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304 pages, Paperback
First published January 1, 1908
[I've only read Part II, Ch. II: Mathematical Definitions and Education]. I'd heard a quote from the book that spoke to me at a time when I'm being asked to prepare a teaching statement as a novice in math education. I read the whole chapter and picked out a number of quotes (ok in hindsight the number is 5) that I'll be returning to reflect on as I continue to develop my personal teaching philosophy!
The chief aim of mathematics teaching is to develop certain faculties of the mind, and among these intuition is by no means the least precious.
What good is it to admire the mason’s work in the edifices erected by great architects, if we cannot understand the general plan of the master? Now pure logic cannot give us this view of the whole; it is to intuition we must look for it.
Logic teaches us that on such and such a road we are sure of not meeting an obstacle; it does not tell us which is the road that leads to the desired end.
Whenever it is possible, the justification will precede the statement and prepare it.
The aim of each part of the statement of a definition is to distinguish the object to be defined from a class of other neighbouring objects. The definition will not be understood until you have shown not only the object defined, but the neighbouring objects from which it has to be distinguished, until you have made it possible to grasp the difference, and have added explicitly your reason for saying this or that in stating the definition.