TAKKER, SHIKHA and ROSSI,
(2014)
Learning mathematics through puzzles.
At Right Angles, 3 (2).
pp. 1822.
Abstract
Mathematical puzzles are generally perceived to be at the periphery of mathematics, and not part of the core of the discipline. This may be related to the fact that we sometimes come across puzzles that have no solution. The general expectation among mathematics practitioners and school children seems to be that problems in mathematics should have a solution. In this paper, we argue that puzzles can be an important source of learning some core mathematical ideas. We present an exemplar to justify our claim that problems with no solutions are as significant to the teaching and learning of mathematics as problems with solutions.
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