A Quote by Anya Kamenetz
The idea here, of course, is, you know, mathematics is the language of science, it's the way that we understand the natural world. And there's definitely been a push to sort of study advanced math and kind of reawaken the love of advanced math.
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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.
We need to know math to be a good scientist, but math is a language, and we need to learn the language because that's the language of science.
If you want to understand science, you have to understand math. In business, if you're enumerate, you're going to be a klutz. The good thing about business is that you don't have to know any higher math.
Mathematical thinking is not the same as doing mathematics - at least not as mathematics is typically presented in our school system. School math typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself. The key to success in school math is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box - a valuable ability in today's world.
There is an idea that a mind is wasted on the arts unless it makes you good in math or science. There is some evidence that the arts might help you in math and science.
We can and should place special emphasis on developing in our youth constructive incentives — a love of science, engineering, and math, so that they will want to take advanced scientific courses and thereby help meet the needs of our times.
I like science and mathematics. When I say mathematics, I don't mean algebra or math in that sense, but the mathematics of things.
When parents ask why there are still so few girls in advanced science and math classes in high school, I tell them, because girls still need way more encouragement than boys to take those courses.
I thought about majoring in Math, Chemistry and English, but Math had the fewest requirements, so I went with it. I knew I wanted to teach, and Math was my field, so I studied Math.
I appreciate and enjoy mathematics and science and all that side of things. I definitely have that side of me even though I'm not by any means an expert, but I love reading about physics and math and that kind of stuff. I wish I knew more than I did. I mean, I read books written for laymen, not textbooks or anything.
A new study found that students who are taught abstinence end up with better math scores. Of course, if you join the math team, the abstinence takes care of itself.
There is an outdated belief that girls are not as good at science and math subjects as boys. But according to the report 'Generation STEM,' high school girls earn more math and science credits than boys do, and their GPAs, aggregated across math and science classes, are higher than boys'.
Two contrasting attitudes: non-math person: "Math is so abstract." i.e. "hard to understand" math person: We abstract *in order to understand.* Part of our job is to teach people this latter mentality.
I think we need more math majors who don't become mathematicians. More math major doctors, more math major high school teachers, more math major CEOs, more math major senators. But we won't get there unless we dump the stereotype that math is only worthwhile for kid geniuses.
Who's counting? It was, of course, the minority who were counting. It always is. Most of the women I know today would dearly like to use their fingers and toes for some activity more enthralling than counting. They have been counting for so long. But the peculiar problem of the new math is that every time we stop adding, somebody starts subtracting. At the very least (the advanced students will understand this) the rate of increase slows. ... The minority members of any group or profession have two answers: They can keep score or they can lose.
There's a branch of math called the foundations of math. It's kind of like quantum mechanics. It's about how this very complex theory of math can be built up from very basic parts.
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