Intuitions of mathematicians, and the mathematics they develop, are ostensibly influenced by whether they primarily rely on visual_spatial and/or verbal_symbolic reasoning skills. Is it fair to say that mathematical activity of the majority of mathematicians for (at least) the past 300 years, was dominated by the use of their verbal_symbolic skills, and that this is reflected in the current body of mathematics?

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I wish to provide some examples that need your participation, in order to (I hope) understand better my question.

Please observe the first diagram by using both your visual_spatial AND verbal_symbolic reasoning skills:

Let X=1 (it actually can be any finite value > 0)

In that case:

The length of the black staircase = 2*(1/1) = 2

The length of the rad staircase = 4*(1/2) = 2

The length of the green staircase = 8*(1/4) = 2

The length of the purple staircase = 16*(1/8) = 2

The length of the blue staircase = 32*(1/16) = 2

The length of the cyan staircase = 64*(1/32) = 2

Etc. (there are infinitely many staircases with constant length 2).

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Now, please observe the second diagram by using both your visual_spatial AND verbal_symbolic reasoning skills:

a=1/2 , b=1/4 , c=1/8 , d=1/16 , ...

By doing so the following things are observed:

1) No infinitely many staircases with constant value 2 (for each staircase) are equal to √2 (the diagonal line) and this fact is written as 2>√2.

2) 2(a+b+c+d+...) is the result of the intersections of the diagonal black lines on the peaks of the infinitely many staircases, with the 2 sides of the diagram.

3) By (1) an (2) the convergent series 2(a+b+c+d+...)<2 exactly because (by using both your visual_spatial AND verbal_symbolic reasoning skills)it is inseparableof the fact that 2>√2.

4) By thisinseparability2(a+b+c+d+...) does not have an accurate sum (it has an accurate sum by persons that are using only their verbal_symbolic reasoning skills during their mathematical activity on this subject), but it has a non-accurate value < 2 (in case that it is observed by persons that are using both visual_spatial AND verbal_symbolic reasoning skills during their mathematical activity on this subject).

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Here is the result of using only verbal_symbolic brain skills about the considered subject:

S = 1/2 + 1/4 + 1/8 + 1/16 + …

2S = 1 + 1/2 + 1/4 + 1/8 + 1/16 + …

2S=(1 + 1/2 + 1/4 + 1/8 + 1/16 + ...) - S=(1/2 + 1/4 + 1/8 + 1/16 + ...) = S = 1

This result relies only on verbal_symbolic reasoning skills, and by doing so one is unaware that S<1 if observed by using visual_spatial AND verbal_symbolic reasoning skills (by this reasoning 2S<2 because S<1, so by subtracting S from 2S, one eliminates the fact (as observed by using visual_spatial AND verbal_symbolic reasoning skills) that S<1.