Context: Studying maths beyond GCSEs helps brain development, say scientists
Mathematics is a truly wonderful mystery and I only wish that it had been taught as such when I was at school. The concepts are fascinating, mysterious and completely astonishing once a triangulation between the paradoxes of logic, physics and material reality is rendered intelligible. Personally, I find myself somewhat adrift between insufficient symbolic fluency and utter reverence for the conceptual sophistication and architectural majesty I have been able to glimpse through this narrow aperture of imagination and autodidactic enthusiasm.
I have spent many years reading “popular” accounts of physics, science and mathematics with an intermittent deep dive into complexity theory and (related) philosophical antinomy. Notwithstanding that an unorthodox self-education provides a certain degree of freedom in regards to imagination and creative interpretation, the magnificent wealth of open-source educational material now available leaves us all quite profoundly spoilt for intellectual choice.
Are the underlying concepts of mathematics equally accessible to everyone? I think so. Language and logic are themselves not necessarily the entities they reference, except for when they are; the recursive tautology of mathematics is endless.