Quotes of All Topics . Occasions . Authors
I've figured out how to turn what's different about me and limitations - I'm new to this world, I'm a woman, I don't have a math background - and how I use that to my advantage. They're what make me unique. In poker you learn very quickly, if you play like everyone else, you'll be fine, but you'll never be great.
The bottom line for mathematicians is that the architecture has to be right. In all the mathematics that I did, the essential point was to find the right architecture. It's like building a bridge. Once the main lines of the structure are right, then the details miraculously fit. The problem is the overall design.
Mathematics is a logical method. . . . Mathematical propositions express no thoughts. In life it is never a mathematical proposition which we need, but we use mathematical propositions only in order to infer from propositions which do not belong to mathematics to others which equally do not belong to mathematics.
Intellectually, perspective [drawing] is a breakthrough, because here, for the first time, the physical space we live in is being depicted as ifit were an abstract, mathematical space. A less obvious innovation due to perspective is that here, for the first time, people are actually drawing pictures of infinities.
Alice laughed. 'There's no use trying,' she said. 'One can't believe impossible things.' I daresay you haven't had much practice,' said the Queen. 'When I was your age, I always did it for half-an-hour a day. Why, sometimes I've believed as many as six impossible things before breakfast. There goes the shawl again!
So somebody told me that if I wasn't a coffee drinker yet, by the end of college I'd have to be, because a math major is so tough I would have to stay up very late. I was going to need coffee to do that. Well, merely because they said that, I never drank coffee in college, never got addicted to it, never needed it.
Animation wasn't my love, but drawing was. I loved drawing, and when it came time to graduate from high school, I looked around and it was like, "Wow, I don't really want to study math. I don't really want to study science. I don't really want to study literature. Is there a place where I can go and draw cartoons?"
From the late '70s to the early '90s, I wrote anything anybody would pay me for. This ranged from articles on how to clean a longhorn cow's skull for living-room decoration to manuals on elementary math instruction on the Apple II... to a slew of software reviews and application articles done for the computer press.
I don't want Washington - let me be perfectly clear - I do not want Washington involved in local education decisions any more than I want them involved in common core. You know, common core was a state-created and state-implemented voluntary set of standards in Math and English that are comparable across state lines.
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.
I'm always involved with the Aerospace Program and NASA and Goddard Space Flight Center. And if kids feel so inclined, they can log onto NASA and the Optimus Prime Spinoff Award, which we present every year to some of the brilliant young minds that are taking up into the academics of space, science, technology, math.
America faces many challenges...but the enemy I fear most is complacency. We are about to be hit by the full force of global competition. If we continue to ignore the obvious task at hand while others beat us at our own game, our children and grandchildren will pay the price. We must now establish a sense of urgency.
In any case, do you really think kids even want something that is relevant to their daily lives? You think something practical like compound interest is going to get them excited? People enjoy fantasy, and that is just what mathematics can provide - a relief from daily life, an anodyne to the practical workaday world.
Research demonstrates that autistic traits are distributed into the non-autistic population; some people have more of them, some have fewer. History suggests that many individuals whom we would today diagnose as autistic - some severely so - contributed profoundly to our art, our math, our science, and our literature.
There was no protection, no quota system when it came to luck. It was like that moment in math when a child learns that the odds of heads or tails is always one-in-two, no matter how many times one has flipped the coin and gotten heads. Every flip, the odds are the same. Every day, you could be unlucky all over again.
Math just wasn't my favorite. I didn't get how important math is and how it relates to real life. That's why I think I was turned off to it. Once I got down arithmetic and a little bit of algebra, I think I checked out. As I've gotten older, I think there's a lot more relation to math. English was my favorite subject.
Twice two makes four seems to me simply a piece of insolence. Twice two makes four is a pert coxcomb who stands with arms akimbo barring your path and spitting. I admit that twice two makes four is an excellent thing, but if we are to give everything its due, twice two makes five is sometimes a very charming thing too.
I found myself often asking the question, "Who deserves to be made fun of?" Depending on your mood, the answer can be no one or everyone. It took me a while to understand the math of how those field pieces came together. I don't think that ridicule is ever funny, but there are times when that gets the biggest response.
