A teacher of mathematics has a great opportunity. If he fills his allotted time with drilling his student s in routine operations he kills thier interest, hampers thier intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to thier knowledge, and helps them to solve thier problems with stimulating questions, he may give them a taste for, and some means of independent thinking.
(George Polya, 51, p.v)
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