8 ms·

Ask cperciva: Are great mathematicians born or made?

• meme 18y ago
  converting -110 degrees celsias into fahrenheit
• eugenejen 18y ago
  Hi dwaters, I know you are waiting for cperciva to give you reply. But I want to tell my own experience. I was very bad at math when I was in high school. I figured out algebra without problem but failed pretty bad in classical geometry when I was 9th grade. From my 10th to 12th grade, I just have dyslexia to what math textbook says. Then I studied with 2 teachers for a year to prepare taking another entrance examination in my country (Taiwan). Both explained clearly two things to me that I like most later, one is physics and another is math. The math teacher taught me calculus in 2 weeks and I just started to become literate to meanings in those symbols and after that when I look back analytic geometry and classical mechanics in our high school textbooks, I just felt my mental block was removed! I did not feel any trouble in understanding the problems and I later chose my major in physics just because I like to learn more of it and went through my undergraduate pretty ok and later I found computer science and I started to work in the trench for 16 years. I did not make any contribution to math and physics, but I still like to use the training that I received in my daily life and I still sometime open books from Dover Publishers to read and feel interested. I like the feeling in figuring out problems and find ways to solve them. And that is the joy I'm glad to had a chance to acquire due to two best teachers that enlighten me.
• mark-t 18y ago
  Math education is so bad right now that any genetic differences are drowned out almost entirely. Of all the mathematicians I've met (including IMO gold medalists, Fields medalists, etc.), there seems to be little correlation with siblings, at least beyond what you would expect from having parents who emphasize learning math. To answer your question, if you want to contribute significantly, you will need to study hard for several years, but it is possible. One of the best mathematicians I know well didn't have any interest until he was 16, and he's now 25 or so.
  • maximilian 18y ago
    Wow, 16 is sooo old. I'm sure plenty of great mathematicians didn't know what they wanted at 16 either. 25 is pretty young still I think. Thats only 3 years into a PhD, so really I wouldn't expect anyone (except super geniuses) to make many achievements by that age. I'd say 30 between 27 and 30 seems like a pretty solid age, as you've reached a peak with your PhD and you're still young and inquisitive and hopefully humble.
    • mark-t 18y ago
      Ask around. 16 is quite late to start taking math seriously and end up at the very top. He wasn't doing math for fun. He wasn't asking himself mathematical questions. He wasn't doing math competitions. He had no knowledge outside of what was taught in school to students at his grade level. This is freakishly uncommon, but he shows it's possible. 25 is young. He is just a few years into his PhD, and he hasn't made many major achievements (he's been a grader for the IMO, written one paper that's still being refereed for publication). The point is that he's noticeably better than I am at almost every branch of mathematics except combinatorics, and he had no interest until he was 16.
  • narag 18y ago
    "...there seems to be little correlation with siblings, at least beyond what you would expect from having parents who emphasize learning math." I'd bet for a set of negative factors. For you to be 100%, you need to have full 15% of genes (maybe there are a lot involved, so it could be very improbable to have more than 10% of that 15%), 30% of early nurture and 40% of favorable social conditions (good environment, or just not being poor that lets out a big part of humanity) and the rest of luck, effort and good teachers. The lack of any of these conditions could explain why the siblings are not so bright. The lack of genetic conditions and the early nurture could also ruin more easily the posibilities. "Genetic" is also broad. It could be quicker thinking, focus, even a illness that forces a child to stay home reading instead of playing outdoors.
• andreyf 18y ago
  Short answer: nurture, very early on, because children have a fantastic curiosity and ego-less stubborn determination. Long answer: From my personal experience, a lot of what some claim to be 'nature' is actually very early-age 'nurture'. So it's not that children of academics are genetically smarter, it's that they are raised by people with whom dinner or a walk in the park ends up being as educational as a university lecture. On top of that, if you consider that knowledge is like money under compound interest, I think it's possible to explain people that seem smart beyond comprehension as just having gotten a good head start on learning. Math is also a special case for two (related) reasons: (1) emotions, especially ego, has a lot to do with learning math, and (2) math is filled with "aha" moments, where one thing which seemed incomprehensible one moment is obvious the next. Little kids have an advantage related to both of these - they (hopefully) don't yet have an ego to build or protect when it comes to knowing things, and they take a lot more pleasure from the "aha" moments. So to answer your question - I would say it's nurture, but the kind which is (most of the time) limited to very young ages. On the other hand, given the determination and stubbornness of a 5 year old facing a challenge, it's nothing you can't do at 40. But I worry that I don't quite have that determination at 22, and will only have less of it as I am starting to worrying about becoming financially secure, starting a family, etc.
