Quotes About Mathematics

May not music be described as the mathematics of the sense, mathematics as music of the reason? The musician feels mathematics, the mathematician thinks music: music the dream, mathematics the working life.

. . . the membership relation for sets can often be replaced by the composition operation for functions. This leads to an alternative foundation for Mathematics upon categories -- specifically, on the category of all functions. Now much of Mathematics is dynamic, in that it deals with morphisms of an object into another object of the same kind. Such morphisms (like functions) form categories, and so the approach via categories fits well with the objective of organizing and understanding Mathematics. That, in truth, should be the goal of a proper philosophy of Mathematics.

Statistics is, or should be, about scientific investigation and how to do it better, but many statisticians believe it is a branch of mathematics. Now I agree that the physicist, the chemist, the engineer, and the statistician can never know too much mathematics, but their objectives should be better physics, better chemistry, better engineering, and in the case of statistics, better scientific investigation. Whether in any given study this implies more or less mathematics is incidental.

The history of mathematics, lacking the guidance of philosophy, [is] blind, while the philosophy of mathematics, turning its back on the most intriguing phenomena in the history of mathematics, is empty.

A chess problem is genuine mathematics, but it is in some way "trivial" mathematics. However, ingenious and intricate, however original and surprising the moves, there is something essential lacking. Chess problems are unimportant. The best mathematics is serious as well as beautiful-"important" if you like, but the word is very ambiguous, and "serious" expresses what I mean much better.

Like a stool which needs three legs to be stable, mathematics education needs three components: good problems, with many of them being multi-step ones, a lot of technical skill, and then a broader view which contains the abstract nature of mathematics and proofs. One does not get all of these at once, but a good mathematics program has them as goals and makes incremental steps toward them at all levels.

You can keep counting forever. The answer is infinity. But, quite frankly, I don't think I ever liked it. I always found something repulsive about it. I prefer finite mathematics much more than infinite mathematics. I think that it is much more natural, much more appealing and the theory is much more beautiful. It is very concrete. It is something that you can touch and something you can feel and something to relate to. Infinity mathematics, to me, is something that is meaningless, because it is abstract nonsense.

I don't think that everyone should become a mathematician, but I do believe that many students don't give mathematics a real chance. I did poorly in math for a couple of years in middle school; I was just not interested in thinking about it. I can see that without being excited mathematics can look pointless and cold. The beauty of mathematics only shows itself to more patient followers.

Gel'fand amazed me by talking of mathematics as though it were poetry. He once said about a long paper bristling with formulas that it contained the vague beginnings of an idea which could only hint at and which he had never managed to bring out more clearly. I had always thought of mathematics as being much more straightforward: a formula is a formula, and an algebra is an algebra, but Gel'fand found hedgehogs lurking in the rows of his spectral sequences!

Only dead mathematics can be taught where the attitude of competition prevails: living mathematics must always be a communal possession.

If you want to be a physicist, you must do three things-first, study mathematics, second, study more mathematics, and third, do the same.

A Christian boy or girl can learn mathematics, for example, from a teacher who is not a Christian; and truth is truth however learned. But while truth is truth however learned, the bearing of truth, the meaning of truth, the purpose of truth, even in the sphere of mathematics, seem entirely different to the Christian from that which they seem to the non-Christian; and that is why a truly Christian education is possible only when Christian conviction underlies not a part but all, of the curriculum of the school.

Pure mathematics is on the whole distinctly more useful than applied... For what is useful above all is technique, and mathematical technique is taught mainly through pure mathematics.

Mathematics my foot! Algorithms are mathematics too, and often more interesting and definitely more useful.

Mathematics is a part of physics. Physics is an experimental science, a part of natural science. Mathematics is the part of physics where experiments are cheap.

Our teaching of mathematics revolves around a fundamental conflict. Rightly or wrongly, students are required to master a series of mathematical concepts and techniques, and anything that might divert them from doing so is deemed unnecessary. Putting mathematics into its cultural context, explaining what is has done for humanity, telling the story of its historical development, or pointing out the wealth of unsolved problems or even the existence of topics that do not make it into school textbooks leaves less time to prepare for the exam. So most of these things aren't discussed.

I do not think the division of the subject into two parts - into applied mathematics and experimental physics a good one, for natural philosophy without experiment is merely mathematical exercise, while experiment without mathematics will neither sufficiently discipline the mind or sufficiently extend our knowledge in a subject like physics.

Mathematics is one of the surest ways for a man to feel the power of thought and the magic of the spirit. Mathematics is one of the eternal truths and, as such, raises the spirit to the same level on which we feel the presence of God.

