is Type II
error. Quickly decide that need some
statistical hypothesis tests, with the
null hypothesis that the system is
healthy, that are both multidimensional
(treat several variables jointly)
distribution-free (make no assumptions
about probability distributions) and find
that apparently there were none such in
the literature. So, I invented a large
class of such tests that, really, totally
knocked the socks off expert systems for
much of monitoring. And what I did was
just some applied math and applied
probability -- some group theory, some
probability theory based on measure
theory, some measure preserving as in
ergodic theory, etc.
So, yes, I could say that my monitoring
took in training data, did some machine
learning, was better at its monitoring
than humans so was some artificial
intelligence, was computer science,
etc., but I didn't: I just called my work
some applied math. E.g., I got real
hypothesis tests where false alarm rate
was adjustable and known in advance and
some useful best possible results on
detection rate. So, as I wrote in the
paper, take away the mathematical
assumptions, derivations, theorems and
proofs, forget about false alarm rate and
detection rate, and just do the specified
data manipulations and call the work AI.
So, such real problems and applied things
are one approach to computer science, AI,
ML, etc. Then, sure, for such work as in
what I did for detection, need, really,
the Ph.D. coursework in pure and applied
math and some ability to do publishable
theorems and proofs in math -- for both,
net, need a pure/applied math Ph.D.
So, back to AI and mostly setting aside
the current headlines: For AI, I'd
suggest that from 50,000 feet up start by
watching
with a mommy kitty cat (domestic short
hair tabby) and 6 or so of her kittens,
maybe only 2 days old, and how they learn.
Their learning is astoundingly fast.
E.g., for how they learn to use their hind
legs, can see fairly directly some of just
how they do that. In just that one video
clip, in real time of likely just a week
or so, those kittens go from nearly
helpless balls of fur to young kitty cats.
Easy to guess that in two months they will
be safely 40 feet up a tree catching
something or other, effortlessly doing
gymnastic feats that would shame Olympic
athletes, etc. Astounding.
Okay for AI from 50,000 feet up, start by
trying to guess how those kittens learn.
Maybe there will be some math in that,
maybe not. Then if you can implement your
guess in software, if the software appears
from good tests in practice to learn some
things well, and if your guess is fairly
general, then maybe you have some progress
on AI. Here f'get about my view and
confirm with some AI profs who would have
to review your work, hire you for a
research slot, give you a research grant,
etc.
So, for some research, (i) could do some
math as I did for that monitoring or (ii)
try to do some real AI, e.g., by starting
by watching those kittens learn where
maybe, eventually there will be some math.
For both those research directions, notice
that need (i) some overview of the real
problem, (ii) some intuitive insights,
(iii) some good, new ideas. Maybe the
ideas will be mathematical or use math and
maybe not. E.g., might go a long way on
what those kittens are doing before use
much math.
(3) But for the math as mentioned by the OP,
I'll try to give an outline:
(i) Start with the real numbers, e.g., as
learned likely well enough by the 9th
grade. Then, sure, learn about the
complex numbers. So, net, have a high
school major in math, e.g., everything
short of calculus.
(ii) Learn college calculus well. At
least in part, you can do well alone: Due
to some circumstances beyond my control,
for freshman calculus I just got a good
book, studied, worked the exercises, and
learned. Then at a college with a good
math department, I started on sophomore
calculus. You can do such stuff yourself.
(iii) It would be good to take a course in
abstract algebra, especially one where
nearly all the exercises are proofs. So,
learn about sets, functions, groups,
rings, fields, more about the real and
complex numbers, maybe some basic number
theory, the greatest common divisor and
least common multiple algorithms, and some
about vector spaces. Might touch on
cryptography and coding theory.
Really the more important, maybe main,
value of the course is just learning how
to write proofs. The math there is nearly
all just so childishly simple that it's
easy to learn to write very highly precise
proofs -- crucial stuff if later want to
publish theorems and proofs.
