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1. Puzzlemaking and Part-Whole Perception of Two-Year-Old and Four-Year-Old Children (EJ799527)
Author(s):
Montford, Emily I. Purvis; Readdick, Christine A.
Source:
Early Child Development and Care, v178 n5 p537-550 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Preschool Children; Geometric Concepts; Language Acquisition; Perception; Child Care Centers; Learning Strategies; Questionnaires; Age Differences; Child Development; Puzzles; Cognitive Development
Abstract: The relationship between preschoolers' puzzlemaking strategies and part-whole perception was investigated in the present study. Forty-eight two year olds and 48 four year olds were randomly selected from eight licensed childcare centers. Puzzlemaking strategies (image, form, color, and trial and error) were measured by performance in the Misleading Perceptual Cue Puzzle Task, adapted from Pepler and Ross. Completion time was assessed by an interlocking bear puzzle. Additionally, children's puzzlemaking experience was measured by a parent questionnaire. Children described pictures of real objects arranged to form wholes (e.g. three carrots arranged to form a triangle or crayons arranged to make a house) in a part-whole perception task developed by Prather and Bacon. Using a 0.05 level of significance, the results indicate that young children were more likely to use trial and error as a puzzlemaking strategy, and older children were more likely to use form and color. Four year olds completed puzzles more often and placed more pieces during puzzlemaking than two year olds. Children with more puzzlemaking experience and higher levels of part-whole perception placed more pieces correctly during puzzlemaking. Additional investigation of young children's puzzlemaking appears warranted. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. A Puzzle-Based Seminar for Computer Engineering Freshmen (EJ820985)
Parhami, Behrooz
Computer Science Education, v18 n4 p261-277 Dec 2008
2008-12-00
Journal Articles; Reports - Descriptive
Descriptors: First Year Seminars; College Freshmen; Internet; Academic Persistence; Student Motivation; Required Courses; Puzzles; Computer Science Education; Computer Software; Problem Solving; Information Technology; Engineering
Abstract: We observe that recruitment efforts aimed at alleviating the shortage of skilled workforce in computer engineering must be augmented with strategies for retaining and motivating the students after they have enrolled in our educational programmes. At the University of California, Santa Barbara, we have taken a first step in this direction by offering a required freshman seminar entitled "Ten Puzzling Problems in Computer Engineering". This one-unit pass/not-pass gateway course, which is graded based solely on attendance, introduces our students to some of the most challenging problems faced by computer engineers in their daily professional endeavors and at the frontiers of research. To accomplish this feat in a manner that is both understandable and appealing to freshmen, the problems are related to popular mathematical and logical puzzles. Each 1-hour class session begins by introducing the students to puzzles of a particular kind and letting them participate in formulating solutions. Historical context, background, and general solution methods for the puzzles are then discussed by the instructor, who finally proceeds to demonstrate how the puzzles and their solution strategies are related to real technical challenges in computer engineering. The new course, which has been offered twice already, is supported by a website containing complete lecture slides, class handouts, and reference information. (Contains 1 note, 1 table, and 11 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Elemental Chem Lab (EJ823744)
Franco Mariscal, Antonio Joaquin
Journal of Chemical Education, v85 n10 p1370-1371 Oct 2008
2008-10-00
Descriptors: Laboratory Equipment; Chemistry; Science Instruction; Science Laboratories; Teaching Methods; Puzzles; Scientific Concepts
Abstract: This educative material uses the symbols of 45 elements to spell the names of 32 types of laboratory equipment usually found in chemical labs. This teaching material has been divided into three puzzles according to the type of the laboratory equipment: (i) glassware as reaction vessels or containers; (ii) glassware for measuring, addition or separation; and (iii) lab plastic, metal, and porcelainware. The first puzzle is included in this article. The other two puzzles and all the answers are provided as online material. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Strategies and Correlates of Jigsaw Puzzle and Visuospatial Performance by Persons with Prader-Willi Syndrome (EJ809046)
Verdine, Brian N.; Troseth, Georgene L.; Hodapp, Robert M.; Dykens, Elisabeth M.
American Journal on Mental Retardation, v113 n5 p343-355 Sep 2008
2008-09-00
Journal Articles; Reports - Evaluative
Descriptors: Mental Retardation; Racial Differences; Spatial Ability; Visual Perception; Genetics; Disabilities; Puzzles; Comparative Analysis
Abstract: Some individuals with Prader-Willi syndrome exhibit strengths in solving jigsaw puzzles. We compared visuospatial ability and jigsaw puzzle performance and strategies of 26 persons with Prader-Willi syndrome and 26 MA-matched typically developing controls. Individuals with Prader-Willi syndrome relied on piece shape. Those in the control group used a different, picture-focused strategy. Individuals with Prader-Willi syndrome performed better than did the control group on an achromatic interlocking puzzle, whereas scores on puzzles with pictures (interlocking or noninterlocking) did not differ. Visuospatial scores related to performance on all puzzles in the control group and on the noninterlocking puzzle in the Prader-Willi syndrome group. The most proficient jigsaw puzzlers with Prader-Willi syndrome tended to be older and have shape-based strategies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Asian American Parents' Attributions of Children with Down Syndrome: Connections with Child Characteristics and Culture (EJ791991)
Ly, Tran M.
