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Pólya lays a big emphasis on the teachers' behavior. A teacher should support students with devising their own plan with a question method that goes from the most general questions to more particular questions, with the goal that the last step to having a plan is made by the student.
We were interested in the same kind of questions, in the same topics; but one of us knew more about one topic and the other more about some other topic. It was a fine collaboration. The book Aufgaben und Lehrsatze aus der Analysis , the result of our cooperation, is my best work and also the best work of Gábor Szegő.
Polya begins Volume I with a discussion on induction, not mathematical induction, but as a way of guessing new results.He shows how the chance observations of a few results of the form 4 = 2 + 2, 6 = 3 + 3, 8 = 3 + 5, 10 = 3 + 7, etc., may prompt a sharp mind to formulate the conjecture that every even number greater than 4 can be represented as the sum of two odd prime numbers.
Polya's Urn is a quintessential example of an exchangeable process. Suppose we have an urn containing γ {\displaystyle \gamma } white balls and α {\displaystyle \alpha } black balls. We proceed to draw balls at random from the urn.
Problem Solving Through Recreational Mathematics is based on mathematics courses taught by the authors, who were both mathematics professors at Temple University. [1] [2] It follows a principle in mathematics education popularized by George Pólya, of focusing on techniques for mathematical problem solving, motivated by the idea that by doing mathematics rather than being told about its ...
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Polya’s intention is to teach students the art of guessing new results in mathematics for which he marshals such notions as induction and analogy as possible sources for plausible reasoning. The first volume of the book is devoted to an extensive discussion of these ideas with several examples drawn from various field of mathematics.
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