George Polya

1887 - 1985
George Polya was a Hungarian who immigrated to the United States in 1940. His major contribution is for his work in problem solving. Growing up he was very frustrated with the practice of having to regularly memorize information. He was an excellent problem solver. Early on his uncle tried to convince him to go into the mathematics field but he wanted to study law like his late father had. After a time at law school he became bored with all the legal technicalities he had to memorize. He tired of that and switched to Biology and the again switched to Latin and Literature, finally graduating with a degree. Yet, he tired of that quickly and went back to school and took math and physics. He found he loved math. His first job was to tutor Gregor the young son of a baron. Gregor struggled due to his lack of problem solving skills. Polya (Reimer, 1995) spent hours and developed a method of problem solving that would work for Gregor as well as others in the same situation. Polya (Long, 1996) maintained that the skill of problem was not an inborn quality but, something that could be taught. He was invited to teach in Zurich, Switzerland. There he worked with a Dr. Weber. One day he met the doctor s daughter Stella he began to court her and eventually married her. They spent 67 years together. While in Switzerland he loved to take afternoon walks in the local garden. One day he met a young couple also walking and chose another path. He continued to do this yet he met the same couple six more times as he strolled in the garden. He mentioned to his wife how could it be

possible to meet them so many times when he randomly chose different paths through the garden . He later did experiments that he called the random walk problem. Several years later he published a paper proving that if the walk continued long enough that one

was sure to return to the starting point. In 1940 he and his wife moved to the United States because of their concern for Nazism in Germany (Long, 1996). He taught briefly at Brown University and then, for the remainder of his life, at Stanford University. He quickly became well known for his research and teachings on problem solving. He taught many classes to elementary and secondary classroom teachers on how to motivate and teach skills to their students in the area of problem solving. In 1945 he published the book How to Solve It which quickly became his most prized publication. It sold over one million copies and has been translated into 17 languages. In this text he identifies four basic principles . Polya s First Principle: Understand the Problem This seems so obvious that it is often not even mentioned, yet students are often stymied in their efforts to solve problems simply because they don t understand it fully, or even in part. Polya taught teachers to ask students questions such as:
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Do you understand all the words used in stating the problem? What are you asked to find or show? Can you restate the problem in your own words? Can you think of a picture or a diagram that might help you understand the problem?

Is there enough information to enable you to find a solution?

Polya s Second Principle: Devise a plan Polya mentions (1957) that it are many reasonable ways to solve problems. The skill at choosing an appropriate strategy is best learned by solving many problems. You will find choosing a strategy increasingly easy. A partial list of strategies is included:

y y y y y y y

Guess and check Make and orderly list Eliminate possibilities Use symmetry Consider special cases Use direct reasoning Solve an equation

y y y y y y y

Look for a pattern Draw a picture Solve a simpler problem Use a model Work backward Use a formula Be ingenious

Polya s third Principle: Carry out the plan This step is usually easier than devising the plan. In general (1957), all you need is care and patience, given that you have the necessary skills. Persistent with the plan that you have chosen. If it continues not to work discard it and choose another. Don t be misled, this is how mathematics is done, even by professionals. Polya s Fourth Principle: Look back Polya mentions (1957) that much can be gained by taking the time to reflect and look back at what you have done, what worked and what didn t. Doing this will enable you to predict what strategy to use to solve future problems. George Polya went on to publish a two-volume set, Mathematics and Plausible Reasoning (1954) and Mathematical Discovery (1962). These texts form the basis for the current thinking in mathematics education and are as timely and important today as when they were written. Polya has become known as the father of problem solving.

Contributed by A. Motter

References: 1. Long, C. T., & DeTemple, D. W., Mathematical reasoning for elementary teachers. (1996). Reading MA: Addison-Wesley 2. Reimer, L., & Reimer, W. Mathematicians are people too. (Volume 2). (1995) Dale Seymour Publications 3. Polya, G. How to solve it. (1957) Garden City, NY: Doubleday and Co., Inc.

