Puzzles for the Numeracy Project
The puzzles present a range of mathematical ideas rather than 'facts' and are aimed at exercising mathematical thinking and problem solving. Most are in three sections, with the later sections expanding the ideas used in the first. They cover a wide range of abilities and generally the first part should be accessible to most pupils of primary age: the most difficult sections may stretch the capabilities of the most able pupils.
| Motivations | |
| Overview | |
| Twenty Questions | |
| More Questions | |
| Web sites | |
The DfEE recommends the use of mathematical puzzles in the Numeracy Project
(a) Puzzles exercise mathematical thinking rather than recall of memorised facts
(b) The puzzles need not be tied to immediate teaching objectives but aim to encourage the use and extension of accumulated knowledge and understanding.
(i) 'Facts' become much more deeply embedded when examples of how they can be used to solve realistic problems are seen.
(ii) The inter-relations between mathematical ideas can get lost in rigid teaching schemes and become clearer when periodically revisited in solving problems.
(c) The benefits lie as much in thinking how to solve the problem as in solving it.
(i) To avoid discouragement it should be clear to pupils that they are not being tested,
or 'expected' to solve all the problems - they represent a challenge not an expectation
(ii) Showing how the difficulties pupils discover in trying to find a solution can be overcome is a valuable means of correcting misconceptions and broadening their outlook even when they are unable to cope initially
d) Pupils need to be able to consider problems at their own pace without time pressure from brighter or quicker pupils
(i) In class slower or less assertive pupils can be inhibited, denying them the reassurance of discovering they are thinking on the right lines or discovering the 'missing link' in their thinking.
2 The collection
(a)The arithmetic involved is fairly simple in most cases and the emphasis is on ideas rather than arithmetic drill
(i) The collection includes a number of well known problems which have been reworked and simplified to make them more suitable for KS2
(ii) The first section generally is intended to be accessible to most pupils. Subsequent sections involve extension of the ideas used in solving previous sections and in a few cases will stretch the most able pupils.
Web Sites
Winchcombe Junior School's Home page
www.portables1.ngfl.gov.uk/cadavies"
Seven Sisters Net
www.the7sisters.co.uk/free/index.htm"
Graham Wootten's Home page.
www.argonet.co.uk/users/gwootten/therest/index.htm"
