Math Inspirational Quotes

The ‘Muse’ is not an artistic mystery, but a mathematical equation. The gift are those ideas you think of as you drift to sleep. The giver is that one you think of when you first awake.

90% of the game is half mental.

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.

Give me a place to stand, and I will move the Earth.

The ocean is a Turing machine, the sand is its tape; the water reads the marks in the sand and sometimes erases them and sometimes carves new ones with tiny currents that are themselves a response to the marks.

I was advised to read Jordan's 'Cours d'analyse'; and I shall never forget the astonishment with which I read that remarkable work, the first inspiration for so many mathematicians of my generation, and learnt for the first time as I read it what mathematics really meant.

I liked maths because it meant solving problems, and these problems were difficult and interesting but there was always a straightforward answer at the end

A lot of scientific evidence suggests that the difference between those who succeed and those who don't is not the brains they were born with, but their approach to life, the messages they receive about their potential, and the opportunities they have to learn.

Fake Math owes its existence to a number of things and people who have inspired and assisted this book on its way into the world.

Every time a student makes a mistake in math, they grow a synapse.” There

Don't trust banks, trust math.

Education makes your maths better, not necessarily your manners.

Ratios matter in Data Science. Dreams should be big and worries small.

[Graffiti] gets erased and painted over, and maybe it's even more beautiful because we know it won't last.

To be a scholar study math, to be a smart study magic.

Many parents have asked me: What is the point of my child explaining their work if they can get the answer right? My answer is always the same: Explaining your work is what, in mathematics, we call reasoning, and reasoning is central to the discipline of mathematics.

The most important thing we can do is inspire young minds and to advance the kind of science, math and technology education that will help youngsters take us to the next phase of space travel. John Glenn

War crimes, you say? No matter how many policies you put on paper, in reality, there are no rights and wrongs in war. War itself is a crime. War cannot be justified. I believe, the only people, in this world, whose opinions matter, are the ones who go the extra mile to help other people expecting nothing in return. Soldiers who fight fiercely for their country, the doctors in Sri Lanka's public hospitals attending to hundreds of patients at a time for no extra pay , the nuns who voluntarily teach English and math to children of refugee camps in the north, the monks who collect food to feed entire villages during crises, they are the people worth listening to, their opinion matters. So find me one of them who will say: they wish the war didn't end in 2009, that they wish Sri Lanka was divided into two parts. Find me one of them who agrees with the international war crime allegations against Sri Lanka, and I will listen. But I will not listen to the opinions of those who are paid to find faults in a war they were never a part of, a war they never experienced themselves. I will not listen to the opinions of those who watched the war on tv or read about it on the internet or were moved by a documentary on Al Jazeera. The war is over. The damage is done. Let Sri Lanka move on. So our children will never have to see what we've seen.

I never learned maths, so I had to think

The distance between your Dreams and Reality is inversely proportional to your Efforts.

Is it possible that the Pentateuch could not have been written by uninspired men? that the assistance of God was necessary to produce these books? Is it possible that Galilei ascertained the mechanical principles of 'Virtual Velocity,' the laws of falling bodies and of all motion; that Copernicus ascertained the true position of the earth and accounted for all celestial phenomena; that Kepler discovered his three laws—discoveries of such importance that the 8th of May, 1618, may be called the birth-day of modern science; that Newton gave to the world the Method of Fluxions, the Theory of Universal Gravitation, and the Decomposition of Light; that Euclid, Cavalieri, Descartes, and Leibniz, almost completed the science of mathematics; that all the discoveries in optics, hydrostatics, pneumatics and chemistry, the experiments, discoveries, and inventions of Galvani, Volta, Franklin and Morse, of Trevithick, Watt and Fulton and of all the pioneers of progress—that all this was accomplished by uninspired men, while the writer of the Pentateuch was directed and inspired by an infinite God? Is it possible that the codes of China, India, Egypt, Greece and Rome were made by man, and that the laws recorded in the Pentateuch were alone given by God? Is it possible that Æschylus and Shakespeare, Burns, and Beranger, Goethe and Schiller, and all the poets of the world, and all their wondrous tragedies and songs are but the work of men, while no intelligence except the infinite God could be the author of the Pentateuch? Is it possible that of all the books that crowd the libraries of the world, the books of science, fiction, history and song, that all save only one, have been produced by man? Is it possible that of all these, the bible only is the work of God?

The interaction between math and physics is a two-way process, with each of the two subjects drawing from and inspiring the other. At different times, one of them may take the lead in developing a particular idea, only to yield to the other subject as focus shifts. But altogether, the two interact in a virtuous circle of mutual influence.

Always give help when needed, always ask for help when you need it

Once you absorb the maths, it’s all perfectly clear.

He had begun to suspect that while he had an obvious aptitude for math, he was not particularly inspired by it.

You have to be odd to be #1.

It is easy to have love affairs than to solve math problems but it is easy to learn if you trust God

Diagnostic, comment-based feedback is now known to promote learning, and it should be the standard way in which students’ progress is reported.

Don't dismiss Simplicity, simple is solid.