George Plya From Wikipedia, the free encyclopedia (Redirected from George Polya) Jump to: navigation, search

George Plya, circa 1973 George Plya (December 13, 1887 September 7, 1985, in Hungarian Plya Gyrgy) was a Hungarian mathematician. Life and works He was born as Plya Gyrgy in Budapest, Hungary, and died in Palo Alto, California, USA. He was a professor of mathematics from 1914 to 1940 at ETH Zrich in Switzerland and from 1940 to 1953 at Stanford University carrying on as Stanford Professor Emeritus the rest of his life and career. He worked on a great variety of mathematical topics, including series, number theory, mathematical analysis, geometry, algebra, combinatorics, and probability.[1] In his later days, he spent considerable effort on trying to characterize the methods that people use to solve problems, and to describe how problem-solving should be taught and learned. He wrote four books on the subject: How to Solve It, Mathematical Discovery: On Understanding, Learning, and Teaching Problem Solving; Mathematics and Plausible Reasoning Volume I: Induction and Analogy in Mathematics, and Mathematics and Plausible Reasoning Volume II: Patterns of Plausible Reasoning.

In How to Solve It, Plya provides general heuristics for solving problems of all kinds, not only mathematical ones. The book includes advice for teaching students of mathematics and a mini-encyclopedia of heuristic terms. It was translated into several languages and has sold over a million copies. Russian physicist Zhores I. Alfyorov, (Nobel laureate in 2000) praised it, saying he was very pleased with Plya's famous book. The book is still referred to in mathematical education. Douglas Lenat's Automated Mathematician and Eurisko artificial intelligence programs were inspired by Plya's work. In 1976 The Mathematical Association of America established the George Plya award "for articles of expository excellence published in the College Mathematics Journal." Quotes This section does not cite any references or sources. Please help improve this section by adding citations to reliable sources. Unverifiable material may be challenged and removed. (December 2008) To be a good mathematician, or a good gambler, or good at anything, you must be a good guesser.
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Observe also (what modern writers almost forgot, but some older writers, such as Euler and Laplace, clearly perceived) that the role of inductive evidence in mathematical investigation is similar to its role in physical research.

How I need a drink, alcoholic of course, after the heavy chapters involving quantum mechanics (This is a mnemonic for the first fifteen digits of ; the lengths of the words are the digits.)

If you can't solve a problem, then there is an easier problem you can solve: find it.

Wishful thinking is imagining good things you don't have...[It] may be bad as too much salt is bad in the soup and even a little garlic is bad in the chocolate pudding. I mean, wishful thinking may be bad if there is too much of it or in the

wrong place, but it is good in itself and may be a great help in life and in problem solving.
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He was the only student that ever scared me (in reference to John von Neumann)

Mathematics is the cheapest science. Unlike physics or chemistry, it does not require any expensive equipment.

A Great discovery solves a great problem but there is a grain of discovery in the solution of any problem. Your problem may be modest; but if it brings into play your inventive faculties, and if you solve it by your own means, you may experience the tension and enjoy the triumph of discovery (from "Faces of Mathematics", page 3, Robert, A. W., Macalester College).

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To conjecture and not to test is the mark of a savage. A drunk man will eventually return home but a drunk bird will lose its way in space. (In reference to random walks in dimension 2 and 3).

Plya's four principles First principle: Understand the problem This seems so obvious that it is often not even mentioned, yet students are often stymied in their efforts to solve problems simply because they don't understand it fully, or even in part. Plya taught teachers to ask students questions such as:
y y y y

Do you understand all the words used in stating the problem? What are you asked to find or show? Can you restate the problem in your own words? Can you think of a picture or a diagram that might help you understand the problem?

y y

Is there enough information to enable you to find a solution? Do you need to ask a question to get the answer?