Blunt fact of life, politically incorrect
observation: Without such training in
writing theorems and proofs, and, really,
just in math notation and how to do math
derivations, tough ever to learn how. So,
can find chaired professors of computer
science at top computer science
departments in top US research
universities who, however, fumble terribly
with just standard math notation and,
especially, with how to write theorems and
proofs.
Super simple view: In math, there are
sets with elements. That's the logical
foundation of essentially all of current
pure/applied math. The details are in
Zermalo-Fraenkel axiomatic set theory
assuming the axiom of choice. E.g., can
construct from sets a set that looks like
the real numbers we knew about in the 9th
grade. Soon define ordered pairs and,
then, functions. After that, a huge
fraction of everything is functions. The
proofs -- as actually written but without
the crucial intuitive ideas that permitted
finding the proof -- are all essentially
just symbol substitution as in basic logic
and Whitehead and Russell. Warning: Any
math you write for publication should be
easily translated back to just sets and
symbol substitution; that and nothing else
is the criterion. If you also want the
proof to be readable by humans, there is
more. E.g., in the proof might mention
one by one each theorem assumption and
where it gets used.
(iv) Learn linear algebra. Really the
subject grew out of Gauss elimination for
solving systems of linear equations --
with some additional attention to
numerical stability (e.g., partial
pivoting, double precision inner product
accumulation, and iterative improvement)
-- that's nearly always still the way to
do it. It's fun to program a good Gauss
elimination routine, e.g., just in C.
There see clearly that any such system of
equations has none, one, or infinitely
many solutions. Later will discover that
the set of all the solutions is an affine
subspace, that is, a vector space plus
some one vector; that is, a plane that
does not pass through the origin. And
will discover that the left side with the
unknowns is a linear function -- big time
stuff.
So, that start was a small thing for a
huge future.
Next up, we consider n-tuples of real (or
complex, here and always in linear
algebra) numbers. Then we see how to make
the n-tuples a vector space. They are the
most important of the vector spaces.
But should also see the abstract (with no
mention of n-tuples) definition of a
vector space because (a) the n-tuples are
the most important example, (b) even when
working with just n-tuples often need the
more abstract definition (especially for
subspaces, which are often the real
interest, e.g., hyperplanes in curve
fitting and multivariate statistics), and
(c) there are other important vector
spaces that are not just n-tuples (in
signal processing, sets of random
variables, wave functions in quantum
mechanics, solutions to some differential
equations, and much more).
So, learn about linear independence and
bases (essentially coordinate systems).
Learn about inner products, distance,
angles, and orthogonality. See
generalizations of cosines, e.g., the
Schwarz inequality, and the Pythagorean
theorem.
Learn about eigenvalues and eigen vectors
-- those eigen vectors are often the most
important ones in applications, e.g., your
favorite coordinate axes.
Then for the crown jewel, learn about the
polar decomposition and, thus, singular
values, principal components (e.g., data
compression), the core of the normal
equations in statistics, etc.
There is a remark in G. Simmons that the
two pillars of mathematical analysis are
linearity and continuity. The
superposition in physics is essentially
linearity. In applied math, linearity is
the main tool, the key to the land of milk
and honey. Well, a good course in linear
algebra is a good start on linearity. In
particular, those linear equations solved
with Gauss elimination are linear as in
linear transformations in, right, linear
algebra.
Then, sure, that version of linearity
takes one through much of all of applied
math, e.g., Fourier analysis, the fast
Fourier transform, X-ray diffraction,
Banach space, Hilbert space, the classic
Dunford and Schwartz, Linear Operators,
etc.
So, a Banach space is just a vector space
where the scalars are the real or complex
numbers, there is a norm, that is, a
definition of distance, and the space is
complete in that norm. Complete is
what the rational numbers are not but the
real numbers are. Or, complete means
that a sequence that appears to converge,
that is, converges in the weaker sense of
Cauchy, actually does have something to
converge to and does. E.g., in the
rationals, the approximations to more and
more decimal places of pi have nothing to
converge to but in the reals do.