Whenever you hear a snotty (and frustrated) European middlebrow presenting his stereotypes about Americans, he will often describe them as “uncultured,” “unintellectual,” and “poor in math” because, unlike his peers, Americans are not into equation drills and the constructions middlebrows call “high culture”—like knowledge of Goethe’s inspirational (and central) trip to Italy, or familiarity with the Delft school of painting. Yet the person making these statements is likely to be addicted to his iPod, wear blue jeans, and use Microsoft Word to jot down his “cultural” statements on his PC, with some Google searches here and there interrupting his composition. Well, it so happens that America is currently far, far more creative than these nations of museumgoers and equation solvers. It is also far more tolerant of bottom-up tinkering and undirected trial and error. And globalization has allowed the United States to specialize in the creative aspect of things, the production of concepts and ideas, that is, the scalable part of the products, and, increasingly, by exporting jobs, separate the less scalable components and assign them to those happy to be paid by the hour. There

I think it's not particularly necessary to lead a religious life. People progress just as well in music, or art, or math or science or gardening or whatever. It all seems to work as well and the process is good.

five suggestions that can work to open mathematics tasks and increase their potential for learning: Open up the task so that there are multiple methods, pathways, and representations. Include inquiry opportunities. Ask the problem before teaching the method. Add a visual component and ask students how they see the mathematics. Extend the task to make it lower floor and higher ceiling. Ask students to convince and reason; be skeptical.

Things happen. Things that physics and math and crap that gets measured in a lab can't explain. People aren't just laws and rules, Claire. They're... sparks. Sparks of something beautiful and huge. And some sparks glow brighter

It's a familiar, if not exactly inspiring, message: in the face of slim pickings, lower your standards. It also makes clear the converse: with more fish in the sea, raise them. In both cases, crucially, the math tells you exactly by how much.

When I became the NASA administrator — or before I became the NASA administrator — (Obama) charged me with three things. One was he wanted me to help re-inspire children to want to get into science and math, he wanted me to expand our international relationships, and third, and perhaps foremost, he wanted me to find a way to reach out to the Muslim world and engage much more with dominantly Muslim nations to help them feel good about their historic contribution to science … and math and engineering.

It turns out that even believing you are smart—one of the fixed mindset messages—is damaging, as students with this fixed mindset are less willing to try more challenging work or subjects because they are afraid of slipping up and no longer being seen as smart.

Another misconception about mathematics that is pervasive and damaging—and wrong—is the idea that people who can do math are the smartest or cleverest people. This makes math failure particularly crushing for students, as they interpret it as meaning that they are not smart.

Mathematics is at the center of thinking about how to spend the day, how many events and jobs can fit into the day, what size of space can be used to fit equipment or turn a car around, how likely events are to happen, knowing how tweets are amplified and how many people they reach.

The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder. Often that spark comes from a teacher. Allow me to explain. I wasn’t the easiest person to teach, I was slow to learn to read and my handwriting was untidy. But when I was fourteen my teacher at my school in St Albans, Dikran Tahta, showed me how to harness my energy and encouraged me to think creatively about mathematics. He opened my eyes to maths as the blueprint of the universe itself. If you look behind every exceptional person there is an exceptional teacher. When each of us thinks about what we can do in life, chances are we can do it because of a teacher. [...] The basis for the future of education must lie in schools and inspiring teachers. But schools can only offer an elementary framework where sometimes rote-learning, equations and examinations can alienate children from science. Most people respond to a qualitative, rather than a quantitative, understanding, without the need for complicated equations. Popular science books and articles can also put across ideas about the way we live. However, only a small percentage of the population read even the most successful books. Science documentaries and films reach a mass audience, but it is only one-way communication.

We weren’t happy together but we lived in a state of easy, mild contentment. We shared everything except the stupid fucking secret hanging round your neck. I imagined tiny photographs: portraits in sepia of your parents, their faces partially obscured by goitres. Meanwhile, maybe not tomorrow, maybe not next year, maybe not even in a decade from now but one day: the planet would fall apart.

You never know what will spark a student's interest and feed the flame of learning. For me, all subjects are connected: writing, reading, science, art, music, math, social studies. By presenting myself as a writer with wide ranging passions - for astronomy, volcanology, art, music, history, and community service - I hope to inspire not only budding writers but also budding scientists, artists, activists...

More often than not, at the end of the day (or a month, or a year), you realize that your initial idea was wrong, and you have to try something else. These are the moments of frustration and despair. You feel that you have wasted an enormous amount of time, with nothing to show for it. This is hard to stomach. But you can never give up. You go back to the drawing board, you analyze more data, you learn from your previous mistakes, you try to come up with a better idea. And every once in a while, suddenly, your idea starts to work. It's as if you had spent a fruitless day surfing, when you finally catch a wave: you try to hold on to it and ride it for as long as possible. At moments like this, you have to free your imagination and let the wave take you as far as it can. Even if the idea sounds totally crazy at first.

In my opinion, defining intelligence is much like defining beauty, and I don’t mean that it’s in the eye of the beholder. To illustrate, let’s say that you are the only beholder, and your word is final. Would you be able to choose the 1000 most beautiful women in the country? And if that sounds impossible, consider this: Say you’re now looking at your picks. Could you compare them to each other and say which one is more beautiful? For example, who is more beautiful— Katie Holmes or Angelina Jolie? How about Angelina Jolie or Catherine Zeta-Jones? I think intelligence is like this. So many factors are involved that attempts to measure it are useless. Not that IQ tests are useless. Far from it. Good tests work: They measure a variety of mental abilities, and the best tests do it well. But they don’t measure intelligence itself.