Pi is not merely the ubiquitous factor in high school geometry problems; it is stitched across the whole tapestry of mathematics, not just geometry's little corner of it. Pi occupies a key place in trigonometry too. It is intimately related to e, and to imaginary numbers. Pi even shows up in the mathematics of probability

To many, mathematics is a collection of theorems. For me, mathematics is a collection of examples; a theorem is a statement about a collection of examples and the purpose of proving theorems is to classify and explain the examples.

The world is colors and motion, feelings and thoughts and what does math have to do with it? Not much, if 'math' means being bored in high school, but in truth mathematics is the one universal science. Mathematics is the study of pure pattern and everything in the cosmos is a kind of pattern.

I think math is a hugely creative field, because there are some very well-defined operations that you have to work within. You are, in a sense, straightjacketed by the rules of the mathematics. But within that constrained environment, it's up to you what you do with the symbols.

Pure mathematics, may it never be of any use to anyone.

I assert that, in any particular natural science, one encounters genuine scientific substance only to the extent that mathematics is present.

Mathematics may be the only exception in the sciences that leaves no room for skepicism. But, if mathematical results are exact as no empirical law can ever be, philosophers have discovered that they are not absolutely novel - instead, they are tautological.

All mathematicians share... a sense of amazement over the infinite depth and the mysterious beauty and usefulness of mathematics.

Probably no branch of mathematics has experienced a more surprising growth than has... topology... Considered as a most specialized and abstract subject in the early 1920's, it is today [1938] an indispensable equipment for the investigation of modern mathematical theories.

Strange as it may sound, the power of mathematics rests on its evasion of all unnecessary thought and on its wonderful saving of mental operations.

Mathematics should be mixed not only with physics but with ethics.

What would mathematics have amounted to without the imagination of its devotees-its giants and their followers? There never was a discovery made without the urge of imagination-of imagination which broke the roadway through the forest in order that cold logic might follow.

Programming is much much harder than doing mathematics.

The heart of mathematics is its problems.

... we should not be disappointed that everyday language does not work any longer at the apex of our little theory. It is natural; like poetry, the very reason for the existence of mathematics is that it expresses thoughts and feelings which we cannot express in mundane everyday language.

I have a true aversion to teaching. The perennial business of a professor of mathematics is only to teach the ABC of his science; most of the few pupils who go a step further, and usually to keep the metaphor, remain in the process of gathering information, become only Halbwisser [one who has superficial knowledge of the subject], for the rarer talents do not want to have themselves educated by lecture courses, but train themselves. And with this thankless work the professor loses his precious time.

Here, where we reach the sphere of mathematics, we are among processes which seem to some the most inhuman of all human activities and the most remote from poetry. Yet it is here that the artist has the fullest scope of his imagination.

Mathematics as we know it and as it has come to shape modern science could never have come into being without some disregard for the dangers of the infinite.

Cryptography shifts the balance of power from those with a monopoly on violence to those who comprehend mathematics and security design.

Mathematics is distinguished from all other sciences except only ethics, in standing in no need of ethics.

The power of mathematics is often to change one thing into another, to change geometry into language.

The more reasonable a student was in mathematics, the more unreasonable she was in the affairs of real life, concerning which fewtrustworthy postulates have yet been ascertained.

Mathematics is concerned only with the enumeration and comparison of relations.

In any case, do you really think kids even want something that is relevant to their daily lives? You think something practical like compound interest is going to get them excited? People enjoy fantasy, and that is just what mathematics can provide - a relief from daily life, an anodyne to the practical workaday world.

Mathematics is not the rigid and rigidity-producing schema that the layman thinks it is; rather, in it we find ourselves at that meeting point of constraint and freedom that is the very essence of human nature.

Why don't we want our children to learn to do mathematics? Is it that we don't trust them, that we think it's too hard? We seem to feel that they are capable of making arguments and coming to their own conclusions about Napoleon. Why not about triangles?

The only reason psychology students don't have to do more and harder mathematics than physics students is because the mathematicians haven't yet discovered ways of dealing with problems as hard as those in psychology.

The sky is where mathematics and magic become one.

[The] humanization of mathematical teaching, the bringing of the matter and the spirit of mathematics to bear not merely upon certain fragmentary faculties of the mind, but upon the whole mind, that this is the greatest desideratum is. I assume, beyond dispute.

There have been many authorities who have asserted that the basis of science lies in counting or measuring, i.e. in the use of mathematics. Neither counting nor measuring can however be the most fundamental processes in our study of the material universe-before you can do either to any purpose you must first select what you propose to count or measure, which presupposes a classification.