  • deleted 18y ago
    [deleted]
  • Rod 18y ago
    I whole-heartedly agree with everything you wrote. I competed in Math competitions while in high school but never made it to the IMO. My friends who went to the IMO were doubtlessly very smart, but they had something else: they had many years of training under their belts. I failed because I was an amateur, they succeeded because they trained like professional athletes. To do Math, intelligence is required, but not sufficient. Tenacity, patience, stubborness, an obsession to figure things out, and the willingness to work very hard are also required. Prof. Terence Tao knows much more than I do on the subject and he explained things clearly: http://terrytao.wordpress.com/career-advice/does-one-have-to-be-a-genius-to-do-maths http://terrytao.wordpress.com/career-advice/does-one-have-to... When one is young, one does not mind feeling stupid. Understanding something in Mathematics takes a lot of time and effort. After a certain age, one does not want to feel that stupid anymore. That's why many great mathematicians did their best work before they were 30. It's more psychological than intellectual, I'd say.
• LPTS 18y ago
  Very great mathematicians are born. You're either born as Ramanujan or Erdos or you're never going to be Ramanujan or Erdos. No way around it. But, merely pretty damn good mathematicians can work really good and be a thousandth as useful as an Erdos or Ramanujan.
  • andreyf 18y ago
    I'm pretty sure most people wouldn't want live the life of Erdos...
    • cperciva 18y ago
      * I'm pretty sure most people wouldn't want live the life of Erdos...* Come on... travelling the world and couch-surfing for years on end, while having no financial concerns at all? I think most people would love to live that life.
      • andreyf 18y ago
        For a bit, sure, but I'd imagine sooner or later, most people get tired of doing math 16-20 hours a day and want to start a family or something.
• DaniFong 18y ago
  I would strongly suggest that you read the biography of Erwin Schrodinger. Empirically, it seems to be quite possible to pick up mathematics and science at a later stage. But it doesn't happen too often. I cannot tell if this has to do with society's influence (there are many pressures keeping people from switching fields) or something to do with natural talent. But I do think that success in science, mathematics, or really, anywhere, is much more a product of your habits, discipline, environment, and beliefs than is ordinarily given credit. I don't think 'nature', or 'very early nurture' is unimportant -- for example, it can play a very important role in the sorts of things you get interested in and the preferences, beliefs and skills you acquire. But conditioned on having the same beliefs, habits, and discipline as masterful scientists, business people, or researchers, if you're talking about great contributions, I think the other dimensions of talent truly shrink into irrelevance. Three terrific links: Michael Nielsen on Extreme Thinking. http://michaelnielsen.org/blog/?p=19 http://michaelnielsen.org/blog/?p=19 (Edit: Whoops! Michael, the link is broken! Here's an archived version, http://web.archive.org/web/20061018164649/http://www.qinfo.org/people/nielsen/blog/archive/tough-learning/tough-learning-final.html http://web.archive.org/web/20061018164649/http://www.qinfo.o... ) Terry Tao's Career Advice: http://terrytao.wordpress.com/career-advice/ http://terrytao.wordpress.com/career-advice/ And the classic, Richard Hamming, You and Your Research: http://www.cs.virginia.edu/~robins/YouAndYourResearch.html http://www.cs.virginia.edu/~robins/YouAndYourResearch.html
  • thaumaturgy 18y ago
    | I cannot tell if this has to do with society's influence ... or something to do with natural talent. Both. Those with natural talent are more likely to produce notable work at an earlier age. Likewise, for male scientists, testosterone seems to drive creativity, and in later ages that has a tendency to get channeled into marriage and family instead (http://www.timesonline.co.uk/tol/news/world/article1149615.ece http://www.timesonline.co.uk/tol/news/world/article1149615.e...).
