Puzzle-based learning - Thomas, Badger, Ventura-Medina, Sangwin, 2013

[torquetum]

 Thomas, C., Badger, M., Ventura-Medina, E. & Sangwin, C. (2013). Puzzle-based learning of mathematics in engineering. Engineering Education, 8(1), 122-134.

 

The authors argue for the role of puzzles in the teaching of mathematics. Puzzles are defined as “a problem that is perplexing and either has a solution requiring considerable ingenuity – perhaps a lateral thinking solution – or possibly results in an unexpected, even a counter-intuitive or apparently paradoxical solution.” (p. 122). They show how parallels can be drawn (in certain circumstances) to the more well known problem-based learning. I saw some old favourites here, such as students:professors and the peach problem. They also cover the importance of estimation and of ill-founded problems. I found it interesting that the authors unproblematically accept that word problems are preparation for real-world problems – a point of view with which I disagree. This was a fun paper and had some interesting references to books of puzzles, specifically one by Badger, one of the authors of this paper.

 

Do not treat this blog entry as a replacement for reading the paper. This blog post represents the understanding and opinions of Torquetum only and could contain errors, misunderstandings or subjective views.