"We wish to see... the typical attitude of the scientist who uses mathematics to understand the world around us. ...In the solution of a problem ...there are typically three phases. The first phase is entirely or almost entirely a matter of physics; the third, a matter of mathematics; and the intermediate phase, a transition from physics to mathematics. The first phase is the formulation of the physical hypothesis or conjecture; the second, its translation into equations; the third, the solution of the equations. Each phase calls for a different kind of work and demands a different attitude."

“The result of the mathematician's creative work is demonstrative reasoning, a proof; but the proof is discovered by plausible reasoning, by guessing. If the learning of mathematics reflects to any degree the invention of mathematics, it must have a place for guessing, for plausible inference.”

“In my presentation I... follow the genetic method. The essential idea... is that the order in which knowledge has been acquired by the human race will be a good teacher for its acquisition by the individual. The sciences came in a certain order; an order determined by human interest and inherent difficulty. Mathematics and astronomy were the first sciences really worth the name; later came mechanics, optics, and so on. At each stage of its development the human race has had a certain climate of opinion, a way of looking, conceptually, at the world. The next glimmer of fresh understanding had to grow out of what was already understood. The next move forward, halting shuffle, faltering step, or stride with some confidence, was developed upon how well the race could then walk. As for the human race, so for the human child. But this is not to say that to teach science we must repeat the thousand and one errors of the past, each ill-directed shuffle. It is to say that the sequence in which the major strides forward were made is a good sequence in which to teach them. The genetic method is a guide to, not a substitute for, judgement.”

“Demonstrative reasoning penetrates the sciences just as far as mathematics does, but it is in itself incapable of yielding essentially new knowledge about the world around us. Anything new that we learn about the world involves plausible reasoning, which is the only kind of reasoning for which we care in everyday affairs.”

“Mathematics is the cheapest science. Unlike physics or chemistry, it does not require any expensive equipment. All one needs for mathematics is a pencil and paper.”

“The general or amateur student should also get a taste of demonstrative reasoning... he should acquire a standard with which he can compare alleged evidence of all sorts aimed at him in modern life.”

“I... present also examples of historic interest, examples of real mathematical beauty, and examples illustrating the parallelism of the procedures in other sciences, or in everyday life.”