• mynameishere 18y ago
  http://www.jinfo.org/Fields_Mathematics.html http://www.jinfo.org/Fields_Mathematics.html 25 percent of fields medal winners vs. 0.227 percent of world population. >100x difference. [discussion of statistical signfigance omitted.] Nature vs. Nurture is a stupid discussion, as "nurture" is costly and transient and a ripe subject for government boondoggles. People are different. No way around it. On the other hand, a basic command of mathematics can be widely shared, and learned at most ages.
  • DaniFong 18y ago
    That may well be true, but I think the problem of disentangling the incredibly powerful Jewish cultural influence (or any other cultural, influence, really, as a half-asian I can tell you my heritage helped push me) from whatever biological differences there might be is an incredibly tricky one. So I think that asserting such conclusions here is either chauvinist or premature.
    • narag 18y ago
      Assuming as little as 10% could be nature, the lack of genetic conditions would mean a lot for top achievements. Also talking about a certain community doesn't necesarily mean something related to race. There could be some kind of selection for people that become jew marrying or people that quits.
      • DaniFong 18y ago
        I would also like to ask, how could such conclusions, were they actually true, be put to use by society? I haven't been able to identify any way to use such information which I wouldn't consider deeply immoral. But I have unusual views here.
        • narag 18y ago
          "...how could such conclusions, were they actually true, be put to use by society?" If there's a cause, someone could try to find out what it is and it might be useful. Or not. But knowledge isn't moral or inmoral, it's knowledge. Wishful ignorance is wrong for my sense of morality.
• larryfreeman 18y ago
  With the well known exceptions of Gauss and Ramunajan, great mathematicians tend to emerge in communities of talent. I would say that community and social network play a very large role in the emergence of mathematical genius.
• cperciva 18y ago
  Can people who are not inherently 'gifted', start with an immense interest in math at a mid-point in their life, and still go on to make meaningful and significant contributions to the field? Probably not. In other words, is precocity a prerequisite to doing good work in Math? Maybe, depending on whether you by "precocity" you mean "demonstrated precocity". Intelligence is something you either have or don't have -- and while there's still debate about how much of intelligence is genetic (25%? 50%? 75%?) it's clear that the nurture which is most important is that which takes place before age 5, when the brain is still at its most plastic. Consequently, I would say that anyone who is not gifted when they're 5 years old is unlikely to have a significant mathematical impact. However, not everybody with intellectual gifts demonstrates them early. Mathematics is a field known for child prodigies, not because it's particularly suited to prodigies, but rather because mathematics prodigies tend to get noticed. Some fields, like mathematics or chess, have little knowledge required before intellect can be applied; others, such as chemistry or biology, require years of prerequisite study. Moreover, just like chess prodigies, the abilities of a mathematics prodigy are obvious and unarguable, while a remarkable writer is still likely to be rejected by his first 19 publishers -- and what 9 year old writer is going to send his manuscript to 20 publishers? In short: You have to be smart to do make a significant contribution to mathematics, and I don't believe that people can "become smart" past a very early age. However, it's possible for someone to be smart despite not having been recognized as such, depending on which fields his intellect is applied against. Finally, it's definitely possible for someone who is smart but has never done well in mathematics to make a contribution to mathematics -- if he can develop the interest which is necessary for him to apply his intellect appropriately. Is this a useful answer? I have some other ideas about intelligence and IQ and the Putnam and flashes of insight floating around, but I'm not entirely certain how to explain them -- and given that news.yc stories don't stay on the front page for long, I thought I should post what I could promptly rather than waiting for everything else to crystallize.
  • yelsgib 18y ago
    What is "intelligence?" Can we separate it from society's conception of it? Can we state a computational definition rather than a definition in terms of satisfaction of cultural standards? We undervalue a lot of mental attributes - consistency of thought, sensitivity to subtle differences in concepts, patience, self-reflection, the ability to "go meta" etc. which cannot be detected by the rough and rigid abstract problem solving required by low-level Math (e.g. the Math problems which would qualify prodigies). I am highly turned off by the idea that we can't "become smart" after an early age. I feel like I "got smart" after I started playing go, I feel like I "got smart" after I learned category theory. I feel like every year I get smarter - and not smarter in the sense of "having more knowledge" but smarter in the sense of being able to solve larger classes of problems, and more complicated problems. and c.
