math

It may be appropriate to quote a statement of Poincare, who said (partly in jest no doubt) that there must be something mysterious about the normal law since mathematicians think it is a law of nature whereas physicists are convinced that it is a mathematical theorem.

Mathematics is one of the major modern mysteries. Perhaps it is the leading one, occupying a place in our society similar to the religious mysteries of another age. If we want to know something about what our age is all about, we should have some understanding of what mathematics is, and of how the mathematician operates and thinks.

Mathematics as an expression of the human mind reflects the active will, the contemplative reason, and the desire for aesthetic perfection. Its basic elements are logic and intuition, analysis and construction, generality and individuality. Though different traditions may emphasize different aspects, it is only the interplay of these antithetic forces and the struggle for their synthesis that constitute the life, usefulness, and supreme value of mathematical science.

There was a footpath leading across fields to New Southgate, and I used to go there alone to watch the sunset and contemplate suicide. I did not, however, commit suicide, because I wished to know more of mathematics.

[Mathematics] is security. Certainty. Truth. Beauty. Insight. Structure. Architecture. I see mathematics, the part of human knowledge that I call mathematics, as one thing__ne great, glorious thing. Whether it is differential topology, or functional analysis, or homological algebra, it is all one thing. ... They are intimately interconnected, they are all facets of the same thing. That interconnection, that architecture, is secure truth and is beauty. That's what mathematics is to me.

Music has more rules than math or magic and it's twice as dangerous as both or either.

The spectacular thing about Johnny [von Neumann] was not his power as a mathematician, which was great, or his insight and his clarity, but his rapidity; he was very, very fast. And like the modern computer, which no longer bothers to retrieve the logarithm of 11 from its memory (but, instead, computes the logarithm of 11 each time it is needed), Johnny didn't bother to remember things. He computed them. You asked him a question, and if he didn't know the answer, he thought for three seconds and would produce and answer.

Business, to be successful, must be based on science, for demand and supply are matters of mathematics, not guesswork.

Mathematicians enjoy thinking about the simplest possible things, and the simplestpossible things are imaginary.

It is all about numbers. It is all about sequence. It's the mathematical logic of being alive. If everything kept to its normal progression, we would live with the sadness--cry and then walk--but what really breaks us cleanest are the losses that happen out of order.

What if at school you had to take an art class in which you were only taught how to pain a fence? What if you were never shown the paintings of Leonardo da Vinci and Picasso? Would that make you appreciate art? Would you want to learn more about it? I doubt it...Of course this sounds ridiculous, but this is how math is taught.

The formulation of the problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill.

The vast majority of us imagine ourselves as like literature people or math people. But the truth is that the massive processor known as the human brain is neither a literature organ or a math organ. It is both and more.

The probability of an event is the reason we have to believe that it has taken place, or that it will take place.The measure of the probability of an event is the ratio of the number of cases favourable to that event, to the total number of cases favourable or contrary, and all equally possible.

The universe is math on fire.

If we wish to foresee the future of mathematics, our proper course is to study the history and present condition of the science.

Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas.

The consequence model, the logical one, the amoral one, the one which refuses any divine intervention, is a problem really for just the (hypothetical) logician. You see, towards God I would rather be grateful for Heaven (which I do not deserve) than angry about Hell (which I do deserve). By this the logician within must choose either atheism or theism, but he cannot possibly through good reason choose anti-theism. For his friend in this case is not at all mathematical law: the law in that 'this equation, this path will consequently direct me to a specific point'; over the alternative and the one he denies, 'God will send me wherever and do it strictly for his own sovereign amusement.' The consequence model, the former, seeks the absence of God, which orders he cannot save one from one's inevitable consequences; hence the angry anti-theist within, 'the logical one', the one who wants to be master of his own fate, can only contradict himself - I do not think it wise to be angry at math.