Cosmos is for many that first encounter with the universe that you thought was foreclosed to you because you couldn’t do the math, or you live in a place where there are no scientists to invite you in. Carl wanted everyone to come on this voyage; to experience the power of the scientific perspective and the wonders it reveals. His secret was to recapture the person he was before he understood the concept and then retrace his own thought steps toward comprehension. It worked. He inspired legions to study, teach, and do science.

How to describe the excitement I felt when I saw this beautiful work and realized its potential? I guess it's like when, after a long journey, suddenly a mountain peak comes in full view. You catch your breath, take in its majestic beauty, and all you can say is "Wow!" It's the moment of revelation. You have not yet reached the summit, you don't even know yet what obstacles lie ahead, but its allure is irresistible, and you already imagine yourself at the top. It's yours to conquer now. But do you have the strength and stamina to do it?

The researchers found that when students were given problems to solve, and they did not know methods to solve them, but they were given opportunity to explore the problems, they became curious, and their brains were primed to learn new methods, so that when teachers taught the methods, students paid greater attention to them and were more motivated to learn them. The researchers published their results with the title “A Time for Telling,” and they argued that the question is not “Should we tell or explain methods?” but “When is the best time do this?

A Puritan twist in our nature makes us think that anything good for us must be twice as good if it's hard to swallow. Learning Greek and Latin used to play the role of character builder, since they were considered to be as exhausting and unrewarding as digging a trench in the morning and filling it up in the afternoon. It was what made a man, or a woman -- or more likely a robot -- of you. Now math serves that purpose in many schools: your task is to try to follow rules that make sense, perhaps, to some higher beings; and in the end to accept your failure with humbled pride. As you limp off with your aching mind and bruised soul, you know that nothing in later life will ever be as difficult. What a perverse fate for one of our kind's greatest triumphs! Think how absurd it would be were music treated this way (for math and music are both excursions into sensuous structure): suffer through playing your scales, and when you're an adult you'll never have to listen to music again. And this is mathematics we're talking about, the language in which, Galileo said, the Book of the World is written. This is mathematics, which reaches down into our deepest intuitions and outward toward the nature of the universe -- mathematics, which explains the atoms as well as the stars in their courses, and lets us see into the ways that rivers and arteries branch. For mathematics itself is the study of connections: how things ideally must and, in fact, do sort together -- beyond, around, and within us. It doesn't just help us to balance our checkbooks; it leads us to see the balances hidden in the tumble of events, and the shapes of those quiet symmetries behind the random clatter of things. At the same time, we come to savor it, like music, wholly for itself. Applied or pure, mathematics gives whoever enjoys it a matchless self-confidence, along with a sense of partaking in truths that follow neither from persuasion nor faith but stand foursquare on their own. This is why it appeals to what we will come back to again and again: our **architectural instinct** -- as deep in us as any of our urges.

Nature vs. nurture is part of this—and then there is what I think of as anti-nurturing—the ways we in a western/US context are socialized to work against respecting the emergent processes of the world and each other: We learn to disrespect Indigenous and direct ties to land. We learn to be quiet, polite, indirect, and submissive, not to disturb the status quo. We learn facts out of context of application in school. How will this history, science, math show up in our lives, in the work of growing community and home? We learn that tests and deadlines are the reasons to take action. This puts those with good short-term memories and a positive response to pressure in leadership positions, leading to urgency-based thinking, regardless of the circumstance. We learn to compete with each other in a scarcity-based economy that denies and destroys the abundant world we actually live in. We learn to deny our longings and our skills, and to do work that occupies our hours without inspiring our greatness. We learn to manipulate each other and sell things to each other, rather than learning to collaborate and evolve together. We learn that the natural world is to be manicured, controlled, or pillaged to support our consumerist lives. Even the natural lives of our bodies get medicated, pathologized, shaved or improved upon with cosmetic adjustments. We learn that factors beyond our control determine the quality of our lives—something as random as which skin, gender, sexuality, ability, nation, or belief system we are born into sets a path for survival and quality of life. In the United States specifically, though I see this most places I travel, we learn that we only have value if we can produce—only then do we earn food, home, health care, education. Similarly, we learn our organizations are only as successful as our fundraising results, whether the community impact is powerful or not. We learn as children to swallow our tears and any other inconvenient emotions, and as adults that translates into working through red flags, value differences, pain, and exhaustion. We learn to bond through gossip, venting, and destroying, rather than cultivating solutions together. Perhaps the most egregious thing we are taught is that we should just be really good at what’s already possible, to leave the impossible alone.