In theorem proving, nice to have
completeness. But, sure, computing knows
next to nothing about completeness because
we compute essentially only with rational
numbers. So, can do a lot of work without
completeness. Indeed, in applications,
often we are just approximating, and the
rationals can get as close as we please to
pi!
Banach spaces are not trivial or useless:
E.g., based on the Hahn-Banach theorem,
there is the grand applied math dessert
buffet
David G. Luenberger, Optimization by
Vector Space Methods, John Wiley and
Sons.
A Hilbert space is a Banach space where
the norm comes from an inner product.
E.g., the set of all real valued random
variables X such that E[X^2] is finite
form a Hilbert space. That the space is
complete for those random variables is
nearly mind blowing; actually the proof is
short.
(v) There remains Baby Rudin, Principles
of Mathematical Analysis.
There see calculus done with essentially
full care, as theorems and proofs. So,
again, get lessons in how to write
theorems and proofs on the way to being a
good mathematician.
The main content of the book is just
showing that a real valued continuous
function defined on a closed interval of
the reals has a Riemann integral.
The key is that that interval is
compact. So, learn about compactness,
which is of quite general usefulness.
Then with compactness and continuity, have
uniform continuity. Now the doors to
grandeur start to open: That the Riemann
integral works is a short proof. And,
later in the book, get the three epsilon
proof that the uniform limit of continuous
functions is a continuous function (was a
question on one of my Ph.D. qualifying
exams -- from baby Rudin, I got it!).
Compactness is so powerful that it is
nearly the same as just finiteness --
there's a famous, old paper on that.
Well for a positive integer n and the set
of real number R, in R^n a set is compact
if and only if it is closed and bounded.
Now we are cleaning up the Riemann
integral and a lot of associated stuff.
At the back, Rudin gives a nice, short
definition of a set of the real numbers
that has measure zero (without really
getting deep into measure theory) and,
then, shows the Riemann integral exists if
and only if the function is continuous
everywhere except on a set of measure
zero. Nice. Now an exercise is to find a
function that is differentiable but whose
derivative is not Riemann integrable.
Might look in Gelbaum and Olmstead,
Counterexamples in Analysis.
Also the later editions of baby Rudin
cover the exterior algebra of differential
forms. That material is of interest in
differential geometry, some applications,
and general relativity.
That's an overview of what baby Rudin is
about.
Go through that book carefully and will
come out with (a) some good knowledge of
the "principles" of the analysis part of
pure math and (b) much better skills at
doing math derivations, definitions,
theorems, and proofs. If you want to
write and publish new proofs for, say, AI,
baby Rudin is one of your best mentors,
maybe your Fairy Godmother?
For being an applied mathematician, sure,
you already guessed, and you were correct,
that essentially always in practice the
Riemann integral exists; so, why sweat the
details? Okay, then just use baby Rudin
to learn about compactness, continuity,
uniform continuity, measure zero, and more
on how to write proofs. And, really,
focusing just on compactness, continuity,
etc., can pull that off in a few, nice
weekends, maybe just one. Then look at
that result near the back on the uniform
limit of continuous functions is
continuous to see how to do such work.
Sure, Rudin discusses compactness, etc. on
metric spaces. Well, easily enough, the
set of real numbers R is also a metric
space! And for positive integer n, so is
R^n.
So, why say metric space instead of, say,
just R^n? Well, first, the theory is
cleaner because a metric space has so
many fewer assumptions than R^n so that
can see more clearly just what assumptions
make the results true. Second, maybe some
fine day all you will have is just a
metric space and, then, can still use the
results -- don't hold your breath while
waiting for a significant application,
either pure or applied, with a non-trivial
metric space that isn't also much more!
Or, proving the stuff in a metric space is
no more difficult, more general, and
maybe, and actually, more useful.
Or, maybe math had the results in R^n and
then invented a metric space just to have
a place to have just enough to make the
results true! So, a metric space was
invented to have the least assumptions
needed for proving the results; so, what
came first were the results, and the
metric space definition came later.
Maybe!
(vi) Continuing on, there is the subject
of measure theory. That was from H.