• yelsgib 18y ago
  People vary in mental attributes. Let's get this out of the way right now. It -has to be the case-. We should obviously remain agnostic about what these attributes are (for instance, I would be hard pressed to say that "good memory" is even genetic because it is hard to disambiguate "memory software" from "memory hardware" in the brain). Cultures screen for genetic attributes at a young age. This is not necessarily a good thing, but it just happens to be the case. Attractive children are treated differently. "Bright" children are treated differently. "Slow/inattentive" children are treated differently. The sum of genetic attribute and cultural reaction to that attribute produces higher-order attributes which are consumed by new cultures, etc. There is an academic culture of Mathematics. To participate, you need to have had the right experiences (enabled by the right genetics, pre-conditions, and cultural/socio-economic starting-point). People like MIT's Daniel Kane or Reid Barton were made-and-born. So no, you can't become part of the culture of mathematics if you're not. Sorry, they're very picky. They also have a lot of resources (people to talk to, seminars to attend, journals which are expensive) which you can't have if you're not in the club. Another unfortunate thing is that new math research really has to be presented in terms that "old math" can understand. E.g. constructivist mathematics struggles to get widespread approval. Adoption of ZFC axioms seems arbitrary in some senses (the C part). So what does it mean to do "good" research? You need to create a result and argue it. Creation requires resources, argument requires facility with standards and ears to listen. Without acceptance into the community, you have neither. That's one definition, anyway. Do you just want to develop truth for yourself? Do you want to understand math deeply? The fact is that there are many people who are extremely gifted in terms of genetic skills, who can do good math, but who don't quite "fit the mold" (trivial example: people with tremendous visuo-spatial reasoning abilities vs. people with tremendous pure-abstraction symbolic-manipulation abilities). These people can still do good math. They just have to do it largely on their own and they may have trouble communicating it with others. In short, it's insanely complicated and has to do with the marriage of genetics and -culture-, not nurture, per se. If you want deeper insights into this question, I recommend you look at the history of mathematics and mathematicians. --- Anyway, if you want a good example of a non-stereotypical mathematician, I recommend you look at the autobiography of Grothendiek. Good read.
• Tichy 18y ago
  Wasn't there a story recently on HN about a guy who proved a longstanding open problem as a hobby, and was a security watchman in his day job? (Or some other job, I don't know). I am surprised so many people here seem to lean towards "nature". I am pretty sure you can pick up mathematics at any age. Sometimes I also wonder: humans manage so many really complicated tasks in their daily lives, can it really be a much farther stretch to reach into mathematics? Of course experience and knowledge and training help in mathematics, but as in other fields, maybe sometimes an outsider can bring a fresh view into it. It might also depend on the field of maths you choose, some might be more approachable than others. That said, I agree with the other post that genius mathematicians are probably somehow born or made very early on.
  • jeroen 18y ago
    There was such a story ( http://www.haaretz.com/hasen/spages/966679.html http://www.haaretz.com/hasen/spages/966679.html ), but the guy was "an accomplished mathematician" before becoming a security guard.
• randomhack 18y ago
  Precocity is overrated. To me, believing that genius is decided at age 0/5/10 whatever means that you are just rationalizing not working hard enough with "I am not a genius. I will not make it. Therefore no point in working hard". The primary test really is : a) Are you having fun (with maths in this case)? b) Are you willing to put time and effort into it? Note that the amount of time available may be one hurdle if you are starting at mid-age since its likely that you are pursuing it as a side hobby instead of a full time profession. See Hamming's lecture on PG's site. Search particularly for "hard work is compounded" and "why is he so much smarter than me" or roughly along those lines.
  • deleted 18y ago
    [deleted]
• SwellJoe 18y ago
  Anyone else see the flaw in asking a gifted mathematician about the human brain, merely because they're a gifted mathematician? cperciva is certainly very smart, and may also happen to know a thing or two about the subject...but mathematical ability doesn't necessarily correlate with knowledge of how humans learn or cognitive development.
  • yelsgib 18y ago
    I definitely, definitely agree. A lot of mathematicians I know are kind of self-appointed "kings of the mind" and so pontificate tremendously on subjects they're not really qualified to talk about. Not saying that cpervia is, but it's definitely a trend. That being said, mathematicians definitely have (as a class) some good mental attributes - they usually think very consistently and can see very subtle flaws in arguments (especially common ones (it gets frustrating)). They also solve really tough problems which means that their ideas about problem solving (probably pretty central to the question of "what is intelligence?") are probably good, assuming they're self-reflective.
