Computer programming puzzles, mathematics education, and the culture of learning
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In this chapter, we focus on computer programming puzzles in mathematics education and consider their effect on mathematics teaching and learning in two ways: (1) through the literature in the field, and (2) through an analysis and discussion of a mathematics-oriented computer programming puzzle focusing on the introduction of variables in grades 3-4 (ages 8-10). We conclude that mathematics-oriented computer programming puzzles support and complement a learning culture that values mathematical play, student agency, and conceptual surprise and insight.
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Ways of Thinking in STEM-based Problem Solving: Teaching and Learning in a New Era, p. 218-234.
