It seems to me that the poet has only to perceive that which others do not perceive, to look deeper than others look. And the mathematician must do the same thing.
Sofia KovalevskayaRead
Many who have had an opportunity of knowing any more about mathematics confuse it with arithmetic, and consider it an arid science. In reality, however, it is a science which requires a great amount of imagination.
Interpretation
Mathematics is often misunderstood as a dry subject when it actually requires creativity and imagination.
In this quote, Sofia Kovalevskaya highlights the common misconception that mathematics is purely about numbers and calculations, likening it to arithmetic. She argues that true mathematical thinking demands a deep level of imagination and creativity, emphasizing the artistic and innovative aspects of the field that are often overlooked by those who lack deeper knowledge of it.
In practice
This quote can be used in a math class to inspire students to think creatively about math.
It seems to me that the poet has only to perceive that which others do not perceive, to look deeper than others look. And the mathematician must do the same thing.
Many who have never had an opportunity of knowing any more about mathematics confound it with arithmetic, and consider it an arid science. In reality, however, it is a science which requires a great amount of imagination.
All children are artists, and it is an indictment of our culture that so many of them lose their creativity, their unfettered imaginations, as they grow older.
The purpose of Compulsory Education is to deprive the common people of their commonsense.
True education is the ability to discern the difference between what you do know and what you don't.
The impact of giving someone a connected smartphone is no different from giving them a real computer. I look at how my kids learn and how different it is from how I learned because the impact of these things is just so huge. Sometimes I think we don't fully internalize what it is to get the power of knowledge in everyone's hand.
The child often sees only what he already knows. He projects the whole of his verbal thought into things. He sees mountains as built by men, rivers as dug out with spades, the sun and moon as following us on our walks.
A person cannot teach another person directly; a person can only facilitate another's learning
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