Second principle: Devise a plan Plya mentions (1957) that there are many reasonable ways to solve problems. The skill at choosing an appropriate strategy is best learned by solving many problems. You will find choosing a strategy increasingly easy. A partial list of strategies is included:
y y y y y y y

Guess and check Make an orderly list Eliminate possibilities Use symmetry Consider special cases Use direct reasoning Solve an equation

Also suggested:
y y y y y y y y

Look for a pattern Draw a picture Solve a simpler problem Use a model Work backward Use a formula Be creative Use your head/noggen

Third principle: Carry out the plan This step is usually easier than devising the plan. In general (1957), all you need is care and patience, given that you have the necessary skills. Persist with the plan that you have chosen. If it continues not to work discard it and choose another. Don't be misled, this is how mathematics is done, even by professionals.

Fourth principle: Review/extend Plya mentions (1957) that much can be gained by taking the time to reflect and look back at what you have done, what worked and what didn't. Doing this will enable you to predict what strategy to use to solve future problems, if these relate to the original problem.

See also
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Multivariate Polya distribution Plya conjecture Plya enumeration theorem Plya Prize Landau-Kolmogorov inequality "Problems and theorems in analysis"

References 1. ^ Roberts, A. Wayne (1995). Faces of Mathemathics, Third Edition. New York, NY USA: HaperCollins College Publishers. pp. 479. ISBN 0-06-5010698. External links

Wikiquote has a collection of quotations related to: George Plya

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The George Plya Award O'Connor, John J.; Robertson, Edmund F., "George Plya", MacTutor History of Mathematics archive

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George Plya at the Mathematics Genealogy Project PolyaPower -- an introduction to Polya's Heuristics George Plya on UIUC's WikEd Memorial Resolution

Retrieved from "http://en.wikipedia.org/wiki/George_P%C3%B3lya"

Polya's Four Step Problem Solving Process

Step 1: Understand the Problem

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Do you understand all the words? Can you restate the problem in your own words? Do you know what is given? Do you know what the goal is? Is there enough information? Is there extraneous information? Is this problem similar to another problem you have solved?

Step 2: Devise a Plan Can one (or more) of the following strategies (heuristics) be used? (A strategy is defined as an artful means to an end.) 1. Guess and test.

12. Work backwards 13. Use cases. 14. Solve an equation. 15. Look for a formula. 16. Do a simulation.

2. 3. 4. 5.

Use a variable. Draw a picture. Look for a pattern. Make a list.

6.

Solve a simpler problem.

17. Use a model.

7.

Draw a diagram.

18. Use dimensional analysis. 19. Identify subgoals.

8.

Use direct reasoning.

9.

Use indirect reasoning.

20. Use coordinates. 21. Use symmetry.

10. Use properties of numbers. 11. Solve an equivalent problem.

Step 3: Carry Out the Plan

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Implement the strategy or strategies that you have chosen until the problem is solved or until a new course of action is suggested.

Give yourself a reasonable amount of time in which to solve the problem. If your are not successful, seek hints from others or put the problem aside for a while. (You may have a flash of insight when you least expect it!)

Do not be afraid to start over. Often, a fresh start and a new strategy will lead to success.

Step 4: Look Back

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Is your solution correct? Does your answer satisfy the statement of the problem? Can you see an easier solution? Can you see how you can extend your solution to a more general case?

Usually, a problem is stated in words, either orally or written. Then, to solve the problem, one translates the words into an equivalent problem using mathematical symbols, solves this equivalent problem, and then interprets the answer.

THE FIRST FOUR STANDARDS STANDARD 1 - PROBLEM SOLVING K-12 Overview

All students will develop the ability to pose and solve mathematical problems in mathematics, other disciplines, and everyday experiences.

