How To Solve It A New Aspect of Mathematical Method G. POLYA Stanford University Princeton University Press Princeton, New JerseyCopyright 1945 by Princeton University Press Copyright © renewed 1973 by Princeton University Press Second Euition Copyright © 1957 by G. Polya AIL Rights Reserved LO. Cand: 7960544 ISBN 0.691.02956-5 (paperback edn) ISHN 0-691-08097-6 (hardcover cde.) Fit Princeton Paperback Printing, 1971 Second Printing, 2975 This book is sold subject to the condition that it shall not, by way of trade, be lent, resold, hired out, or otherwise disposed of ‘without the publisher's consent, in any form of bind ing or cover other than that in which it iv published. Printed in the United States of America by Princeton University Press, Princeton, New Jersey From the Preface to the First Printing A great discovery solves a grent problem but there is a rain of discovery in the solution of any problem. Your [Problem may be modest: But if i challenges your eutiox ify and brings into play your inventive faculties, and if you solve i By your own means, you may experience the tension and enjoy the triumph of discovery. Such experi- fences at a susceptible age may cate a tase for mental ‘work and leave their imprint on mind and character for lifetime. Thus, a teacher of mathematics has a great epport nity. If he fills his alloted time with drilling his students in routine operations he kille chelr interes, hampers their intellectual development, and misuse hid oppor: tunity. But if he challenges the curiosity of tis students by setting them problems proportionate co their know! ‘edge, and helps them to solve their problema with stmu- lating questions, he may give them a taste for, and some smeans of, independent thinking ‘Alo a student whote college curriculum includes some mathematics bas a singular opportunicy. This oppor: nity is lost, of course, if be regards mathematics 26 a subject in which he has to earn x0 and so much eredit ‘and which he should forget alter the final examination au quickly as posible, The opportunity may be lost even if the student has tome natural talent for mathematics because he, 24 everybody else, must discover his talen's and tastes; he cannot know that he likes raspberry pie if be has never tasted raspberry pie, He may manage to find ‘out, however, that 2 mathematics problem may be as ‘much fun a3 erossword pezze, o that vigorous mentalvi From the Prelace to the First Printing work may be an exercise as desirable at a fat game of tennis, Having tasted the pleasure in mathematic he will, not forget it easly and then there isa good chance that mathematics will becomne something, for him; a hobby, or 4 tool of his profesion, or his profession, ot a great ambition, ‘The author remembers the time when he wat a student ‘himself, a somewhat ambitious student, eager to und stand 2 lide mathematics and physics. He listened t0 leetures, reid books, tried to take in che solutions and facts presented, but tere was a question that dsrurbed Ihim again and again: "Yes, the sokution sews o work, it appears to be corset: but how is it possible to invent such 2 solution? Yes, this experiment stems to wok, this appears to be a fact; but how can people discover such facts? And how could I invent or discover sch things by myself?” Today the author is teaching mathematics in a ‘university; he thinks or hopes tha some of his mare cager students ask similar questions and he tiesto satisfy their curiosity. Trying to understand not only the solution of this or that problem but alo the mo:ives and procedures ‘of the solution, and trying to explain these motives and procedures to others, he was Enally Jed to write the present book. He hopes that it will be useful to teachers who wish to develop their students’ ability o solve prob- Jems, and ro students who ae keen on developing theit ‘own abilities. Although the present book pays special attention to the requirements of students and teachers of mathematics, it should interest anyboly concerned with the ways and ‘means of invention and discovery. Such interest may be more widespread than one would assume without rele tion, The space devoted by popular newspapers and magazines to crossword puzzles and other riddles seems tw show that people spend some vime in solving unprac From the Preface to the Fizst Printing il steal problems, Behind the desize to solve this or that problem that confers no material advantage, there may Fea deeper curiosity, adesive 19 understand the ways and the motiver and procedures, of solution. TThe following pages are writen somewbat concisely, Dat 2+ simply as possible, and are based on a Yong and serious study of methods of solution. This sort of study, talled hewrstie by some veriters, is not in fashion now. fadays but has a long past and, perhaps, some future. Studying the methods of solving problems, we perceive another face of mathematic. Yer, mathematics has two faces, it i the vigorous science of Euclid but it is also something cli, Mathematics prevented in the Budlidean sway appenrs 28a systematic, deductive seience; but mathe: mnaties in the making appears 2s an experimental, in ductive science, Both aspects ae as old asthe science of mathematics tell. But the second aspect is new in one respect; mathematics “in statu nascendi,” in the process fof being invented, has never before been presented in {quite this manner to the student, or to the teacher him: tell, of to the gencral public. The subject of heuristic has manifold connections; mathematicians, logicians, psychologists, educationalists, teen philosophers may clatn Various parts of i as belong fing to their special domains. The author, well aware of the posibilty of criticism from opposite quarters and Aeenly conscious of his Jimitations, bas one claim to make: he has some experience in solving problems and in teaching mathematics on various level “The subject is more fully dealt with in a more exten- sive book by the author which is on the way to com: pletion. Stanford University, August 5, 1044