An idea which can be used only once is a trick. If one can use it more than once it becomes a method.

Mathematics consists in proving the most obvious thing in the least obvious way.

To teach effectively a teacher must develop a feeling for his subject; he cannot make his students sense its vitality if he does not sense it himself. He cannot share his enthusiasm when he has no enthusiasm to share. How he makes his point may be as important as the point he makes; he must personally feel it to be important.

A GREAT discovery solves a great problem but there is a grain of discovery in any problem.

One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else. We have a natural opportunity to investigate the connections of a problem when looking back at its solution.

In the "commentatio" (note presented to the Russian Academy) in which his theorem on polyhedra (on the number of faces, edges and vertices) was first published Euler gives no proof. In place of a proof, he offers an inductive argument: he verifies the relation in a variety of special cases. There is little doubt that he also discovered the theorem, as many of his other results, inductively.

Mathematics has two faces: it is the rigorous science of Euclid, but it is also something else. Mathematics presented in the Euclidean way appears as a systematic, deductive science; but mathematics in the making appears as an experimental, inductive science. Both aspects are as old as the science of mathematics itself.