A debate on teaching computing science
Communications of the ACM
A Discipline of Programming
The SIGCSE 2001 Maze Demonstration program
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Using puzzles in teaching algorithms
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
The greedy trap and learning from mistakes
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Puzzles and games: addressing different learning styles in teaching operating systems concepts
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Communications of the ACM - Why CS students need math
The game of set®: an ideal example for introducing polymorphism and design patterns
Proceedings of the 35th SIGCSE technical symposium on Computer science education
On novices' local views of algorithmic characteristics
ISSEP'06 Proceedings of the 2006 international conference on Informatics in Secondary Schools - Evolution and Perspectives: the Bridge between Using and Understanding Computers
Didactic Games for Teaching Information Theory
ISSEP '10 Proceedings of the 4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives: Teaching Fundamentals Concepts of Informatics
Puzzle games: player strategies across different interaction modalities
Proceedings of the 4th International Conference on Fun and Games
An analysis of player strategies and performance in audio puzzles
ICEC'12 Proceedings of the 11th international conference on Entertainment Computing
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Mathematical games arouse enthusiasm and challenge. They usually involve clear and simple rules, with physical, visual, or numerical entities, which raise motivation and intuition. The development of their playing strategies requires both heuristic reasoning and rigor. In order to win, one should recognize and capitalize on number patterns, such as parity and symmetry, as well as invariant patterns of repeated algorithmic actions. The search for patterns involves essential problem solving heuristics, and the validation of devised algorithmic actions requires a rigorous, scientific point of view. While games are known to be stimulating, their utilization in textbooks is very limited, if at all. In this paper, we offer an instructional approach, of using mathematical games, for elaborating fundamental notions that are apparent and relevant already at the very basic levels of computer science (CS) studies. We display our approach, illustrate it, and describe our experience in applying it in class.