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It is not a method, a system or science. Teaching is an art, where you may have an attitude to teaching.

"Giving opportunity to the students to discover things by themselves"

Teachers should not tell things to students, they need to students to discover.

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First Guess, Then Proof

The idea is rooted in the notion that solving complex problems often involves an initial phase of exploration, where intuition and creativity play a significant role, followed by a more rigorous phase of logical reasoning and verification.

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Finished mathematics consists of proofs, but mathematics in the making consists of guesses

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An informed conjecture or hypothesis that is based on intuition, prior knowledge, patterns observed in the problem, or analogies with similar problems. It is not a random or arbitrary guess, but one that has some foundation in the problem's context or structure.

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Don't be afraid of being wrong, because the wrong guesses are the ones that lead you to a better answer. This perspective encourages a mindset that values the process of discovery and embraces the inevitable mistakes as a natural and beneficial part of learning.

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A plane is a flat, two-dimensional surface that extends infinitely in all directions.

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If you cut a plane in 5, how many parts would you have?

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If you cut a plane in 5, how many parts would you have?

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The problem is asking us to figure out how many separate regions a flat surface, like a sheet of paper, will be divided into when we draw five straight lines on it. The challenge is to predict or calculate the number of distinct sections that result from this action.

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These refer to the distinct sections or areas that are formed when the plane is divided by the lines. Each region is a separate area, meaning no two regions share the same space.

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Cut/Line: A cut refers to a straight line that divides the plane into different sections. Each line adds to the division, potentially creating new regions.

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If you draw one line, it divides the plane into two parts.

If you draw two lines, depending on how they intersect, the maximum number of parts they can divide the plane into is four.

For three lines, if positioned optimally, they could divide the plane into seven parts.

Following this pattern and considering how additional lines might intersect with existing lines, my initial guess would be that five lines could divide the plane into 16 parts.

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Polya's example of cutting cheese helps to visualise the problem in a more concrete way. By thinking of the plane as a block of cheese and the lines as cuts, it becomes easier to grasp how each cut divides the space into different parts. This tangible example can make the abstract concept of dividing a plane more relatable and understandable, particularly for learners who benefit from physical analogies. The cheese example reinforces the idea that each additional cut (or line) can increase the number of sections, depending on how it interacts with the previous cuts.

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Polya’s approach often involves encouraging multiple guesses to explore different possibilities. The answer depends on the context of the guesses. If two different guesses apply to different scenarios (e.g., one guess for a specific arrangement of lines and another for a different arrangement), they could both be correct within their contexts. However, if the guesses are meant to apply to the same scenario, typically only one can be correct based on the problem's rules. This question encourages critical thinking about the conditions under which each guess was made and whether those conditions align with the problem’s requirements.

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My initial guess was 16, which falls between the guesses of 12 and 25. This suggests that there is uncertainty and a range of possible answers among the students, which is a natural part of problem-solving. It also highlights that different people might approach the problem from different angles, leading to a variety of initial estimates. This diversity in guesses is valuable because it can lead to deeper discussion and exploration, ultimately guiding everyone toward the correct solution.

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This is a deliberate teaching strategy. By not providing all the details upfront, he encourages students to engage more actively with the problem, make guesses, and explore different possibilities. This approach fosters curiosity and critical thinking, as students must fill in the gaps and test their assumptions. It also mirrors the real-world process of problem-solving, where not all information is always available, and part of the challenge is determining what is missing and how to proceed. By gradually clarifying the problem, Polya leads students toward a deeper, more nuanced understanding, while also giving them the opportunity to discover key insights on their own.

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Polya defines generalisation as the process of extending a concept or finding from specific cases to broader cases. It involves taking a particular result or observation and applying it to a wider set of circumstances. Polya emphasises that generalisation is a key step in mathematical thinking, as it allows us to move from understanding individual instances to understanding an entire class of situations.

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The type of reasoning that consists in observing particular instances, recognising a pattern or regularity, and conjecturing that the observed pattern applies generally.

These concepts are central to Polya's approach to problem-solving, where he encourages learners to observe, hypothesise, and generalise from specific cases to discover broader mathematical truths.

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The key to increasing the number of regions is the intersection of the lines. The more lines intersect with each other, the more regions are formed.

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By observing how the number of regions increases as we add more lines, we can identify a pattern or formula that can be applied to solve the problem for any number of lines.