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It's my belief that you can take everyone down a logical path if you take them slowly enough, and the trouble is that mathematical brains can get scrambled a little bit on the way. You get a bad teacher, it messes you up for the rest of the journey.

Thus, in a sense, mathematics has been most advanced by those who distinguished themselves by intuition rather than by rigorous proofs.

Mathematics as an expression of the human mind reflects the active will, the contemplative reason, and the desire for aesthetic perfection. Its basic elements are logic and intuition, analysis and construction, generality and individuality.

Thinking - in particular abstract thinking, which most of us are introduced to through the study of mathematics and literature - helps us learn that we can become problem solvers.

Math is like going to the gym for your brain. It sharpens your mind.

To solve math problems, you need to know the basic mathematics before you can start applying it.

Learning certain things purely through memory is related to the developmental forces that are present between the sixth or seventh year and the fourteenth year of life. This quality of human nature is what mathematical instruction should be based on.

I'm very good in math, and I'm a logical thinker. I don't get wrapped up in things or even wrapped up in myself.

Some people are better at maths than others: no one thinks you can be 'taught' to be a mathematical genius. And no one thinks of teaching, in that context, as a kind of forcing of the will. But there seems to be an idea of writing as an intuitive pastime which is being dishonestly subjected to counterintuitive methods.