  • jraines 18y ago
    Yeah, but his answer is in line with what's known about cognitive development.
    • SwellJoe 18y ago
      Sure, but anyone with a couple of hours to spend on the Internet can find out what is in line with what's known about cognitive development (certainly more than a few threads at HN will provide). Since it was directed at cperciva specifically, there seems to be a desire to get something more than just knowledge. Permission, maybe? I dunno. I just found the question interesting. And it's a common phenomenon. Musicians, for example, even not particularly gifted ones, get this kind of question pretty frequently--"can adults really learn to be good musicians?", "it just comes naturally to you, right?", etc. Humans have funny logic sometimes, I guess, including the people on the receiving end of the questions.
  • cperciva 18y ago
    You're right, of course, that a mathematician is not the same thing as a cognitive scientist; but it's not completely crazy to ask me such a question. People are naturally interested in topics which touch on them directly -- this happens very frequently in medicine, where individuals having a particular disease frequently know far more about the disease than a general medical practitioner (but less than a specialist studying that disease, of course) -- so it's not unreasonable to think that a randomly selected genius is likely to have spent more time learning about the nature of genius than a random non-genius.
• jhancock 18y ago
  I have had similar thoughts recently. Although my desire to get better at maths is not to "make meaningful and significant contributions to the field". My desire is to make meaningful contributions to other fields. Reviving and extending my dusty math skills may be an essential component. So I think if you realign your question/purpose as I have, the answer is "yes". Otherwise, my instinct says "no".
• Prrometheus 18y ago
  All the easy math has been done. People have been working on Mathematics for a long, long time. To "make meaningful and significant contributions to the field" is one of the hardest intellectual tasks a person can do. It is probably impossible for someone at a midpoint in their lives to suddenly develop an interest in math and make a meaningful contribution. Even people who have been immersed in Mathematics their whole lives often cease to make major contributions in middle age. You do have to be inherently gifted to be a good Mathematician. You even have to be really smart to be a mediocre one. This is hard stuff, the Olympic Marathon of intellectual pursuits. Do you have to be gifted to run in an Olympic Marathon? Someone that was merely determined might be able to qualify for it, but the ones that win are definitely genetic freaks. You can certainly enjoy math without being a super-genious. If someone were dogged and creative enough and focused on a new enough subfield, they might even be able to contribute a little, provided they've kept their analytical facilities sharp in a field like Physics or Engineering. But then again, anytime a new field opens up there's hundreds of PHD students across the world that jump into it looking for a new bit of math to write their thesis on. It gets fleshed out pretty quick, and the low hanging fruits are the first to go, and the people picking the fruits are PHD math candidates. Please note that this is just my opinion from being around Mathematicians. I'm not a Mathematician myself, but I was around them when I got an undergraduate degree in Mathematics. That degree taught me that Math was really hard and I would probably have a more significant impact on the world if I pursued something else.
  • thaumaturgy 18y ago
    I disagree with most of your points, though you're more qualified to talk on the subject than I am. | All the easy math has been done. How easy are we talking about? While I was in high school, I remember a news article about some other high-school-age kids that happened to a solve a long-standing and relatively simple problem in geometry involving triangles. I can't remember the specifics, nor can I find anything about it now, but I think there are still plenty of relatively entry-level problems to work on. | It is probably impossible for someone at a midpoint in their lives to suddenly develop an interest in math and make a meaningful contribution. http://en.wikipedia.org/wiki/List_of_amateur_mathematicians http://en.wikipedia.org/wiki/List_of_amateur_mathematicians It's a pretty crappy list, and most of the names are from centuries past, but there are a couple of interesting entries there. | Do you have to be gifted to run in an Olympic Marathon? Your example of Olympic marathons is specifically a zero-sum game, whereas mathematics is not. | But then again, anytime a new field opens up there's hundreds of PHD students across the world that jump into it looking for a new bit of math to write their thesis on. This seems to contradict your previous point that mathematics has become inaccessible. There are a few differences between a grad student and a sufficiently dedicated hobbyist, and none of them are genetic, nor are any of them necessarily bound by a particular age bracket. Indeed, someone in middle age could attend university on a specific curriculum, and in a few years be looking at the same problems as the PHD students. The older person might have some advantages in self discipline or experience in tangential fields.