Descriptive Statement Problem posing and problem solving involve examining situations that arise in mathematics and other disciplines and in common experiences, describing these situations mathematically, formulating appropriate mathematical questions, and using a variety of strategies to find solutions. By developing their problem-solving skills, students will come to realize the potential usefulness of mathematics in their lives. Meaning and Importance Problem solving is a term that often means different things to different people. Sometimes it even means different things at different times for the same people! It may mean solving simple word problems that appear in standard textbooks, applying mathematics to real-world situations, solving nonroutine problems or puzzles, or creating and testing mathematical conjectures that may lead to the study of new concepts. In every case, however, problem solving involves an individual confronting a situation which she has no guaranteed way to resolve. Some tasks are problems for everyone (like finding the volume of a puddle), some are problems for virtually no one (like counting how many eggs are in a dozen), and some are problems for some people but not for others (like finding out how many balloons 4 children have if each has 3 balloons, or finding the area of a circle).

Problem solving involves far more than solving the word problems included in the students' textbooks; it is an approach to learning and doing mathematics that emphasizes questioning and figuring things out. The Curriculum and Evaluation Standards of the National Council of Teachers of Mathematics considers problem solving as the central focus of the mathematics curriculum. "As such, it is a primary goal of all mathematics instruction and an integral part of all mathematics activity. Problem solving is not a distinct topic but a process that should permeate the entire program and provide the context in which concepts and skills can be learned." (p. 23) Thus, problem solving involves all students a large part of the time; it is not an incidental topic stuck on at the end of the lesson or chapter, nor is it just for those who are interested in or have already mastered the day's lesson. Students should have opportunities to pose as well as to solve problems; not all problems considered should be taken from the text or created by the teacher. However, the situations explored must be interesting,engaging, and intellectually stimulating. Worthwhile mathematical tasks are not only interesting to the students, they also develop the students' mathematical understandings and skills, stimulate them to make connections and develop a coherent framework for mathematical ideas, promote communication about mathematics, represent mathematics as an ongoing human activity, draw on their diverse background experiences and inclinations, and promote the development of all students' dispositions to do mathematics (Professional Standards of the National Council of Teachers of Mathematics). As a result of such activities, students come to understand mathematics and use it effectively in a variety of situations.

K-12 Development and Emphases Much of the work that has been done in connection with problem solving stems from George Polya's book, How to Solve It. Polya describes four types of activities necessary for problem solving: understanding the problem, making a plan, carrying out the plan, and looking back. The first step in solving a problem is understanding the problem. Suppose that we want to solve the following problem: A farmer had some pigs and chickens. One day he counted 20 heads and 56 legs. How many pigs and how many chickens did he have? After reading the problem, we want to be sure we understand it. We might begin by noting that we probably have to use the number of heads and the number of legs in some way. We know that pigs have four legs and chickens have two. We see that there must be 20 animals in all. We might observe that, if the farmer had only chickens, there would be 40 legs. If, on the other hand, he had only pigs, there would be 80 legs. Some techniques that may help students with this important aspect of problem solving understanding the problem - include restating the problem in their own words, drawing a picture, or acting out the problem situation. Some teachers have students work in pairs on problems, with one student reading the problem and then, without referring to the written text, explaining what the problem is about to their partner. A second type of activity relating to problem solving involves making a plan. For our pigs and chickens problem, the plan might be to make a chart that shows various combinations of 20 chickens and pigs and how many legs they have altogether. If we have too many legs, we need fewer pigs, and if we have too few legs, we need more pigs. In order to be successful problem solvers, students need to become familiar with a variety of strategies that are used in making a plan for solving problems. Some of the

strategies that are especially useful are making a list, making a chart or a table, drawing a diagram, making a model, simplifying the problem, looking for a pattern, using manipulatives, working backwards, eliminating possibilities, using a formula or equation, acting out the problem, using logic, using guess and check, using a spreadsheet, using a computer sketching program like Geometer's Sketchpad, The Geometry

