So, for starters: you don't have any evidence, if I understood it properly. None whatsoever. That's really not the basis for arguing "become 1000x better." If only because your operationalization is missing. If you can't measure someone math's skills, how can you say they can become 1000x better? I think the whole article manages not to even speak about what "math" actually is supposed to be. Symbol manipulation according to axioms?

Your starting point is the way elite mathematicians think about themselves. But people don't understand themselves. They don't understand their own motivations, their own capabilities, their own logic. You know who are best at explaining what/how other people think? Average people. Hence the success of mediocrity in certain types of quizzes and politics.

I'm sure you're right about the mixture of logic and intuition. I've had the thought myself, mainly about designing systems, but there is some analogy: you've got to "see through" the way from the top to the bottom, how it connects, and then fill the layers in between. But that intuition is about a very, very specific domain. And it's not given that is a priori equally distributed. More likely than not, it's isn't.

Your whole argument then is based in naive psychology. E.g., this

> What can someone gain by improving their mathematical thinking?

> Joy, clarity and self-confidence.

> Children do this all the time. That’s why they learn so fast.

Are there no other reasons children learn so fast? It's not even given that joy and clarity makes children learn faster. What is known is that children do learn fast under pressure. Have you seen the skills of child soldiers? It's amazing, but it comes of course at great cost. But they did learn. Children pick up languages at a relatively high speed (note: learning a new language is still very well possible at later ages, certainly until middle age), but that's got nothing to do with joy, clarity and self-confidence. They also do it under the dreariest of circumstances.

So I'd say: your argument, or at least the quanta article, is at odds with common sense, and with psychological research, and doesn't provide concrete evidence.

You might have ideas for teaching maths better. But beware there's a long tradition of people who've tried to improve the maths curriculum, and basically all failed.

I'll give you one more point for thought (if you ever read this): intuition can also be a negative. I've practiced with my daughter for her unprepared math exam (she dropped it at one point, and then wanted to have it on her grade list anyway). One thing that I clearly remember, and it's not just her, is that she had very weird ideas about the meaning of e.g. x, even in simple equations. They were nearly magical. It was hard to get her to treat x like she would treat any other term. At one point, she failed to see that e.g. 1/3 = x^-1 is easy to solve, even when she had written down 1/x = x^-1 right next to it. Her intuition blocked her logic. My conclusion is that it's certainly easy to frak up someone's understanding of maths, unless you're really teaching, tutoring and monitoring 1-on-1. There's no solution for maths but good teachers, and a lot of fast feedback. Quite an old lesson.