Puzzles can be used to introduce universal mathematical concepts, in a way that engages students. This paper discusses using puzzles to teach general problem-solving skills to university freshmen. The use of puzzles is intended to be independent of any problem-solving domain, in order to “lay a foundation for students to be effective problem-solvers in the real world.” It also provides a basis for computational thinking applicable to later coursework.

After describing what puzzle-based learning is, the authors provide a sample curriculum and describe how it fits into various course schedules. They clearly state that the puzzles are used only as a way to illustrate problem-solving techniques. They follow with a description of some of the curriculum topics and puzzle examples. In the last section, the authors discuss how the courses are presented at the University of Adelaide and Carnegie Mellon University. They also discuss issues brought out by student feedback and how they are attempting to address them.

The paper is well written and organized. The ideas are relevant to anyone interested in how universities are addressing the need for graduates who can enter the workforce well prepared to solve real-world problems in an ever-changing business environment.