A Quote by Maryam Mirzakhani
I don't think that everyone should become a mathematician, but I do believe that many students don't give mathematics a real chance.
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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.
On foundations we believe in the reality of mathematics, but of course, when philosophers attack us with their paradoxes, we rush to hide behind formalism and say 'mathematics is just a combination of meaningless symbols,'... Finally we are left in peace to go back to our mathematics and do it as we have always done, with the feeling each mathematician has that he is working with something real. The sensation is probably an illusion, but it is very convenient.
When the world is mad, a mathematician may find in mathematics an incomparable anodyne. For mathematics is, of all the arts and sciences, the most austere and the most remote, and a mathematician should be of all men the one who can most easily take refuge where, as Bertrand Russell says, "one at least of our nobler impulses can best escape from the dreary exile of the actual world."
Mathematics ... is indispensable as an intellectual technique. In many subjects, to think at all is to think like a mathematician.
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.
A mathematician either has a feeling for equations and an understanding and delight in it, not only in the purity of it, but in its beauty as well. I don't think that's something that you learn at school. I think you can get better in mathematics on a school level, but when you're talking about being a mathematician, I think that's definitely a gift of genes or whatever, you know? Whatever your pool is.
I was a mathematician by nature, and still am - I just knew I didn't want to be a mathematician. So I decided not to take any mathematics courses.
I believe that filmmaking - as, probably, is everything - is a game you should play with all your cards, and all your dice, and whatever else you've got. So, each time I make a movie, I give it everything I have. I think everyone should, and I think everyone should do everything they do that way.
The desire to explore thus marks out the mathematician. This is one of the forces making for the growth of mathematics. The mathematician enjoys what he already knows; he is eager for more knowledge.
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.
On all levels primary, and secondary and undergraduate - mathematics is taught as an isolated subject with few, if any, ties to the real world. To students, mathematics appears to deal almost entirely with things whlch are of no concern at all to man.
If you honestly know how you help people, then you should become passionate about sharing it, spread the good news, give everyone a chance to share in the solutions that you can provide.
I'm a mathematician and always have been, as far as I can remember. I don't remember when I first got involved with mathematics, but I think of myself always as a mathematician first.
If you ask ... the man in the street ... the human significance of mathematics, the answer of the world will be, that mathematics has given mankind a metrical and computatory art essential to the effective conduct of daily life, that mathematics admits of countless applications in engineering and the natural sciences, and finally that mathematics is a most excellent instrumentality for giving mental discipline... [A mathematician will add] that mathematics is the exact science, the science of exact thought or of rigorous thinking.
The first and foremost duty of the high school in teaching mathematics is to emphasize methodical work in problem solving...The teacher who wishes to serve equally all his students, future users and nonusers of mathematics, should teach problem solving so that it is about one-third mathematics and two-thirds common sense.
Everyone should give a second chance, but everyone is also entitled to their opinion.
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