10.16-Thoughts on the dishes puzzle

Wow! Actually, I saw this question in my homework when I was a child, but I forgot how I was doing it.

I think we should find the common multiple at first, since we don't want to let the dishes be cut.  " every 2 used a dish of rice, every 3 used a dish of broth, and every 4 used a dish of meat between them", so the common multiple of 2,3 and 4 should be 12. We can let every 12 people form a group, then in one group, there are 6 dishes of rice, 4 dishes of broth, and 3 dishes for meat, In total, there are 13 dishes in a group. There are 65 dishes together, every 13 dishes for 12 people, so 65÷13=5, 5×12=60， so there were 60 people.

• Does it makes a difference to our students to offer examples, puzzles and histories of mathematics from diverse cultures (or from 'their' cultures!)

If I were the student, I’d find it really engaging. It’s fascinating to think about how ancient people approached problems and to see the connections between math and culture. For example, the previous problem embedded in Chinese culture might give insight into traditions, like how people often share meals together, which contrasts with the more individual dining habits in the West. This cultural layer adds depth to the learning experience.

• Do the word problem or puzzle story and imagery matter? Do they make a difference to our enjoyment in solving it?

Absolutely,  it’s like every child like comic books! A well-designed problem that is relatable or tells an interesting story makes the process of problem-solving more enjoyable and engaging. When the puzzle is connected to something we find meaningful or culturally relevant, it feels less like a chore and more like an intellectual adventure. It adds an element of creativity and imagination, which makes the challenge more exciting and, ultimately, more satisfying when you find the solution.