Mathematics is an art of human understanding.

We humans have a wide range of abilities that help us perceive and analyze mathematical content. We perceive abstract notions not just through seeing but also by hearing, by feeling, by our sense of body motion and position. Our geometric and spatial skills are highly trainable, just as in other high-performance activities. In mathematics we can use the modules of our minds in flexible ways - even metaphorically. A whole-mind approach to mathematical thinking is vastly more effective than the common approach that manipulates only symbols.

As one reads mathematics, one needs to have an active mind, asking questions, forming mental connections between the current topic and other ideas from other contexts, so as to develop a sense of the structure, not just familiarity with a particular tour through the structure.

The real satisfaction from mathematics is in learning from others and sharing with others.

Mathematics is much less formally complete and precise than computer programs.

Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.

Mathematicians can and do fill in gaps, correct errors, and supply more detail and more careful scholarship when they are called on or motivated to do so. Our system is quite good at producing reliable theorems that can be solidly backed up. It's just that the reliability does not primarily come from mathematicians formally checking formal arguments; it comes from mathematicians thinking carefully and critically about mathematical ideas.