### Abstract

The authors have defined a puzzle to be 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.

Engineering specific puzzle variants may help student learning, but specificity can also conflict with desirable simplicity, undermining the pedagogic value of a puzzle.

It is not easy to categorize puzzles by level of difficulty, whether of the puzzle as a whole or the underlying mathematics, because this depends on the background and experience of the student.

Classroom experiences of using puzzles in engineering teaching are described here, with some puzzles that illuminate these issues.

Original language | English |
---|---|

Pages (from-to) | 122-134 |

Number of pages | 13 |

Journal | Engineering Education |

Volume | 8 |

Issue number | 1 |

DOIs | |

Publication status | Published - Jul 2013 |

### Fingerprint

### Keywords

- puzzle-based learning
- engineering
- mathematics
- lateral thinking

### Cite this

*Engineering Education*,

*8*(1), 122-134. https://doi.org/10.11120/ened.2013.00005

}

*Engineering Education*, vol. 8, no. 1, pp. 122-134. https://doi.org/10.11120/ened.2013.00005

**Puzzle-based learning of mathematics in engineering.** / Thomas, Colin; Badger, Matthew; Ventura-Medina, Esther; Sangwin, Chris.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Puzzle-based learning of mathematics in engineering

AU - Thomas, Colin

AU - Badger, Matthew

AU - Ventura-Medina, Esther

AU - Sangwin, Chris

PY - 2013/7

Y1 - 2013/7

N2 - Puzzle-based Learning is under-used in the teaching of mathematics to engineers. It is argued here that embedding puzzles in the teaching of other subjects enhances students’ learning by developing their problem-solving and independent-learning skills, whilst increasing their motivation to learn mathematics.The authors have defined a puzzle to be 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.Engineering specific puzzle variants may help student learning, but specificity can also conflict with desirable simplicity, undermining the pedagogic value of a puzzle.It is not easy to categorize puzzles by level of difficulty, whether of the puzzle as a whole or the underlying mathematics, because this depends on the background and experience of the student.Classroom experiences of using puzzles in engineering teaching are described here, with some puzzles that illuminate these issues.

AB - Puzzle-based Learning is under-used in the teaching of mathematics to engineers. It is argued here that embedding puzzles in the teaching of other subjects enhances students’ learning by developing their problem-solving and independent-learning skills, whilst increasing their motivation to learn mathematics.The authors have defined a puzzle to be 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.Engineering specific puzzle variants may help student learning, but specificity can also conflict with desirable simplicity, undermining the pedagogic value of a puzzle.It is not easy to categorize puzzles by level of difficulty, whether of the puzzle as a whole or the underlying mathematics, because this depends on the background and experience of the student.Classroom experiences of using puzzles in engineering teaching are described here, with some puzzles that illuminate these issues.

KW - puzzle-based learning

KW - engineering

KW - mathematics

KW - lateral thinking

UR - http://journals.heacademy.ac.uk/journal/ened

U2 - 10.11120/ened.2013.00005

DO - 10.11120/ened.2013.00005

M3 - Article

VL - 8

SP - 122

EP - 134

JO - Engineering Education

JF - Engineering Education

SN - 1750-0052

IS - 1

ER -