• selva 18y ago
  I just read 'A Mathematician's Apology' where Hardy touches on this at one point. If you want to consider someone's opinion on your question (besides cperciva), consider Hardy's (because he was a great mathematican and a brutally honest person). Briefly, Hardy thought the ability to make deep contributions to mathematics erodes after middle age. He cites Euler, Abel, Ramanujan, et al. Hardy mentions Gauss who was old (55, I think) when he made a major contribution but, Hardy notes, the idea for it had germinated while Gauss was young. I personally think Nature plays a bigger part than nurture when it comes to mathematical ability (of the rarer kind). Ramanujan is a classic example. He had pretty much no nurture. Way before anyone knew or cared, he was producing stunning mathematical insights.
  • spinor 18y ago
    What about Hardy's collaborator Littlewood, who continued to do excellent research into a very ripe old age? Hardy was a depressive, and this may have had an effect. How many of the great mathematicians used Cocaine or amphetamines--not a silly idea, look at how many students use such drugs--to get early success. Recall that Cocaine was LEGAL in the 19th century. Does this explain their early burnout, and the bipolar depression symptoms ( called repeated nervous breakdowns) of so many of the great mathematicians in the 19th and early 20th century?
  • spinor 18y ago
    What about Hardy's collaborator Littlewood, who continued to do excellent research into a very ripe old age? Hardy was a depressive, and this may have had an effect. How many of the great mathematicians used Cocaine or amphetamines--not a silly idea, look at how many students use such drugs--to get early success. Recall that Cocaine was LEGAL in the 19th century. Does this explain their early burnout, and the bipolar depression symptoms ( called repeated nervous breakdowns) of so many of the great mathematicians in the 19th and early 20th century?
  • spinor 18y ago
    What about Hardy's collaborator Littlewood, who continued to do excellent research into a very ripe old age? Hardy was a depressive, and this may have had an effect. How many of the great mathematicians used Cocaine or amphetamines--not a silly idea, look at how many students use such drugs--to get early success. Recall that Cocaine was LEGAL in the 19th century. Does this explain their early burnout, and the bipolar depression symptoms ( called repeated nervous breakdowns) of so many of the great mathematicians in the 19th and early 20th century?
• edw519 18y ago
  I don't know what the "experts" say, but I've always run my business with a principle that almost no one else agrees with, "Almost anyone can learn almost anything". I constantly witness failures in business because someone said, "It can't be done," or "He can't do that," or "She'll never be able to do that." I love proving them wrong. I'm rarely disappointed. Given the right resources, the opportunity, and most of all, genuine encouragement and support, it's amazing what the human brain, at any age, can accomplish. Sometimes, all it takes to discover it is a little more faith in another than in onesself.
• mstoehr 18y ago
  I'm surprised at how strongly held most of the opinions are argued in the forum. The reason why is that I know of very little scientific evidence that would lend people such certainty. Firstly, as I understand it, to date, there has been no longitudinal study of mathematics talent in people who develop in interest after adolescence. Secondly, the neurological basis of learning is a rapidly growing field, but the field right now may not have much to say about the development of mathematics talent. The points that have been made: i.e. that you can't do it may be true, it's just that you probably should take what they say with a grain of salt since they are talking about a subject that is not very well understood. I would wager, though, that going from having a small knowledge of math to going to a level of knowledge of comparable size to a mathematics researcher is going to be very hard. People who focus on math starting freshman year of high school go through 4 years of high school + 4 years of college + 5-7 years of grad school = 13-15 years before they become research mathematicians. So it might take you 10+ years before you know enough to start contributing. Additionally, if you read psychological research on expert performance (which you probably should, and Eric K. Andersson is one of the experts in that area so perhaps start with an article by him), it normally takes 10 years to develop expert skills in a field, and that expertise comes about from something he terms "deliberate practice". Check out: (http://projects.ict.usc.edu/itw/gel/EricssonDeliberatePracticePR93.pdf http://projects.ict.usc.edu/itw/gel/EricssonDeliberatePracti...) The Role of Deliberate Practice in the Acquisition of Expert Performance. Most evidence would indicate that the abilities of a Putnam fellow are probably not out of reach to somebody who uses a strict deliberate practice regimen to develop their working memory (google that with 'mathematics') of and the ability to execute the thousands of tricks that mathematicians employ to solve problems. I am not very confident in this particular assertion, and I believe there is only weak