Hostname: page-component-7b7567c8c-tnzcf Total loading time: 0 Render date: 2026-11-12T09:54:45.836Z Has data issue: false hasContentIssue false
  • English
  • Français

Historical mathematical problems suitable for classroom activities

Published online by Cambridge University Press:  14 February 2019

David Ben-Chaim,
Yechiel Shalitin and
Moshe Stupel
David Ben-Chaim
Affiliation:
Technion - Israel Institute of Technology, Haifa, Israel
Yechiel Shalitin
Affiliation:
Technion - Israel Institute of Technology, Haifa, Israel
Moshe Stupel
Affiliation:
Gordon and Shaanan - Academic Colleges of Education, Haifa, Israel

Extract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the 'Save PDF' action button.

The human mind, by nature, is curious and enjoys dealing, both independently and competitively, with intellectual challenges. Throughout time, mathematical tasks, riddles, and puzzles have offered such challenges. In today's modern era, marketing companies and the media even offer prizes and rewards for the successful solution of puzzles, expanding the audience exposed to the various challenges. In addition, the styles, subjects and depths of the puzzles have become diversified. Experience gained in solving puzzles aids in developing reasoning abilities and deepening thought.

Information

Type
Articles
Information
The Mathematical Gazette , Volume 103 , Issue 556 , March 2019, pp. 12 - 19
Copyright
Copyright © Mathematical Association 2019 

References

1. Ernest, P., Games: A rationale for their use in the teaching of mathematics in school. Mathematics in School 15(1) (1986) pp. 2–5.Google Scholar
2. Romberg, T., Classroom instruction that fosters mathematical thinking and problem solving: connections between theory and practice, in A. Schoenfeld (editor) Mathematical thinking and problem solving, Lawrence Erlbaum Associates, Hillsdale, NJ (1994) pp. 287–304.Google Scholar
3. Schoenfeld, A., Reflections on doing and teaching mathematics, in A. Schoenfeld (editor) Mathematical thinking and problem solving, Lawrence Erlbaum Associates, Hillsdale, NJ (1994) pp. 53–69.Google Scholar
4. Davies, B., The role of games in mathematics. Square One 5(2) (1995).Google Scholar
5. de Walle, Van & Lovin, , Teaching student-centered mathematics: Grades K-3, Pearson Education (2006) p. 94.Google Scholar
6. Carpenter, T. and Lehrer, R., Teaching and learning mathematics with understanding, in E. Fennema and T. Romberg (editors.), Mathematics classrooms that promote understanding, Erlbaum, Mahwah, N.J.: (1999) pp. 19–32.Google Scholar
7. Salomon, G. and Perkins, D. N., Individual and social aspects of learning, Review of Research in Education 23 (1998) pp. 1–24.Google Scholar
8. Sylvester, J. J., On a point in the theory of vulgar fractions. American Journal of Mathematics 3(4) (1880) pp. 332–335.10.2307/2369261Google Scholar