Intellectual and Developmental Disabilities, v46 n2 p129-140 Apr 2008
2008-04-00
Descriptors: Down Syndrome; Racial Differences; Cultural Differences; Asian American Students; Asian Americans; White Students; Whites; Attribution Theory; Parent Attitudes; Responses; Puzzles; Expectation; Emotional Response; Psychological Patterns; Age Differences
Abstract: This study explores cultural differences between European American (n = 26) and Asian American (n = 17) parents' attributional ratings of children with Down syndrome. Links were examined among parents' attributions, reactions, and behaviors regarding their child's jigsaw-puzzle performance. Although the children's puzzle abilities did not differ, compared with European American parents, Asian American parents judged their child as less successful and had lower expectations for future success. Asian American parents also attributed the child's performance to lower ability and lower effort. Affectively, they indicated less sympathy and more anger and blame toward the child. Despite striking ethnic differences, parents in both groups judged their older children as more successful and reported offering them less encouragement and help. Implications of these findings are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Tangrams and Constraint-Based Geometry (EJ790573)
Hyde, Hartley
Australian Mathematics Teacher, v64 n1 p32-34 2008
2008-00-00
Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Descriptors: Geometric Concepts; Geometry; Internet; Games; Computer Software; Puzzles; Mathematics Education; Mathematics Teachers
Abstract: Tangrams have sometimes been used as an extension activity intended only to keep faster students busy while others finished essential desk-work. Without adequate introduction, many find that tangrams are just an open-ended form of a jigsaw puzzle. Happily teachers have discovered that games provide an effective introduction to a new topic. In the case of tangrams, students are likely to learn more from their construction than from playing with the finished product. This article describes how students can construct tangrams within a constraint-based geometric (CBG) environment, thereby learning much more than might be gained using scissors and cardboard, while at the same time learning to use the CBG system. The examples used here were constructed using a ClassPad 300 but might just as easily be developed using the Windows-based software package "Geometry Expressions." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Promoting Mathematics Accessibility through Multiple Representations Jigsaws (EJ789426)
Cleaves, Wendy Pelletier
Mathematics Teaching in the Middle School, v13 n8 p446-452 Apr 2008
Descriptors: Problem Solving; Mathematics Education; Puzzles; Equations (Mathematics)
Abstract: The ability to examine problems using varied approaches is one of the most important characteristics of good problem solvers. Other characteristics include independence, flexibility in thinking, determination, and a willingness to take risks. By using multiple representations, students are being asked to show the same information in varied ways. Information could be presented in a table of values, and students could translate that same numerical information into a graph or an equation. Information presented in a story problem could then be represented by students using pictures and numbers. This article focuses on using a multiple representations jigsaw as a strategy to promote accessibility to mathematics for more students. (Contains 3 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Use of a Storytelling Context to Improve Girls' and Boys' Geometry Skills in Kindergarten (EJ788400)
Casey, Beth; Erkut, Sumru; Ceder, Ineke; Young, Jessica Mercer
Journal of Applied Developmental Psychology, v29 n1 p29-48 Jan-Feb 2008
Descriptors: Teaching Methods; Story Telling; Mathematics Instruction; Transfer of Training; Gender Differences; Pretests Posttests; Puzzles; Problem Solving; Kindergarten; Geometry
Abstract: Two studies investigated the effects of a storytelling-context for teaching geometry skills to kindergarten girls and boys. In Study 1, the story+geometry intervention consisted of an adventure story teaching geometry through part-whole-relations puzzles. Learning was assessed through transfer of skills, using a pre-/post design comparing intervention and control groups. A near-transfer task included new puzzle-problems with the "same" puzzle-pieces as the intervention, and a far-transfer task used a "wider variety" of puzzle-pieces. In Study 1, using diverse suburban students from a lower-middle-class-community, boys improved independent of intervention/control condition on the near-transfer task, whereas girls showed greater improvement with the intervention, than without it. No effects of condition or sex were found on far transfer. Study 2 compared two types of interventions (storytelling+geometry versus geometry-alone) to determine effectiveness of a storytelling-context separate from geometry-content. Findings for the Study 2 sample of diverse kindergartners from a high-poverty urban community showed that storytelling-contexts were more effective than de-contextualized formats for learning geometry across both near- and far-transfer tasks. Across studies, girls benefited more than boys from the geometry-content interventions (both with and without a story context). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Pythagoras and Four Colours (EJ784590)
Unal, Hasan
Mathematics Teaching Incorporating Micromath, n206 p27-29 Jan 2008
2008-01-00
No
Descriptors: Geometric Concepts; Mathematics Instruction; Educational Television; Puzzles; Mathematical Logic; Spatial Ability; Foreign Countries; Preservice Teacher Education; Middle Schools; High Schools; Secondary School Mathematics
Abstract: One way to teach Pythagoras' Theorem is through use of puzzles. Marshall (2004:1) points out that, "in creating their individual solutions to puzzles, students may reveal mathematical thinking on which approaches to the standard curriculum could be based." This article describes a puzzle-like spatial structuring activity related to Pythagoras' Theorem. The activity described is based on partitioning a square into four figures and constructing two new squares from them. (Contains 17 figures, 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Enumerating Small Sudoku Puzzles in a First Abstract Algebra Course (EJ810995)
Lorch, Crystal; Lorch, John
PRIMUS, v18 n2 p149-157 Mar 2008
2008-03-00
Descriptors: Algebra; College Mathematics; Puzzles; Computation; Higher Education
Abstract: Two methods are presented for counting small "essentially different" sudoku puzzles using elementary group theory: one method (due to Jarvis and Russell) uses Burnside's counting formula, while the other employs an invariant property of sudoku puzzles. Ideas are included for incorporating this material into an introductory abstract algebra course. (Contains 5 figures and 3 footnotes.)
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