Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Interdisciplinary Perspectives on Math CognitionMath Puzzles as Learning Devices

Interdisciplinary Perspectives on Math Cognition: Math Puzzles as Learning Devices [As Polya (1957) cogently argued, the use of puzzles and games has always been part of doing and learning mathematics since its emergence as an autonomous discipline (see also Parker 1955; Gardner 1998). The reason for this long-standing pedagogical practice may be that puzzles stimulate the imagination more so than any other type of mental faculty and are thus likely to be highly effective devices at various stages of the learning process. The purpose of this chapter is to consider the cognitive reasons supporting this implicit pedagogical principle. The use of puzzles and games in math education can be called, for the sake of convenience, educational recreational mathematics (ERM).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Interdisciplinary Perspectives on Math CognitionMath Puzzles as Learning Devices

Part of the Mathematics in Mind Book Series
Editors: Danesi, Marcel
Danesi, Marcel
Interdisciplinary Perspectives on Math Cognition — Sep 15, 2019
Download PDF
12 pages

Loading next page...
 
/lp/springer-journals/interdisciplinary-perspectives-on-math-cognition-math-puzzles-as-l2N92xnNa6

References (18)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-22536-0
Pages
141 –153
DOI
10.1007/978-3-030-22537-7_7
Publisher site
See Chapter on Publisher Site

Abstract

[As Polya (1957) cogently argued, the use of puzzles and games has always been part of doing and learning mathematics since its emergence as an autonomous discipline (see also Parker 1955; Gardner 1998). The reason for this long-standing pedagogical practice may be that puzzles stimulate the imagination more so than any other type of mental faculty and are thus likely to be highly effective devices at various stages of the learning process. The purpose of this chapter is to consider the cognitive reasons supporting this implicit pedagogical principle. The use of puzzles and games in math education can be called, for the sake of convenience, educational recreational mathematics (ERM).]

Published: Sep 15, 2019

Keywords: Puzzles; Games; Problems; Math learning; Math education; Brain functioning; Recreational mathematics

There are no references for this article.