This article describes a method of solution that Ramanujan may have used in solving the following puzzle: The number of a house is both the sum of the house numbers below it on the street and the sum of those above it. (The houses on a street are numbered consecutively, starting with 1.)

I present some key ideas and examples of (mainly French) work in the didactics of mathematics with the aim of identifying the didactics approach to education in relation to more general approaches. In particular I discuss three crucial features of didactics: (1) its epistemological character, i.e. the central focus on specific knowledge in…

Children's problem solving while working by themselves or with a partner was investigated to explore whether young children are susceptible to social facilitation and social loafing. Five-year-olds were asked to complete easy or hard puzzles, either alone or with a partner. Half of the children were given instructions indicating that their…

This guide contains the preparation instructions and rules for 18 games designed to teach new skills, add variety, create enthusiasm, and reinforce already-learned skills for first- and second-semester Forkner shorthand students. Divided into three sections, this booklet includes: (1) the instructions, rules, and word lists for 10 games that can…

The quality of representations of nine spatial arrays varying in transparency and occlusion was observed in order to test the generalization that younger children are concerned about the ambiguity of their representations and to observe the influence of a change in the medium used to create the representations. Children 5, 7, and 9 years old…

Four authors present crossword and wordfind puzzles developed for students in the areas of electricity, principles of hydraulics, finishing, construction, thermoplastic materials, patternmaking, wood, occupations, and drafting. (BP)

Discusses some aspects of the logical consistency of quantum physics and its relation to the usual definitions of reality. (MLH)

The mathematics involved in a computer solution of a well-known board puzzle is discussed. The BASIC program is given. (MP)

Students read directions on how to make a puzzle game, answer comprehension questions based on the directions and then proceed to follow the directions. This method of developing reading comprehension is highly motivating since students take pride in creating puzzles. (Author/RK)

This book contains puzzles, riddles, illusions, experiments, and games for children ages 9-12. The experiments and activities teach students about the inner workings of their brain. Contents include: (1) "Caverns of Memory"; (2) "Forests of Hidden Treasure"; and (3) "The Puzzle House." (CCM)

By way of change of pace, students are asked to use as many terms as possible in the construction of a puzzle pattern on a blank matrix. The instructor selects one pattern and completes it in the form of a crossword puzzle to be used at the end of the unit. An example is given from a weather and climate unit. (NH)