Using puzzles to teach deductive reasoning and proof in high school geometry

Abstract

This study examined the effects of incorporating logic puzzles into a high school geometry curriculum to teach deductive reasoning in preparation for instruction on constructing formal proof. Two high school geometry classes were used in the study. One class completed seven days of instruction and practice solving logic puzzles before they learned how to construct formal proofs. The other class only received the traditional instruction. I predicted that the class that was exposed to the logic puzzles would score higher on a deductive reasoning post test and the unit exam that included constructing formal proofs. Although this group did have a higher mean score on both tests, there was not enough statistical evidence to verify the hypothesis. However, the participants in the class that used puzzles showed significantly greater confidence in constructing proofs and felt less stressed during the unit than the other group, suggesting positive outcomes with the incorporation of puzzles.