A Quote by Philip J. Davis
Blindness to the aesthetic element in mathematics is widespread and can account for a feeling that mathematics is dry as dust, as exciting as a telephone book... Contrariwise, appreciation of this element makes the subject live in a wonderful manner and burn as no other creation of the human mind seems to do.
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Besides language and music, it [mathematics] is one of the primary manifestations of the free creative power of the human mind, and it is the universal organ for world understanding through theoretical construction. Mathematics must therefore remain an essential element of the knowledge and abilities which we have to teach, of the culture we have to transmit, to the next generation.
As I considered the matter carefully it gradually came to light that all those matters only were referred to mathematics in which order and measurements are investigated, and that it makes no difference whether it be in numbers, figures, stars, sounds or any other object that the question of measurement arises. I saw consequently that there must be some general science to explain that element as a whole which gives rise to problems about order and measurement, restricted as these are to no special subject matter. This, I perceived was called 'universal mathematics'.
One cannot inquire into the foundations and nature of mathematics without delving into the question of the operations by which the mathematical activity of the mind is conducted. If one failed to take that into account, then one would be left studying only the language in which mathematics is represented rather than the essence of mathematics.
The research reported on in our book "A=B", has moved a whole active field of mathematics from the province of human thought to the realm of computer-fodder. It is quite exciting to think about what other fields of pure mathematics, hitherto thought to be reserved to human intelligence, might be moved to that realm next. The goal is to put ourselves out of business completely, and the work is well underway.
Mathematics never reveals man to the degree, never expresses him in the way, that any other field of human endeavour does: the extent of the negation of man's corporeal self that mathematics achieves cannot be compared with anything. Whoever is interested in this subject I refer to my articles. Here I will say only that the world injected its patterns into human language at the very inception of that language; mathematics sleeps in every utterance, and can only be discovered, never invented.
The branches of mathematics are as various as the sciences to which they belong, and each subject of physical enquiry has its appropriate mathematics. In every form of material manifestation, there is a corresponding form of human thought, so that the human mind is as wide in its range of thought as the physical universe in which it thinks.
This is a wonderful book, unique and engaging. Diaconis and Graham manage to convey the awe and marvels of mathematics, and of magic tricks, especially those that depend fundamentally on mathematical ideas. They range over many delicious topics, giving us an enchanting personal view of the history and practice of magic, of mathematics, and of the fascinating connection between the two cultures. Magical Mathematics will have an utterly devoted readership.
Mathematics as an expression of the human mind reflects the active will, the contemplative reason, and the desire for aesthetic perfection.
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.
Mystery is an inescapable ingredient of mathematics. Mathematics is full of unanswered questions, which far outnumber known theorems and results. It's the nature of mathematics to pose more problems than it can solve. Indeed, mathematics itself may be built on small islands of truth comprising the pieces of mathematics that can be validated by relatively short proofs. All else is speculation.
The broader the chess player you are, the easier it is to be competitive, and the same seems to be true of mathematics - if you can find links between different branches of mathematics, it can help you resolve problems. In both mathematics and chess, you study existing theory and use that to go forward.
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.
Most people have some appreciation of mathematics, just as most people can enjoy a pleasant tune; and there are probably more people really interested in mathematics than in music. Appearances suggest the contrary, but there are easy explanations. Music can be used to stimulate mass emotion, while mathematics cannot; and musical incapacity is recognized (no doubt rightly) as mildly discreditable, whereas most people are so frightened of the name of mathematics that they are ready, quite unaffectedly, to exaggerate their own mathematical stupidity
Some people think that mathematics is a serious business that must always be cold and dry; but we think mathematics is fun, and we aren't ashamed to admit the fact. Why should a strict boundary line be drawn between work and play? Concrete mathematics is full of appealing patterns; the manipulations are not always easy, but the answers can be astonishingly attractive.
Mathematics is a world created by the mind of men, and mathematicians are people who devote their lives to what seems to me a wonderful kind of play!
One of the big misapprehensions about mathematics that we perpetrate in our classrooms is that the teacher always seems to know the answer to any problem that is discussed. This gives students the idea that there is a book somewhere with all the right answers to all of the interesting questions, and that teachers know those answers. And if one could get hold of the book, one would have everything settled. That's so unlike the true nature of mathematics.
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