I certainly do care about measuring educational results. But what is an 'educational result?' The twinkling eyes of my students, together with their heartfelt and beautifully expressed mathematical arguments are all the results I need.

Given the brief - and generally misleading - exposure most people have to mathematics at school, raising the public awareness of mathematics will always be an uphill battle.

I firmly believe that mathematics does not exist outside of humans. It is something we, as a species, invent.

The linear-programming was - and is - perhaps the single most important real-life problem.

Sure, some [teachers] could give the standard limit definitions, but they [the students] clearly did not understand the definitions - and it would be a remarkable student who did, since it took mathematicians a couple of thousand years to sort out the notion of a limit, and I think most of us who call ourselves professional mathematicians really only understand it when we start to teach the stuff, either in graduate school or beyond.

Indeed, nowadays no electrical engineer could get along without complex numbers, and neither could anyone working in aerodynamics or fluid dynamics.

A PhD in Mathematics is three years of guessing it wrong, plus one week of getting it right and writing a dissertation.