Abstract
AbstractPuzzle-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 describ...
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