The present syllabus in our high schools corresponds almost exactly to what was known in 1640. — W. W. Sawyer Copy Share Image
Very few people realize the enormous bulk of contemporary mathematics. Probably it would be easier to learn all the languanges of the world than… — W. W. Sawyer Copy Share Image
The desire to explore thus marks out the mathematician. This is one of the forces making for the growth of mathematics. The mathematician enjoys… — W. W. Sawyer Copy Share Image
The present syllabus in our high schools corresponds almost exactly to what was known in 1640. — W. W. Sawyer Copy Share Image
In mathematics, if a pattern occurs, we can go on to ask, Why does it occur? What does it signify? And we can find… — W. W. Sawyer Copy Share Image
Most remarks made by children consist of correct ideas very badly expressed. A good teacher will be very wary of saying 'No, that's wrong.'… — W. W. Sawyer Copy Share Image
You know what speed is. You would not believe a man who claimed to walk at 5 miles an hour, but took 3 hours… — W. W. Sawyer Copy Share Image
When we find ourselves unable to reason (as one often does when presented with, say, a problem in algebra) it is because our imagination… — W. W. Sawyer Copy Share Image
Bad teaching is teaching which presents an endless procession of meaningless signs, words and rules, and fails to arouse the imagination. — W. W. Sawyer Copy Share Image