Lebesgue, a student of E. Borel, right, in
France near 1900.
They were correct: They improved on the
Riemann integral. Don't worry: Whenever
the Riemann integral exists, the integral
from Lebesgue's measure theory gives the
same numerical answer.
So, why a new (way of defining the)
integral? Two biggie reasons:
(a) For a lot of theorem proving about
integrals, e.g., differentiation under the
integral sign, clean treatment of what
physics needed from the Dirac delta
function (right, there can be no such
function, but measure theory has a good
answer), definition of an integral of
several variables, interchange of order of
integration in iterated integrals, tying
off some old, loose ends in Fourier
theory, the deep connections between
integration and linear operators, and
more, Lebesgue's work is crucial and
terrific stuff.
(b) Lebesgue's integral is much more
general than the Riemann integral, and
that generality is crucial, especially as
the foundation for probability theory.
Now, for what Lebesgue did:
First, he developed measure theory.
That's essentially just a grown up theory
of area like you have known about since
grade school. E.g., given a set, in the
real numbers, R^n, something more
complicated, or something fully abstract,
the measure of that set is essentially
just its area. With the generalization,
sure, can have some sets with measure
infinity, negative measure, complex valued
measure, etc. But on the real line, with
the usual measure, Lebesgue measure, the
measure of an interval is just its length,
and you already know about that.
But Lebesgue measure is darned general:
It's tricky to show that there is a set of
the reals that is not Lebesgue measurable,
and the usual proof uses the axiom of
choice.
So, for measure theory, there is a
measure space with three things: There
is a space, just some non-empty set,
say, M; there is a collection of
measurable sets, subsets of M called,
say, S; and there is a measure m. Then the
collection of measurable sets S satisfies
the simple, essentially obvious axioms we
would want for area and, thus, is a sigma
algebra of sets. Then for each set A in
S, its measure is the real (or complex)
number m(A). We ask that m have the
properties we want for a good theory of
area. It's just a grown up version of
area. The theory is not trivial; it was
tricky to get all the details just right
so that have a good theory of area, that
is, so that area works like we want it to.
E.g., for the space, can have the set of
real numbers R. For the measurable sets,
have the intervals and, then, all the
other sets needed to have a sigma algebra
(a short proof shows that this definition
is well defined). Then the Lebesgue
measure of an interval is just its length,
and the measure of all the other
measurable sets are what they, then, have
to be (need some theorems and proofs
here).
So, for probability theory, a
probability space is just a measure
space (each point in that space is one
experimental trial); a probability, P,
is just a positive measure with maximum
value 1; an event A is just one of the
measurable sets; and the probability of
A is just its measure P(A). What we want
for probability is already so close to a
theory of area that, really, we have
little choice but just to follow what
Lebesgue did. That's what A. Kolmogorov
observed in his 1933 paper.
Second, with the foundation of measure
theory, Lebesgue defined the Lebesgue
integral.
So, what is being integrated is (usually)
a function taking real or complex values.
The domain of the function is a measure
space.
Then for the integral, say, in the
case of a real valued function,
we partition on the Y axis,
that is, in the range of the function
instead of in its domain. So, we don't
have to do Riemann-like partitions of the
domain of the function and, thus, the
domain can be much more general.
As the first step, we only integrate
functions that are >= 0, and we do that by
approximating, right, again with
essentially rectangles, only from below
the function, not both above and below as
for Riemann. Here the domain of the
function can be the whole space, e.g., the
whole real line. We don't care about
either continuity or compactness.
For a function that is both positive and
negative, we multiply the negative part by
-1 and integrate the two parts separately.
If at least one of the two results is not
infinity, then we subtract, and that's the
integral.
A random variable is just such a
function, and its expectation is just
its integral.
Summary
Don't feel like the Lone Ranger; not
everyone knows this stuff. E.g., from all
I've been able to see from quantum
mechanics, the wave functions are
differentiable. Then I'm told that the
wave functions, wondrous, are also
continuous. From baby Rudin, of course
they are continuous; every differentiable
function is continuous! Then I'm told
that the wave functions form a Hilbert
space. Well, I can see that they can be
points in a Hilbert space, but they can't
form a Hilbert space because the
continuous functions won't be complete.