You can be obsessed with makeup and hair products and, you know, your appearance and still be absolutely making smart life decisions and work on your smarts, develop your smarts by studying something like math. Then you'll make much better decisions on the brands of clothing that you buy or whatever it is that you want.
Mathematics has two faces: it is the rigorous science of Euclid, but it is also something else. Mathematics presented in the Euclidean way appears as a systematic, deductive science; but mathematics in the making appears as an experimental, inductive science. Both aspects are as old as the science of mathematics itself.
Well I was about to be expelled from school, I had been arrested and a teacher said: "Why don't you try acting, instead of distracting the class? Why don't you use your comic talent for something more productive?" My maths teacher suggested I do comedy and I decided to have a go. I pursued it after that. I was about 17.
My algebra was relatively poor. I found it very difficult to use equations that substituted numbers - to which I had a synesthetic and emotional response - for letters, to which I had none. It was because of this that I decided not to continue math at Advanced level, but chose to study history, French and German instead.
I noticed there were so many people, especially women, who would come up to me having recognized me from TV and say, 'I heard you were a math person, why math? Oh my gosh, I could never do math!' I could just see their self-esteem crumbling; I thought that was silly, so I wanted to make math more friendly and accessible.
We have to start encouraging women to get into math and science early on in life... But to just say TechCrunch is perpetuating the problem because there aren't enough women speakers at our events is just a way to get attention and not solve the problem. So do we want to solve the problem, or do we want to just pick on me?
Yes, I took a remedial algebra course in college. I struggled in math in high school and didn’t have confidence to plunge in with a for-credit algebra course. The remedial course gave me a lot of confidence so that when I took the for-credit algebra course it was fairly easy and I got a ‘B,’ of which I remain proud today!
I was a good novice teacher, but I did the things that were obvious. I stayed for lunch for extra tutoring, gave kids my cell phone, and was available. In my first year of teaching, I ended up doubling the math time that a conventional school would have. But I don't think any of these things were path-breaking or unusual.
Most people that derail as leaders in the corporate world, it's not because they couldn't do the math and calculate return on investment properly. The issues are communication and understanding. All of what typically would've been called the 'soft stuff.' You have to be authentic. You have to be dialed into the soft stuff.
I'm a visual thinker, really bad at algebra. There's others that are a pattern thinker. These are the music and math minds. They think in patterns instead of pictures. Then there's another type that's not a visual thinker at all, and they're the ones that memorize all of the sports statistics, all of the weather statistics.
Too many younger people seem to prefer following celebrities instead of doing the work required to get an education that will someday lead to a job. If students today spent as much time on math and science and history as they do following these shallow celebrities, they might actually become contributors to society someday.
If somebody is working on a new medicine, computer science helps us model those things. We have a whole group here in Seattle called the Institute for Disease Modelling that is a mix of computer science and math-type people, and the progress we're making in polio or plans for malaria or really driven by their deep insights.
In Philly, there are a lot of social programs. If you have a degree, you can go and apply. I was basically a social worker, but I became sort of a sub teacher in a special program, helping kids with reading or math. But we would also do plays, learn about music... We were doing lots of fun stuff, but that was such hard work.
I was a giant fan of 'Whose Line Is It Anyway' in high school, and I was obsessed with Jim Carrey and cut out any picture of Jim Carrey that ever came in any kind of magazine. I put it all over my walls. At the time, I thought humor was just repeating lines from 'Ace Ventura' ad nauseum in the back of my advanced math class.
Well, I kind of did the math in my head when I was like, 9. I was like, 'Well, if I want to make films' - because I want to be a director - 'I could just go on a film set and learn there.' And then I ended up falling in love with acting and the set and making friends all the time. And so I've just been doing that ever since.
From somewhere, back in my youth, heard Prof say, 'Manuel, when faced with a problem you do not understand, do any part of it you do understand, then look at it again.' He had been teaching me something he himself did not understand very well—something in math—but had taught me something far more important, a basic principle.
