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dc.contributor.authorKlymchuk, Sen_NZ
dc.date.accessioned2017-06-05T22:56:01Z
dc.date.available2017-06-05T22:56:01Z
dc.date.copyright2017-05-15en_NZ
dc.identifier.citationInternational Journal of Mathematical Education in Science and Technology, doi: http://dx.doi.org/10.1080/0020739X.2017.1327088
dc.identifier.issn0020-739Xen_NZ
dc.identifier.issn1464-5211en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/10518
dc.description.abstractThe article reports on the results of two case studies on the impact of the regular use of puzzles as a pedagogical strategy in the teaching and learning of engineering mathematics. The intention of using puzzles is to engage students’ emotions, creativity and curiosity and also to enhance their generic thinking skills and lateral thinking ‘outside the box’. Students’ attitudes towards this pedagogical strategy are evaluated via short questionnaires with two groups of university students taking a second-year engineering mathematics course. Students’ responses to the questionnaire are presented and analyzed in the paper.
dc.publisherTaylor and Francis
dc.relation.urihttp://www.tandfonline.com/doi/full/10.1080/0020739X.2017.1327088
dc.rightsCopyright © 2017 Taylor & Francis. This is a preprint of an article whose final and definitive form has been published in the International Journal of Mathematical Education in Science and Technology and is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).
dc.subjectPuzzles; Teaching; Learning; Engineering mathematics
dc.titlePuzzle-based Learning in Engineering Mathematics: Students’ Attitudesen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.1080/0020739X.2017.1327088en_NZ
aut.relation.endpage14
aut.relation.startpage1
pubs.elements-id280625
aut.relation.journalInternational Journal of Mathematical Education in Science and Technologyen_NZ


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