As educators, we know that to have effective mathematics instruction, we must promote mathematical problem solving while encouraging discourse (NCTM 2014), yet finding tasks that both challenge and engage students can be difficult. We discovered that the Yohaku, a Japanese number puzzle, provides a format that was both challenging and thought-provoking when implemented in a secondgrade class in a Virginia elementary school. The number puzzle involves having students fill in squares with numerical values such that each column and row creates the same value. We discovered that students enjoyed the puzzle and that it supported their own construction of number sense.

Contributor Notes

Eric Imbrescia,, is a mathematics instructor at James Madison University in Harrisonburg, Virginia, where he works with preservice teachers promoting best practices in mathematics instruction.

Chelsea Heishman,, teaches second grade at Peak View Elementary School in Penn Laird, Virginia. She is interested in teaching mathematics that promotes problem solving and in building a mathematical community in her classroom.

Amanda Sawyer,, is an assistant professor at James Madison University in Harrisonburg, Virginia. She is interested in teaching preservice and in-service elementary school teachers how to elicit students' mathematical thinking using Internet resources.

Edited by Cathy Marks Krpan,, a professor at the Ontario Institute for Studies in Education at the University of Toronto.

(Corresponding author is Imbrescia
(Corresponding author is Heishman
(Corresponding author is Sawyer
(Corresponding author is Krpan
Teaching Children Mathematics
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