000			02086 a2200253 4500
999			_c32162 _d32162
001			nam a22 7a 4500
020			_a9781876462635
082			_a371.397 MI PU
100			_aMichalewicz, Zbigniew _98800
245			_aPuzzle-based learning : _ban introduction to critical thinking, mathematics, and problem solving _cZbigniew Michalewicz, Matthew Michalewicz
260			_aMelbourne, Vic., Australia : _bHybrid Publishers, _cc2008.
300			_axiv, 328 p. : _bill. ; _c24 cm.
505			_apt. 1. Rules 1-2-3 The problem: what are you after? Intuition: how good is it? Modeling: let's think about the problem a bit more pt. 2. Mathematical principles and problem types Some mathematical principles Constraints: how old are my children? Optimization: what is the best arrangement? Probability: coins, dice, boxes, and bears Statistically speaking Let's simulate! Pattern recognition: waht is next? Strategy: shall we play? pt. 3. Puzzles and assignments A smorgasbord of various puzzles A smorgasbord of various assignments.
520			_aWhat is missing in most curricula - from elementary school all the way through to university education - is coursework focused on the development of problem-solving skills. Most students never learn how to think about solving problems. Besides being a lot of fun, a puzzle-based learning approach also does a remarkable job of convincing students that (a) science is useful and interesting, (b) the basic courses they take are relevant, (c) mathematics is not that scary (no need to hate it!), and (d) it is worthwhile to stay in school, get a degree, and move into the real world which is loaded with interesting problems (problems perceived as real-world puzzles).
526			_aCSIT131
650			_aSimulation games in education _98801
650			_aPuzzles _98802
650			_aCritical thinking _93981
650			_aProblem solving _91590
650			_aAbility _94174
700			_aMichalewicz, Matthew _912133
856			_uhttps://uowd.box.com/s/zih8cop3mqq547mid4nh84q8if4lv4a6 _zLocation Map
942			_cREGULAR