Insider perspectives: Mathematicians on Mathematics

Revised & Expanded May 2023. First published November 1998.

This article provides a selection of quotes, written mostly by mathematicians, that convey especially clearly essential aspects of mathematics and its culture. Comments are collected in the endnotes.

Contents
1. The Essence of Mathematics
2. The ‘Why’ of Mathematics
3. The ‘How’ of Mathematics
4. Tension in the Teaching and Learning of Mathematics
5. Doing Mathematics
6. Motivating the Required Effort
7. People in Mathematics
8. The Place of Anthropology and Historiography
9. Mathematical Humour

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What is Mathematics?

4th ed. Jan 2024; 3rd ed. May 2023; 2nd ed. Dec 2009; 1st ed. Sep 2004

“It is not philosophy but active experience in mathematics itself that alone can answer the question: `What is Mathematics?'” – Richard Courant & Herbert Robbins, 1941, What is Mathematics?, Oxford University Press)

“An adequate presentation of any science cannot consist of detailed information alone, however extensive. It must also provide a proper view of the essential nature of the science as a whole.” – Aleksandrov, 1956, Mathematics: Its Content, Methods, and Meaning

‘What is mathematics?’ Much ink has been spilled over this question, as can be seen from the selection of ten respected responses provided in the footnote1, with seven book-length answers, and three written in the current millenium. One might well ask, is there anything new that can be said, that should be said? We’ll start by clarifying what a good answer should look like, and then explore the answer proposed.

The rest of the paper follows the structure below:

   1. Criteria for a Good Definition of Mathematics
   2. Definition 1: covering mathematics up to the end of the 18th century (1790s)
   3. Two Perspectives 
       Mathematics as Dialectic (Lakatos)
       Mathematics shaped by its Anthropology (Hoyrup)
   4. Definition 2: covering all mathematics, including contemporary mathematics
   5. The emergence of contemporary mathematical practice from 1800s onward
   6. Three Facets of Mathematics
       1. Mathematics as an Empirical Science
       2. Mathematics as a Modeling Art
       3. Mathematics as an Axiomatic Arrangement of Knowledge
   7. Mathematics "from the inside": Mathematicians writing about Mathematics
   8. Continue Reading
   9. References

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  1. Responses from 1941 to 2017: (Courant, Robbins, 1941), (Alexandrov, Kolmogorov, Lavrentiv, 1963), (Renyi, 1967), (Halmos, 1973), (Lakatos, 1976), (Davis, Hersh, 1981), (MacLane, 1986), (Hersh, 2006), (Zeilberger, 2017), (Hoyrup, 2017), 7 books, 3 articles.

The Benefits of Enriched Mathematics Instruction

2nd ed. June 2023; 1st ed. April 2010

The term “mathematical maturity” is sometimes used as short-hand to refer to a blend of elements that distinguish students likely to be successful in mathematics. It is a mixture of mathematical interest, curiousity, creativity, persistence, adventurousness, intuition, confidence, and useful knowledge.[1],[2],[3]

With advances in machine learning, computer science, robotics, nano-materials, and many other quantitative, fascinating subjects, students today have increasingly more choice in technical studies besides mathematics. To attract and retain mathematics students, it is important that mathematics instruction be experienced as both intellectually and culturally rewarding in addition to being technically empowering. Losing students from mathematics who are otherwise capable, engaged and hard-working is tragic when it could have been avoided.

In this article, building on observations gained over the years teaching and coaching students in mathematics, we consider how enriched mathematics instruction (inquiry-based/discovery learning, historiography, great ideas/survey approaches, and philosophical/humanist) can help (1) develop mathematical maturity in students from at-risk backgrounds and prevent their untimely departure from quantitative studies, (2) strengthen the understanding of those that are already mathematically inclined, (3) expand mathematical and scientific literacy in the wider population.

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LOGIC in a Nutshell: Theory & Application (including a Forth simulator, and digital circuit design)


This article looks at Propositional Logic, also called Statement Calculus, from a combinatorial and algebraic point of view (Sections 3-6), its implementation in software (Section 7), and its application to digital electronics (Section 10). Historical sections cover the shift in viewpoint from classical logic based on Aristotle’s syllogism to modern symbolic logic (Section 2) and the axiomatization of logic (Section 9). (See logic sourcebook for the original source papers (1830-1881) that drove this shift.)

In Section 7, we implement the grammar of the statement calculus in the Symbolic Logic Simulator (SLS), a program written in 28 lines of Forth code, that allows computer-aided verification of any theorem in Propositional Logic (see Appendix 1 for source code). The program makes it straight-forward to explore non-obvious logical identities, and verify any propositional logic theorem or conjecture, in particular see Appendix 2 for key identities in the statement calculus (duality, algebraic, and canonical identities).

