What is good mathematics?

We summarize four different versions of our course notes on the limits of mathematics.

A proof is one of the most important concepts of mathematics. However, there is a striking difference between how a proof is defined in theory and how it is used in practice. This puts the unique status of mathematics as exact science into peril. Now may be the time to reconcile theory and practice, i.e. precision and intuition, through the advent of computer proof assistants. For the most time this has been a topic for experts in specialized communities. However, mathematica...

We discuss the idea that computers might soon help mathematicians to prove theorems in areas where they have not previously been useful. Furthermore we argue that these same computer tools will also help us in the communication and teaching of mathematics.

This essay, originally published in the Sept 1990 Notices of the AMS, discusses problems of our mathematical education system that often stem from widespread misconceptions by well-meaning people of the process of learning mathematics. The essay also discusses ideas for fixing some of the problems. Most of what I wrote in 1990 remains equally applicable today.

I discuss some general aspects of the creation, interpretation, and reception of mathematics as a part of civilization and culture.

Mathematicians judge proofs to possess, or lack, a variety of different qualities, including, for example, explanatory power, depth, purity, beauty and fit. Philosophers of mathematical practice have begun to investigate the nature of such qualities. However, mathematicians frequently draw attention to another desirable proof quality: being motivated. Intuitively, motivated proofs contain no "puzzling" steps, but they have received little further analysis. In this paper, I be...

We describe and explain the desire, common among mathematicians, both for unity and independence in its major themes. In the dialogue that follows, we express our spontaneous and considered judgment and reservations by contrasting the development of mathematics as a goal-driven process as opposed to one that often seems to possess considerable arbitrariness.

In this note I describe reliability standards for writing and reviewing mathematical papers; these standards are (in my opinion) vital for the progress of mathematics. I give examples of applying the described or other reliability standards.

This article is a collection of letters solicited by the editors of the Bulletin in response to a previous article by Jaffe and Quinn [math.HO/9307227]. The authors discuss the role of rigor in mathematics and the relation between mathematics and theoretical physics.

A few remarks on how mathematics quests for freedom.