Home / Quotes / Quote by Jacob Bernoulli

Quote by Jacob Bernoulli

“I recognize the lion by his paw.”

Quote by Jacob Bernoulli

Author

Jacob Bernoulli

Jacob Bernoulli was an outstanding mathematician known for his contributions to probability theory and calculus. Born on December 27, 1654, and died on August 16, 1705, Bernoulli made significant strides in mathematical analysis, number theory, and fluid mechanics, being a prominent member of the Bernoulli family. more

You May Also Like

“The solution "cost me study that robbed me of rest for an entire night."”

Night Education Study Cost Solutions Mathematics Math

Author:Johann Bernoulli

“In mathematics, the art of asking questions is more valuable than solving problems.”

Art Problem Education Asking Mathematics Valuable Math Problem Solving Asking Questions

Author:Georg Cantor

“I continued to do arithmetic with my father, passing proudly through fractions to decimals. I eventually arrived at the point where so many cows ate so much grass, and tanks filled with water in so many hours. I found it quite enthralling.”

Found Father Water Hours Education Mathematics Filled Math Passing Passings Mathematical Grass Cows Tanks Fractions Arithmetic Decimals

Book:Agatha Christie: An Autobiography

Source: Agatha Christie: An Autobiography

“How then shall mathematical concepts be judged? They shall not be judged. Mathematics is the supreme arbiter. From its decisions there is no appeal. We cannot change the rules of the game, we cannot ascertain whether the game is fair. We can only study the player at his game; not, however, with the detached attitude of a bystander, for we are watching our own minds at play.”

Mind Play Games Decision Education Attitude Study Player Concepts Fairs Mathematics Math Supreme Mathematical Appeals Judged Detached Bystanders Arbiter Rules Of The Game

Author:David van Dantzig

“I suppose you are two fathoms deep in mathematics, and if you are, then God help you. For so am I, only with this difference: I stick fast in the mud at the bottom, and there I shall remain.”

Ifs Two Helping Differences Education Mathematics Sticks Bottom Math Mud Fathom God Help

Author:Charles Darwin

“Mathematical thinking is not the same as doing mathematics - at least not as mathematics is typically presented in our school system. School math typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself. The key to success in school math is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box - a valuable ability in today's world.”

“What makes it possible to learn advanced math fairly quickly is that the human brain is capable of learning to follow a given set of rules without understanding them, and apply them in an intelligent and useful fashion. Given sufficient practice, the brain eventually discovers (or creates) meaning in what began as a meaningless game.”

Humans Games Given Understanding Brain Education Practice Fashion Capable Intelligent Mathematics Math Sufficient Meaningless Human Brain

Author:Keith Devlin

“When I was a child, the Earth was said to be two billion years old. Now scientists say it's four and a half billion. So that makes me two and a half billion.”

Years Children Said Two Earth Education Half Four Scientist Mathematics Math Billions

Author:Paul Erdos

“I soon found an opportunity to be introduced to a famous professor Johann Bernoulli. ... True, he was very busy and so refused flatly to give me private lessons; but he gave me much more valuable advice to start reading more difficult mathematical books on my own and to study them as diligently as I could; if I came across some obstacle or difficulty, I was given permission to visit him freely every Sunday afternoon and he kindly explained to me everything I could not understand.”

“Notable enough, however, are the controversies over the series 1 - 1 + 1 - 1 + 1 - ... whose sum was given by Leibniz as 1/2, although others disagree. ... Understanding of this question is to be sought in the word "sum"; this idea, if thus conceived - namely, the sum of a series is said to be that quantity to which it is brought closer as more terms of the series are taken - has relevance only for convergent series, and we should in general give up the idea of sum for divergent series.”