The concept of linguistic adequacy is developed in Section 8 and the NAND Adequacy Theorem is proved showing that NAND can generate all logical operations. A corollary is that any digital logic circuit can be built up entirely using NAND gates, illustrated using the free Digital Works software.

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How Algebra became abstract: George Peacock & the birth of modern algebra (England, 1830)

In this article we look at the ideas of George Peacock whose 700-page opus A Treatise on Algebra (1830) transformed classical algebra into its modern form as an abstract symbolic science, free from the physical interpretation of quantity that had previously restricted it.

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A Course in the Philosophy and Foundations of Mathematics


An examination of mathematical methods and the search for mathematical meaning.

This article curates a reading list (most sources available freely online1) organized into a set of encounters that lie outside the standard mathematics curriculum. They are intended to enrich the reader’s understanding of mathematics and its place in scientific inquiry, increase her/his connection to the historical and philosophical questions behind the mathematics of the past and present, and gain greater satisfaction from further mathematical study. The reader should come away with a better understanding of the culture of mathematics: what mathematics is, mathematical method and meaning, and the relation of mathematics to the empirical world and to science.

We look at seven topics. These may be covered in any order, to suit your particular interests.

  1. What is Mathematics? (Its Nature and Characteristics)
  2. Reality, Truth, and the Nature of Mathematical Knowledge
  3. What is Proof? and the Problem of Certainty
  4. Some Readings in the History of Mathematics and the Evolution of Its Ideas
  5. The Search for Foundations in Mathematics
  6. Mathematics and Science
  7. Thoughts on Mathematical Practice and Mathematical Style

There is no core body of technical material to master in this course; the important thing is a feel for how, why, and in what context the core ideas of mathematics evolved, getting to the essence of their motivation, and understanding the fruits of these efforts. The course such as the below should appeal to all those who have an itch to scratch beneath the surface of mathematics, who find themselves asking “but why?”. It could be useful in all three tiers of education: secondary, post-secondary (undergraduate), and graduate, appropriately restructured.

  • Secondary school elective: to encourage bright students in mathematics, science and technology to enter the university with a broader perspective on the mathematics they will be rapidly learning there.
  • University elective course: offered as a writing-intensive seminar, intended primarily for students in the sciences and engineer: mathematics, physics, engineering.
  • Graduate level course: offered in the first year of graduate school in mathematics or applied mathematics as a supplementary seminar.

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  1. To ensure that the materials are always available for download, I am serving them from copies held on this site. If you are the author of any of these articles and would prefer to have the primary download originate from your site, please send me an email, and I will make the change.

The Place of Insight, Technique, and Computing in Mathematics

The mathematician Alfred North Whitehead1 observed that “[Advancement occurs] by extending the number of important operations which we can perform without thinking of them.” (Introduction to Mathematics, 1911 2) This is certainly true in mathematics where the development of judicious notation, accompanied by good mathematical technique, extends the capability to perform chains of complex reasoning accurately and efficiently. Through proper problem formulation (tractable yet generalizable), one can sometimes pass from a single insight to the solution of a family of problems, and in some cases, to the solution to the general question itself.3

Here, mathematical computing can provide a useful benefit: helping to efficiently explore conjectures, dispatch with false directions, and save time during the development, error-checking and validation stages of obtaining general results. In industry, where specific or semi-general results are needed fast, such tools allow rapidly working up the required material and providing the necessary certainty before the fully general results or complete proof are ready.

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  1. Whitehead was the major collaborator with Bertrand Russell in the strenuous 10 year attempt, ultimately unsuccessful, at driving through the logicist program in Mathematics, i.e. reducing the entire body of mathematics to a fixed system of logic. The program of logicial reductivism, of which this was perhaps the last major attempt, and certainly one of the best known and most influential, was put to rest by Godel’s discovery of the essential incompleteness of every sufficiently strong logical system (proved in his Incompleteness Theorem). In this, he establishes that any logical system sufficiently strong to obtain arithmetic will be able to generate statements that the system cannot prove.
  2. Whitehead claimed in the original that it is Civilization that advances in this way. I have reduced the claim for the purpose of this article.
  3. Fields Medalist Terence Tao has written a short piece that describes the role of rigor and the value of mathematical technique in the training of a mathematician. In the online discussion of this article, he adds two particularly interesting remarks: the first concerns the difference between the training pathways of physicists and engineers versus mathematicians that acknowledges that the final destination is the same, but the training route is different (pre-rigorous, post-rigrous). He then speculates on the observation that the two pathways are not the same, and that the order in which one traverses them influences the final outcome, and he makes the analogy with the order of learning languages.