In elementary probability, it is common,
e.g., for finding the expectation of a
Gaussian random variable, to integrate
over the whole real line. Tilt: Baby
Rudin defines the Riemann integral only
over compact sets. So, can use an
improper integral, and then they want to
differentiate under the integral sign.
Tilt again -- the needed theorems are not
so easy to find. So, really, this common
stuff, in probability, physics, etc. of
integrating over the whole real line or
over all of R^n is using the Lebesgue
theory where have clean theorems for such
things.
That's your overview and your work for the
weekend. You are now permitted two beers
and half a pizza but only if you have
someone you like a lot for the rest of the
pizza and some more beer. Can substitute
Chianti for the beer. But no more math
permitted; maybe a movie, but not math!
I'll give some high level views and also outline the math topics mentioned, high school through much of a Ph.D. in parts of applied math.
I respond in three parts:
Part I
I have a good pure/applied math Ph.D. and work in applied math and computing; while I call my work applied math and not artificial intelligence (AI), machine learning (ML), or computer science, it appears from the OP that there is significant overlap between my background and work and what the OP is concerned about.
The Reddit post by the guy in Germany was terrific although easy to parody as a big feature of old German culture! :-)! That post is maybe a bit over organized.
I've posted too often that the best future for computer science was pure/applied math, e.g., that someone seriously interested in the future of computing should as an undergraduate just major in pure math with some applied math and, essentially f'get about anything specifically about computer science.
Or, for the essential computer science, write some code in some common procedural programming language for some simple exercises, check out at the library D. Knuth's The Art of Computer Programming, Volume 3, Sorting and Searching, learn about big-O notation, the heap data structure and heap sort, as an exercise program, say, a priority queue based on the heap data structure, learn about the Gleason bound and how heap sort achieves it so is in an important sense the fastest possible sort algorithm, as a side exercise look at AVL trees, and call computer science done for an undergraduate! This is partly a joke but not entirely.
Well, it appears that the OP has started to discover some of why I've said such things about math.
This role for math is just a special case of the old standard situation that, in nearly all fields, the best work mathematizes the field as in, e.g., mathematical physics. Indeed, there is the old joke that good coverage of the math needed for theoretical physics is so much about just the math that can do the physics just in the footnotes.
It is a standard situation that nearly everyone in the STEM fields is convinced that they need to know more math. As I read papers by computer science professors, I tend to agree!
Here I'll try to help the person with their lament in the OP:
(1) Start at about 50,000 feet up and begin to identify in what fields, broadly on what problems, you want to work. Remember: One of the keys to success is good, early work in problem selection.
(2) If you want to work in AI, I suggest you try to regard the current headline topics in AL/ML as nearly irrelevant. Sure, for political reasons, might have to keep up, and maybe there are some current, hot applications, but I don't see that work -- first-cut, ballpark, basically empirical curve fitting to huge quantities of data -- as much of a start on AI.
E.g., at one time I was hired to work in an AI project, specifically expert systems. My first reaction was that expert systems -- rule based programming, working memory and the RETE algorithm, rule firing conflict resolution -- were junk and, in particular, nothing like a good start on AI, programming style, or anything else. After 20 years my opinion has changed: Expert systems were worse than junk, as a style of programming, for much of anything, and in particular on anything like AI.
Maybe I got some revenge: We were trying to use expert systems for the monitoring and management of large server farms and networks. For the monitoring, for essentially health and wellness, they were using essentially just thresholds set by hand on single variables one at a time. My view was, wrap that data and processing in all the rules possible, and still the results won't be very good.