[J.Ivy:] We are all here for a reason on a particular path You don't need a curriculum to know that you are part of the math Cats think I'm delirious, but I'm so damn serious That's why I expose my soul to the globe, the world I'm trying to make it better for these little boys and girls I'm not just another individual, my spirit is a part of this That's why I get spiritual, but I get my hymns from Him So it's not me, it's He that's lyrical I'm not a miracle, I'm a heaven-sent instrument My rhythmatic regimen navigates melodic notes for your soul and your mental That's why I'm instrumental Vibrations is what I'm into Yeah, I need my loot by rent day But that is not what gives me the heart of Kunte Kinte I'm tryina give us "us free" like Cinque I can't stop, that's why I'm hot Determination, dedication, motivation I'm talking to you, my many inspirations When I say I can't, let you or self down If I were of the highest cliff, on the highest riff And you slipped off the side and clinched on to your life in my grip I would never, ever let you down And when these words are found Let it been known that God's penmanship has been signed with a language called love That's why my breath is felt by the deaf And why my words are heard and confined to the ears of the blind I, too, dream in color and in rhyme So I guess I'm one of a kind in a full house Cuz whenever I open my heart, my soul, or my mouth A touch of God reigns out [Chorus] [Jay-Z (Kanye West)] Who else you know been hot this long, (Oh Ya, you know we ain't finished) Started from nothing but he got this strong, (The ROC is in the building) Built the ROC from a pebble, pedalled rock before I met you, Pedalled bikes, got my nephews pedal bikes because they special, Let you tell that man I'm falling, Well somebody must've caught him, Cause every fourth quarter, I like to Mike Jordan 'em, Number one albums, what I got like four of dem, More of dem on the way, The Eight Wonder on the way, Clear the way, I'm here to stay, Y'all can save the chitter chat, this and that, this and Jay, Dissin' Jay 'ill get you mased, When I start spitting them lyrics, niggas get very religious, Six Hail Maries, please Father forgive us, Young, the Archbishop, the Pope John Paul of y'all niggas, The way y'all all follow Jigga, Hov's a living legend and I tell you why, Everybody wanna be Hov and Hov still alive.

Because we were raised in a bigoted and hate-filled home, we simply assumed that calling someone a “cheap Jew” or saying someone “Jewed him down” were perfectly acceptable ways to communicate. Or at least we did until the day came when I called one of the cousins, a Neanderthal DeRosa boy, “a little Jew,” and he told me he wasn’t the Jew, that I was the Jew, and he even got Helen and Nana to confirm it for him. It came as a shock to me to find out we were a part of this obviously terrible tribe of skinflint, trouble-making, double-dealing, shrewdly smart desert people. When Denny found out, he was crestfallen because he had assumed that being Jewish meant, according to what his former foster family the Skodiens had taught him, a life behind a desk crunching numbers. “And I hate math,” he said, shaking his head. So here we were, accused Jews living in a hotbed of anti-Semitism. Not a good situation. Walter’s father was the worst. Learning about our few drops of Jewish blood seemed to ignite a special, long-held hatred in him. He became vile over nothing, finding any excuse to deride the Jews in front of us until Helen made him stop. We didn’t know what to make of it, except to write it off as another case of Wozniak-inspired insanity, but as young as we were, we could tell that at some point in his life he had crossed swords with a Jew someplace and came out on the losing end and we were going to pay for it. But because we really didn’t feel ourselves to be Jews, it didn’t sink in that he intended to hurt us with his crazy tirades. As I said, it’s hard to insult somebody when they don’t understand the insult, and it’s equally hard to insult them when they out and out refuse to be insulted. Word got around quickly.

Sometimes we think we are not capable of doing certain things. I hear comments from my students such as, “My brain isn’t wired to do math,” or “I am not good at math.” It is true that there are people who are better at math than you, but that does not mean you can’t do it. This just means you need to put in more effort than others do. Focusing on our weaknesses may hinder our progress. We may think that we must be born with certain skills and abilities; they must be in our genes. This is not the case. Do you think Nephi could build a ship? Could the brother of Jared have caused light to come into dark barges? Do you think Noah could have built an ark that would hold two of every animal species on the earth? Do you think Moses had the power to part a sea? Actually, no. None of these men had the power to do any of these things. However, they all had something in common. They all knew how to tap into the power of someone who could—the Savior’s power. It is so important that we learn how to tap into that power. The Atonement literally means “at-one-ment,” or becoming one with God. The Savior gave us the power to become gods. He enabled us so we would be able to perform miracles through Him. But we must understand that this kind of power is not free. There is only one thing that the Savior, through His Atonement, gave us for free and that is the power to overcome death. Everything else that He offers must come “after all we can do.” [2] For example, Jesus Christ promises us eternal life, but only after we have faith in Him, obey His commandments, and endure to the end. Similarly, He gives us power to move mountains, but only after doing all we can and having trust in Him. The power to change our lives, change the world, and perform miracles is within each of us. However, we need to have enough humility to realize that, in the end, we are not the ones performing the miracles—He is. Occasionally, I have a student who does not do their homework, rarely comes to class, and then comes at the end of the semester and asks, “Sister Qumsiyeh, is there anything I can do to pass? Do you offer any extra credit?” I know some of you are smiling right now because you know you have done this to your teachers. This is what I wish I could say to the student who asks that question: “You need to invent a time machine and go back and do what you should have done this semester. You failed because you did not try your best. It is too late.” Do we all really hope to stand before the Savior at the Judgement Day and expect Him to save us without us doing our part? Do we really expect Him to allow us into the celestial kingdom and to just save us? No, that is not how the Atonement works. It does not work without us having tried our best. Of course, our best may not be enough. In fact, it hardly ever is. But if we do our best and have faith in Him, He magnifies our efforts. The brother of Jared could not make the 16 stones shine, but he spent hours preparing them and then humbly took them to the Lord and basically said, “Here is my small effort; magnify it.” This the Lord did. [3] Elder David A. Bednar said, “The power of the Atonement makes repentance possible and quells the despair caused by sin; it also strengthens us to see, do, and become good in ways that we could never recognize or accomplish with our limited mortal capacity.