Catalysts in the Development of Mathematics

The development of mathematics has had many encouraging forces: societal, technological, cultural. These have served to accelerate mathematics and have been accelerated in turn, in many cases the pair becoming locked into a mutually beneficial resonance that has dramatically energized both.

In this article, I look at some of the significant catalysts, from the rise of the leisured class in ancient times to the impact of computing in modern times.
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The Development of Mathematics

The development of mathematics is intimately interwoven with society and culture, influencing the course of history through its applications to science and technology.

But mathematics itself has changed much over its history. Even the mathematics of the early 1800s can now seem quite strange, so great have been the changes in just the past 150 years as it has been reworked in the modern abstract approach. Though advanced mathematics may now appear arcane from the outside looking in, the present state of mathematics is the result of a natural evolution of the subject. And there is much excitement promised ahead with the rise of new mathematics and application areas in subatomic and quantum physics, in the the field of statistical learning (also called artificial intelligence or machine learning), and in numerical computing and simulation.

What follows is the story of mathematics, in a nutshell.

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Characteristics of Modern Mathematics

What are the characteristics of mathematics, especially contemporary mathematics?

I’ll consider five groups of characteristics:

  1. Applicability and Effectiveness,
  2. Abstraction and Generality,
  3. Simplicity,
  4. Logical Derivation, Axiomatic Arrangement,
  5. Precision, Correctness, Evolution through Dialectic…

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Dear Readers:

Welcome to the conversation!  We publish long-form pieces as well as a curated collection of spotlighted articles covering a broader range of topics.   Notifications for new long-form articles are through the feeds (you can join below).  We love hearing from you.  Feel free to leave your thoughts in comments, or use the contact information to reach us!

Reading List…

Looking for the best long-form articles on this site? Below is a curated list by the main topics covered.

Mathematics-History & Philosophy

  1. What is Mathematics?
  2. Prehistoric Origins of Mathematics
  3. The Mathematics of Uruk & Susa (3500-3000 BCE)
  4. How Algebra Became Abstract: George Peacock & the Birth of Modern Algebra (England, 1830)
  5. The Rise of Mathematical Logic: from Laws of Thoughts to Foundations for Mathematics
  6. Mathematical Finance and The Rise of the Modern Financial Marketplace
  7. A Course in the Philosophy and Foundations of Mathematics
  8. The Development of Mathematics
  9. Catalysts in the Development of Mathematics
  10. Characteristics of Modern Mathematics

Electronic & Software Engineering

  1. Electronics in the Junior School - Gateway to Technology
  2. Coding for Pre-Schoolers - A Turtle Logo in Forth
  3. Experimenting with Microcontrollers - an Arduino development kit for under £12
  4. Making Sensors Talk for under £5, and Voice Controlled Hardware
  5. Computer Programming: A brief survey from the 1940s to the present
  6. Forth, Lisp, & Ruby: languages that make it easy to write your own domain specific language (DSL)
  7. Programming Microcontrollers: Low Power, Small Footprints & Fast Prototypes
  8. Building a 13-key pure analog electronic piano.
  9. TinyPhoto: Embedded Graphics and Low-Fat Computing
  10. Computing / Software Toolkits
  11. Assembly Language programming (Part 1 | Part 2 | Part 3)
  12. Bare Bones Programming: The C Language

Pure & Applied Mathematics

  1. Fuzzy Classifiers & Quantile Statistics Techniques in Continuous Data Monitoring
  2. LOGIC in a Nutshell: Theory & Applications (including a FORTH simulator and digital circuit design)
  3. Finite Summation of Integer Powers: (Part 1 | Part 2 | Part 3)
  4. The Mathematics of Duelling
  5. A Radar Tracking Approach to Data Mining
  6. Analysis of Visitor Statistics: Data Mining in-the-Small
  7. Why Zero Raised to the Zero Power IS One

Technology: Sensors & Intelligent Systems

  1. Knowledge Engineering & the Emerging Technologies of the Next Decade
  2. Sensors and Systems
  3. Unmanned Autonomous Systems & Networks of Sensors
  4. The Advance of Marine Micro-ROVs

Math Education

  1. Teaching Enriched Mathematics, Part 1
  2. Teaching Enriched Mathematics, Part 2: Levelling Student Success Factors
  3. A Course in the Philosophy and Foundations of Mathematics
  4. Logic, Proof, and Professional Communication: five reflections
  5. Good mathematical technique and the case for mathematical insight

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