You need virtual reality to understand high level science or high level math. It's very helpful to explain third and fourth dimensional things that people are constantly addressing in quantum physics. But, as soon as you're creating an avatar, and you can live and you can start to feel sensations on VR, that has gone too far.
To teach effectively a teacher must develop a feeling for his subject; he cannot make his students sense its vitality if he does not sense it himself. He cannot share his enthusiasm when he has no enthusiasm to share. How he makes his point may be as important as the point he makes; he must personally feel it to be important.
The thing I want you especially to understand is this feeling of divine revelation. I feel that this structure was "out there" all along I just couldn't see it. And now I can! This is really what keeps me in the math game- the chance that I might glimpse some kind of secret underlying truth, some sort of message from the gods.
No party has a monopoly on wisdom. No democracy works without compromise. But when Governor Romney and his allies in Congress tell us we can somehow lower our deficit by spending trillions more on new tax breaks for the wealthy - well, you do the math. I refuse to go along with that. And as long as I'm President, I never will.
I loved school, was an exceptional student, and found a passion for math and science that led me to Vanderbilt University, where I discovered the world of electrical engineering. I did well in college, loved the work I was doing, and soon found myself climbing the corporate ladder after graduation. I was one of the lucky ones.
I was good at math and science, and it was expected that I would attend the University of Washington in Seattle and become an engineer. But by the time I was seventeen, I was ready to leave home, a decision my parents agreed to support if I could obtain a scholarship. MIT did not grant me one, but the University of Chicago did.
Math . . . music .. . starry nights . . . These are secular ways of achieving transcendence, of feeling lifted into a grand perspective. It's a sense of being awed by existence that almost obliterates the self. Religious people think of it as an essentially religious experience but it's not. It's an essentially human experience.
We are not very pleased when we are forced to accept a mathematical truth by virtue of a complicated chain of formal conclusions and computations, which we traverse blindly, link by link, feeling our way by touch. We want first an overview of the aim and of the road; we want to understand the idea of the proof, the deeper context.
I think my original inspiration came from just natural curiosity about science and math and biology. In particular, I would say that, as I matured, it became more a feeling of trying to avoid the waste that occurs in the world where we have 6.5 billion minds. If you're a computer scientist, you can think of them as supercomputers.
The math you need for most of finance is ninth-grade algebra, and most people feel reasonably comfortable with that. But I think the financial world there has been - I don't know if it's by design, or this is how it's evolved - there are bad actors who have wanted to obfuscate because you can benefit from the lack of transparency.
If I'm teaching girls that do love to make cookies and do love fashion - that they can use math as a part of that - you think that's me saying, come on girls you belong in the kitchen, you belong shopping? Or, do you think it's me showing them how math is part of all their life, even the part they thought it had nothing to do with?
I think about things like the fact that nobody knows what time is. Time is what? Nobody can describe it, even physics or math or anything else. But it is what we continuously experience. It's the state of our unfolding, in a way, and in that sense that the continuous reopening of reality is what I think of as, perhaps, a worldview.
There's a tendency for adults to label the math that they can do (such as identifying patterns, choosing between competing offers in a supermarket, and challenging statistics published by the government) as "common sense" and labeling everything they can't do as "math" - so that being bad at math becomes a self-fulfilling prophecy.
I think talent has a huge amount to do with concentration, concentration rather than the athletic ability of your neurons. If you can concentrate on an esoteric piece of math, how can you think about the rest of your life? That's why people can leave their car keys in the gutter; they're in the midst of obsession and concentration.
Some people focus more on sonics. Some people focus more on story. I focus on both sonics and story, but music sometimes, just music itself, can turn into more of a maths problem. I guess everything in life is a math problem, but it can be more about an empirical route to getting the symmetry that you want, and this vibe, sonically.
Every mathematician worthy of the name has experienced . . . the state of lucid exaltation in which one thought succeeds another as if miraculously . . . this feeling may last for hours at a time, even for days. Once you have experienced it, you are eager to repeat it but unable to do it at will, unless perhaps by dogged work. . . .