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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

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.



Part II

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!


Part III

(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!




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