Lifelong Learning Programme

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Title of the Experience
Mathematical riddles.
Name of the teacher
J.David Ferrandis Vila
Country where it took place
School typology
Lower Secondary School
Thematic Area
Experience typology
Teaching in class
Type of contact
Description of the Experience
Using mathematical puzzles, what we do is to get the attention of the students in solving the proposed exercises. This extra motivation and eagerness to solve the riddles posed earlier than their peers, causing a simple and practical way to strengthen the student files in a fun way. Depending on the educational level puzzles of varying complexity will arise, and once resolved will be very useful to reason the procedure used to solve the puzzle, since in some cases there may be different strategies to solve the problem.

Comments on this Teachers Experience

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Date: 2014.10.27

Posted by Darina Dolešová (Slovakia)

Riddles - not just mathematical, are a good way how to engage your students’ attention and get them for your subject. I also use them in my practice. Sometimes it is suitable to use the riddle to motivate students before explaining the subject matter. If you are repeating the topic, then you can ask pupils to create some riddles. Students usually really like such tasks. Mathematical riddles

Date: 2014.10.16

Posted by Marieta Andreeva (Bulgaria)

I also use this approach in class and I may say it is the most interesting for students so far. Very often students on their own initiative look for additional math riddles to solve with their classmates and share with me. The most interesting riddles they find the riddles, which are practically connected with everyday life. When they solve such riddles they see the real meaning of mathematics.


Dissemination Seminar in Florence

31 October 2015 The seminar has been held in ITIS “A. Meucci” one of the schools involved within Goerudio project activities. Its main aim was to promote the results of the project toward a broad sample of stakeholders even overcrossing the number of people directly involved in the production of project outcomes. This purpose has been totally achieved especially thanks to the participation of students and teachers coming from different schools or from other classes instead of those ones directly involved within the project activities.