The desire to explore thus marks out the mathematician. This is one of the forces making for the growth of mathematics. The mathematician enjoys what he already knows; he is eager for more knowledge. — 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 answers to these questions. In fact, for every pattern that appears, a mathematician feels he ought… — 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