evidence for it, however, there is only weaker evidence against it (and most people who argue against it make use of hand-waving has their primary argumentative technique). On the actual task of becoming a mathematician I suggest you read some essays by Gian-Carlo Rota (http://web.archive.org/web/20070630211817/www.rota.org/hotair/hotair.html http://web.archive.org/web/20070630211817/www.rota.org/hotai...), in particular look at the "10 Lessons I wish I had been Taught" and the reflections on math and mathematicians. He points out that mathematicians seem to have only a couple of tricks up their sleeve which they apply over and over and over again. The points made by yelsgib are good since mathematics is about a community of researchers, and most problems have been looked at by hundreds of researchers. At the very least you will need to attend conferences at Universities. This brings me to my final point, which is that if you want to make contributions to the field you'll make it a lot easier on yourself if you attend grad school in mathematics. In general people don't have to pay for math grad school, but it will cost you time. The reason why I say that it will make your life easier is that, firstly, math grad school will induct you into the community of mathematicians. You'll have better guidance than I can give (I am a lowly undergraduate) on how to become a mathematician, and when you get to doing serious research you'll have an advisor who will (hopefully!) guide you through it. One of my friends who is finishing up his P.h.D in analysis points out that he would have no idea whether he was making progress or not if it weren't for his advisor (he's doing research on semiclassical wave functions). Secondly, you'll know whether mathematics is right for you. And, if you plan on making 'significant' contributions you'll have to do more or less the same preparation that a math grad students goes through and you'll have to put in the same, if not more time as grad students do in preparation to do research. I admit that I am curious to see what happens if you go through with such a project. It would take a great deal of perseverance on your part as you come across all the barriers I am facing (as a math major) as well as those that come about because of your age and station in life. My main suggestion is to try to get into correspondence with mathematicians to try to get more guidance. This can be difficult because you are probably just starting out, but you will most likely find one or two gracious ones if you start trying to correspond with mathematics departments. I lack the experience to be a good person to talk to but I am nearly always willing to discuss this sort of thing so feel free to send me an e-mail to [my sn without the 'm'] [the a with a circle around it] uchicago [period ] edu.
• maurycy 18y ago
  Few notes. The whole discussion whether intelligence is born or made, misses the fact that motivation to work hard for years is unfrequent. Most people give up quickly, and are not able to commit themselves without immediate reward. I easily imagine a mathematican without great intelligence, yet with high motiviation and ability to stay focus for hours. I can't imagine a mathematican who is smart, yet is not able to concentrate. Another thing is that what seems to upset most people about genetic intelligence is limitation of our free will. It goes something like this: "I realize I want to become a mathematican and environment limits me; I can't afford this thought." The problem is that between born and made there is a lot of grey area. What if, for instance, you do not realize it? You might grew up in a suburbia environment that encourages you to become a MBA or a lawyer. If so, non-zero chances are you'd simply don't want to become a mathematican, or a quant. (no money, no chicks). Is your free will limited, or no? In different environment you'd dream about becoming an Erdos. You might think that you made the decision, while, actually, the socialization process made the decision, and if you want to change it, you have to overcome the defaults. A non-trivial task. I also feel that, besides the intelectual curiosity, there is something more behind this question. It seems, at least to me, that most people asking it, actually ask whether chances are their effort will be rewarded. There is nothing wrong with it. One wants to minimize her risks. If investment of 10 years would be known to give 0 output (here: becoming a great mathematican) in some cases (here: lack of genetic intelligence), then, under given circumstances, it doesn't make sense at all. The point is that intellectual work is highly non-linear and if there are any constant factors, they are highly more complicated than born vs made.
• spinor 18y ago
  What about Hardy's collaborator Littlewood, who continued to do excellent research into a very ripe old age? Hardy was a depressive, and this may have had an effect. How many of the great mathematicians used Cocaine or amphetamines--not a silly idea, look at how many students use such drugs--to get early success. Recall that Cocaine was LEGAL in the 19th century. Does this explain their early burnout, and the bipolar depression symptoms ( called repeated nervous breakdowns) of so many of the great mathematicians in the 19th and early 20th century?