It&#x27;s plausible if by &quot;maths graduate student&quot; we understand &quot;<i>average</i> maths graduate student&quot;.  I.e. a different kind of student from that maths graduate student which the &quot;expert in arithmetic geometry&quot; once was.<p>We cannot interpret that as containing the claim that when <i>any old</i> randomly chosen maths graduate student becomes an expert in arithmetic geometry, they suddenly gain a 40X efficiency in understanding.