Herding is tough,If a herder leaves his goats they deviate from their path and So is maths,If u stop practicing,your concepts recede from view

Lamm's system—dubbed the Baron Lamm Technique—worked well. From 1919 to 1930 it brought Lamm hundreds of thousands of dollars from banks around the country; after his death it was taught to John Dillinger, among others.* Lamm's system, still employed today succeeded not only because of its conceptual strength but also because Lamm was able to communicate his ideas and translate them into the seamless performance of an immensely difficult task. He was an innovator who taught with discipline and exactitude. He inspired through information. In short, Baron Lamm was a master coach.

I walk around in a near-constant state of inspiration with a great hunger of knowledge, and I read everything I can about math and physics, often developing my own theories along the way.

I'm still just as slow… At the end of the eleventh grade, I took the measure of the situation, and came to the conclusion that rapidity doesn't have a precise relation to intelligence. What is important is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn't really relevant. (Schwartz, 2001)

Such results should prompt educators to abandon the traditional fixed ideas of the brain and learning that currently fill schools—ideas that children are smart or dumb, quick or slow. If brains can change in three weeks, imagine what can happen in a year of math class if students are given the right math materials and they receive positive messages about their potential and ability.

Count how many days you have lived! It's easy Math. You will soon realize the worth of living.

Mathematics is a very broad and multidimensional subject that requires reasoning, creativity, connection making, and interpretation of methods; it is a set of ideas that helps illuminate the world; and it is constantly changing.

Every time a student makes a mistake in math, they grow a synapse.

The powerful thinkers are those who make connections, think logically, and use space, data, and numbers creatively.

Nobody is, was, will be born smart. But for you to be smart, and act smart, you need to think smart always. It is not a subject of your alma mater, it is the side and fries of what the genius within can comprehend, comply and captivate. In every beginning has a twelve kick start, promotion of the relativity of your new thinking, the story of a bunch of math and the spirit of a wonder apple.

The cult of the genius also tends to undervalue hard work. When I was starting out, I thought "hardworking" was a kind of veiled insult-something to say about a student when you can't honestly say they're smart. But the ability to work hard-to keep one's whole attention and energy focused on a problem, systematically turning it over and over and pushing at everything that looks like a crack, despite the lack of outward signs of progress-is not a skill everybody has. Psychologists nowadays call it "grit," and it's impossible to do math without it. It's easy to lose sight of the importance of work, because mathematical inspiration, when it finally does come, can feel effortless and instant.

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While parents are too occupied with teaching their children math and science, they totally neglect the importance of imagination which can take children to unbelievably exciting places out of this world that math and science can't ever do.

But just what are imaginary numbers, you may now be asking yourself, and what on earth could it mean to raise e to an imaginary-number power? This chapter concerns mathematicians' long struggle to answer the first of these two questions. Later we'll take up the second one , which inspired Euler to devise the most radical expansion of the concept of exponents in math history. At this point, suffice it to say that affixing an imaginary exponent to a number has a dramatic effect on it-something lime what happens to a frog when it's tapped by a standard-issue magic wand.

In this short period of my life so far, I have at least found that euphoria knows nothing about maths. And, when the time comes, we all kill our mockingbird to sustain the maths, as it's essential for our survival on this earth. What a hoax, I mean brilliant one?

In this short period of my life so far, I have at least found that euphoria knows nothing about maths. And, when the time comes, we all kill our mockingbird to sustain the maths, as it's essential for our survival on this earth. (Scoffs) What a hoax, I mean brilliant one?

The main benefit of maths is to reduce superstitions, dogmas, and increase your confidence in finding facts.

The point is that I loved math with a passion. I loved the order, the clarity of it, the absolute in it. And I think that my students felt that, for me, something more than mere math was involved, an attitude toward life itself. I liked a straight answer to a straight question, in just the way that I felt the beauty of a perfect equation or, even more, a geometric figure.

incognito mode special path secret code basic math when our fathers force us to live by their rules we realize that our destiny is not clear to fools even though you are alone and the hate seems endless just trust that your power will make the cowards cower

When what you prayed for does not come true, know that Allah is protecting you. Allah brings to you what is best for you. Our minds cannot solve the equations of divine math, but we must trust in the answers that Allah has. Do not always depend on the intellect you can grasp, rely on Allah to have your back. Trust that when the time is right, Allah will bring to light what is best for you.

As it happens, I am trying to walk on stars. Which I think, personally, is more impressive than trying to walk on water. It's just simple math. Stars are pretty far apart, you know. Anyways, I'll let you know how it goes.

To inspire trust, the AI models that encapsulate dynamic intelligence, should have a carefully configured ‘best before’ date.

