The Mathematician's Mind

By J. Hadamard. 2020

827 citations recorded by the source corpus.

Preface to the Paperback EditionForewordIntroductionIGeneral Views and Inquiries1IIDiscussions on Unconsciousness21IIIThe Unconscious and Discovery29IVThe Preparation Stage. Logic and Chance43VThe Later Conscious Work56VIDiscovery as a Synthesis. The Help of Signs64VIIDifferent Kinds of Mathematical Minds100VIIIParadoxical Cases of Intuition116IXThe General Direction of Research124Final Remarks133App. I137App. II142

Subfields: Cognitive Neuroscience, Philosophy

View Paper: https://www.semanticscholar.org/paper/aac70c9f68249ebafcb4e122277bd78b4392b290

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Philosophy

Citations in the corpus

Affect in mathematical problem posing: conceptualization, advances, and future directions for research (2020, background): “Hadamard (1945) stated that this activity is largely unconscious.”
Creativity in Mathematics and the Education of Gifted Students (2009, background): “Hadamard (1945), influenced by Gestalt psychology of his time described the creative process as that of preparation-incubation-illumination and verification.”
Problem-posing research in mathematics education: new questions and directions (2013, background): “This vision has even older roots: the eminent mathematician Jacques Hadamard (1945) remarked: Between the work of the student who tries to solve a problem in geometry or algebra and a work of invention, one can say that there is only a difference of degree, a difference of level, both works being…”
Notions of Creativity in Mathematics Education Research: a Systematic Literature Review (2021, methodology): “With the help of a systematic approach, we were able to identify five predominant notions with varying significance with regard to theoretical foundations and usage (temporal and geographical): (1) The notion of creativity through fluency, flexibility, and/or other characteristics that can be traced”
The Mathematically Able as a Marked Category (2000, background): “Young women do not learn, for example, that anxiety often accompanies even the best mathematical work, or that solutions to problems often emerge just as one is about to given up on the problem (Hadamard, 1945).”