Sergiy Klymchuk, University of technology, Auckland, New Zealand
Puzzle-Based Learning in Engineering Mathematics: Students’ Attitudes
Abstract: The 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 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 analysed in the paper.