Al-Khwarizmi fell into the taboo that humans refused to fall into throughout their history, not because of their stupidity, nor their lack of attention to the presence of a number here that has an impact, but because they preferred not to deal with it at all unless they fully understood it, they ignored it rather than building the world around them on a wrong frame of reference. So, you have to ask now what if we decided to change the zero and give it its value that we know for sure, which is the unknown. We do not know it, we do not understand it, and not knowing is better than building everything on the wrong frame of reference Any number multiplied by zero equals an unknown The sum of any number with zero equals an unknown The result of any number divided by zero equals an unknown The result of subtracting any number with zero equals an unknown Are you starting to feel the problem and see the size of the unknown that is inside our calculations and our whole life! Infiltrating it without knowing anything about it! The clear is clear, that zero is not only divisible, but also summation, subtraction, and multiplication, because it is unknown, and no matter how much we try to patch the tables to fit the calculations, the division keeps breaking our back and telling us, you are wrong. Despite all this, our strongest strength remains, our winning ball, which has never failed us, is the power of creative adaptation. We are not like viruses, we settle in an environment that we drain and then move to others, nor like animals, we go into an environment and adapt to it and adapt ourselves according to its capabilities. That is why when we hit zero, we got creative and innovated, and decided to change the law of the entire universe, made it a hypothetical effect inspired by our imagination, and built the world on this basis. And the crazy thing is that everything around us is working perfectly. And what is even crazier, is that if we decide to change the effect of zero, so that one multiplied by zero equals twenty, then everything around us will reset, and it will work perfectly as well. Even if we decide to change all the math tables, this universe will mutate to suit our thinking.

Martí still had to consider himself lucky, since in 1871 eight medical students had been executed for the alleged desecration of a gravesite in Havana. Those executed were selected from the student body by lottery, and they may not have even been involved in the desecration. In fact, some of them were not even in Havana at the time, but it quickly became obvious to everyone that the Spanish government was not fooling around! Some years later Martí studied law at the Central University of Madrid (University of Zaragoza). As a student he started sending letters directly to the Spanish Prime Minister insisting on Cuban autonomy, and he continued to write what the Spanish government considered inflammatory newspaper editorials. In 1874, he graduated with a degree in philosophy and law. The following year Martí traveled to Madrid, Paris and Mexico City where he met the daughter of a Cuban exile, Carmen Zayas-Bazán, whom he later married. In 1877 Martí paid a short visit to Cuba, but being constantly on the move he went on to Guatemala where he found work teaching philosophy and literature. In 1878 he published his first book, Guatemala, describing the beauty of that country. The daughter of the President of Guatemala had a crush on Martí, which did not go unnoticed by him. María was known as “La Niña de Guatemala,” the child of Guatemala. She waited for Martí when he left for Cuba, but when he returned he was married to Carmen Zayas-Bazán. María died shortly thereafter on May 10, 1878, of a respiratory disease, although many say that she died of a broken heart. On November 22, 1878, Martí and Carmen had a son whom they named José Francisco. Doing the math, it becomes obvious as to what had happened…. It was after her death that he wrote the poem “La Niña de Guatemala.” The Cuban struggle for independence started with the Ten Years’ War in 1868 lasting until 1878. At that time, the Peace of Zanjón was signed, giving Cuba little more than empty promises that Spain completely ignored. An uneasy peace followed, with several minor skirmishes, until the Cuban War of Independence flared up in 1895. In December of 1878, thinking that conditions had changed and that things would return to normal, Martí returned to Cuba. However, still being cautious he returned using a pseudonym, which may have been a mistake since now his name did not match those in the official records. Using a pseudonym made it impossible for him to find employment as an attorney. Once again, after his revolutionary activities were discovered, Martí was deported to Spain. Arriving in Spain and feeling persecuted, he fled to France and continued on to New York City. Then, using New York as a hub, he traveled and wrote, gaining a reputation as an editorialist on Latin American issues. Returning to the United States from his travels, he visited with his family in New York City for the last time. Putting his work for the revolution first, he sent his family back to Havana. Then from New York he traveled to Florida, where he gave inspiring speeches to Cuban tobacco workers and cigar makers in Ybor City, Tampa. He also went to Key West to inspire Cuban nationals in exile. In 1884, while Martí was in the United States, slavery was finally abolished in Cuba. In 1891 Martí approved the formation of the Cuban Revolutionary Party.

The future is a variable and the equation of our lives has infinite solutions.

Division and subtraction are not required in a friendship or marriage. Only addition and multiplication of great things.

Yet, they don’t know anything about who I am really… like I’m not sure if I know who I am…! They just see what they see. I’m not sure if Ray understands me completely or not, so how are they going to, just looking at my profile photos on their computers clicking away. They just want to feel the inside of me, not get inside of me. (Yah- know.) So anyway, at lunch today. Jenny is somewhat okay, that I want to be with Ray… so she said, at the table smelling through her teeth. The stipulation she gave was only if we keep on nodding terms, like with all the other guys or even girls I am with. So that means that I can have a full-blown relationship, whether I find them attractive if they're popular, hot, or not. That I can only hook up with a girl or boy, yet not stay with them. It made no sense to me. At the time I didn’t get it. Just like I didn’t get it when I saw Maddie was wearing bunny slippers, and a holy bathrobe to school today. Looking like, she was ridden hard and put away wet. I giggled so hard in math class today when she walked into the room; I think I snorted loudly.

