> Mathematicians attempt to express ideas in the most readable and clear way possible.
I buy this from the mathematicians and scientists that I know and have interacted with.
I also think mathematicians spend more time trying to discover/play with new math than optimizing the communication of what already exists and is communicable.
My speculation is that this naturally leads cruft that needs to be worked through by people entering the field. The cruft can not get too big or people don't enter the field so people are motivated to keep the cruft below a certain level but not the minimum.
The cruft makes it harder to enter the field and once you have over come that hurdle you move on to do things in the field not reduce the cruft.
Other things that make it hard to reduce cruft
1. not everyone is going to agree what is cruft
2. Person X spend time on reducing cruft in sub field Y may find out that Y is no longer hot topic so while there is less cruft there are not many people taking advantage of the reduced cruft in Y.
3. Mathematicians and scientists are reward more for new and interesting things than better pedagogical practice/techniques.
4. Optimizing for communication/pedagogy is mostly a different skill than science/mathematics so you have to split your focus or not dive as deeply into one or both.
5. I am sure there are others.
This seems reasonable to me. It is s system where most everyone is well meaning and want to improve things and where things do improve over time, but where it is still easy to find areas that would benefit from substantial from improvement.
I buy this from the mathematicians and scientists that I know and have interacted with.
I also think mathematicians spend more time trying to discover/play with new math than optimizing the communication of what already exists and is communicable.
My speculation is that this naturally leads cruft that needs to be worked through by people entering the field. The cruft can not get too big or people don't enter the field so people are motivated to keep the cruft below a certain level but not the minimum.
The cruft makes it harder to enter the field and once you have over come that hurdle you move on to do things in the field not reduce the cruft.
Other things that make it hard to reduce cruft
1. not everyone is going to agree what is cruft
2. Person X spend time on reducing cruft in sub field Y may find out that Y is no longer hot topic so while there is less cruft there are not many people taking advantage of the reduced cruft in Y.
3. Mathematicians and scientists are reward more for new and interesting things than better pedagogical practice/techniques.
4. Optimizing for communication/pedagogy is mostly a different skill than science/mathematics so you have to split your focus or not dive as deeply into one or both.
5. I am sure there are others.
This seems reasonable to me. It is s system where most everyone is well meaning and want to improve things and where things do improve over time, but where it is still easy to find areas that would benefit from substantial from improvement.