Sure, for monitoring there are two ways to be wrong, (A) a false alarm and (B) a missed detection. So, right, we're forced into statistical hypothesis testing with (i) a null hypothesis that the system is healthy, (ii) a false alarm is Type I error, (iii) a missed detection is Type II error. Quickly decide that need some statistical hypothesis tests, with the null hypothesis that the system is healthy, that are both multidimensional (treat several variables jointly) distribution-free (make no assumptions about probability distributions) and find that apparently there were none such in the literature. So, I invented a large class of such tests that, really, totally knocked the socks off expert systems for much of monitoring. And what I did was just some applied math and applied probability -- some group theory, some probability theory based on measure theory, some measure preserving as in ergodic theory, etc.
So, yes, I could say that my monitoring took in training data, did some machine learning, was better at its monitoring than humans so was some artificial intelligence, was computer science, etc., but I didn't: I just called my work some applied math. E.g., I got real hypothesis tests where false alarm rate was adjustable and known in advance and some useful best possible results on detection rate. So, as I wrote in the paper, take away the mathematical assumptions, derivations, theorems and proofs, forget about false alarm rate and detection rate, and just do the specified data manipulations and call the work AI.
So, such real problems and applied things are one approach to computer science, AI, ML, etc. Then, sure, for such work as in what I did for detection, need, really, the Ph.D. coursework in pure and applied math and some ability to do publishable theorems and proofs in math -- for both, net, need a pure/applied math Ph.D.
So, back to AI and mostly setting aside the current headlines: For AI, I'd suggest that from 50,000 feet up start by watching
https://www.youtube.com/watch?v=vc8MddDFRw4
with a mommy kitty cat (domestic short hair tabby) and 6 or so of her kittens, maybe only 2 days old, and how they learn. Their learning is astoundingly fast. E.g., for how they learn to use their hind legs, can see fairly directly some of just how they do that. In just that one video clip, in real time of likely just a week or so, those kittens go from nearly helpless balls of fur to young kitty cats. Easy to guess that in two months they will be safely 40 feet up a tree catching something or other, effortlessly doing gymnastic feats that would shame Olympic athletes, etc. Astounding.
Okay for AI from 50,000 feet up, start by trying to guess how those kittens learn. Maybe there will be some math in that, maybe not. Then if you can implement your guess in software, if the software appears from good tests in practice to learn some things well, and if your guess is fairly general, then maybe you have some progress on AI. Here f'get about my view and confirm with some AI profs who would have to review your work, hire you for a research slot, give you a research grant, etc.
So, for some research, (i) could do some math as I did for that monitoring or (ii) try to do some real AI, e.g., by starting by watching those kittens learn where maybe, eventually there will be some math.
For both those research directions, notice that need (i) some overview of the real problem, (ii) some intuitive insights, (iii) some good, new ideas. Maybe the ideas will be mathematical or use math and maybe not. E.g., might go a long way on what those kittens are doing before use much math.
(3) But for the math as mentioned by the OP, I'll try to give an outline:
(i) Start with the real numbers, e.g., as learned likely well enough by the 9th grade. Then, sure, learn about the complex numbers. So, net, have a high school major in math, e.g., everything short of calculus.
(ii) Learn college calculus well. At least in part, you can do well alone: Due to some circumstances beyond my control, for freshman calculus I just got a good book, studied, worked the exercises, and learned. Then at a college with a good math department, I started on sophomore calculus. You can do such stuff yourself.
(iii) It would be good to take a course in abstract algebra, especially one where nearly all the exercises are proofs. So, learn about sets, functions, groups, rings, fields, more about the real and complex numbers, maybe some basic number theory, the greatest common divisor and least common multiple algorithms, and some about vector spaces. Might touch on cryptography and coding theory.
Really the more important, maybe main, value of the course is just learning how to write proofs. The math there is nearly all just so childishly simple that it's easy to learn to write very highly precise proofs -- crucial stuff if later want to publish theorems and proofs.
Blunt fact of life, politically incorrect observation: Without such training in writing theorems and proofs, and, really, just in math notation and how to do math derivations, tough ever to learn how. So, can find chaired professors of computer science at top computer science departments in top US research universities who, however, fumble terribly with just standard math notation and, especially, with how to write theorems and proofs.