SuperSupposer, or Cabri, writing a computer program, or using a graphing calculator. Let's carry out our plan for using a chart to solve the pigs and chickens problem. If we have 10 pigs (that's 40 legs) and 10 chickens (that's 20 legs), then we have 60 legs that's too many legs. Let's try 9 pigs and 11 chickens - still too many. How about 8 pigs and 12 chickens? That's just right. Number of Pigs 10 9 8 Number of Chickens 10 11 12 Number of Legs 40 + 20 = 60 36 + 22 = 58 32 + 24 = 56

Carrying out the plan is sometimes the easiest part of solving a problem. However, many students jump to this step too soon. Others carry out inappropriate plans, or give up too soon and stop halfway through solving the problem. To reinforce the process of making a plan and carrying it out, teachers might use the following technique: Divide a sheet of notebook paper into two columns. On the left side of the page, the student solves the problem. On the right side of the page, the student writes about what is going on in his/her mind concerning the problem. Is the problem hard? How can you get started? What strategy might work? How did you feel about the problem? Let's look back at the problem we have just finished. The pigs and chickens problem may remind some of you of other problems you have solved; it's a little bit like some of the algebra problems involving the value of coins. Others may be intrigued by the pattern that we seem to have started in the last column of our chart and seek an explanation for this pattern. Still others may have solved this problem a completely

different way; we could discuss all of the different strategies the students used and decide which ones seem most effective. One strategy used by young children is to draw a picture. Twenty circles represent the animals' heads. Each animal gets 2 legs. Additional pairs of legs are drawn on animals, starting at the left, until there are 56 legs.

This looking back activity is where students reflect upon the problem. Does the answer make sense? Is the question answered completely? How is the problem like others you have seen? How is it different? While it might seem most logical to begin problem solving with Polya's first activity and proceed through each activity until the end, not all successful problem solvers do so. Many successful problem solvers begin by understanding the problem and making a plan. But then as they start carrying out their plan, they may find that they have not completely understood the problem, in which case they go back to step one. Or they may find that their original plan is extremely difficult to pursue, so they go back to step two and select another approach. By using these four activities as a general guide, however, students can become more adept at monitoring their own thinking. This "thinking about their thinking" can help them to improve their problem solving skills. Students move through a continuum of stages in their development as problem solvers (Kantowski, 1980). Initially, they have little or no understanding of what problem solving is, of what a strategy is, or of themathematical structure of a problem. Such students usually do not know where to begin to solve a problem; the teacher must model the problem solving process for these students. At the second level, students are able to follow someone else's solution and may suggest strategies for similar problems. They may participate actively in group problem solving situations but feel insecure about independent activities, requiring the teacher's continued support. At the third level, students begin to be comfortable with solving problems, suggesting strategies different from those they have seen used before. They understand and appreciate that problems

may have multiple solutions or perhaps even no solution at all. Finally, at the last level, students are not only adept at solving problems, they are also interested in finding elegant and efficient solutions and in exploring alternate solutions to the same problem. In teaching problem solving, it is important to address the needs of students at each of these levels within the classroom. In summary, the real test of whether a student knows mathematics is whether she can use it in a problem situation. Students should experience problems as introductions to learning about new topics, as applications of content already studied, as puzzles or nonroutine problems that have many solutions, and as situations that have no one best answer. They should not only solve problems but also pose them. They should focus on understanding a problem, making a plan for solving it, carrying out their plan, and then looking back at what they have done. References Kantowski, M. G. "Some Thoughts on Teaching for Problem Solving." In Problem Solving in School Mathematics, 1980 Yearbook. Reston, VA: National Council of Teachers of Mathematics, 1980. National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics. Reston, VA, 1989. National Council of Teachers of Mathematics. Professional Standards for Teachers of Mathematics. Reston, VA, 1991. Polya, George. How to Solve It. Princeton, NJ: Princeton University Press, 1973. (Originally copyrighted in 1945.) Software Cabri. Texas Instruments. Geometer's Sketchpad. Key Curriculum Press.

The Geometry SuperSupposer. Sunburst Communications.