She turned over and looked up. In the ceiling’s corner, she could see a small brown spider spinning a web and comforted herself by thinking of math—after all, the French mathematician Descartes’s inspiration for positions of points, coordinates, and the Cartesian plane had been a fly on the ceiling of his bedroom.

The fact of zero He added nonstop: Did you know that zero was not used throughout human history! Until 781 A.D, when it was first embodied and used in arithmetic equations by the Arab scholar Al-Khwarizmi, the founder of algebra. Algorithms took their name from him, and they are algorithmic arithmetic equations that you have to follow as they are and you will inevitably get the result, the inevitable result. And before that, across tens and perhaps hundreds of thousands of years, humans refused to deal with zero. While the first reference to it was in the Sumerian civilization, where inscriptions were found three thousand years ago in Iraq, in which the Sumerians indicated the existence of something before the one, they refused to deal with it, define it and give it any value or effect, they refused to consider it a number. All these civilizations, some of which we are still unable to decipher many of their codes, such as the Pharaonic civilization that refused to deal with zero! We see them as smart enough to build the pyramids with their miraculous geometry and to calculate the orbits of stars and planets with extreme accuracy, but they are very stupid for not defining zero in a way that they can deal with, and use it in arithmetic operations, how strange this really is! But in fact, they did not ignore it, but gave it its true value, and refused to build their civilizations on an unknown and unknown illusion, and on a wrong arithmetical frame of reference. Throughout their history, humans have looked at zero as the unknown, they refused to define it and include it in their calculations and equations, not because it has no effect, but because its true effect is unknown, and remaining unknown is better than giving it a false effect. Like the wrong frame of reference, if you rely on it, you will inevitably get a wrong result, and you will fall into the inevitability of error, and if you ignore it, your chance of getting it right remains. Throughout their history, humans have preferred to ignore zero, not knowing its true impact, while we simply decided to deal with it, and even rely on it. Today we build all our ideas, our civilization, our software, mathematics, physics, everything, on the basis that 1 + 0 equals one, because we need to find the effect of zero so that our equations succeed, and our lives succeed with, but what if 1 + 0 equals infinity?! Why did we ignore the zero in summation, and did not ignore it in multiplication?! 1×0 equals zero, why not one? What is the reason? He answered himself: There is no inevitable reason, we are not forced. Humans have lived throughout their ages without zero, and it did not mean anything to them. Even when we were unable to devise any result that fits our theorems for the quotient of one by zero, then we admitted and said unknown, and ignored it, but we ignored the logic that a thousand pieces of evidence may not prove me right, and one proof that proves me wrong. Not doing our math tables in the case of division, blowing them up completely, and with that, we decided to go ahead and built everything on that foundation. We have separated the arithmetic tables in detail at our will, to fit our calculations, and somehow separate the whole universe around us to fit these tables, despite their obvious flaws. And if we decide that the result of one multiplied by zero is one instead of zero, and we reconstruct the whole world on this basis, what will happen? He answered himself: Nothing, we will also succeed, the world, our software, our thoughts, our dealings, and everything around us will be reset according to the new arithmetic tables. After a few hundred years, humans will no longer be able to understand that one multiplied by zero equals zero, but that it must be one because everything is built on this basis.

You've got to struggle with it.

The game is played by partners. Each child has a blank 100 grid. The first partner rolls two number dice. The numbers that come up are the numbers the child uses to make an array on their 100 grid. They can put the array anywhere on the grid, but the goal is to fill up the grid to get it as full as possible. After the player draws the array on their grid, she writes in the number sentence that describes the grid. The game ends when both players have rolled the dice and cannot put any more arrays on the grid

In a TED talk watched by over a million people, Wolfram (2010) proposes that working on mathematics has four stages: Posing a question Going from the real world to a mathematical model Performing a calculation Going from the model back to the real world, to see if the original question was answered The first stage involves asking a good question of some data or a situation—the first mathematical act that is needed in the workplace.

Numerous research studies (Silver, 1994) have shown that when students are given opportunities to pose mathematics problems, to consider a situation and think of a mathematics question to ask of it—which is the essence of real mathematics—they become more deeply engaged and perform at higher levels.

Naperville Community Unit School District 203 in Illinois, profiled in John J. Ratey’s book Spark, is a particularly inspiring example of how physical movement enhances cognitive ability. School officials implemented a district-wide PE curriculum that focuses on fitness as opposed to sports, and then had students take some of their hardest subjects after exercising. As a result, Naperville students achieved stunning results on the Trends in International Mathematics and Science Study (TIMSS), a standardized test administered every four years to students worldwide. In 1999 it was given in thirty-eight countries31, and Naperville students scored first in the world in science, and sixth in math—behind only math superstars such as Singapore, Korea, Taiwan, Hong Kong, and Japan. This is remarkable, since Naperville students are a cross-sampling of ordinary American students. The stunning results from Naperville echo other studies suggesting a strong link between exercise and learning. Researchers from Harvard32 and other universities reported in 2009 that the more physical fitness tests children passed, the better they did on academic tests.

Some students think their role in math classrooms is to memorize all the steps and methods. Other students think their role is to connect ideas. These different strategies link, unsurprisingly, to achievement, and the students who memorize are the lowest achieving in the world.

If you take nothing from anything, you will be left with something. That's just basic math.

I was talking to a homeless man at a laundromat recently, and he said when we reduce Christian spirituality to math, we defile the holy. I thought that was very beautiful and comforting. Because I have never been good at math. Many of our attempts to understand christian faith have only cheapened it. I can no more understand the totality of God than a pancake I made for breakfast understands the complexity of me. The little we do understand, that grain of sand our minds are capable of grasping, those ideas, such as “God is good”, “God feels”, “God knows all”, are enough to keep our hearts dwelling on his majesty and otherness forever. This past summer I made the point to catch sunsets...fire in the clouds. I never really wanted to make the trip...but once I got up there, I always loved it...all that beauty happens right above the heads of more than a million people who never notice it. Here is what I’ve started thinking. All the wonder of God happens right above our arithmetic and formula. The more I climb outside my pat answers, the more invigorating the view; the more my heart enters into worship. When we worship God, we worship a being our experience does not give us the tools to understand. If we could, God would not inspire awe.” —Blue Like Jazz, by Donald Miller

In the end, these tech talks inspired me more than they directly informed my algorithms. Honestly, much of the math they described was beyond me. I’m not an engineer by training—in fact, I never took a single math course in college. If there ever was an argument that I should have kept studying the subject beyond high school because there was no telling when I might need it, this was it. I was in over my head. Yet I wasn’t completely lost. When Richard Williamson joined Apple and helped us determine the technical direction for our web browser project, he showed that it was possible to make technical headway by skipping past the problems he couldn’t solve in favor of those he could. So, that’s what I did.

As he learned more math, Brodt made the wonder-inspiring observation that mathematical laws seemed to be Someone's intention rather than just accidents in many concepts: infinity, unity being totality, irrational numbers in general and pi in particular as it illustrates such disparate occurrences as the relationship of height to base perimeter in the Great Pyramid of Giza and the course of any meandering river (over a surface smoothed for consistency). There was also the Fibonacci Sequence, that looping string of addends which, with their sums, describes the spirals on a nautilus shell, the distribution of leaves around a tree branch, and the genealogy of ants and bees. It all seemed too orderly, too regular and consistent to have occurred by chance. So many things in the world appeared as blotches, smears, or random spikes that these mathematically explained phenomena were extraordinary--he wanted to say mystical, but he wouldn't want to be caught using that word.

Don't fear for facing failure in the first attempt, because of even the successful Maths starts with 'Zero' only

long time, step by step, to work through the same process or idea from several approaches. But once you really understand it and have the mental perspective to see it as a whole, there is often a tremendous mental compression. You can file it away, recall it quickly and completely when you need it, and use it as just one step in some other mental process. The insight that goes with this compression is one of the real joys of mathematics. (Thurston, 1990)

The brain researchers concluded that automaticity should be reached through understanding of numerical relations, achieved through thinking about number strategies (Delazer et al., 2005).

the researchers found that the students who memorized more easily were not higher achieving; they did not have what the researchers described as more “math ability,” nor did they have higher IQ scores (Supekar et al., 2013). The

Luck plays such an overpowering role in some lives that the thoughtful person must ask: ‘Why have I been cursed with bad luck while another is blessed with so much good luck?’ Believe me, the fortunate person who receives the favorable breaks also wonders about his favored situation. In my case, I have no explanation. I was hardworking; I had a tough character; I was a good student; and I acknowledged the leadership of my superiors. But no amount of hard work or high standard of behavior could have brought the many good things that happened to me; pure chance dictated most of them. The only generalization I can offer is that in an irrational world if a prudent course has been followed, you make yourself eligible to capitalize on luck if it happens to strike. If you have not made yourself eligible, you may never be aware that luck is at hand. By all this I mean: learn typing, master math, learn to draft a convincing letter, broaden the mind, and do not evade challenges. Making oneself eligible to seize the breaks if and when they come is the only sensible strategy I know. Be prepared to make full use of any stroke of luck, and even if it never comes, the preparation in itself will be a worthy effort.” —Chapter VIII, “Writing”, page 289

In summary, Culturally Relevant Teaching claims that the dominant culture uses schools to sustain and reproduce itself. The goal of the Culturally Relevant Teacher is to tailor her methods and practices to identify and deconstruct this dominant culture. She must determine how the dominant culture(s) marginalizes other cultures—other ways of reading, writing, doing math, practicing science, behaving, and “knowing the truth”—in her classroom. Likewise, the goal of the Culturally Relevant Teacher is to help students deconstruct their own culture(s) and determine how they specifically are oppressed by the dominant culture(s), or how their culture(s) oppress the marginalized culture(s). After modeling this deconstruction, the Culturally Relevant Teacher’s mission is to empower and inspire her students to change the dominant culture through social justice activism. Her job is to push her students to develop critical consciousness.

Ask the Dragon if it blows Holy smoke up your A$$" 2 Twitter Accounts taking a dust nap. Chick Publications? Or baby Twitter? I at least recommended a book from your site to CNN's #Redemption Project. Take your 'Pocket Rocket story' and shove it up your ass. You've inspired me to find my own path..because the Lost are poor in spiritual math. Now Breathe my dust RICHES!